(1977). Simulating SALT. Teaching Political Science, 4, 4, 391-404, Jul 77. This paper explains how to conduct a SALT simulation with upper division undergraduate and/or graduate students who have a limited background in international relations. Playing time is approximately four weeks. It is suggested that an introductory course devoted to reading, lectures, and discussions precede the simulation. (Author/RM)…
(1986). A Bibliography of American Peace History. OAH Magazine of History, v2 n2 p47-51 Win. Provides a comprehensive annotated listing of resources for the study and teaching of "peace history." Resources are divided into nine categories: (1) finding aids and broad surveys; (2) archives; (3) secondary sources; (4) monographs; (5) international studies; (6) individual figures; (7) pacifist organizations; (8) insider accounts; and (9) contemporary insider accounts. (JDH)…
(1986). Celebration of International Literacy Day to Promote Peace. International Understanding at School, spec suppl n1 p15-22. Reviews the history of International Literacy Day, begun in 1966 by UNESCO. Offers a collection of activities for schools wishing to commemorate the annual events on September 8th. Includes a brief annotated bibliography of instructional materials on the topic of illiteracy. (JDH)…
(1985). Addressing Nuclear Anxiety in Adolescents: Overcoming Hopelessness. History and Social Science Teacher, v20 n3-4 p81-82 Spr. This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. (RM)…
(1983). Selected Resources for Teaching the Pastoral and Peace. Momentum, v14 n4 p60-63 Dec. Provides an annotated bibliography of resources for teachers' use in teaching about and implementing "The Challenge of Peace," the Catholic bishops' pastoral letter. Reviews resources focusing on the pastoral letter, those providing background for teachers, and materials for curriculum development and for elementary and secondary use. Provides information on educational resource organizations. (LAL)…
(1949). World Understanding Begins with Children. Bulletin, 1949, No. 17. Office of Education, Federal Security Agency A major challenge to those concerned with the guidance and training of children today is to prepare them to take their places in a world in which they will be brought into increasingly closer relationship with the peoples of other lands. More and more we are stressing the need for developing better understanding of the people to whom we are so closely drawn in time. And more and more we are coming to realize that the foundation for this understanding must be laid in childhood. It is essential that we give children experiences which will help them to become good citizens of the world. Properly developed, a study of people of other lands and other cultures should enrich children's lives and make them more appreciative of their own community as well as of the rest of the world. It should help them think clearly and judge fairly. This bulletin suggests many sources of material suitable for elementary schools and ways to use the materials, enabling teachers to interest students in other… [PDF]
(1982). Academia and the Search for Peace. Wisconsin Academy of Sciences, Arts and Letters, v70 p177-83. History provides examples of how academic communities responded to serious social problems and tensions: by intentionally or unintentionally aggravating them, withdrawing, or searching for solutions. (AVAIL: Wisconsin Academy of Sciences, Arts and Letters, 1922 University Ave., Madison, WI 53705)…
(1979). International Understanding. International Review of Education, v25 n2-3 p461-76. The author discusses the definition, rationale, and realization of the concept \education for international understanding.\ (SJL)…
(1977). Within NCEA Framework: Peace Studies and Justice. Momentum, 8, 1, 27-31, Feb 77. …
(2003). The Peace Project: A Personal Path to Overcoming Intolerance. ESL Magazine, v6 n1 p22-24 Jan-Feb. Describes a peace project, carried out at an Iowa high school that aimed to ease tensions among students and hostile acts directed toward English-as-a-Second-Language students. The project was highly successful. (Author/VWL)…
(1989). Unesco's Practical Action on Human Rights. International Social Science Journal, v122 p585-94 Nov. Explains the purpose and history of United Nations Education, Scientific, and Cultural Organization (UNESCO). Reviews decisions that were made at the 1989 UNESCO Executive Board meeting and lists the number of cases that have been resolved by various UNESCO actions between the years 1978-1988. Concludes that each case is a positive step forward. (GG)…
(1994). Peacemaking as a Tool for Change. Primary Voices K-6, v2 n4 p2-5 Nov. Describes the Peacemaking program at the Downtown Alternative School, an elementary school in Toronto, Canada. Provides a context of understandings about theory and classroom practices involving struggles with conflict and differences. (SR)…
(1992). Life at Peace. Feminist Teacher, v7 n1 p9-13,19 Fall. Contends that there are far more terms associated with war and conflict than terms about peace in the English language. Asserts that this circumstance is both a product of and a contribution to national values. Recommends using more emotional words and speech to talk about peace. (CFR)…
(2000). Giving Peace a Chance: Gandhi and King in the English Classroom. English Journal, v89 n5 p74-77 May. Describes how one high school English teacher developed and taught a unit that would give students the opportunity to see how violence and nonviolence affects their lives. Notes the unit involves discussing the lives and careers of Mahatma Gandhi and Martin Luther King, Jr., viewing film clips and film, reading, writing in journals, and writing a bill of rights for students. (SR)…
(1998). Teaching Peace Concepts to Children. Dimensions of Early Childhood, v26 n2 p20-22 Spr. Examines how young children's everyday group experiences contain important opportunities for adults to model and teach skills and understandings that can lead to a more peaceful world. Presents specific ideas for creating a peaceful atmosphere in the classroom and embedding peace concepts into the early-childhood curriculum, including the use of a peace center and teaching conflict resolution. (KB)…