Drew, Naomi (1987). Learning the Skills of Peacemaking. An Activity Guide for Elementary Age Children on Communicating, Cooperating, Resolving Conflict. This guide discusses bringing the skills of peacemaking to life for children. It focuses on four major components: accepting self and others; communicating effectively; resolving conflicts; and understanding intercultural differences. Peacemaking skills are presented in three stages with each stage integrating lessons in these four concept areas. Stage I is \Peace Begins with Me,\ Stage II is \Integrating Peacemaking,\ and Stage III is \Exploring Our Roots and Interconnectedness.\ Each stage is multi-graded. This guide uses many methods to teach peacemaking skills, such as playacting; creative writing; story-reading; music; the arts; and classroom discussion. After an introduction, sections on using the guide and the Win/Win guidelines are presented. There are 56 lessons in all, covering such topics as: (1) defining conflict resolution; (2) the basic needs of people; (3) \peace starts with me\; (4) connecting to the world around us; (5) being different is OK; (6) different flags of…

Goldstein, Steven M.; Mathews, Jay (1985). Sino-American Relations after Normalization: Toward the Second Decade. Foreign Policy Association Headline Series, No. 276. One in a series of booklets whose purpose is to stimulate greater interest in and more effective understanding of world affairs among American citizens, this six-chapter booklet traces the development toward improved relations between China and the United States. The chapters include: "Toward a New Consensus: 1978-1986"; "Strategic Triangle: The Impact of Sino-Soviet Relations"; "The Taiwan Issue"; "Economic Relations"; "China's Reform Process"; and "The Future of the Relationship." The "Talking It Over" section offers questions for students and discussion groups. A suggested reading list for classroom or community use concludes the booklet. (TRS)…

(1983). Peacebook: A Resource Guide for Peace Studies at U.C. Berkeley, 1982-83 [and] 1983-84. A series of essays and lists of resource materials as well as courses relevant to peace studies at the University of California Berkeley are presented in the two guides. Topics of the 1982-83 guide include the undergraduate major in Peace and Conflict Studies (PACS), a proposed curriculum, core courses, concentration area courses (social systems, culture and ideology, and natural environment) and the graduate program in PACS with a focus on global economy, ecology, technology and society, development in the Third World, international relations, social systems and social justice, health care, media, and values, beliefs, and human nature. The essays, written by Berkeley faculty, students, and members of the Peace Studies Project, describe the work toward a peace studies curriculum, a plan for peace institutes, and careers in peace. The 1983-84 guide contains the approved PACS program description, curriculum, and requirements and an update on the Peace Studies Project. Essays examine…

Winsor, Jerry L. (1989). U.S. Policies in Third World: An Economic Perspective. In order for genuine world peace to have a chance, communications professionals must consider a certain genre of communication–largely nonverbal and at a macroscopic level. There can be no lasting world peace where there is no world-wide principle of economic justice. The people of the industrialized power structures (seats of multinational corporations and centers of applied technology) have a moral obligation to seek means to protect a rapidly deteriorating world environment, to insure greater economic justice, and to lay a foundation for a just and lasting world order. This message must become grist for communication scholars and be the focus of classroom interactions. (Eleven references are attached.) (Author/MS)… [PDF]

(1972). Man's Changing Values and a World Culture–New Directions and New Emphases for Educational Programs. A Report on the 1971 Phi Delta Kappa Conference on World Education (Glassboro, New Jersey, May 8, 1971). Proceedings of the 1971 Phi Delta Kappa Conference on World Education are contained in this volume. Attendees of the one-day conference consisted of university, college, and public school faculty members, students, and community representatives in Eastern Pennsylvania and New Jersey. Also a number of individuals representing other countries were present. Specific objectives of the conference were to: 1) examine the value of our changing world; 2) recognize the growing need for a world culture; 3) see how our changing values help or hinder a world culture; and 4) try to find new directions for existing educational programs. In achieving its objectives, the conference concluded that there are many indications of a world culture; a world educational program can affect the entire value system of mankind; and there is a need for a world culture and an urgency of finding solutions to pressing problems. In addition to preliminaries and overview, the keynote address and five panel… [PDF]

