(1982). Nucleography: An Annotated Resource Guide for Parents and Educators on Nuclear Energy, War, and Peace. This selective annotated bibliography is intended for anyone who wants to learn and teach about nuclear technology and its potential implications for humankind. Over 600 resources dealing with nuclear energy, nuclear war, and peace are described. There are eight chapters. Chapter 1 describes informational materials, including journal articles, books, reports, and pamphlets. Psychology and teaching methods are the foci of the second chapter. The third chapter lists curriculum materials for children, teens, and adults. Books for children are described in chapter 4. Audiovisual resources, including films, video tapes, slide shows, and filmstrips are cited in the fifth chapter. Chapter 6 describes periodicals and resource lists. Materials cited in the first six chapters were published during the 1970's and early 1980's; ERIC accession numbers are provided when applicable. Chapter 7 cites organizations active in the area of nuclear technology. The concluding chapter describes human…
(1971). Peacekeeping: Problems and Possibilities. This material is suitable for students at secondary and college levels, and as adults. Chapter 1, War, Peace, and Survival, provides an historical view of war and makes a convincing case for the necessity of peace. Chapters 2 through 5 examine more closely two of the world's major efforts at peacekeeping during the 20th century–the League of Nations and the United Nations. The reader has an opportunity to see how each of these man-made instruments was intended to keep the peace, and then to see how they actually operated in real situations–Ethiopia in 1934, and the Congo in 1960. In Chapters 6 through 9, two additional suggestions for peacekeeping are suggested, mutual deterrence and world law. Examples are provided of how deterrence worked in Cuba during 1962, and how world law might work in a hypothetical situation. Discussion questions are raised at the end of each capter. It is hoped that by critically evaluating these plans and how they have operated and might operate, the…
(1970). American Civilization in Historic Perspective, Part I. A Guide for Teaching Social Studies, Grade 11. This teaching guide offers illustrative and reference materials that are both narrative and graphic on the three topics of Mass Media, Conflicting Ideologies, and Social Control. The objective is to furnish primary materials on these topics not easily available to teachers. Emphasis is on organizing the selections as short cases or studies. Related understandings are grouped together to emphasize this approach. The inductive method encourages students to examine the presentations objectively, analyze and interpret them in terms of the medium, and consider the historic development of the issues. Section 1, Mass Media, presents a study of the Power of the Press: A Case Study of the Tweed Ring, and the Mass Media Today, including the Agnew address and related material on network censorship. In section 2, Conflicting Ideologies, variations in the role and attitude of the pacifist in different periods of U.S. history and conflicting views regarding the influence of Communism in American…
(1983). Learning about Nuclear War the Hard Way. Curriculum Review, v22 n4 p85-88 Oct. Attributes the neglect, by most high schools, of the issues of the nuclear arms race and the threat of nuclear war to the lack of information or perfunctory treatment of the topic in textbooks and describes materials developed by nonprofit nuclear educational groups for students at this level. References are given. (MBR)…
(2004). Transitions to Democracy: Study Guide for Teachers and Students–National Peace Essay Contest. United States Institute of Peace This teaching guide's principal objective is to engage students in thinking about the relationship among conflict, peace, political transition, and democracy in preparation for writing an essay on the National Peace Essay Contest's topic on \transitions to democracy.\ Specific objectives are: (1) to increase students' understanding of the nature of democracy and historic and contemporary efforts at democratization, especially after a conflict; (2) to make students aware of the essential elements that foster and maintain democratic governments and societies; (3) to develop students' analytical reading, writing, and research skills; (4) to reinforce students' abilities to collaborate and produce a work product with peers using traditional and electronic means of research, discussion, and document preparation; (5) to enable classroom teachers, students, and contest coordinators to write, edit, and submit their essay to the United States Institute of Peace (USIP); and (6) to provide… [Direct]
(1995). Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs. This guide includes hundreds of hands-on, engaging activities designed to meet the unique needs of after-school programs, camps, and recreation centers. The activities teach the skills of creative conflict resolution to school-age children through games, cooperative team challenges, drama, crafts, music, and cooking. It includes easy-to-implement strategies and tips for providers to both reduce conflict in their programs and intervene effectively when conflict does occur. The 10 chapters include: (1) \Introduction\; (2) \Handling Conflict in the Peaceable Program\; (3) \Clubs, Clusters, Themes, and Projects\; (4) \Making Activities Adventuresome\; (5) \Cooperation\ (cooperative skill building; getting acquainted and team building; cooperative games; and cooperative challenges and group problem solving); (6) \Communication\ (communication skill building; observation, memory, and point of view; exploring communication; and listening and speaking activities); (7) \Expressing Feelings\…
(1996). Waging Peace in Our Schools. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, v5 n3 p152-55 Fall. Describes a program that seeks to change the values and culture of the school by combining the teaching of social and emotional skills with training in conflict resolution and diversity issues. Provides examples of how to "wage peace" in the schools and gives examples of advancements made through program efforts. (RJM)…
