(1972). Coping with Conflict and Change in Our Global Society. Report of a Summer 1972 Workshop. A five-week summer workshop offered inservice training to twenty-eight intermediate and high school social studies and English teachers. Participants examined the concepts of conflict, power and authority, identity, and interdependence through content and team working sessions, ranging from games to lectures, and independent study in an effort to produce workable mini-units around the concepts. Rather than writing an original curriculum unit, emphasis was on coordinating available materials with the individual needs of the schools where the fourteen units would be taught by the participants. Contact will be made with teachers in a follow-up program by the DVEP staff who will visit classrooms to evaluate the effectiveness of the materials, to provide ongoing resource assistance, and to choose the best units for wider local distribution. Staff and participants evaluated the workshop favorably. Teachers plan to implement mini-units and other workshop materials in their classrooms…. [PDF]
(1997). Robert E. Lee's Resignation from the U.S. Army. Teaching with Documents. Social Education, v61 n2 p108-11 Feb. Outlines a series of teaching activities to be used in conjunction with Robert E. Lee's letter of resignation. These include textual analysis, class discussions, writing assignments, and student research. Includes a photocopy of the letter as well as a brief discussion of Lee's role in the Civil War. (MJP)…
(1994). Peace as a Reform Movement. OAH Magazine of History, v8 n3 p10-14 Spr. Asserts that peace activism should be integrated into U.S. history. Traces the history of the peace movement and peace activism from the American Revolution to the 1980s. Concludes that the peace movement, although diverse and constantly changing, has made an appreciable difference in national attitudes toward war and civil violence. (CFR)…
(1991). Political Pedagogy and Democratic Discourse: Bringing War and Peace into the Classroom. Journal of Urban and Cultural Studies, v2 n1 p99-106. A survey of approximately 60 college faculty members in several disciplines, all opposed to the Persian Gulf War, demonstrates their commitment to bringing the Gulf Crisis into the classroom democratically, not as an attempt to mobilize antiwar sentiment, but as an exercise in critical thinking. (SLD)…
(1970). Meetings of the War/Peace Curriculum Implementation Committee of Mount Diablo Unified School District. Workshop Report. This document includes reports from three workshop meetings of a curriculum development committee in the war/peace field. Nine social studies teachers met at the first session for introduction to: 1) the Project and District objectives; 2) the value choices, concepts, and topics making up the war/peace field; 3) some background on community and administrative support; and, 4) the curriculum development process to be pursued. Activities included presentations by consultants, group discussions, and an optional simulation. Four teams were formed to begin work designing curriculum units using the orienting concept of conflict. The second meeting was held for purposes of: 1) increasing understanding of the concept of conflict; 2) team discussions with consultants having expertise in relevant academic fields; and 3) planning necessary steps for producing teachable units by fall, 1970. The final meeting was devoted to: 1) team presentation of work to date and criticism; 2) planning summer… [PDF]
(1990). On Teaching Horizontal Nuclear Proliferation: A Conceptual Framework. Social Education, v54 n3 p136-42 Mar. Recommends that the study of global issues be grounded in the study of war and peace, and urges teaching students that citizens can play an active part in public policy change. Provides nine questions as a basis for an instructional unit and includes a chronology chart and nuclear history of the five major nuclear powers. (NL)…
(1971). A Selected Bibliography on International Education. This unannotated bibliography is divided into four major sections; 1) General Background Readings for Teachers; 2) Approaches and Methods; 3) Materials for the Classroom; and, 4) Sources of Information and Materials. It offers a highly selective list of items which provide wide coverage of the field. Included are items on foreign policy, war and peace, technology and world power, the future, and world survivai. Books, articles, and other materials range from 1965 (one item) through 1971. Section 4, Sources of Information and Materials, is a directory of institutional and printed sources, which is divided into the following sections: Africa, Asia, Latin America, Middle East, Current Issues, Futures, and World Affairs. (JLB)…
(1988). Global Education: An Overview. Louisiana Social Studies Journal, v15 n1 p4-8 Fall. Discusses the different definitions and conceptualizations of global education, stating that much of the traditional curriculum of international studies can be reinterpreted to prepare students to participate in an interdependent society. Gives nine objectives for global education, and delineates the issues surrounding current conceptions of global education. (SLM)…
(1990). Nuclear Proliferation: A Unit for Study. Social Education, v54 n3 p170-72 Mar. Using Argentina as a sample case study, presents a classroom unit designed to explain the implications for world peace of nuclear weapons development. Employs a policy analysis model to make an indepth examination of the values underlying all government policy decisions. Includes unit topics and procedures for the exercise. (NL)…