Adler, Kenneth P. (1986). West European and American Public Opinion on Peace, Defence, and Arms Control in a Cross-National Perspective. International Social Science Journal, v38 n4 p589-600. Summarizes public opinion on perceived threats to peace, the means considered most effective to preserve and strengthen peace, and attitudes toward military resistance, nuclear weapons, and defense spending. The data presented span several years and are often reported for individual West European nations. (JDH)…

van Manen, Max (1985). Hope Means Commitment. History and Social Science Teacher, v20 n3-4 p42-44 Spr. Adults, especially parents and teachers, must show willingness to take responsibility for the world and thus generate firm faith in students, a hope and faith that life is worth living and the world is worth saving. Such hope and faith call for life commitment and work. (RM)…

Pascu, Ioan Mircea; Voinea, Radu (1984). The Responsibilities of the Scientist in International Understanding, Co-Operation, Peace, and Human Rights. Higher Education in Europe, v9 n2 p26-33 Apr-Jun. A discussion of the responsibility of scientists as repositories of knowledge, as educators, and as citizens outlines some concerns of the scientific community for problems of peace and disarmament. It is noted that a recent common awareness of a common responsibility for society is evident in the intensity of scientific contacts. (MSE)…

Fitch, Trey; Marshall, Jennifer L. (1999). The Teaching Students To Be Peacemakers Program: Program Overview and Review of the Literature. This paper provides a program overview and review of the literature on the Teaching Students to be Peacemakers Program (TSPP), which offers peer mediation and conflict resolution to students of all ages. The program features seven steps: creating a cooperative environment; teaching students the nature of conflict; teaching all students the problem solving negotiation procedure; teaching all students to mediate conflict; implementing the TSPP; refining and upgrading resolution skills; and repeating the steps yearly through grade 12. A key barrier to the program's success can be teacher commitment to the TSPP. This can be addressed by displaying administrative support, providing education on the benefits of the program, and having frequent contact with designated trainers. Peer mediation programs can be a significant part of a school's safety plan. Multiple studies have shown that involved students retain the mediation skills, teachers spend less time dealing with student conflict,… [PDF]

Dresden, Jacob A. (1974). A Case of Peace Studies in Secondary Schools. Social Studies Journal, 3, 1, 50-52, Spr 74. The theoretical and practical issues involved in teaching peace studies are debated and modes of action suggested for the classroom teacher. (Author/KM)…

(1971). Roundup. Intercom, 13, 2-21, Mar/Apr 71. A brief review of the world affairs field and what Americans are thinking, writing, and doing about them. Many items are appropriate for teacher and classroom use. (Author)…

Berman, Shelley (1983). A Break in the Silence: Raising Nuclear Issues in the Schools. Social Education, v47 n7 p501-03,56 Nov-Dec. To educate students about nuclear war, Educators for Social Responsibility sponsored a "Day of Dialogue" in schools October 25, 1982. What some teachers did in their classrooms on this day is described. Also discussed is what social studies courses need to do to help students become peacemakers. (RM)…

Nagler, Michael N. (1982). Education as a Five-Letter Word. Teachers College Record, v84 n1 p102-14 Fall. Educational practices should strive to avert the catastrophe of nuclear warfare by communicating a sense of the reality and accessibility of peace. Educators must be responsible to all mankind for the values they hold and teach. Humanization should be the goal of curriculum development. (PP)…

Totten, Sam (1982). Activist Educators. Teachers College Record, v84 n1 p199-209 Fall. This article summarizes educational activities of various sorts undertaken by antinuclear groups across the nation. Activists were interviewed to determine their motivations, aims, and hopes, and the work of scientific and medical activist groups, the nuclear freeze movement, religious groups, and educational organizations is noted. (PP)…

Salam, Abdus (1980). From Toledo to Trieste–Renewing Our Commitment. Bulletin of the Atomic Scientists, v36 n7 p35-38 Sep. Briefly reviews past endeavors at achieving international communication among scientists. Describes present accomplishments of the International Centre for Theoretical Physics. Makes appeals for scientific and technological development to the development countries, to the international community, and to representations of the OPEC countries. (CS)…

de Marquez, Traecy McJilton (2002). Creating World Peace, One Classroom at a Time. Young Children, v57 n6 p90-94 Nov. Recounts activities from a kindergarten classroom to illustrate how a multicultural approach cultivates a school environment embracing diversity and educating students about responsibilities associated with freedom. Stories include those related to students viewing each other in terms of individual characteristics rather than their ethnic group, creating a mind map for Earth Day, and cooperating with older students to write class letters against child labor. (KB)…