(1994). Factors Affecting Student Attitudes toward War. Journal of Social Psychology, v134 n4 p541-43 Aug. Reviews previous research on attitudes toward war. Describes a study of undergraduate student attitudes toward war compared with personality traits. Finds that, although personality traits were only minimally associated with attitudes toward war, men were more prowar then women. (CFR)…
(1994). Alternatives to War in History. OAH Magazine of History, v8 n3 p5-9 Spr. Asserts that human history is a story of paradoxes: cooperation and conflict, war and peace. States that, throughout history, various individuals and groups have sought alternatives to war. Describes attempts to keep the peace, to manage conflict, and to initiate social reforms that eliminate the causes of war. (CFR)…
(1998). The Universal Declaration of Human Rights: 50 Years Old but Still Coming of Age. Update on Law-Related Education, v22 n3 p6-11 Fall. Highlights the events of the past 50 years concerning the Universal Declaration of Human Rights that is the first document in human history to codify rights that apply to every person regardless of citizenship in a particular country. Explains why the United States does not comprehend the value of the declaration. (CMK)…
(1990). UN Peacekeepers: Soldiers with a Difference. Headline Series No. 292. United Nations (UN) peacekeepers, symbolic neutral military units whose presence has made a difference in areas as diverse as Afghanistan, Central America, and Namibia, are in a unique position to affect the course of international peace. With recent UN successes negotiating resolutions in Afghanistan and the Iran-Iraq war, and with radically improved relations between Washington and Moscow, there is a new sense of optimism about the United Nations. In fact, international support for UN peacekeeping, symbolized by the Nobel Peace Prize of 1988, appears to be at an all-time high. However, unless solutions are found to three unresolved peacekeeping problems–financing, management, and peacemaking–the current optimism about the UN could sour. The United States is urged to take advantage of this unique chance to improve the peace process by acting quickly to address these problems. The book includes a map and a chronology of current peacekeeping operations, excerpts from the UN… [PDF]
(2002). Thich Nhat Hanh As Adult Educator. Thich Nhat Hanh, a 76-year-old Buddhist monk of the Vietnamese meditation school, exemplifies mindfulness in his daily life and teaches these principles around the world. Preferring to be called \Thay\ which means teacher, he has written over 75 books on such subjects as mindfulness in daily living and its relation to social action. His teachings can be identified with \engaged Buddhism,\ which emphasizes the importance of community, yet points out that one need not look outside oneself for love because loving oneself with proper care and understanding is loving the world. Mindfulness is the energy of being aware and awake to the present moment throughout the day. It can be practiced in the kitchen, bathroom, one's room, and on the walking path. Thay believes America's disregard for daily living has contributed to violence in the world and explains that its foreign policy and Americans' personal relationships disallow the deep listening needed to understand the suffering and issues… [PDF]
(1986). Great Decisions '86. Designed to initiate discussion of foreign policy decisions, this book contains an analysis of eight foreign policy issues confronting the United States in 1986. Each unit provides the background and guidelines to provide perspective to assist in understanding foreign policy crises. The units included in this issue are: (1) \How Foreign Policy Is Made: The Case of Central America\; (2) \'Star Wars' and the Geneva Talks: What Future for Arms Control?\ (3) \Democracy in Latin America: Focus on Argentina and Brazil\; (4) \International Terrorism: In Search of a Response;\ (5) \European Community and the U.S.: Friction Among Friends\; (6) \Third World Development: Old Problems, New Strategies?\ (7) \Israel and the U.S.: Frienship and Discord\; and (8) \Religion in World Politics: Why the Resurgence?\ Each section includes a reading list. Ballots for use in voting on issues addressed in discussion groups are also appended. (NL)…
(1984). World Order Values Bibliography. Books and Audio-Visual Materials for Children and Youth, Selected and Annotated. Intended to provide students from the preschool to the secondary school level with resources related to world order values, the 300 books and audiovisual materials listed in this annotated bibliography are divided into five section headings: (1) peace, (2) economic well-being, (3) social justice, (4) ecological balance, and (5) "New Day Heroes." The majority of items were produced in the 1970's and early 1980's. In addition to five topical sections, there are three indexes: a "Selective Experience Index," which lists books dealing with experiences of ethnic and other minority groups (nearly one-half of the titles in the bibliography); a reading level index; and a title index. The Appendix provides a short annotated and graded list of films, filmstrips, slide shows, and recordings. A title index to the audiovisuals concludes the bibliography. (LH)…
(1970). Introduction to Development: Bridge to Peace. This is a flexible unit for use in a school curriculum or an off-campus seminar. In it, development is defined as progress toward the achievement of economic, social and political conditions under which all can enjoy a reasonable standard of living and each individual will have the opportunity to reach his/her highest potential for human growth and well-being. Poverty is one of the greatest obstacles to human growth and forms the focus of this unit. The study of poverty in this country is integrated with the study of poverty in the developing countries. The unit is primarily designed for United States youth who have never personally experienced dire poverty; the class, however, will benefit if persons from lower socio-economic groups participate. Because of the broad scope of the topic, it is envisioned that individuals will be reading from diverse sources. Therefore, seminar leaders will function primarily as coordinators and resource persons. The unit is divided into three broad…