Totten, Sam (1985). Introduction to This Special Issue of Georgia Social Science Journal on the Nuclear Arms Race. Georgia Social Science Journal, v16 n2 p1-2 Spr. Of the many serious problems now facing the world, the most important is threat of nuclear destruction. Social studies educators should provide ample classroom time for discussing and examining the facts concerning nuclear warfare, and they must make sure that various points of view are presented. (RM)…

Mapes, Milton C., Jr. (1984). A Peace Academy to Build the Channels. National Forum: Phi Kappa Phi Journal, v64 n1 p37-38 Win. Legislation to establish the National Peace Academy is currently under consideration by the United States Congress. The Peace Academy should develop as the center and the hub of a national and international movement to change the way our society deals with conflict. (MLW)…

Alexander, Mary, Ed. (1984). Cartoon Analysis of Peace Propaganda. Social Education, v48 n4 p244-46 Apr. A cartoon for analysis and other learning activities is provided to help students study about peace propaganda, the nuclear freeze, and disarmament. A cartoon analysis worksheet, designed to help students analyze almost any political cartoon, is included. (RM)…

Drinan, Robert F. (1972). The Rhetoric of Peace. College Composition and Communication, 23, 3, 279-82, Oct 72. Drinan cites examples from government publications to show deliberate misuse of language, and calls on the English profession to re-establish clarity and honesty". (SP)…

Exton, Richard (1972). Film in the Humanities Curriculum Project. World and The School, 24, 31-37, Feb 72. This paper outlines the experience of a group of teachers when they showed three films dealing with war/peace issues to secondary students in one of the experimental schools in the Humanities Curriculum Project 1968-69. (SM)…

Kirkpatrick, Jeane J.; Ward, Patricia (1981). How Your Students Can Give Peace a Chance. Instructor, v91 n3 p76-78,80,82,84 Oct. In anticipation of October 24, United Nations Day, Patricia Ward provides a study unit on global issues and the United Nations. U.N. Ambassador Jeane J. Kirkpatrick discusses how elementary teachers can realistically explain the United Nations to children. (SJL)…

Nattiv, Amalya; And Others (1989). Conflict Resolution and Interpersonal Skill Building through the Use of Cooperative Learning. Journal of Humanistic Education and Development, v28 n2 p96-103 Dec. Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. (Author/NB)…

Harries, Owen (1990). What American Students Should Know about the World. Momentum, v21 n1 p21-25 Feb. Argues that American students need special lessons in international politics, pointing to specific concepts and ideas they should be familiar with in the areas of national politics and international relations, political ends and means, the relationship between principles and circumstances, and the pursuit of peace. (DMM)…

Harel, Yael; Mahajna, Salah (1992). The Co-Existence Daisy. English Teachers' Journal (Israel), n45 p87-90 Dec. Activities that promote Arab-Jew coexistence at the English Department and Arab College at Beth Berl College are recounted. The authors' projects, each regarded as a petal in a "Coexistence Daisy," include those related to art encounters, interprofessional relationships, and inservice training. (LB)…

Stomfay-Stitz, Aline; Wheeler, Edyth (2006). Voices from the Field: Teachers Talk about Strategies for Peace and Conflict Resolution. Childhood Education, v82 n3 p162-F Spr. In this article, the authors present the strategies used by teachers in early childhood programs and elementary schools when they teach about peace and conflict resolution. In a focus group, the teachers relate that they primarily need consistency as they work toward peace and conflict resolution. The teachers also identify communication with parents as the second most pressing need they encounter when teaching peace and conflict resolution. (Contains 6 online resources.)…

Murtagh, Teresa, Ed.; O'Sullivan, Jean, Ed. (1998). The Quiet Peacemakers. A Tribute to Teachers. This booklet, which is available in English, French, and Spanish, presents articles by eight individuals from around the world which demonstrate how teachers worldwide are finding ways to show children how to respect those who are different from themselves. The teachers' mission is to provide children with the means to overcome centuries-old tensions. After an introduction, the articles are as follows: "Lessons in Dialogue" (Olwin Frost, Northern Ireland); "Lessons in Love" (M. Therese Ranee, A.C., Sri Lanka); "Lessons in Citizenship" (Pascal Diard, France); "Lessons in Resistance" (Zohra T., Algeria); "Lessons in Solidarity" (Teresa Gangemi, Italy); "Lessons in Reconciliation" (Marie-Laetitia Kayirerwa, Burundi); "Lessons in Understanding" (Azijada Borovac, Bosnia and Herzegovina); and "Lessons in Responsibility" (Avi Black, United States). (SM)… [PDF]