Goldstein, Ezra (2003). Shalom. Salaam. Peace Child Uses Theatre To Bring Israeli Arab and Jewish Teenagers Together. Teaching Theatre, v14 n2 p1-6 Win. Describes a drama written by students that helps them achieve an understanding and an empathy that eludes most of the inhabitants of Israel. Discusses how Arab and Jewish students collaborate to compose their drama. Concludes that at its best, the teenage participants in Peace Child Israel find that delicate balance point between using theatre to make statements and as a bridge to communication. (SG)…

Trout, Thomas (1989). The Educational Challenge of Gorbachev's "Perestroika": What Do We Know? What Can We Teach?. Educational Leadership, v46 n4 p72-74 Dec-Jan 1988-89. Mikhail Gorbachev's "glasnost" seeks to transform a large, multiethnic nation ruled for decades by an aging, entrenched, and stagnant bureaucracy. Educators will be challenged to provide students with accurate, objective information about the Soviet Union and to emphasize U.S.-U.S.S.R. similarities without minimizing differences. Includes a 20-item resource list. (MLH)…

Molnar, Alex (1992). Too Many Kids Are Getting Killed. Educational Leadership, v50 n1 p4-5 Sep. For too many children, our society is a fearful wasteland that mocks adult pieties and nurtures nihilism. The threat of violence cannot be dispelled with metal detectors, weapons checks, and secured hallways. Educators must adopt classroom practices that promote and strengthen peaceful relations among students and become more effective advocates for children and their families. (MLH)…

Girard, Suzanne (1995). Celebrating the UN's 50th in Primary Grades. Green Teacher, n43 p15-17 Jun-Sep. Provides rationale and methods for introducing primary children to the United Nations. Suggests teaching methods for a unit on the United Nations that involves children in learning about other nations and using their own families as a base for discussing roles, routines, and advantages that compare to the "UN family." (LZ)…

Parr, Christopher (2006). The Dutch Dilemma & American Divide: The Challenge of Exclusivist Religions to Pluralistic States, and Contemporary Education. Forum on Public Policy Online, v2006 n1 Fall. Post-Reformation societies and states that thought they had put religious wars behind them have been caught unawares by the vehemence of religious dissent that has exploded in their midst, sometimes literally, since the 1970s. I maintain that key Enlightenment propositions that established the means for peaceful religious co-existence seriously misconstrue and underestimate the social potency of religious impulses. My paper begins by sketching two distinct current impasses. The Dutch face the dilemma of a largely secularized society willing to be highly tolerant of difference–but as the brazen 2004 murder of provocateur-filmmaker Theo van Gogh has revealed, such tolerance is hard-pressed to accommodate those whose religious culture is not permitted to tolerate perceived intolerance directed at them. The United States presents an equally puzzling conundrum: a much more religious culture predicated on religious liberty, now challenged by versions of monotheism whose symbolic worldview… [PDF]

Court, Deborah (2006). Foolish Dreams in a Fabled Land: Living Co-Existence in an Israeli Arab School. Curriculum Inquiry, v36 n2 p189-208 Jun. This article presents the results of an ethnographic case study of an Israeli Arab middle school whose staff and students are Arab Israelis from the Moslem, Druze, and Christian population sectors. Against the Israeli backdrop of multiculturalism, political tensions, and terrorism, this school has created a multi-faceted curriculum for teaching students the values of non-violence and peaceful co-existence, as well as creating a school culture that supports this curriculum. In essence, the explicit curriculum and implicit elements of the school culture together form a highly effective program for teaching non-violence. The elements of this program are identified as the integration of values education across the curriculum; immediate application of non-violent problem solving in any situation of conflict between students; the expectation that staff and students will not engage in gossip or slander against one another; staff speaking openly with students about difficult issues such as… [Direct]

Bickmore, Kathy (2006). Democratic Social Cohesion (Assimilation)? Representations of Social Conflict in Canadian Public School Curriculum. Canadian Journal of Education, v29 n2 p359-386. This article examines the representation of conflict, diversity, peace, and justice issues in selected mandated curriculum guidelines, grades 1-10, for three Canadian provinces. These curricula, grounded in prevailing assumptions, reflect political will and influence resource availability for teaching. Prominent among them is a neutral discourse invoking Canadian ideals of multiculturalism that emphasizes harmony, marginalizes conflict and critical viewpoints, and presents injustices as past or virtually resolved. Because relatively little attention is given to actual instances of social conflict, violence, or marginalization, these curricula limit students' opportunities to practice with constructive democratic conflict and peacebuilding. (Contains 5 tables and 1 note.)… [PDF] [Direct]

