Caldwell, Dan (1977). Simulating SALT. Teaching Political Science, 4, 4, 391-404, Jul 77. This paper explains how to conduct a SALT simulation with upper division undergraduate and/or graduate students who have a limited background in international relations. Playing time is approximately four weeks. It is suggested that an introductory course devoted to reading, lectures, and discussions precede the simulation. (Author/RM)…

Howlett, Charles (1986). A Bibliography of American Peace History. OAH Magazine of History, v2 n2 p47-51 Win. Provides a comprehensive annotated listing of resources for the study and teaching of "peace history." Resources are divided into nine categories: (1) finding aids and broad surveys; (2) archives; (3) secondary sources; (4) monographs; (5) international studies; (6) individual figures; (7) pacifist organizations; (8) insider accounts; and (9) contemporary insider accounts. (JDH)…

Haddad, Chafica (1986). Celebration of International Literacy Day to Promote Peace. International Understanding at School, spec suppl n1 p15-22. Reviews the history of International Literacy Day, begun in 1966 by UNESCO. Offers a collection of activities for schools wishing to commemorate the annual events on September 8th. Includes a brief annotated bibliography of instructional materials on the topic of illiteracy. (JDH)…

Bokaer, Joan (1985). Addressing Nuclear Anxiety in Adolescents: Overcoming Hopelessness. History and Social Science Teacher, v20 n3-4 p81-82 Spr. This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. (RM)…

Carey, Loretta (1983). Selected Resources for Teaching the Pastoral and Peace. Momentum, v14 n4 p60-63 Dec. Provides an annotated bibliography of resources for teachers' use in teaching about and implementing "The Challenge of Peace," the Catholic bishops' pastoral letter. Reviews resources focusing on the pastoral letter, those providing background for teachers, and materials for curriculum development and for elementary and secondary use. Provides information on educational resource organizations. (LAL)…

Goetz, Delia (1949). World Understanding Begins with Children. Bulletin, 1949, No. 17. Office of Education, Federal Security Agency A major challenge to those concerned with the guidance and training of children today is to prepare them to take their places in a world in which they will be brought into increasingly closer relationship with the peoples of other lands. More and more we are stressing the need for developing better understanding of the people to whom we are so closely drawn in time. And more and more we are coming to realize that the foundation for this understanding must be laid in childhood. It is essential that we give children experiences which will help them to become good citizens of the world. Properly developed, a study of people of other lands and other cultures should enrich children's lives and make them more appreciative of their own community as well as of the rest of the world. It should help them think clearly and judge fairly. This bulletin suggests many sources of material suitable for elementary schools and ways to use the materials, enabling teachers to interest students in other… [PDF]

Dorner, Peter (1982). Academia and the Search for Peace. Wisconsin Academy of Sciences, Arts and Letters, v70 p177-83. History provides examples of how academic communities responded to serious social problems and tensions: by intentionally or unintentionally aggravating them, withdrawing, or searching for solutions. (AVAIL: Wisconsin Academy of Sciences, Arts and Letters, 1922 University Ave., Madison, WI 53705)…

Elvin, Lionel (1979). International Understanding. International Review of Education, v25 n2-3 p461-76. The author discusses the definition, rationale, and realization of the concept \education for international understanding.\ (SJL)…

Grover, Veronica (1977). Within NCEA Framework: Peace Studies and Justice. Momentum, 8, 1, 27-31, Feb 77. …

Jones-Vo, Stephaney (2003). The Peace Project: A Personal Path to Overcoming Intolerance. ESL Magazine, v6 n1 p22-24 Jan-Feb. Describes a peace project, carried out at an Iowa high school that aimed to ease tensions among students and hostile acts directed toward English-as-a-Second-Language students. The project was highly successful. (Author/VWL)…

Dumont, Georges-Henri (1989). Unesco's Practical Action on Human Rights. International Social Science Journal, v122 p585-94 Nov. Explains the purpose and history of United Nations Education, Scientific, and Cultural Organization (UNESCO). Reviews decisions that were made at the 1989 UNESCO Executive Board meeting and lists the number of cases that have been resolved by various UNESCO actions between the years 1978-1988. Concludes that each case is a positive step forward. (GG)…

Fine, Esther Sokolov (1994). Peacemaking as a Tool for Change. Primary Voices K-6, v2 n4 p2-5 Nov. Describes the Peacemaking program at the Downtown Alternative School, an elementary school in Toronto, Canada. Provides a context of understandings about theory and classroom practices involving struggles with conflict and differences. (SR)…

