(1990). "Out of Fear and into Peace" President Eisenhower's Address of the United Nations. Social Education, v54 n3 p163-66 Mar. Presents a section of President Dwight D. Eisenhower's, "Atoms for Peace," 1953 address to the United Nations General Assembly. Suggests using the document for classroom discussions of nuclear proliferation, emphasizing that using primary sources develops research skills, activates classroom discussions, citizenship, and creative writing. (NL)…
(1995). Defining Our Role in a Changing World: What Is America, and What Do We Want It To Be? Library Reader 1995. Choices for the 21st Century Education Library Series. This reader provides background information for a public policy discussion program about the nation's future at this critical point in history. Through a non-partisan discussion format, citizens are encouraged to deliberate about the direction in which the nation should head in the years to come. This reader employs a multi-disciplinary approach and a humanities-centered methodology. The volume includes the following chapters: (1) \The End of the Cold War: Challenges of a New Era\; (2) \Considering Four Futures\; (3) \The Search for Peace in an Age of Conflict: Debating the U.S. Role\; (4) \U.S. Trade Policy: Competing in a Global Economy\; (5) \Global Environmental Problems: Implications for U.S. Policy\; (6) \Russia's Uncertain Transition: Challenges for U.S. Policy\; (7) \U.S. Immigration Policy in an Unsettled World\; and (8) \Charting Our Future: Balancing Priorities.\ A ballot for voting on the suggested course of action also is included, along with a participation evaluation…
(1993). Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units: (1) "Of Dreams and Vision"; (2) "The Prophets: Bearers of the Vision"; (3) "Faith and Culture Contrasts"; (4) "Making the Connections: Social Analysis, Social Sin, and Social Change"; (5) "Reconciliation: Turning Enemies and Strangers into Friends"; (6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation"; (8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH)… [PDF]
(1980). American Foreign Policy for the '80s: A Voter's Guide to the Facts and Issues. The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential information into a limited space. All facts have been carefully researched and the approach is strictly impartial and nonpartisan. Each topic includes a section tracing administration policy and concludes by presenting alternatives to present policy, with main arguments pro and con. A few additional readings are listed for each subject. Topics treated are: Leadership: President vs. Congress; U.S. Defense Policy; International Terrorism; Energy: U.S. Dependence on Foreign Oil; Trade and the Dollar; The UN and Third-World Development; Southern Africa; China and Taiwan; Cambodia, Vietnam and the Refugee Crisis; The Caribbean and Central…
(1982). Seminar on the Associated Schools: N'Djamena, Chad, 4-6 May 1982. International Understanding at School, n44 p5-6. Recommendations of a seminar held in N'Djamena, Chad, from May 4-6, 1982, to support the activities of the Associated Schools project intended to promote international understanding and peace are described. (RM)…
(2003). Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry. Students and teachers employ think-aloud strategies as they read literature, compose poems, and create artwork related to the theme of peace. This unit is designed for collaborative teaching among classroom, art, and technology teachers, and school librarians. A single educator can also teach this unit. During nine and a half hours, plus publishing time, students will: practice think-aloud strategies when reading literature; apply think-aloud strategies when listening to poetry and viewing art; compile questions and personal responses to literature using a graphic organizer; study the symbol of the dove via the Internet and re-envision Picasso's dove in their own artwork; brainstorm and compose a shared classroom poem about peace; use technology tools in the prewriting, composition, revision, and publication stages of the writing process; and compose individual poems inspired by their own artwork. The instructional plan, lists of resources, student assessment/reflection activities,… [PDF]
(1990). The New Nuclear Nations. Social Education, v54 n3 p143-45,150 Mar. Explores the issue of nuclear proliferation, noting that the countries with nuclear capability now include Israel, South Africa, India, and Pakistan. Describes the role and problems of the United States in halting nuclearization. Supplies charts, maps, and information concerning the state of nuclear capability in each country. (NL)…
(1990). Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.]. This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt–Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust"; (4) "Rescue and Human Behavior, Moral Decision Making–The Courage to Care"; and (5) "Processing." Each lesson plan includes: the lesson's objective; a list of materials (e.g., videos, literature, visual aids); a list of activities; and discussion topics. An extensive list of curricular resource materials and a Jewish Media Catalog with educational videotapes on the Holocaust are included. Other materials in the packet include: (1) "'Kristallnacht': The Night of Shattered Glass"; (2) "Everyone is Human"; (3) a brochure explaining the Holocaust Center of Northern California; and (4) "Liberation… [PDF]
(1993). Conflict! Battle of Gettysburg. Teacher's Guide. This flexible resource teaching package describes the 1863 Battle of Gettysburg and explores how conflicts begin and how they can be ended. Lessons address visual, auditory, and kinesthetic learners while fostering critical thinking skills as students read, write, analyze, and draw conclusions. Role playing and other creative activities are included. The packet contains five lessons: (1) "Conflict and Its Resolution"; (2) "The Conflicts that Caused the Civil War"; (3) "The Gettysburg Campaign and the Battle"; (4) "How the Gettysburg Conflict Affected People"; and (5) "The Gettysburg Address." The lessons are designed to: work with a poster and prepare students for a visit to Gettysburg; offer teachers a way to integrate the study of history with other academic subjects in the upper elementary grades; and coordinate with the learner outcomes identified by the Pennsylvania Department of Education. Teachers can use one lesson or all… [PDF]
(1993). Peaceful Peoples: An Annotated Bibliography. This annotated bibliography includes 438 selected references to books, journal articles, essays within edited volumes, and dissertations that provide significant information about peaceful societies. Peaceful societies are groups that have developed harmonious social structures that allow them to get along with each other, and with outsiders, without violence. Forty-seven peaceful societies are described, including religious groups such as the Amish, the Brethren, Doukhobors, Hutterites, Mennonites, Moravians, and Quakers; Native peoples of North America such as the Inuit, Montagnais-Naskapi, Sanpoil, Saulteaux, Zapotec, and Zuni; and indigenous groups from South America, Africa, the Pacific Islands, and Southeast Asia. Literature from fields such as anthropology, psychology, sociology, history, and religious studies are represented. Many entries deal with childrearing techniques and traditional education aimed at socializing children to mores of nonviolence and emotional control….