Lhowe, Mary, Ed. (1994). Keeping the Peace in an Age of Conflict: Debating the U.S. Role. Choices for the 21st Century. This document presents a particularly challenging unit that thrusts students into the new foreign policy frontier that has developed since the end of the Cold War. The unit contains background reading and foreign policy options. The first part of the background reading introduces students to the institutions and conceptual framework of the international community. In the second and third parts, students are given four historical and five current case studies to examine. Consideration of the case studies requires the highest levels of thinking from students. Not only are students asked to analyze the case studies individually, but they also are expected to draw lessons from each in developing a context for evaluating the overall U.S. role in international intervention. The four distinct policy directions, or options, at the core of the unit are designed to help students further clarify their thoughts in order to articulate their own views. Each option is grounded in a clearly defined…

Osborne, Ken, Ed. (1993). United Nations Day, 24 October. Manitoba Social Science Teacher, v20 n1 Sep. Serving as the journal of the Manitoba Social Science Teachers' Association, this issue commemorates United Nations Day with the editorial, "Teaching about the United Nations" (Ken Osborne). Another article devoted to the international organization is "The United Nations and International Peace and Security" (Ken Osborne). The article is intended to: (1) introduce students to selected approaches to world peace and security; (2) describe the United Nations in this wider context; and (3) help students think about the issues involved. The article is divided into nine sections devoted to different aspects of world peace and the United Nations. Most are followed by a list of questions and activities. An outline of topics and subtopics on a U.N. unit, a profile of the U.N. Secretary General, Boutros Boutros-Ghali, and an assessment of the United Nations taken from the 1988 annual report of then secretary general, Perez de Cuellar are included. Ten other articles… [PDF]

Shanebrook, J. Richard (1985). A Nuclear Tech Course = Nuclear Technology in War and Peace: A Study of Issues and Choices. A nuclear technology college course for engineering students is outlined and described. The course begins with an historical account of the scientific discoveries leading up to the uranium experiments of Hahn and Strassman in Germany and the subsequent explanation of nuclear fission by Meitner and Frisch. The technological achievements of the Manhattan Project are presented. Students learn about the atomic bombings of Hiroshima and Nagasaki by reading John Hersey's book \Hiroshima\ and viewing the film \Hiroshima and Nagasaki: The Harvest of Nuclear War.\ The course then covers the \Atoms for Peace\ program that was initiated by President Eisenhower in 1953. Particular emphasis is placed on the technology of nuclear power plants such as pressurized water reactors and the liquid metal fast breeder reactor. Pros and cons of nuclear power are examined and nuclear weapons proliferation is discussed. The final part of the course is concerned with the technology of modern nuclear weapons…

Slaughter, Richard A. (1971). System Imperiled! Revised Edition. SYSTEM IMPERILED, a game simulating the basic features of the \balance of power, focuses on the power relationships among states in an international system. Primary activities of the game are the exchange of power units, formation of alliances, and making war and peace. Role-playing is not specifically built into the game, although it may be introduced. Two basic structures of the international system are suggested, but this too may be altered to meet the need of the class. The game is easy to direct and play, and may be run during a single class period. This publication contains the necessary elements for playing the game; a director's (teacher's) guide, copies of participant rules, samples of the forms to be used by participants, and readings entitled \Balance of Power and\Changes in the International System Since 1945.\ (Author/GC)… [PDF]

Cleveland, Harlan (1986). The World We're Preparing Our Schoolchildren For. Social Education, v50 n6 p416-23 Oct. Reviews world conditions which support the development of a new, global \manifest destiny\ for the United States. Lists five major threats to international security, in addition to positive signs of cooperation. Concludes with seven \attitudinal learnings\ for American students, and are the hallmarks of future global leaders. (JDH)…

Merrifield, Donald P. (1976). Liberal Education in a Radically Changing Society: A Catholic Perspective. Liberal Education, v62 n4, p501-506, Dec 76. In the light of the church's current social teaching, says the author, Catholic colleges and universities have a special responsibility and opportunity to develop future-responsive curricula permeated by a commitment to peace and justice. (Editor/LBH)…

Leviton, Dan; Wendt, William A. (1983). Health Education, the Denial of Death, and Global Well-Being. Health Education (Washington D.C.), v14 n3 p3-6 May-Jun. If health educators refuse to face the issue of death caused by war, hunger, and other man-made catastrophies, they may be unable to act to improve the quality of life. Local programs which encourage social well-being and resources which deal with peace on the global level are discussed. (PP)…