(1992). Madonnas, Whores, and the Persian Gulf War. Feminist Teacher, v7 n1 p20-21,34 Fall. Discusses reactions and attitudes of students in a women's studies course during the Gulf War. Contends that the imagery of war as a sexual, phallic event was a major topic of class discussion. Presents excerpts from teacher and student conversations. (CFR)…
(2000). Fighting While Talking: The Korean War Truce Talks. OAH Magazine of History, v14 n3 p25-29 Spr. Summarizes the issues and problems involved in the Korean War truce talks that eventually spurred the signing of the armistice agreement on July 27, 1953. Focuses on the reparation of the prisoners of war and the Military Demarcation Line and Demilitarized Zone. (CMK)…
(2000). Peace by Piece: The Freeing Power of Language and Literacy through the Arts. English Journal, v89 n5 p55-63 May. Describes a number of class activities and student projects that the authors have used to teach the language and literature of peace in seventh- and eighth-grade reading and language arts classes, via theme-based units, interdisciplinary projects, and original theatrical student productions that celebrate language and literacy through the arts. (SR)…
(2001). Internet-based Group Relations: A High School Peace Educational Project in Israel. Educational Media International, v38 n2-3 p175-82 Jun-Sep. Describes how Internet-based group communication was used as the major strategy to promote the societal values of understanding, equality, tolerance, and peace between Jewish and Bedouin Arab high school students in Israel. Discusses changes in student attitudes and considers the prognosis for long-term change and cooperation between the two groups. (Author/LRW)…
(1998). The Peace Movement: An Exercise in Micro-Macro Linkages. International Social Science Journal, n157 p401-405 Sep. Provides information on the socio-historical background of the peace movement explaining that it stands not only for a challenge to governmental monopoly but also for a general reduction of the instruments of violence. Offers various remarks on the peace movement strategy. (CMK)…
(1998). The Historical Significance of the Universal Declaration. International Social Science Journal, n158 p475-97 Dec. Explains the historical significance of the Universal Declaration of Human Rights. Focuses on the initiative for the Declaration and its elaboration, the precursors to modern human rights, the foundation of the Declaration, the rights contained in the Universal Declaration, three modes of human rights analysis, and global governance and human rights. (CMK)…
(2006). Every Student a Leader. Principal Leadership, v6 n5 p34-38 Jan. The middle level years are an important period of transition for adolescents. Middle level students have giant hearts–they want to save the world, and they are learning how to reach outside of themselves to empathize and care about others. At Millburn Middle School in New Jersey, where the author is principal, staff members found a way to help channel and organize the incredible energy their students bring to school. Millburn's leadership programs, both curricular and after school, are founded on the pillars of character education and the philosophy that every student can be a leader and contribute his or her time and talent to improve the community. The school requires all sixth graders to take a leadership class that focuses on peaceful conflict resolution. In seventh grade, students learn leadership skills in a technology class that helps them explore their understanding of character. In eighth grade, students are eligible to participate in the peer leadership program, where they… [Direct]
(1995). Teaching about the United Nations. Manitoba Social Science Teacher, v22 n1 Sep. This theme issue focuses on the 50th anniversary of the founding of the United Nations. Articles deal with aspects of the United Nations and include suggestions for teaching about the United Nations and using various teaching materials. Articles in this issue include: (1) "Celebrating United Nations Day" (Ken Osborne); (2) "Educating for World Citizenship" (Douglas Roche); (3) "A United Nations Unit Outline" (Ken Osborne); (4) "Canadian Reference Guide to the United Nations: A Study Guide" (Lloyd Nelson; Tony Rice); and (5) "The United Nations Charter: Notes and Comments" (Ken Osborne). (EH)… [PDF]
(1985). The Thursday Night Group. History and Social Science Teacher, v20 n3-4 p83-84 Spr. A Los Angeles based grassroots organization, the Thursday Night Group, promotes the vision that the world can be different and that we all–adults and children–can do something to find solutions to the nuclear threat. How the group serves as a resource to elementary and secondary schools is described. (RM)…
(1985). Annotated Bibliographies. Georgia Social Science Journal, v16 n2 p54-68 Spr. Intended for elementary, secondary, and college teachers, this listing cites print materials dealing with nuclear warfare. Included are nonfiction, fiction, journals, newsletters, curriculum materials, and organizations. (RM)…
(1995). The United Nations at Work: The Challenge of Building Global Peace [and] Teacher's Guide. This booklet for juvenile readers describes the creation, structure, and activities of the United Nations. The book also examines how the role of the United Nations has changed since the end of the Cold War, citing specific UN actions and the issues surrounding difficult and expensive operations. The booklet provides an overview of ideas about how the organization can successfully respond to future crises and considers the debate over what kinds of future role, if any, the United States should have in the United Nations. The teachers' guide offers classroom activities, handouts, and test materials around which teachers can create a comprehensive lesson plan to help students understand the United Nations' evolving role in international events especially its peacekeeping and humanitarian missions of the last 50 years. (EH)…
(1990). International Economics: A Path to Understanding the World. Social Education, v54 n2 p90-92 Feb. Explains that economics is the science of choice based on the limited resources of the world, and that teaching about how the world's people make those choices creates better global understanding. Advocates teaching economics with an international perspective because most national economies are no longer self-contained but internationally integrated. Includes three lesson plans. (GG)…
(1998). Places of Peace. Zip Lines: The Voice for Adventure Education, n34 p22-27 Win. Describes Adventures in Peacemaking, an after-school program that teaches conflict-resolution skills to children ages 5-12 through the use of noncompetitive games and play. Sidebars depict a conflict escalator and a win-win grid. (TD)…
(1971). \Roles People Play\ Kit. The draft materials in this kit were prepared for classroom experimentation employing the role instruction approach to social studies and occupational instruction at elementary and secondary levels. A major aspect of socialization consists of the roles one learns. Role instruction is designed to transmit role information in a deliberate and systematic manner so that each student can: a) become fully aware of the role learning in his daily experiences; b) grasp the implications of different roles for his social and occupational life; and, c) comprehend the impact of role-learning on the development of his own personality. The kit contains cards and booklets (the latter not yet available) that may be used by both students and teachers. Cards include: 1) basic concept cards, explaining the meaning of role, personality, and position; 2) role information cards, describing the various kinds of information units related to each social role; 3) orienting discussions, to introduce the… [PDF]
(1972). New World Teaching and Guidance Project. Final Report. This directory to activities, organizations, careers, and studies for individuals and groups who are interested in promoting world peace contains ten sections on means and ways to contribute toward world order: 1) presents ideas that stimulate thinking and research on war, peace, and the challenge of peace; 2) suggests some existing world peace careers; 3) deals with new developing careers for peace; 4) lists sixty-five volunteer and service organizations working for peace; 5) describes studies, research, and information; and, moreover, gives ideas of what each individual can do for world peace; 6) lists a number of colleges offering peace studies programs; 7) mentions factors of conflict resolution, and provides a few ideas on how to make conflict resolution an effective aspect of school programs; 8) deals with the importance of developing new values and life purposes; 9) gives information and title of books (written for various grade levels in school) about the lives of great… [PDF]