Hennen, Thomas J., Jr.; Stanton, Vida C. (1977). Let There be Peace: An Annotated Bibliography of Anti-War Literature and Realistic Fiction about War. Language Arts, 54, 1, 66-70, Jan 77. …

Weed, Timothy J. (1994). Central America's "Peace Parks" and Regional Conflict Resolution. International Environmental Affairs, v6 n2 p175-90 Spr. Examines the development of transborder conservation zones, known as "peace parks," in terms of their potential importance as proving grounds for international cooperation and sustainable development, and then in their role as symbols and outright manifestations of the peace process. Includes case studies of La Amistad Biosphere Reserve, Si-a-Paz, and the Maya Biosphere Reserve. (Contains 47 references.) (MDH)…

Baer, Joan (1994). The Web We Weave: Creating the Fabric of Peacemaking. Primary Voices K-6, v2 n4 p12-16 Nov. Describes the beginning and development of the Peacemaking program in a multiage classroom combining grades one through three. Portrays interactions of teachers and students as they apply the Peacemaking program. (SR)…

Lacey, Ann (1994). Children Evolving into Peacemakers. Primary Voices K-6, v2 n4 p24-28 Nov. Portrays the interactions of teachers and students as they explore peacemaking in the elementary grades. Includes children's responses to the Peacemaking program, a note on I-messages, and a discussion on how to begin peacemaking. (SR)…

Nelson, G. Lynn (2000). Warriors with Words: Toward a Post-Columbine Writing Curriculum. English Journal, v89 n5 p42-46 May. Argues that teachers of writing can readily become forces for peace in our schools and, by extension, in society at large. Argues that returning to personal story at the center of the writing curriculum, accompanied by deep listening, will promote peace and well-being, voice and sense of self, and respect and caring as well as powerful literacy in English classrooms. (SR)…

Coghlan, Rosemarie (2000). The Teaching of Anti-Violence Strategies within the English Curriculum. English Journal, v89 n5 p84-89 May. Argues that the English classroom is a fitting place to integrate anti-violence teaching into the academic curriculum. Describes how English teachers can teach conflict resolution strategies, instill respect for cultural diversity, provide an atmosphere for cooperative learning while acknowledging controversy, and heighten empathy and respect by integrating violence prevention strategies into the content of the English curriculum. (SR)…

Haavelsrud, Magnus (1996). Learning Democratic Global Governance. International Journal of Peace Studies, v1 n2 p67-84 Jul. Outlines a model process of developing knowledge from within different groups and cultures to allow more equitable participation of all world societies in the definition of global governance. Reviews concepts relevant to education's contributions toward learning and creating democratic global governance. Discusses the educational utility of Project Global 2000. (DSK)…

Fine, Esther Sokolov (1997). Learning the Language of Peacemaking: Researching the Early Moments. Canadian Children, v22 n2 p18-22 Fall. Notes the "Children as Peacemakers" study, a video ethnography of peacemaking efforts in an elementary school. Includes excerpts from interviews and discussions with a grade 2 child, her mother, and her teacher concerning their experiences with "Peacemakers" approach. Notes that the "Peacemakers" approach offers expectation of change and a sense of possibility for practitioners. (LBT)…

McCaffery, Juliet (2005). Using Transformative Models of Adult Literacy in Conflict Resolution and Peacebuilding Processes at Community Level: Examples from Guinea, Sierra Leone and Sudan. Compare: A Journal of Comparative Education, v35 n4 p443-462 Dec. This paper draws on the experience in Guinea, Sierra Leone and South Sudan, to explore how the methodology and modalities of community based participatory literacy can interrelate and combine with those of conflict resolution and peacebuilding. The paper considers how transformative models of literacy, such as those of Freire, REFLECT, the ActionAid literacy programme, and "New Literacy Studies", along with the self-expression and creative writing these generate, can contribute to the processes of forgiveness, reconciliation and reconstruction. It argues that adult literacy programmes constitute an important element in post-conflict reconstruction…. [Direct]

(1997). One World Poster Study Guide. This study guide for elementary and secondary level teachers is intended to be used with the One World Poster Series kit. In addition to the study guide, the kit includes eight full-color posters appropriate for hanging in a school or classroom, each poster featuring a work of art and corresponding text, quotation or poem relating to themes of world peace, tolerance, and community. The study guide contains discussion questions and student activities for the elementary and secondary level that can be used with any of the posters. Further, each poster is shown in reduced format; along with elementary and secondary level discussion questions and activities is a description of each poster's artist and author. (KB)…

