(1971). Notes from the National Committee. Volume 1, Number 3. The newsletter of this national organization presents commentary on the foreign policy relationship between the United States and China and cites relevant current information. In the summer, 1971 issue introductory comments on the Taiwan policy dilemma appear, as well as announcements of study programs, conferences or symposia, and field staff activities. A main section, China in the News, summarizes current news items based largely on New York Times, Washington Post, and Far Eastern Economic Review Sources. Proposals of Senators and private organizations for alternatives and change in United States policy toward China are outlined in the article "China Policy–Which Direction?". Topics covered in the various proposals include United Nations membership, the Taiwan question, as well as travel and trade policies. In addition, specific texts of U.N. Draft Resolutions are given. The newsletter provides an annotated bibliography on China Resources, citing book and magazine… [PDF]
(1993). The Perestroika Generation: What Is It Like?. Russian Education and Society, v35 n10 p5-23 Oct. Reports on a 1990 study of political and social attitudes of Russian school students, age 10-15. Finds that belief in Communism is declining and that boys are more skeptical about Communism than are girls. Concludes that social issues and moral values were considered very important by a large number of the respondents. (CFR)…
(1994). Keeping the Peace: The Argument for a United Nations Volunteer Military Force. Social Education, v58 n7 p410-11 Nov-Dec. Asserts that the expansion of the United Nations' peacekeeping commitments has strained the organization's ability to intervene in violent local conflicts before they get out of hand. Discusses efforts to create a permanent peacekeeping force early in United Nations history and how such a force might operate. (CFR)…
(1994). Peacekeepers: Accounts from the Front. Social Education, v58 n7 p412-16 Nov-Dec. Presents two interviews with soldiers assigned to United Nations peacekeeping efforts. Outlines nine steps in any UN peacekeeping operation. Includes 13 quotes gathered from soldiers and UN officials involved in peacekeeping in Europe, Africa, and the Middle East. (CFR)…
(1994). Teaching about the United Nations through the Hunger Issue in an English as a Foreign Language Class. Social Education, v58 n7 p438-39 Nov-Dec. Reports on the views of 73 secondary school Japanese students toward the United Nations. Finds that most tend to think of the UN as relevant to conflicts. Describes how the hunger issue was used in an English-as-a-Second-Language class to teach about the United Nations. (CFR)…
(1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and…
(1984). Teaching Genocide Awareness in Multicultural Education. Ethnic Studies Bulletin Number Six. Rationales, approaches, and constraints on genocide awareness education at all school levels are discussed. It is critical that students, especially U.S. students who live in a culturally pluralistic society, be made aware of how genocide was perpetrated in the past and of the fact that it is still happening today. A basic genocide awareness glossary is provided. Seven approaches to genocide awareness education are discussed: (1) an international law and world order theme; (2) socio-economic inquiries concerning the causes of genocide; (3) historical studies; (4) affective interpretations based on first-hand accounts; (5) human rights activism; (6) recognition of those who refuse to take part in genocide; and (7) the development of theoretical models of genocide prevention. Four constraints on genocide awareness education are examined: it is uncomfortable and unpopular to teach children about death and destruction; it is politically controversial; there is an ambivalence about U.S…. [PDF]
(1991). Incountry. Social Education, v55 n6 p367-70 Oct. Describes a trip to Vietnam and conversations with Vietnamese educators and veterans. Discusses the Vietnamese view of the war, the United States, and their own country. Urges the restructuring of U.S. social studies to emphasize positive learning about the Vietnamese from their own perspective. (DK)…
(1979). The Acceptance of Global Education Scale. The Acceptance of Global Education Scale (AGES) measures the attitudes of secondary social studies teachers toward goal statements for the social studies curriculum that reflect a global perspective. AGES can be used in inservice and preservice teacher training programs to form guidelines for construction of a secondary global education curriculum. The scale incorporates current perceptions of global education into ten goal statements for each of five world order tenets: reduction of violence, economic equality, ecological balance, social justice, and political participation. The scale also contains ten non-global statements taken from traditional objectives for social studies instruction. Respondents are asked to sort all 60 statements into six categories from \most approved\ to\most disapproved.\ An example of a statement reflecting social justice is: \Students should critically examine textbooks, curriculum materials, and periodicals for bias in national and international…
(1972). Some Effects of Teaching Adolescents Some Creative, Peaceful Conflict Resolution Approaches. The field of conflict resolution in the social studies curricula is considered in this paper. The author presents a repertoire of creative and peaceful conflict resolution approaches in a copyrighted appendix. Techniques are described and contrasts are drawn with current social studies curricula. Some of the effects of teaching part of the repertoire to some high school students is reported. The proposed creative, peaceful approaches to international conflict are organized into six categories based on what dimension of a conflict is mainly involved: the parties involved, the bases of conflict, the location, the timing, the nature of the involvement, and the causes. It is suggested that the value of including conflict resolution in social studies curricula is that creative, peaceful approaches can provide options that can reduce the necessity for a persisting stalemate, can reduce the need for tension to continuously escalate while negotiation continues, and can reduce the likelihood… [PDF]
(1986). Camping and the Nuclear Drama. Camping Magazine, v59 n1 p24-27 Sep-Oct. Outlines effects on children of nuclear war threat and suggests that camping experiences can give children reasons to hope for and ways to work toward a peaceful world. Recommends 11 ways for camp staff to involve campers in social changes necessary to address nuclear issues. Includes resources list. (LFL)…
(1920). Agricultural and Mechanical Colleges Including Statistics for 1917-18. Bulletin, 1920, No. 8. Bureau of Education, Department of the Interior The Report of Agricultural and Mechanical Colleges for 1917-18 exhibits certain deviations from the tendencies shown in previous reports. This is doubtless caused in some measure by the disturbed conditions of the country which have resulted from the war and the subsequent readjustments of peace. The teaching force in the land-grant colleges has increased considerably in number for the year 1917-18, and although many institutions have suffered serious losses from the higher ranks of the teaching personnel, these losses have been overcome in a measure by substitutes. The student enrollment shows a marked decline for the past year; 122,053 white students were enrolled in 1916-17; this number dropped to 114,913 in 1917-18, or a loss of 7,140. The enrollment of colored students was 9,340, or 2,012 less than in 1916-17. The divisions which suffered the most were those of agriculture and mechanic arts. The division of home economics showed a gain, likewise the special and the short… [PDF]
(1990). Teaching Activities on Horizontal Nuclear Proliferation. Social Education, v54 n3 p159-62 Mar. Provides learning activities concerning the horizontal proliferation of nuclear weapons. Includes step-by-step directions for four activities: (1) the life cycle of nuclear weapons; (2) nuclear nonproliferation: pros and cons; (3) the nuclear power/nuclear weapons connection; and (4) managing nuclear proliferation. (NL)…
(1994). For the Common Good: The U.S. Role in the United Nations. Social Education, v58 n7 p407-09 Nov-Dec. Maintains that, over the past 50 years, the United States has had an unusually close and tumultuous relationship with the United Nations. Provides an historical review of world events since the beginning of the United Nations and describes the U.S. role in the organization. (CFR)…
(1995). Humanitarian Politics. Headline Series No. 304. This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, \Humanitarianism and Politics,\ examines prevailing understandings of humanitarianism and politics. Chapter 2, \Humanitarian and Political Actors,\ outlines the major actors in today's crises. Chapter 3, \Getting the Relationship Right,\ provides examples of different ways of responding to these crises. Chapter 4, \Looking to the Future,\ suggests changes in approach in response to crises. Chapter 5, \Implications for U.S. Policy,\ presents challenges to U.S. policy. The book concludes that… [PDF]