(1994). Children's Voices from El Salvador: War and Peace. Social Education, v58 n1 p31-35 Jan. Provides an overview of the decade-long civil war in El Salvador and discusses its historical and cultural roots. Presents 14 letters, 2 poems, and 3 drawings by fourth-grade students in El Salvador that relate to the impact of war on their lives. Provides suggestions for using these letters in social studies classes. (CFR)…
(1996). First Teacher, Volume 17, 1996. First Teacher, v17 n1-6 Jan-Dec. These six theme-oriented newsletter issues present specific curriculum planning ideas and activities for teachers of young children. The theme of the January/February 1996 issue is "Children's Literature." This issue focuses on library utilization, props, telling and creating stories, and bookmaking for children. The theme of the March/April 1996 issue is "People in the Neighborhood." It focuses on careers and jobs for kids, bringing in special visitors, neighborhood field trips, and a classroom restaurant. The May/June 1996 issue's theme is "Spring Creativity." This issue focuses on exploring the arts outdoors, springtime recipes, spring field trips, and problem solving with toddlers. The theme of the July/August 1996 issue is "Low-Key Summer Learning." This issue focuses on summer fun, outdoor motor skill development, picnicking, exploring summer weather, and summer carnivals. The theme of the September/October 1996 issue is "The Times…
(1987). Literature of War and Peace. Section II: Survival and Afterward. This 13 day curriculum unit is designed for use in English and language arts classrooms, grades 7-12 and junior college. While it is the second section in a series of five on the literature of war and peace, it can be used with or without the other four sections. Each section of the series focuses on a different genre of the literature of war and peace, and the literature in each section has common sub-themes. In this section, students analyze oral history and prophetic literature; one common subject featured in both works analyzed is the topic of survival. By comparing issues of war and peace in different cultures as revealed by literature, students consider the relationship between ancient and modern literature. The handouts and activities contained in the lessons provide an opportunity for students to develop writing skills and to understand better various literary styles and techniques. Six appendices are as follows: (1) Introduction to the literature of war and peace series;…
(1983). The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282. An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional organizations. Examples of some of the biases found follow. The core curriculum being taught through the materials is the New International Economic Order (NIEO), which teaches that capitalist nations are exploiting poorer nations and that the solution to this exploitation is the massive redistribution of wealth from the developed nations to the Third World. There is no analysis of the internal problems of developing countries. Other curricula support the U.N. continual condemnation of Israel and South Africa, never mentioning PLO terrorist activities, the training of Angola troops by Soviet advisors, or the extensive U.N. funding of… [PDF]
(1987). U.S.-Soviet Relations: Testing Gorbachev's "New Thinking." Current Policy No. 985. Forty years ago, George F. Kennan advanced the doctrine of containment against Soviet encroachment throughout the world. The Soviet Union has evolved from a Eurasian land power into a global superpower. In an effort to create an international environment congenial to domestic reforms, Soviet leader Mikhail Gorbachev has sought greater tranquility along Soviet borders. He seeks to exploit latent anti-nuclear sentiment in Europe and to challenge the conceptual underpinnings of Western deterrence. While an Intermediate-range Nuclear Forces (INF) agreement would represent a major victory for the North Atlantic Treaty Organization (NATO), there are some who fear Gorbachev's moves represent a more subtle and effective means of removing the U.S. nuclear presence from Europe. This would leave a denuclearized Europe alone to face numerically superior Soviet conventional forces. These concerns can be dealt with by recognizing that NATO will need to retain a significant nuclear element in its… [PDF]
(1981). Project for Global Education: Annotated Bibliography. Over 260 books, textbooks, articles, pamphlets, periodicals, films, and multi-media packages appropriate for the analysis of global issues at the college level are briefly annotated. Entries include classic books and articles as well as a number of recent (1976-1981) publications. The purpose is to assist students and educators in developing a better understanding of the complexities, dangers, and possibilities of life in an increasingly interdependent world. Items are listed alphabetically in seven categories: interdependence and international organizations, war and peace, ecology and society, problems in economic development, human rights and social justice, women in world society, and social movements and political change in the United States. Subtopics include militarism, intervention and U.S. foreign policy, the political economy of natural resources, technology and energy use, food and hunger, the multinational corporation, religious freedom, patriarchy, and violence against…