Garvey, Helen; Pickus, Robert (1980). Citizen Responsibility, Conscience, War and the Draft, A Kit for Counselors and Teachers. This publication for secondary students, with additional materials for counselors and teachers, deals with the topics of citizen responsibility, conscience, war, and the draft. There are five major sections. Section I, containing three questionnaires, includes questions for students to consider if they are confronting problems of conscience, war, and the draft and a survey to help students think through questions they will face as they consider their response to a compulsory military service law. Section II, "Putting the Questions in Context," contains brief reading selections about war and peace followed by questions to facilitate dialogue and to stimulate thoughtful consideration. Section III contains four readings entitled "What is Conscience?", "The Individual and Society,""Religious and Philosophical Approaches to War," and "Exploring Your Own Religious Tradition." Section IV will be of interest to students who are thinking about…

Keys, Donald F. (1979). The General Assembly of the United Nations, 1979 (34th). This report is a succinct summary of action taken by the 34th General Assembly of the United Nations. It is intended for use by members of UN delegations, UN secretariat staff, policy makers, scholars, students, and members of the public interested in global problems and world issues. The report provides an accurate record of actions taken, including key phraseology of the resolutions and the nature of the vote or action taken, and also gives background and past history of the items discussed, sufficient for general understanding without reference to other sources. Some highlights of the Assembly follow. In his annual "state of the world" message, the Secretary General Kurt Waldheim stated that "the primary objective of the United Nations must remain the survival of the human race and its environment in the best possible conditions." The two most popular speakers of the Assembly were Pope John Paul III and Fidel Castro. On the disarmament issue the UN approved…

Dieterich, Daniel J. (1973). World Literature for World Understanding. Elementary English, 50, 3, 479-86, Mar 73. …

Falk, Richard (1983). For a New Abolitionism: The Abolition of War. Social Education, v47 n7 p499-500 Nov-Dec. Society must explore the possibilities of an abolitionist movement centrally concerned with war and peace, just as an earlier abolitionist movement was concerned with the obscenity of slavery. We must think about nonviolence as a basis for security and explore in educational settings alternatives to weapons of mass destruction. (RM)…

Reardon, Betty (1982). Disarmament Education as World Order Inquiry. Teachers College Record, v84 n1 p137-51 Fall. Disarmament education has been exposed to wider public attention because of the launching of the World Disarmament Campaign, an education effort intended to involve the world's citizens in thinking about disarmament. Factors important to this movement are discussed. (CJ)…

Wilson, Barbara Boyd (1998). The Look of Peace: A Day with Friends Forever. Zip Lines: The Voice for Adventure Education, n37 p31-35 Fall. Friends Forever brings together teenagers from hostile factions in divided countries such as Northern Ireland or Israel. Among other activities, the program sponsors three-week adventure experiences for the teenagers at the University of New Hampshire's Brown Center. The experiences of one group of Israeli and Arab youth are described. (SV)…

Reynolds, Joan K. (1988). Resource Exchange: Linking Local School Communities through Peace & Global Studies. This paper describes methods and a pilot program for developing coalitions that support global education at the local school system level. Guidelines are suggested for using international exchange students as resource persons in the classroom and for ways to show hospitality to international visitors. An attached student handout describes exchange problems in terms of stereotyping, inaccurate information, over simplification, and cultural bias. Drawings and photographs are included. (JHP)…

McKay, Bidge (1971). Training for Nonviolent Action for High School Students: A Handbook. The handbook for secondary students advocates nonviolent action, not passivity nor retaliation toward injustices. Emphasis is upon helping students to understand nonviolent action; to be familiar with training information on courses, time requirements, problems, costs, and procedures; and to deal with direct objectives toward peaceful social action. To stimulate thinking, the major portion of the handbook is in the form of questions of interest to students and teachers, and responses which were written by people previously involved in direct non-violent action. Resources and a bibliography for those interested in training for non-violent action are included. An appendix contains a model for fifteen hour weekend course, a list to check before acting, ideas for integrating social change into the curriculum, a copy of an official Selective Service memorandum, a bibliography of films, and ideas on street theater. (SJM)… [PDF]

Theobald, Robert (1972). Futures Conditional. The readings presented here are designed to help the reader perceive the future more vividly. Part one of the book suggests the various ways in which the future can be seen; it includes science fiction and the views of various analysts as to what the future holds. Part two collects printed materials about the future from various sources, including cartoons, advertisements, photographs, and poems. The third part sets out a number of ways in which the reader can participate in imagining the future: the final section contains \some basic tools for future imagining\–an article by Abraham Maslow, a bibliography of \futurology\ books, a directory of organizations that do research about the future. (JY)…