Faulkner, Mara (1992). Life at Peace. Feminist Teacher, v7 n1 p9-13,19 Fall. Contends that there are far more terms associated with war and conflict than terms about peace in the English language. Asserts that this circumstance is both a product of and a contribution to national values. Recommends using more emotional words and speech to talk about peace. (CFR)…

Gill, David (2000). Giving Peace a Chance: Gandhi and King in the English Classroom. English Journal, v89 n5 p74-77 May. Describes how one high school English teacher developed and taught a unit that would give students the opportunity to see how violence and nonviolence affects their lives. Notes the unit involves discussing the lives and careers of Mahatma Gandhi and Martin Luther King, Jr., viewing film clips and film, reading, writing in journals, and writing a bill of rights for students. (SR)…

Cellitti, Anarella (1998). Teaching Peace Concepts to Children. Dimensions of Early Childhood, v26 n2 p20-22 Spr. Examines how young children's everyday group experiences contain important opportunities for adults to model and teach skills and understandings that can lead to a more peaceful world. Presents specific ideas for creating a peaceful atmosphere in the classroom and embedding peace concepts into the early-childhood curriculum, including the use of a peace center and teaching conflict resolution. (KB)…

Janke, Rebecca; Peterson, Julie (1999). Making PEACE Work: A Collaborative Model. Montessori Life, v11 n1 p36-39 Win. Describes use of an artist-in-residency approach to fieldtest a six-week curriculum to raise elementary school students' awareness of their natural empathy and teach them peacemaking and conflict resolution. Notes that teachers learned to share classroom dilemmas with students and students expressed themselves as peacemakers. Discusses how parents and teachers can create community and a sense of belonging in children. (Author/KB)…

(1982). First Meeting with Teachers and Principals of Unesco Associated Schools Project Held on Monday, 6 September 1982 at the Training Division, Prime Minister's Office, Castries, Saint Lucia. International Understanding at School, n44 p12-13. In September 1982, K-12 teachers and principals participating in Unesco's Associated Schools Project met to make preparations for the implementation of the project that was to commence when schools opened later that month. The project is intended to promote international understanding and peace. What happened at the meeting is described. (RM)…

(1984). News of Projects in Associated Schools. International Understanding at School, n46-47 p26-39 1983-84. Describes activities of schools around the world participating in the Associated Schools Project, the goal of which is to improve international peace and understanding. (RM)…

Greene, Maxine (1982). Education and Disarmament. Teachers College Record, v84 n1 p128-36 Fall. Education should release humans to reach out from their own places in the world so that they can make sense of how they live and what they encounter around themselves. This sort of education, which will \humanize\ the world and populate it with \self-understanding\ citizens, will allow for the evolution of alternatives to destruction and war. (CJ)…

(1992). Directory of Resources: For International Cultural and Educational Exchanges. This directory is an inventory of government and private organizations that administer exchange programs and related educational activities aimed at strengthening mutual understanding between people of the United States and other nations. Descriptive narratives provided with the entries are drawn from material provided by the organizations or obtained from other directories. Individual academic institutions with international programs are omitted because of the volume. The listings are divided into three large sections. The first lists 40 United States government departments and agencies. Only those offices that have international programs of their own or are points of contact for international visitors are listed. Unless the purposes and programs are self-explanatory, a brief description is included. Addresses are given for offices within a department or agency if they differ from that of the headquarters. The second section lists federal boards and commissions and contains six… [PDF]

Leonard, Thomas M. (1997). NATO Expansion: Romania and Bulgaria within the Larger Context. Fulbright-Hays Summer Seminars Abroad, 1997. (Romania and Bulgaria). This paper analyzes the issues regarding current expansion of NATO membership to include Romania and Bulgaria. The perspective given is that of the United States and places the Romanian and Bulgarian cases within the context of those issues. Sections of the paper include: (1) "The Road to Madrid: Expansion of NATO"; (2) "No Easy Answers: The Impending Debate Over NATO Expansion"; (3) "Rejected Suitors: Romania and Bulgaria"; and (4) "Conclusion." (EH)… [PDF]

Feller, Gordon, Ed.; And Others (1981). Peace and World Order Studies: A Curriculum Guide. Third Edition. The third edition of this guide will help college and university educators design and update courses and learn about new resources in world order studies. The guide begins with three essays that set forth the rationale, methodology, and content of world order studies. The opening essay critiques traditional social science and argues for a more human-centered, transdisciplinary, and value explicit approach of study and research. The second essay deals with the principal objections to world order studies and depicts the scope of the field today. The final essay explores the methodology and content of world order studies. The second part of the guide, which comprises the major portion of the document, contains 64 course syllabi. Brief course descriptions, schedules of class sessions, and lists of books used are provided. The syllabi cover a broad range of world order concerns from general introductory courses to more topically focused ones on war and peace, international organization…

