Harries, Owen (1990). Students Should Know More about the Real World than Just History and Geography. NASSP Bulletin, v74 n522 p16-20 Jan. While domestic politics occurs in the presence of a sovereign government, international political activity takes place in a state of anarchy. Each nation-state claims sovereignty and recognizes no power superior to itself. When discussing peace, teachers must be realistic about interdependence, which can lead to war, as in 1914. (MLH)…

Wallinga, Charlotte; And Others (1991). Children and War. Review of Research. Dimensions, v19 n4 p28-30,31 Sum. Discusses young children's conceptions of war, reviewing literature on children's attitudes and feelings about war and studies of parents' responses to children's feelings. Concludes that between ages four and seven, children develop a sense of war and peace. Considers implications for parents and teachers. (GLR)…

Woodward, Ted (1991). Breaking Barriers through Adventure Based Citizen Diplomacy. Journal of Experiential Education, v14 n1 p14-19 May. Traces the development of peace-oriented experiential philosophy in both its Western and Soviet contexts, suggesting that adventure-based citizen diplomacy is a valuable means to build bridges between them. Adventure Based Citizen Diplomacy projects are working to decrease the cultural, sociopolitical, and psychological barriers that remain in the Soviet Union and the West. (KS)…

Adeyemi, Michael Bamidele (2000). Teaching Conflict Resolution to Social Studies Students in Botswana. Social Studies, v91 n1 p38-41 Jan-Feb. Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. (CMK)…

Smagorinsky, Peter (2000). Reflecting on Character through Literary Themes. English Journal, v89 n5 p64-69 May. Discusses the merits of implementing a character education curriculum through teaching literature according to themes. Argues that a reflective approach, emphasizing students' engagement with the issues and the resolutions they come up with for considering moral dilemmas, will be more effective than a didactic approach. Describes a unit on success, part of an American literature class for high school juniors. (SR)…

Seldin, Tim (1999). Building Peace Within Our Adult Community. Montessori Life, v11 n1 p45-47 Win. Examines how the Montessori community can work for peace within individuals, the schools, and the Montessori community itself by building school identity, creating family-friendly schools, building community within the faculty, and building a community of schools among the competing schools in the local area. Describes several peace programs for the broader Montessori community. (KB)…

Doubate, Sarate (1982). Introduction of the Associated Schools Project in Guinea: Mission Report. International Understanding at School, n44 p14-15. To prepare for introducing an Associated Schools Project in Guinea, the author took a study trip to see what kinds of activities Associated Schools Projects in Switzerland, Germany, and France had undertaken. Associated Schools Projects are intended to promote international understanding and peace. An account of the study trip is provided. (RM)…

Whitney, L. Jack (1981). Biology Teachers and Peace. American Biology Teacher, v43 n9 p502-05 Dec. Suggests that biology teachers can serve an important role in turning humankind from nuclear warfare to peaceful cooperation. Argues that the school should lead the world in teaching about the universal will to live exhibited by all organisms and about the insanity of nuclear armament. (DC)…

Young, Elise G. (1989). The Judeo-Arabic Heritage: Key to Peace?. Social Studies, v80 n4 p147-50 Jul-Aug. Suggests that the Judeo-Arabic heritage might play a potential role in the Palestinian-Israeli conflict. Proposes a course of instruction that can be used at the secondary and college levels and is designed to aid teachers in learning and teaching about Judeo-Arabic heritage. Contends that students benefit from analyzing complex historical issues. (KO)…

Jonsberg, Sara Dalmas (2000). A Place for Every Student. English Journal, v89 n5 p27-31 May. Argues that many students are alone and afraid in high schools. Looks at two basic premises underlying the traditional way of doing school: competition and conformity, and their inherent violence. Describes how the author works with prospective English teachers in her methods class, showing them how teachers can teach a curriculum of respect and peace. (SR)…

Bodine, Richard; And Others (1995). Creating the Peaceable School Mission. Some researchers and practitioners believe that schools can play a leading role in preventing violence among youth. This document offers a framework for collaboration that moves from simply recognizing the problem to preparing youth to live peaceably in a diverse community. The \Creating a Peaceable School\ program is based on the premise that youth should not only be taught the skills necessary to resolve differences without violence, but that they must also have an opportunity to utilize the skills daily in the community, school, and neighborhood. These life skills are learned by everyone in the school as part of a comprehensive school-based violence-prevention program. Central to the program is the implementation of a noncoercive discipline system designed to teach students self-discipline and responsibility. Kreidler defines the \peaceable classroom\ as a warm and caring community in which five qualities are present: cooperation, communication, tolerance, positive emotional… [PDF]