Harrington, John (1972). The Problem of Sweeping Objectives: The Case of International Relations. Social Studies, 63, 2, 55-58, Feb 72. …

Andrews, Ian (1995). The UN and the Environment. Green Teacher, n43 p22-24 Jun-Sep. Many high school students are aware of the efforts of the United Nations to maintain peace. This activity is intended to make students aware of the larger mandate of the UN by focusing on one of the issues of increasing concern, the environment, and the solutions proposed by the UN. (LZ)…

Tromp, Hylke, Ed. (1981). UNESCO Yearbook on Peace and Conflict Studies 1980. This yearbook will provide teachers and researchers interested in peace and conflict studies with practical information. There are three major sections. The first section deals with "Approaches to Teaching and Research." How the electronic revolution has transformed the identification of, location of, and access to information on peace and conflict studies is examined. Included is a discussion of search strategies, data bases, and sources of information. A list of descriptors for information processing in peace research is provided. Approaches to the study of war are presented. A literature review and bibliography on war are also included. Section two of the yearbook contains "Bibliographical Studies." A bibliographic survey of the United Nations on the relationship between disarmament and development is presented. The concluding section of the yearbook examines "Institutional Developments." The activities of the International Peace Research Association…

(1981). Conflict Resolution and Peace Studies: An Annotated Bibliography. Ethnic Studies Bulletin, Number Nine. This annotated bibliography of resources dealing with conflict resolution and peace studies was compiled for the use of elementary, secondary, and college educators. The listing is alphabetical by author. Included are handbooks for teachers, course outlines, anthologies of journal articles, bibliographies of curriculum materials, background readings, filmographies, student pamphlets, and instructional units. The bibliography concludes with a description of a college-level pilot peace studies course, a guide to peace studies terminology, a topography of the dimensions of conflict, and an annotated listing of organizations that deal with conflict resolution, disarmament, and peace. (RM)… [PDF]

FitzMaurice, Eileen (1983). Development Education: U.N. Materials as a Teaching Resource in "Shaping a Peaceful World.". Momentum, v14 n4 p56-57 Dec. Reviews the work of United Nations Educational, Scientific, and Cultural Organization (UNESCO) in development education, which focuses on the development of the child as a participant in a changing world. Describes resources for development education produced by the United Nations Children's Fund. (LAL)…

Totten, Sam (1985). Introduction to This Special Issue of Georgia Social Science Journal on the Nuclear Arms Race. Georgia Social Science Journal, v16 n2 p1-2 Spr. Of the many serious problems now facing the world, the most important is threat of nuclear destruction. Social studies educators should provide ample classroom time for discussing and examining the facts concerning nuclear warfare, and they must make sure that various points of view are presented. (RM)…

Mapes, Milton C., Jr. (1984). A Peace Academy to Build the Channels. National Forum: Phi Kappa Phi Journal, v64 n1 p37-38 Win. Legislation to establish the National Peace Academy is currently under consideration by the United States Congress. The Peace Academy should develop as the center and the hub of a national and international movement to change the way our society deals with conflict. (MLW)…

Alexander, Mary, Ed. (1984). Cartoon Analysis of Peace Propaganda. Social Education, v48 n4 p244-46 Apr. A cartoon for analysis and other learning activities is provided to help students study about peace propaganda, the nuclear freeze, and disarmament. A cartoon analysis worksheet, designed to help students analyze almost any political cartoon, is included. (RM)…

Drinan, Robert F. (1972). The Rhetoric of Peace. College Composition and Communication, 23, 3, 279-82, Oct 72. Drinan cites examples from government publications to show deliberate misuse of language, and calls on the English profession to re-establish clarity and honesty". (SP)…

Exton, Richard (1972). Film in the Humanities Curriculum Project. World and The School, 24, 31-37, Feb 72. This paper outlines the experience of a group of teachers when they showed three films dealing with war/peace issues to secondary students in one of the experimental schools in the Humanities Curriculum Project 1968-69. (SM)…

Kirkpatrick, Jeane J.; Ward, Patricia (1981). How Your Students Can Give Peace a Chance. Instructor, v91 n3 p76-78,80,82,84 Oct. In anticipation of October 24, United Nations Day, Patricia Ward provides a study unit on global issues and the United Nations. U.N. Ambassador Jeane J. Kirkpatrick discusses how elementary teachers can realistically explain the United Nations to children. (SJL)…

Nattiv, Amalya; And Others (1989). Conflict Resolution and Interpersonal Skill Building through the Use of Cooperative Learning. Journal of Humanistic Education and Development, v28 n2 p96-103 Dec. Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. (Author/NB)…

