(1993). Peace, Security, and International Conflict Management. Bibliography. This annotated bibliography presents information about 106 documents on issues of peace, security, and international conflict management. The items appear under the subheadings of: (1) "Arms Control, Disarmament, and Proliferation"; (2) "Causes and Nature of International Conflicts"; (3) "Conflict Management, Diplomacy, and Negotiations"; (4) "Human Rights and Ethnic and Religious Conflicts"; (5) "International Law and International Order"; (6) "International Organizations and Transnationalism"; (7) "Other Approaches and Overviews"; (8) "Religion and Ethics"; and (9) "Ready Reference and Bibliographies." A foreword, an introduction, author index, and title index also are included. (SG)… [PDF]

Weiss, Alan Z. (1988). A Survey of Teacher Attitudes of the German Democratic Republic to War and Peace and Their Perceptions and Misperceptions of Canadian Students. Forty teachers attending a summer institute in East Germany in August of 1987 were given a questionnaire concerning their attitudes towards the German Democratic Republic and their opinions, perceptions, and misperceptions of Canadian students. The questionnaire was applied in Zwickau, East Germany at a small pedagogical college. Teachers were asked to respond twice: the first time as they would imagine a typical 17-to-18-year-old Canadian student would respond, and, second, according to their own opinions. In a written response section they were asked to give their opinions on two items: (1) personal and/or state violence, and (2) facts and/or opinions held on Canada and Canadian students. Findings showed that the teachers have a positive evaluation of themselves with regard to their attitudes toward war and peace, and they strongly agree that the Soviet Union has more positive proposals for peace than does the West. The teachers also hold positive ideas about Canada and the study…

Krepon, Michael (1984). Arms Control: Verification and Compliance. Foreign Policy Association Headline Series, No. 270. One in a series of booklets whose purpose is to stimulate greater and more effective understanding of world affairs among Americans, this five-chapter report is geared to the nonexpert wanting to know more about the complex topics of verification and compliance with arms control agreements. "Basic Concepts of Verification" examines the debate of assessment and analysis of military knowledge and technical means. "The Politics of Verification" looks at adequate, effective, and intrusive verification measures. "Soviet Views on Verification" traces the Russian attitude on verification. "Treaty Compliance" reflects the deep divisions of opinion by both sides. "Compliance Diplomacy" examines the future contingencies on compliance problems. The "Talking It Over" section offers questions for students and discussion groups. The report includes maps, glossary, and a reading list. (TRS)…

(1985). Nuclear Arms Education in Secondary Schools. The conference-based report is designed to help secondary school educators with the difficult and important task of deciding how and what to teach about nuclear arms and national security. The booklet intends to build a rationale and to develop a context or framework to assist in selecting approaches, teaching strategies, and appropriate materials for the school and community. The report includes suggested guidelines for dealing with controversy through the treatment of issues; integrating nuclear arms issues into the established curriculum through organizing topics; and suggestions relating to rationale, goals, materials, approaches, and evaluation. Eight conclusions for nuclear arms education are also presented and include statements on appropriateness, personal involvement, student/community needs, criteria, ultimate goals, and public policy. Two appendices are included: Building a Rationale for Nuclear Arms Education and Clarifying Some Positions on Avoiding Nuclear War…. [PDF]

Caplow, Theodore (1984). The Feasibility of World Government: A Research Assignment for the Social Sciences. Solutions to the problems associated with the establishment of a world government offer opportunities for empirical research and informed reflection. A world government of some kind will very likely supersede the existing international order within the next few decades. Only two possible forms of world government currently appear to be possible: (1) a world empire, established by conquest, or (2) a world federation, established by the agreement of sovereign states. Of these two, the world empire is perhaps more probable. The fascinating problem of world government has been largely ignored by social scientists. This neglect may be attributed to several factors. For example, daily policies of most of the world's existing states are not by any means directed toward the eventual surrender of their sovereign powers. As soon as we begin to take seriously the possibility that a world government might be established, many typical research questions arise. Possible topics include the extent…

Fraenkel, Jack R., Ed.; And Others (1973). Peacekeeping. Perspectives in World Order. This pamphlet, intended for senior high classroom use, defines war, peace, and peacekeeping systems; discusses the destructiveness of war; and proposes the case study method for studying world order. The major portion of the booklet explores ways of peacekeeping through analysis of four different models: collective security, collective force, mutual deterrence, and limited world government. Three of these models are illustrated by actual historical systems (the League of Nations, the United Nations, the balance of power between the United States and the USSR) and one by a hypothetical system, that of world law. Each is further appraised by presentation of a scenario of a crisis when the system was used, such as Ethiopia in 1934-1936, the Congo in 1960, Cuba in 1962, and a hypothetical situation in Malaysia in 1989. Organizational charts, maps and chronologies are used throughout the pamphlet, as well as discussion aids in analyzing the systems, reviewing the cases, and using the…

Karns, Margaret Padelford (1980). Teaching International Organization through Model U.N.'s. Model United Nations (MUN) conferences are held throughout the United States each year to help college students learn about major international issues and the problems and possibilities for international cooperation. There are many educational aspects of the MUN program in which students play the role of a representative of a particular country to a specific U.N. body. In their preparation for a model U.N. conference, students must do a great deal of background reading to gain a thorough knowledge of the U.N. in general and of the particular organ on which they will serve. The delegate's effectiveness also depends heavily on an intimate understanding of the country represented, its political and economic systems, its level of development, its foreign policy, and its relations with other countries. Students also gain an insight into international negotiation, consensus building, and bloc politics. Finally, delegates must be familiar with and develop some facility in using… [PDF]

