(1971). Values and the Valuing Process. This paper develops a basic conceptual framework of values and the valuing process. Section 1, Values and Value Claims, discusses the four different types of value claims (personal, market, real, and implicit) and their relationships. The second section considers the process of rational evaluation as a method of arriving at and supporting value claims. As this discussion points out, the process of rational evaluation is basically one of comparing alternative means to our ends, and this means/end model must be seen as operating not with initially fixed means and ends, but with the task of developing, clarifying, and combining means and ends. A number of different skills are involved in this process, and it is worthwhile encouraging students to identify these skills during these discussions. The third and final section, Foundations of Morality and Democracy, discusses the place and function of ultimate values in discussions of values in general, and democratic values in particular…. [PDF]
(1997). Shaping and Reshaping Practice: Preparing Teachers for Peacemaking. Theory into Practice, v36 n1 p53-58 Win. Describes several exploratory sites where peacemaking is becoming an integral part of teacher education and reeducation within a university, research site, and student teaching practicum. The paper introduces a peacemaking school, highlighting shared learning of an experienced and a student teacher who wrote, read, talked, listened, and problem solved in their classroom. (SM)…
(1981). Handbook on Human Rights and Citizenship: Perspectives of Five Nations. This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the… [PDF]
(1981). Polish Paradox: Communism and National Renewal. Headline Series 256. This brief issues booklet provides basic information about the role of the Catholic Church in Poland, the erosion of Communist party leadership over the past year (as of 1981), the rise of the Solidarity Union and the economic problems plaguing the Polish people. An introduction is followed by the following sections: (1) "History of a Millennium"; (2) "Communist Poland"; (3) "Solidarity"; (4) "Church, Farm, and Freedom"; (5) "Poland between East and West"; and (6) "1981 and Beyond: A Personal Epilogue." A list of discussion questions and an 11-item reference list conclude the booklet. (EH)… [PDF]
(1990). Nuclear Proliferation as a Global Values Issue. Social Education, v54 n3 p169-70 Mar. Presents a classroom activity designed to involve students in critical thinking and values inquiry concerning the horizontal nuclear proliferation. Provides a set of global values, explaining the conflict between them and nuclear proliferation. Uses indicators, hypothesis development, and testing. Provides sources for material evidence to use in reports and discussions. (NL)…
(1995). Conflict & Gang Violence Prevention Using Peer Leadership: Training Manual for CHAMPS. Conflict and violence on the part of adolescents and pre-adolescents has been a growing problem. Young people will respond to an \anti-gang message\ if that message is delivered from their peer group. This manual describes a peer approach to impact young people about productive ways to handle conflict. Older students are trained to operate puppets and present age appropriate pre-recorded lessons to K-3 students. Younger students respond well and listen to the older students. At the 4th through 6th grade level, peer led activities are provided to use within the classroom. Students take turn leading activities, becoming \part of the solution\ rather than \part of the problem.\ This manual covers the program through the following chapters: (1) The program: An introduction; (2) The kit: What you have and how to use it; (3) The need: Elementary conflict, gang & violence prevention is a must; (4) The puppeteers: Selection, training and techniques; (5) The method: K-3 puppet scripts and… [PDF]
(1995). Promoting Multiethnic Relationships by Utilizing the Principles of Community Building. This report describes a student leadership program, Putting the Environment Above the Common Ego (PEACE), designed to reduce incidences of eighth grade students forming self-segregating groups based on ethnic or racial heritage. The targeted groups form the diverse student body attending a middle school with 1,400 students in Rockford, Illinois. Formation of the student-devised segregated groups was revealed by staff and administration. Analysis of staff and student surveys, personal logs, and the study of the student composition of after school groups confirm the initial observations of this middle school's professional staff. Causes of the problem include: (1) a city historically and geographically divided with societal tendencies to categorize people by race, economic circumstances, or ethnic background; and (2) a school culture that failed to address adequately the issue of diversity. The PEACE leadership program, based on survey interpretation and personal logs, did not appear… [PDF]
(1995). The United Nations in the News: Making Your Classroom a United Nations Information Centre. An Approach for All Grade Levels. This guide is to help students become more aware of the wide variety of United Nations' (UN) activities taking place in the world; to give students an interest in the affairs of the UN; and to lay the foundations for continuing interest in the UN. In this activity students read articles of recent world events in which the UN has been involved, then follow up with discussion and writing activities. A reference list of UN organizations and conferences for further activities is included. Students are instructed to read newspaper articles that are attached and to make lists using the headings: What?, Where?, When?, Why?, Results, and Questions. Once the lists are completed students are instructed to answer the following questions: (1) What was in these articles that you already knew? (2) What three things most interested you? (3) What three things most surprised you? and (4) What three things do you need more information about to make sense of them? (EH)… [PDF]