Alexander, Raymond Pace; And Others (1973). Perspectives on Global Education. Law in American Society, 2, 3, 2-5, Oct 73. Six authors, viewing from their particular expertise, express the need to nurture and develop humanization qualities in children through global education. (SM)…

Knefelkamp, L. Lee (1992). The Multicultural Curriculum and Communities of Peace. Liberal Education, v78 n2 p26-35 Mar-Apr. Integration of models of college student development and identity development suggests that the multicultural college curriculum is the best catalyst for creating educational communities of peace. It is most effective to build common ground with others who are different but can and will continue a dialogue in search of truth. (MSE)…

Jones, Lonzena B.; And Others (1995). Respect Me, Respect Yourself: Student Workbook [and] Teacher's Guide. First Edition. This student workbook and teacher's guide are designed to teach elementary school students about peaceful conflict resolution based on the premise that one of the inalienable rights to which individuals are entitled is the right to respect themselves and others. There are six lessons that teach mediation and alternative dispute resolutions. Each lesson includes a description, objectives, materials needed, key concepts/vocabulary, steps to implement the lesson, and suggested activities. The lessons allow for the utilization of individualized, whole group, and small group instruction. The six lessons examine: (1) successful mediation; (2) the United States Constitution; (3) freedom of speech; (4) freedom of the press; (5) resolving conflicts within oneself and with others; and (6) children's rights. The student workbook provides students with a brief summary of the United States Constitution and all 27 amendments in simple English and the skills necessary for successful mediation. The…

(1984). An Illustrated Day-to-Day Account of the First International Congress on the Occasion of the 30th Anniversary of the Associated School Project. International Understanding at School, n46-47 p9-14 1983-84. Participating in the first international Congress of 1983 were countries having Associated Schools projects promoting international understanding and peace, five international nongovernmental organizations, and two African national liberation movements. What happened at the conference is described. (RM)…

Bebbington, John; And Others (1995). What Makes a Good Peacekeeper?. Green Teacher, n43 p18-21 Jun-Sep. Children can better understand the United Nations' role as a peacekeeper if they have some experience at it themselves. This activity for grades 4 to 6 demonstrates that the battles on the schoolground are not so different from those in the wider world. Includes a bingo gameboard and worksheet. (LZ)…

Brody, Ed, Ed.; And Others (1992). Spinning Tales, Weaving Hope: Stories of Peace, Justice & the Environment. Created for teachers, parents, storytellers, and anyone who works or plays with young people, this collection of 29 stories for children (and adult children) grew from the belief that the chance for survival of humanity in these difficult times may be improved by having stories grow in the hearts of the world's children. The stories in the collection, which come from around the world and throughout time, focus on themes of peace, justice, and the environment, and are grouped into four main sections: (1) Living with Ourselves; (2) Living with Each Other: Working Together to Solve Problems; (3) Living with Each Other: The Problems of Working Together; and (4) Living with the Earth. Each story in the collection is introduced and told by a storyteller who loves the story and has told it to many different groups. Each story is also enriched by the storyteller's tips for the telling and suggested activities or exercises, for various age groups, designed to deepen and extend the stories'…

Gore, Deborah, Ed. (1991). Peace–Iowa's Link. Goldfinch: Iowa History for Young People, v13 n1 Sep. This theme journal issue is devoted to an exploration of peace and its history in Iowa. The features and activities include: Iowa's Peace Tradition; A Global View; World Map; A Mesquakie Tale; Swords into Plowshares; Make a Peace Crane; Student Protest; Goldfinch Patriotism Debate; Peace Meal; A Short Story; and Work It Out. (DB)…

(1993). Reducing School Violence: Schools Teaching Peace. A Joint Study. This document was written by and for educators concerned about the classroom disruptions that steal instructional hours and endanger the safety of students. It also should be useful to community groups and parents who help children to develop productive skills in dealing with their own emotions and dealing with others in constructive ways. The document begins with a Rationale section to help readers more fully understand the extent of the problem of violence in the schools; the definitions and importance of conflict and conflict resolution; the focuses of several approaches to resolving conflict; and the need to act now to implement conflict resolution curriculum in schools. The Findings section of the report describes common characteristics of conflict resolution programs (content, teacher training, and parent involvement) being used in schools across the state of Tennessee and reported in recent literature. It also provides case studies as specific examples of successful… [PDF]