Wheeler, Daniel D. (1992). KIDLINK in War and Peace. This paper describes the KIDLINK Project, a worldwide e-mail exchange with children from 10 to 15 years of age, which was created as part of the 1990 Children's Cultural Week in Arendahl, Norway, by Odd de Presno, a Norwegian journalist and author of computer books. The goal of the project is to create a global dialog among as many children as possible. The KIDLINK project is now running on Bitnet LISTSERV at North Dakota State University and is directly connected to both Internet and Bitnet. This paper describes the separate mailing lists used by the project for different aspects of its work, i.e., the RESPONSE List; the KIDCAFE List; the KIDS-92 list; the KIDPLAN list; and the KIDPEACE list. KIDLINK in time of war during the Gulf War and KIDLINK in time of peace are compared, and many examples of messages sent by children and a graph of the volume of messages sent by children from January 1991 to March 1992 are appended. It is noted that KIDS-91 had 2,600 participating children… [PDF]

Young, Stephen, Ed. (1991). ACCESS Guide to the Persian Gulf Crisis. Updated Edition. This guide for studying the events of the Persian Gulf War is designed to be non-partisan and to promote participation in public debate among concerned citizens, national organizations, educators, researchers, and academics. The guide is divided into four sections. Section 1 provides background information, the text of the United Nations resolutions, and troop levels. Section 2 identifies 12 issues for discussion and debate. Section 3 lists reports, studies, and other resources. Section 4 provides a directory to more than 80 organizations with resources and/or a position on the crisis. (DB)…

Nelson, Linden, Comp. (1986). Psychology and Nuclear Weapon Issues: Topics, Concepts, and Bibliography. The document outlines 15 topics, each with concepts and selected references, to illustrate the relevance of psychology for understanding and coping with the threat of nuclear war. Awareness of the literature is intended to encourage psychologists to become more active in applying psychological concepts to nuclear weapons issues. The articles and books selected for the extensive but not exhaustive bibliography deal explicitly with nuclear weapons issues and are either authored by psychologists or are substantially psychological in content or methodology. The topics include: (1) apathy about the threat of nuclear war; (2) scenarios for nuclear war (psychological aspects); (3) the nuclear arms race (psychological determinants); (4) U.S. and Soviet perceptions (enemy perception processes and effects); (5) the psychology of deterrence; (6) nuclear weapon policy-making processes; (7) crisis management; (8) tension reduction, cooperation, and arms control; (9) psychological effects of… [PDF]

Seitz, Kathryn F. (1984). A Working Bibliography of Peace Books for Children and Youth. Designed to help educators identify resources for teaching concepts of peace in both public and parochial social studies classrooms, this working bibliography lists 200 books, guides, brochures, catalogs, resource centers, simulations/games, and audio-visual materials. Most resources were produced between 1965 and 1984. Entries are organized under the following headings: nursery/kindergarten-primary books; junior-junior high books; high school books; collections of stories, readings, poems, and plays; parent/teacher guides and resources; brochures, catalogs, and resource centers; simulations/games; and films, filmstrips, and recordings. Author, title, publisher, date, topic, and brief annotation are provided for most entries. (LH)… [PDF]

Whalen, Maureen T., Ed. (1981). Report of the United States Delegation to the World Conference on the UN Decade for Women: Equality, Development and Peace (Copenhagen, Denmark, July 14-30, 1980). This report describes how the U.S. Delegation prepared for and participated in the World Conference of the UN Decade for Women. The conference dealt with the topics of equality, development, and peace. The report covers five years, beginning with U.S. participation in the International Women's Year Conference, Mexico City, 1975, and continuing through to the present. Background information, the agenda, committee reports, and conference outcomes and conclusions are discussed. The World Conference was a difficult meeting for the United States because many parts of the agenda was politicized. The conference sparked a great deal of interest among women's organizations and feminist activists in the United States. In its preparation process, the U.S. Secretariat continually explained the meaning of a government-to-government conference, i.e., that delegates are instructed and, when speaking officially, must reflect official U.S. government positions and policies. Unfortunately, there were… [PDF]

Simmons, Dale D.; And Others (1971). Humanistic Worldmindedness and Peace Proposal Preferences in Pacifist, ROTC, and Random Student Samples. Assuming that pacifist and ROTC allegiances are associated with differing basic orientations toward mankind and differing preferences for resolution of international conflict, the Worldmindedness Scale and the peace proposal preference procedures (developed by cooperating participants in the international survey \Images of the Year 2000\) were administered to: 1) military (R.O.T.C.), 2) avowedly pacifist, and 3) \neutral\ sample groups of the U.S. college students. Although polarity in beliefs was expected, it failed to emerge, and, instead, there was merely a difference in scale position. The pacifist students emerged as distinctly worldminded and tended to favor a socio-psychological control of aggression while the ROTC students were neutral toward worldmindedness and emphasized organization solutions toward aggression. However, a remarkably high level of agreement between groups was found regarding ways to achieve peace, the differences being matters of focus. The relationship of… [PDF]

(1979). Waging Peace: A Global Paper on Resolving Conflict. Social Education, v43 n4 p281-90 Apr. Presents background information on creative and destructive conflict between and among nations, treaty negotiations, political decision making, environmental conflicts, and research and training in conflict resolution. Suggestions for individual and group involvement are presented. (DB)…

Bronzaft, Arline L.; Wagner, Richard V. (1987). Sprinkling Psychology Courses with Peace. Teaching of Psychology, v14 n2 p75-81 Apr. Proposes that psychology teachers help promote a more active consideration of the psychology of peace and war in the nuclear age by including the topic in their courses. Specific ways to incorporate this issue into psychology courses are offered. (Author/JDH)…