(1994). Why Is Everybody Always Picking on Me? A Special Curriculum for Young People To Help Them Cope with Bullying (for Ages 8-12) [and] Why Is Everybody Always Picking on Me: A Guide to Handling Bullies for Young People. These curriculum materials include a leader or teacher's guide for helping 8- through 12-year-old children cope with bullying, a text for students, and a poster illustrating ways for children to react to bullies. The teacher's guide presents 16 lessons for teachers to use in the classroom. Four of the lessons are role plays through which direct experience can enhance students' understanding of bullying. The other 12 lessons are: (1) What Is a Bully?; (2) How Does Bullying Affect Us?; (3) Why Do Bullies and Victims Exist?; (4) Earthlings: Creatures Who Fight To Survive; (5) How Can We Stop Bullying?; (6) How Victims Can Become Winners; (7) How bullies can become winners; (8) Awareness is everything; (9) How Bullying Affects World Peace; (10) Understanding Aggression; (11) Seeing Yourself As Peacemaker; and (12) The Power of a Questioning Mind. The lessons typically include questions to ask students, stories to read to students, and activities for students to do. The student text…
(1988). Literature of War and Peace. Section III: Why War?. 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 third 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 poetry to determine how perceptions of war change in response to poetry to determine how perceptions of war change in response to changed experience in a community. The poems also are used to examine how war affects and changes the values of individuals. By researching how wars were fought during the time periods in which the poems were written and by connecting the historical descriptions with the writers' experiences, students understand the impetus behind the writing of poems. The handouts and activities contained in the lessons provide an…
(1989). Literature of War and Peace. Section V: The Individual and the State. This 14-16 day curriculum unit is designed for use in English and language arts classrooms, grades 9-12 and community college. While it is the fifth 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 the text of a play and discuss the relationship of the individual to the society in which he or she lives. In addition, this section focuses on the comparison of drama with other literary forms. Students relate the presentational style of the play to the intentions of the playwright while learning to visualize the play in performance. A reading of \The Firebugs\ introduces the discussion of an individual's responsibility to society and government, and of the constructive and destructive nature of an individual's behavior. The handouts and…
(1981). American, Jordanian, and Other Middle Eastern National Perceptions. International perceptions of Jordanian university students are compared with those of American, Egyptian, and Israeli students. The sample consisted of 50 students from each country; results concentrate on Jordanian perceptions. Assessments were based on the Associative Group Analysis (AGA) which reconstructs perceptions and attitudes characteristic of national/cultural groups from their free word associations. Jordanians tended to be conflict-ridden and laden with perceived threats and fears of aggressive, expansionist intentions. When compared to a 1977 assessment, an increase in their longing for peace, less concern with military threat, more concern with violence and security, and a deterioration in their image of the United States was evident. Egyptian and Israeli perceptions were similar to the Jordanian emphasis on group and family unity, while Americans valued individualism and autonomy. The document also discusses the role of psychological disposition in international… [PDF]
(1989). Nuclear Age Education Curriculum. The primary goal of the Oregon nuclear age education curriculum is to develop in students the knowledge and skills needed to meet the challenges of living in a nuclear age. This curriculum is developed around five general themes, each corresponding to a specific unit. The general goals for the units are: (Unit 1) to increase students' exposure to the world outside themselves, to other cultures, and to the natural and physical world; (Unit 2) to increase students' critical thinking skills and understanding of how people make decisions and form attitudes; (Unit 3) to promote skills of constructive communication and conflict resolution; (Unit 4) to increase students' knowledge of nuclear technology and their understanding of its benefits and limitations; and (Unit 5) to increase students' understanding of armed conflict and modern weapons issues. This is a K-12 curriculum, but many of the topics in units 4 and 5 are more appropriate for older children. For the most part, the lessons… [PDF]
(1986). U.S.-Soviet Relations. Close Up Special Focus. This booklet, part of a video and print educational unit consisting of a student text, a teacher's guide, and four 30-minute videotapes, focuses on the U.S.-Soviet relationship, attempting to distinguish what guides each nation's actions in the world as a whole and with each other. Chapter 1, "Differing World Views," examines how differing geographies, economic systems, and political structures contribute to the competing world views of the United States and the Soviet Union. Chapter 2, "Evolution of U.S.-Soviet Relations," examines the evolution of the current U.S.-Soviet relationship. Topics include the Russian Revolution, World War II, the Cold War, bipolar politics, the Cuban Missile Crisis, detente, and arms control. Chapter 3, "A Critical Issue: The Arms Race," highlights the arms race as the issue that causes the most friction between the superpowers. A history of the arms race is presented, its current state is assessed, and its future course is…
(1972). Training for Nonviolent Responses in Social Conflict: A Manual for Trainers. This manual contains an outline for a fifteen hour training course intended for hypothetical peace groups and includes skills and techniques for trainers to transmit to adult participants. The group discovers through role playing that tolerance, openness, non-retaliation policies, and preparation can effectively implement social change. Materials, prepared from trainers' experiences in other non-violent training including direct action and knowledge of philosophy of non violence, emphasize role playing and group dynamics. Five chapters include information on: 1) planning and conducting guidelines for trainers in nonviolent direct action; 2) directing and evaluating role plays; 3) and 4) understanding and teaching function roles of group members and strategy and tactics; and, 5) leading and participating in direct action involving street speaking and leafleting. The material in the manual is suggestive rather than prescriptive. Trainers are encouraged to adapt methods and materials… [PDF]