Galtung, Johan (1988). The Peace Movement: An Exercise in Micro-Macro Linkages. International Social Science Journal, v40 n3 p377-82 Aug. Contends that the basic assumption of the peace movement is the abuse of military power by the state. Argues that the peace movement is most effective through linkages with cultural, political, and economic forces in society. (BSR)…

Francis, Greg (2000). Preventing Deadly Conflict: Toward a World without War. Although some people believed that the end of the Cold War would herald a new age of peace, the 1990s have seen more than five million people die in over 35 deadly conflicts. New technologies have made warfare ever more deadly. There is, however, a breadth of options available to prevent or control deadly conflict in the world. This curriculum module aims to introduce high school students to the tools that have been used successfully to prevent violence, and to demonstrate why it is urgent that the United States act to prevent conflict beyond its borders. Through group work and simulations, students can gain experience in analyzing deadly conflicts and prescribing strategies for preventing them. The module begins with an introduction and rationale, an overview, goals, materials and equipment needed, grade levels and subjects, social science standards, time and suggested sequence of activities, and small group roles. The three supporting lessons are: (1) "What Is 'Deadly…

Fraenkel, Jack R. (1973). Teaching Procedures for Discussion of Which Way World Peace: Gradualism or Drastic System Change?. Social Education, 37, 7, 619, Nov 73. Ideas are suggested as to how teachers can help students deal intelligently with questions of value in the classroom. Steps to use in approaching the conflicting issues related to promotion of world peace are outlined. (KM)…

Bornstein, Rita (1974). An Interdisciplinary Approach to War-Peace Studies. English Journal, 63, 2, 64-66, Feb 74. Presents a partial list of objectives and a few of the successful activities of an interdisciplinary course, \Man Between War and Peace.\ (TO)…

(1971). Roundup. Intercom, 13, 1, 2-18, Jan-Feb 71. This consists of several topical selections: World Affairs. General; Arms Control and Disarmament; International Organizations; Regional Problems and how they relate to World Stability; Air, Trade and Development; and Ethics and War. Each section covers organizational activity and resources. (JB)…

Hastedt, Glenn (1989). Estimating the U.S. and Soviet Strategic Threat. Political Science Teacher, v2 n1 p11-12 Win. Presents a method for actively engaging students in the learning process when dealing with the problem of nuclear war and peace. The program forces the student to formulate and defend an intelligence estimate which they have produced either individually or collectively. Describes in detail the concept of a national intelligence estimate. (KO)…

Hicks, David (1991). The Centre for Peace Studies: 1980-89. Westminster Studies in Education, v14 p37-49. Reports the nine-year history of the Centre for Peace Studies. Identifies the aims of the project. Discusses the extent of interest in, and reactions to, the center. Describes "World Studies 8-13," a curriculum program of the center that continued under the direction of the World Studies Trust after the center ceased to exist. (SG)…

Welton, Michael (1993). Social Revolutionary Learning: The New Social Movements as Learning Sites. Adult Education Quarterly, v43 n3 p152-64 Spr. New social movements–ecological, peace, feminist, and personal autonomy–share several basic principles: ecology, social responsibility, grass-roots democracy, and nonviolence. The realization of their visions may require the greatest mobilization of imagination and learning potential yet known. (SK)…

Gorrell, Nancy (2000). Teaching Empathy through Ecphrastic Poetry: Entering a Curriculum of Peace. English Journal, v89 n5 p32-41 May. Argues that any curriculum of peace must have at its core the teaching (not preaching) of empathy. Recommends ecphrastic poetry (poetic response to works of art) as a teaching tool for empathy, and discusses how the author uses one particular poem written in response to a World War II photograph to stimulate student writing response and discussion. (SR)…

Milligan, Jeffrey Ayala (2004). Islamization or Secularization? Educational Reform and the Search for Peace in the Southern Philippines. Current Issues in Comparative Education, V7 n1 p30-38 Dec. Since 2001 many observers of education in the Muslim world have expressed concerns about the radicalizing influence of madrasahs. These critiques often assume that the ichotomization of sacred and secular common to civic society in the West is a necessary ingredient of any educational reforms designed to prevent the spread of religious extremism in the Muslim world. This essay critically examines this secularization thesis through an analysis of current educational reforms in the southern Philippines, where local officials have initiated efforts to Islamize education in the context of a decades-long secessionist movement…. [PDF]