Fassler, Joan; Janis, Marjorie Graham (1985). Books, Children and Peace. Social Education, v49 n6 p493-97 Sep. Early childhood books that are concerned with peace and that highlight peaceful solutions to difficult problems are described in this bibliographic essay. Books that oppose violence and stories that have a peaceful, soothing nature could become balancing factors in young children's exposure to scenes of violence and threats of war. (RM)…

Greene, Elizabeth (1985). Students Ponder Life without a Future as Courses on Peace and War Proliferate. Chronicle of Higher Education, v31 n10 p33-34 Nov 6. Brandeis University has 13 courses in their peace-studies program. Many other colleges are offering courses on peace and the related subject of nuclear war and arms control. Courses attempt to increase students' understanding of the issues inherent in nuclear capability, both technical and ethical. (MLW)…

Wilkes, Shelley (1996). The Apartheid Struggle, Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is designed for secondary students in twentieth-century history and peace studies. The unit contains three activities from which students gain a better understanding of the dimensions of apartheid in South Africa. The activities are entitled: (1) "Racial Separation," an activity that gives students the opportunity to identify and research three distinct levels of social separation practiced in South Africa–"petty apartheid,""urban segregation," and "grand apartheid"; (2) "Images of Defiance," an activity where students are shown samples of Soweto Day posters and are asked to design and produce their own student protest posters; and (3) "South Africa: Free at Last!" an activity where students read an article concerning the triumph and challenges of South Africa's new multiracial government and then respond to questions. (EH)… [PDF]

(1995). Peace Issues: A Humanities Curriculum for High School, 1994-1995. This curriculum focuses on peace and justice issues while emphasizing the positive of the building of relationships. Units are developmental in approach and work from "Relating to Self" to "Relating to Others" to "Relating to Community and World." A Code of Ethics is presented to guide the unit and a section on sports' ethics is aimed specifically at high school students. Topics discussed include conflict resolution and peer mediation, bias, environmental concerns, world conflict, gender issues, ageism, disabilities, the Holocaust, African American and Native American cultures, and problem solving. (EH)… [PDF]

(1971). Teaching About War, Peace, Conflict, and Change. Intercom, 13, 24-60, Mar/Apr 71. The subject indicated by the title is pursued in relation to: goals of the social studies; skills, abilities, and affective development; syllabus and subject matter; the concept approach; and values. An appendix discusses pertinent resources. (JB)…

Carter, Margaret; Fraenkel, Jack (1972). Teaching About International Peacekeeping Procedures. Social Science Record, 9, 2, 49-55, Win 72. Models for world order studies are described. They provide inquiry into various proposals for attaining world peace and, through role playing, develop students' ability to inquire into the proposals' effectiveness. (JB)…

Melman, Seymour (1982). Teaching about Reversing the Arms Race. Teachers College Record, v84 n1 p38-49 Fall. The scarcity of college courses dealing with disarmament is noted, and educators are urged to address the question of arms limitation. Military and economic factors which limit the ability of the United States to continue the arms race are listed, and plans for reversing the arms race are discussed. (PP)…

Kenworthy, Leonard S. (1979). War and Peace: Studying Conflict and Conflict Resolution. Curriculum Review, v18 n1 p67-71 Feb. This bibliographic essay surveys books, booklets, and other resources on conflicts and conflict resolution that will help raise students' awareness of the problems in both elementary and secondary classrooms. The cited materials are grouped in sections for teachers and librarians, for adult readers, and for students. (Author/SJL)…

Linder, Sally (2002). The Ark of Hope: Carrying the Earth Charter toward United Nations. Orion Afield: Working for Nature and Community, v6 n3 p36-39 Sum. Thousands of people from 51 countries created the Earth Charter, which heralds humankind's respectful recognition of life's interdependence and our shared responsibility for the world's well-being. A Vermont group put it in an "Ark of Hope" and walked it through four states to the United Nations. Related art workshops held in Vermont schools and communities are described. (TD)…

Luke, Jennifer L.; Myers, Catherine M. (1995). Toward Peace: Using Literature to Aid Conflict Resolution. Childhood Education, v71 n2 p66-69 Win 1994-95. Children are exposed to violence in media and everyday life, which may promote aggression as a means to solve problems. Skills and strategies of problem solving, conflict resolution, and peace making can be learned through well-organized and frequent exposure to literature. Books that deal with misunderstanding, jealousy, playground skirmishes, peace among groups, and global peace are discussed. (TM)…

Carlsson-Paige, Nancy; Levin, Diane E. (1992). Making Peace in Violent Times: A Constructivist Approach to Conflict Resolution. Young Children, v48 n1 p4-13 Nov. Suggests actions that teachers can take to challenge the use of violence by children. Actions include providing early intervention and teaching specific skills to help children resolve conflicts. Discusses adaptation to children's developmental levels and creation of classroom contexts supportive of nonviolence. (LB)…