Cryan-Hicks, Kathryn T. (1991). W. E. B. Du Bois: Crusader for Peace. With a Message from Benjamin L. Hooks. Picture-Book Biography Series. A biogaphy of W. E. B. Du Bois is presented in this book for young children. Du Bois is widely regarded as the foremost black intellectual from the United States. A great scholar, he was the first black American to receive a Ph.D. from Harvard University. Of his written work he is probably best known for his essays, "The Souls of Black Folk." Du Bois was a strong advocate of black Americans. He was a founder of the National Association for the Advancement of Colored People. Du Bois also was very concerned with the situation of blacks from other parts of the world. He helped to initiate a movement, called Pan Africanism, to unite people of African descent and to gain independence for African colonies. Du Bois also was well known as a champion for world peace. Accompanying the text of this biography are numerous illustrations. (DB)…

Fogg, Richard (1974). Some Effects of Teaching Adolescents: Some Creative, Peaceful Conflict Resolution Strategies. Theory and Research in Social Education, 11, 1, 51-68, Dec 74. Twenty-seven approaches to conflict resolution, representing the creativity of behavioral scientists, are included to indicate the inexhaustible number of means for dealing with conflict without using violence. (JH)…

Harris, Ian M. (1990). Peace Studies in the United States at the University and College Level. The number of peace studies programs on campuses in the United States has grown dramatically since the first such program was begun in 1948. At the beginning of the 1990s, the world is experiencing a renaissance in peace related activities that include tearing down the Iron Curtain, nonviolent revolutions in Europe's East Bloc and the Philippines, citizen diplomacy, arms reduction, and peer mediation in the schools. Peace studies attempt to analyze these developments, providing a historical foundation and a theoretical understanding of how these efforts contribute to the cessation of violence. This paper describes 13 peace and conflict resolution programs in the United States at the beginning of the 1990s. A table that indicates the most frequently chosen books by peace educators is included. (DB)… [PDF]

Parlato, Salvatore J., Jr. (1973). Films–Too Good for Words. A Directory of Nonnarrated 16mm Films. A nonnarrated film is one that communicates pictorially on the strength of its visual unity, continuity, and coherence without relying on narration or dialogue. This directory lists 1,000 such 16mm films, mostly curriculum-oriented educational films, in three main parts. The first part describes films under subject headings such as the arts, other places and customs, science, nature, expression, city and suburb, values, fun, action, war and peace, fantasy, and literature. Information provided about each entry includes title, length, date, source and a content description. The films are also indexed by title and by subject, and a producer-distributor directory is included. (SH)…

Dougall, Lucy (1973). War. Peace. Film Guide. The revised and expanded film guide designed for educators includes annotations of over 200 films, plus a large number of program resources for intelligent film use. Selected from over five hundred films previewed from 1969, up-to-date films were chosen that would help interpret the causes of war, increase awareness of the dehumanizing effects of war, or suggest alternatives to war as the means of resolving international conflict. The films are arranged by subject categories that cover such areas as international law, nonviolent social change, world development and world community, armaments and disarmament and international organizations, the social and psychological roots of war, conscience and war, area studies and democratic processes. A variety of program aids, useful to high school and college teachers, include suggestions for planning film programs, model discussion guide and study units, a list of resources, and selected background readings. In addition, a film and book… [PDF]

Haavelsrud, Magnus (1972). A Comparative Study on Perceived Effects of Communication Networks in Acquiring International Orientations. A study was designed to test the hypothesis that different communication stages between nations–primitive, traditional, modern, and neomodern–provide important variables for explaining differences in pre-adults' conception of war in different countries. Although the two samples used in the study were drawn from two cultures which fall into the modern or neomodern stages, it was anticipated that the unility of various communication sources would vary. A ten-page instrument was administered to high school students in the United States (Seattle) and in Canada (Vancouver), consisting of questions to measure orientation to nine concepts related to war and peace, and devices to assess the value of 16 sources of these orientations. The results of a one-way analysis of variance showed a consistently higher utility of print and nonprint media sources among Canadian subjects, while a significantly higher utility of interpersonal sources and religion was found among United States subjects…. [PDF]