(1987). Literature of War and Peace. Section I: \…What They Are Running From and To, and Why.\. This 4-5 day curriculum unit is designed for use in English and language arts classrooms, grades 7-12 and junior college. While it is the first 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 symbols, a political cartoon, and two modern fables. The terms and process of literary analysis as well as the theme of war and peace are introduced in this section. 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; (2) Related activities; (3) Connections to textbooks; (4) Connections to California's Model Curriculum…
(1986). The Activist Decade: Its Influence on Briar Cliff College. The influence of the "activist decade" (spanning the early 1960s through the early 1970s) on Briar Cliff College (Iowa), a small midwestern liberal arts college affiliated with the Catholic Church, is discussed. Forces such as racism, the Vietnam War, and student unrest elicited concern and activism at Briar Cliff College, although there were never the intensely expressed mass protests that occurred at many larger universities. The "liberal idealism" of the era was influential despite parochial and conservative traditions at the college. Factors that generated liberal sentiments among students and faculty at Briar Cliff included the national news depiction of ghetto violence and campus unrest, resistance to the draft, music of the time, and a primarily young faculty at the college in the 1970s. Idealism of the new young faculty was further influenced by the college's Franciscan heritage that emphasized values such as concern for the whole person. Examples of…
(1988). A Citizen's Guide to U.S. Foreign Policy: Election '88. Nonpartisan Briefs on 18 Key Issues. In order to make informed voting decisions citizens need background information on complex foreign policy issues facing the United States. This guide presents current issues and provides information to help citizens cast a thoughtful vote. The guide is divided into six main headings: Leadership; Security; Economic and Social Issues; Critical Regions; Bilateral Relations; and United Nations. The first of 18 subtopics discussed is the role of the U.S. Congress in developing foreign policy; other topics are terrorism, international drug traffic, the role of Japan as a leading industrial nation, Central America and political change, controlling the arms race, South Asia, problems in the Middle East and Gorbachev's Societ Union. The historical background of various countries' relations with the United States is given and brief bibliographies are included for each topic. Policy choices are presented, along with the pros and cons of current U.S. positions for each argument. Maps, charts,…
(2005). The Spice of Life? Ensuring Variety When Teaching about the Treaty of Versailles. Teaching History, n119 p30-34. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are problems in allowing learning style "audits" to shape our teaching strategies entirely. But one message emerges from the debates loud and clear: vary your teaching strategies and you're more likely to engage all your pupils and develop their understanding. This is hard to contest. A solid diet of question and answer or role-play or written work is unlikely to appeal to a classroom of students who enjoy different ways of learning. Phil Benaiges has used the learning style literature to help him develop a wide repertoire of activities for the history classroom. The fact that he has done so at GCSE is even more impressive. Building on the work of Ian Luff and Phil Smith, Benaiges insists that despite the formal requirements of the GCSE… [Direct]
(1979). Declaration on Fundamental Principles Concerning the Contribution of the Mass Media to Strengthening Peace and International Understanding, to the Promotion of Human Rights and to Countering Racialism, Apartheid and Incitement to War. Before presenting the declaration passed on November 22, 1978 at the twentieth session of the General Conference of Unesco, this publication reviews the events and resolutions that led up to the passage of the declaration and cites remarks on the declaration made at the close of the session by the Director-General of Unesco. The declaration, presented next, consists of a preamble and 11 articles regarding the rights and responsibilities of the mass media in strengthening peace and international understanding, promoting human rights, and countering racism, apartheid, and incitement to war. Among the topics discussed in the articles are the way the mass media can counter violations of human rights by disseminating information on the aims, aspirations, cultures, and needs of all peoples; the role of the media in educating young people in a spirit of mutual respect and understanding; the need to correct the inequalities in the flow of information to, from, and between developing…