Harries, Owen (1990). What American Students Should Know about the World. Momentum, v21 n1 p21-25 Feb. Argues that American students need special lessons in international politics, pointing to specific concepts and ideas they should be familiar with in the areas of national politics and international relations, political ends and means, the relationship between principles and circumstances, and the pursuit of peace. (DMM)…

Harel, Yael; Mahajna, Salah (1992). The Co-Existence Daisy. English Teachers' Journal (Israel), n45 p87-90 Dec. Activities that promote Arab-Jew coexistence at the English Department and Arab College at Beth Berl College are recounted. The authors' projects, each regarded as a petal in a "Coexistence Daisy," include those related to art encounters, interprofessional relationships, and inservice training. (LB)…

Stomfay-Stitz, Aline; Wheeler, Edyth (2006). Voices from the Field: Teachers Talk about Strategies for Peace and Conflict Resolution. Childhood Education, v82 n3 p162-F Spr. In this article, the authors present the strategies used by teachers in early childhood programs and elementary schools when they teach about peace and conflict resolution. In a focus group, the teachers relate that they primarily need consistency as they work toward peace and conflict resolution. The teachers also identify communication with parents as the second most pressing need they encounter when teaching peace and conflict resolution. (Contains 6 online resources.)…

Murtagh, Teresa, Ed.; O'Sullivan, Jean, Ed. (1998). The Quiet Peacemakers. A Tribute to Teachers. This booklet, which is available in English, French, and Spanish, presents articles by eight individuals from around the world which demonstrate how teachers worldwide are finding ways to show children how to respect those who are different from themselves. The teachers' mission is to provide children with the means to overcome centuries-old tensions. After an introduction, the articles are as follows: "Lessons in Dialogue" (Olwin Frost, Northern Ireland); "Lessons in Love" (M. Therese Ranee, A.C., Sri Lanka); "Lessons in Citizenship" (Pascal Diard, France); "Lessons in Resistance" (Zohra T., Algeria); "Lessons in Solidarity" (Teresa Gangemi, Italy); "Lessons in Reconciliation" (Marie-Laetitia Kayirerwa, Burundi); "Lessons in Understanding" (Azijada Borovac, Bosnia and Herzegovina); and "Lessons in Responsibility" (Avi Black, United States). (SM)… [PDF]

Garvey, Helen; Pickus, Robert (1980). Citizen Responsibility, Conscience, War and the Draft, A Kit for Counselors and Teachers. This publication for secondary students, with additional materials for counselors and teachers, deals with the topics of citizen responsibility, conscience, war, and the draft. There are five major sections. Section I, containing three questionnaires, includes questions for students to consider if they are confronting problems of conscience, war, and the draft and a survey to help students think through questions they will face as they consider their response to a compulsory military service law. Section II, "Putting the Questions in Context," contains brief reading selections about war and peace followed by questions to facilitate dialogue and to stimulate thoughtful consideration. Section III contains four readings entitled "What is Conscience?", "The Individual and Society,""Religious and Philosophical Approaches to War," and "Exploring Your Own Religious Tradition." Section IV will be of interest to students who are thinking about…

Keys, Donald F. (1979). The General Assembly of the United Nations, 1979 (34th). This report is a succinct summary of action taken by the 34th General Assembly of the United Nations. It is intended for use by members of UN delegations, UN secretariat staff, policy makers, scholars, students, and members of the public interested in global problems and world issues. The report provides an accurate record of actions taken, including key phraseology of the resolutions and the nature of the vote or action taken, and also gives background and past history of the items discussed, sufficient for general understanding without reference to other sources. Some highlights of the Assembly follow. In his annual "state of the world" message, the Secretary General Kurt Waldheim stated that "the primary objective of the United Nations must remain the survival of the human race and its environment in the best possible conditions." The two most popular speakers of the Assembly were Pope John Paul III and Fidel Castro. On the disarmament issue the UN approved…

Dieterich, Daniel J. (1973). World Literature for World Understanding. Elementary English, 50, 3, 479-86, Mar 73. …

Falk, Richard (1983). For a New Abolitionism: The Abolition of War. Social Education, v47 n7 p499-500 Nov-Dec. Society must explore the possibilities of an abolitionist movement centrally concerned with war and peace, just as an earlier abolitionist movement was concerned with the obscenity of slavery. We must think about nonviolence as a basis for security and explore in educational settings alternatives to weapons of mass destruction. (RM)…