Singer, Shelly (1988). Violent Reform: Costa Rica, Central America's Exception. Councilor, v48 p51-53 Oct. Examines factors contributing to Costa Rica's peaceful status in a region of violent political conflict. Describes the country's political and educational systems, stating that its democratic government allows the country to withstand many problems typical of the region and that its high level of education allows it to maintain the highest per capita income in Central America. (GEA)…

Cogan, John; Enloe, Walter (1985). The Hiroshima Experience: Two Reflections. Social Education, v49 n8 p641-42 Nov-Dec. The bombing of Hiroshima changed forever the concept of conflict and warfare in the human family. Two Americans, one having grown up in Hiroshima and the other having spent one year in the city as a Fullbright research scholar, reflect on the Hiroshima experience. (RM)…

Graebner, William (1986). The Cold War: A Yearbook Perspective. OAH Magazine of History, v2 n1 p10-14 Sum. Shows how the photographs, valedictorian addresses, nicknames, cartoons and other material contained in high school yearbook can yield information regarding the world views of Americans at the start of the Cold War. (JDH)…

Altfeld, Michael F. (1985). Who, Or What, Is the Real Enemy?. Georgia Social Science Journal, v16 n2 p3-6 Spr. Discussed here are two schools of thought on how best to avoid nuclear war, i.e., that of (1) the Mutual Assured Destroyers who believe that the real enemy is the arms race itself, and (2) the Classical Strategists who believe that the real enemy is the Soviet Union. (RM)…

(1984). Comprehending Peace as Well as War. USA Today, v112 n2471 p6-7 Aug. Children are profoundly affected by the threat of a nuclear holocaust, and parents and educators ought to address their fears in a structured way. Specific classes on war and peace should be taught, and parents should take advantage of opportunities at home to discuss war and peace. (RM)…

Hantula, James (1972). Is World Order a Study of Peace?. Social Science Record, 9, 2, 39-41, Win 72. Student inquiry into means of achieving world order moves in five steps, which are discussed. Consideration of the role of values in each step must be included in the methodology. (Author/JB)…

Melanson, Richard A. (1990). A New Foreign Policy Consensus?. Perspectives on Political Science, v19 n1 p57-62 Win. Discusses the achievements of Reagan's foreign policy. Explores the question: Did Reagan reconstruct a domestic foreign policy consensus? Concludes that no consensus was reached. Analyzes Reagan's political beliefs, including his antinuclear sentiments, and examines relations between Reagan and Congress. (RW)…

Moriarty, Pia (1989). A Freirean Approach to Peacemaking. Convergence: An International Journal of Adult Education, v22 n1 p25-36. The Nuclear Disarmament Project involving Catholic churches and schools in San Francisco used Freirean codifications, with photographs as codes, to develop discussions on the moral issues of nuclear arms. Group discussions led to concrete action in the cause of peace and social justice. (SK)…

Wegner, Gregory (1995). Buchenwald Concentration Camp and Holocaust Education for Youth in the New Germany. Journal of Curriculum and Supervision, v10 n2 p171-88 Win. Buchenwald offers an omnipresent reminder that future success of political and economic reunification is related to slow, but necessary, healing of national wounds over dual legacies of Hitler and the Cold War. In midst of painful transitions, the living memorial of Buchenwald holds promise as a place where German youth might continue arduous dialog over meaning of last 60 years of German history. (MLH)…

Bruno, Maria F. (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)…

Boose, Donald W., Jr. (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)…

Kowalczyk, Sandra; Wright, Mary F. (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)…

Katz, Yaacov J.; Yablon, Yaacov B. (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)…

Galtung, Johan (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)…

Eide, Asbjorn (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)…

Cahill, Michael L. (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]

Osborne, Ken, Ed. (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)…

Alexander, Susan; Totten, Sam (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)…

Edwards, Amy N.; Larbalestier, Tiffany Farrell; Walker, Tim (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)…

Ankrim, Ernest M. (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)…

Furlong, Lisa (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)…

Goldman, Ralph M. (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]

Arnold, Dwight L. (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]