Kneeshaw, Bobbi; Kneeshaw, Stephen (1986). How Shall We Tell the Children?. Social Studies, v77 n3 p127-29 May-Jun. Reports contemporary data concerning the fear of nuclear war among Americans of different age groups. Identifies recent efforts to educate K-12 students about the threat of nuclear war. (JDH)…

Haessly, Jacqueline (1985). Peace-Making Goes to School. History and Social Science Teacher, v20 n3-4 p49-52 Spr. The Milwaukee (Wisconsin) public school system is the first public school system in the United States to offer a peace studies program to all elementary and secondary students. The program, including the planning and development process, is described. (RM)…

Stichter, Charlotte (1986). When Tempers Flare, Let Trained Student Mediators Put Out the Flames. American School Board Journal, v173 n3 p41-42 Mar. Describes a student mediator program developed in elementary schools in San Francisco and New York City that successfully trains students to mediate conflict resolutions between students. A key to developing such programs is to educate the students in how the system works before getting into the process. Includes a resource list. (MD)…

Stern, Herbert (1982). Reconceiving the Future. Teachers College Record, v84 n2 p509-19 Win. In the face of the threat of nuclear war, colleges must reaffirm cultural values that support human understanding. The Trilateral Commission is criticized for its opposition to the activism of \value-oriented intellectuals.\ (PP)…

Zuzovsky, Ruth (1997). Living Together: The Impact of the Intifada and the Peace Negotiations on Attitudes toward Coexistence of Arab and Jewish Pupils in Ethnically Segregated and Mixed Schools in Jaffa. Mediterranean Journal of Educational Studies, v2 n1 p37-54. Changes in the willingness of Jews and Arabs to coexist were studied in 1989 with 217 12-year-olds and in 1994 with 194 in Jaffa (Israel), where both Jews and Arabs live. Separatist attitudes increased and faith in coexistence decreased, but mixed schools seemed to improve attitudes toward coexistence. (SLD)…

Carruthers, William L.; And Others (1996). Conflict Resolution: An Examination of the Research Literature and a Model for Program Evaluation. School Counselor, v44 n1 p5-18 Sep. Summarizes some of the common findings in the professional literature pertaining to conflict resolution (CR) curricula and peer mediation (PM) programs. Discusses theoretical, methodological and operational considerations that are relevant to conducting research and evaluation in school settings. Proposes a model to guide educators' decisions on how to conduct an evaluation of CR and PM programs. (KW)…

Johnston, Whittle (1990). Reagan's Foreign Policy: An Assessment (I) Introduction. Perspectives on Political Science, v19 n1 p39-42 Win. Examines the relationship between former U.S. President Ronald Reagan's foreign policy and those of his predecessors. Focuses on the differences between Reagan's policies and those of former U.S. President Jimmy Carter. Analyzes Reagan's policies of containment, human rights, and arms control. Discusses criticisms launched against Reagan's policies. (RW)…

Nuechterlein, Donald E. (1990). The Reagan Doctrine in Perspective. Perspectives on Political Science, v19 n1 p43-49 Win. Analyzes the foreign policy of former U.S. President Reagan. Discusses Reagan's policies toward the Soviet Union, focusing on his negotiations with Mikhail Gorbachev. Assesses the successes and failures of Reagan's foreign policy. Examines the impact of the Reagan Doctrine on world politics, and summarizes his legacy in the foreign policy arena. (RW)…

Mercogliano, Betsy; Mercogliano, Chris (1996). An Interview with Grandmother Twylah Nitsch. Journal of Family Life, v2 n2 p7-14 Win. Grandmother Twyla Nitsch, an elder of the Seneca Nation, discusses the importance of honoring Mother Earth, her childhood experiences, the traditional teachings of her grandfather, her efforts to document Native American philosophy and spirituality, and her purpose in teaching individuals how to recognize and develop their gifts to the fullest. (LP)…

(1993). Peace Works: Classroom Activities for Peacemaking. Teaching Tolerance, v2 n1 p50-52 Spr. Classroom activities for examining effects of war and contemplating world peace are derived from the story of Sadako, a Japanese girl who died as a result of atomic bomb radiation. Making paper cranes, as Sadako did, and participating in schoolwide programs are suggested for primary, middle, and upper grades. (SLD)…

Sunal, Dennis W.; Szymanski Sunal, Cynthia (1999). Nuclear Reactions: Studying Peaceful Applications in the Middle and Secondary School. Social Studies, v90 n4 p164-70 Jul-Aug. Asserts that students must learn about nuclear fission and fusion in the social studies curriculum to help them develop a foundation for considering the social issues associated with the everyday use of nuclear reactions. Gives background on the two types of reactions and provides three lessons for middle and secondary classrooms. (CMK)…

(1994). Information Packet for Religion and World Order Program Project Global 2000. This packet describes an initiative of the Religion Council of Project Global 2000, forming a global partnership of secular and religious non-governmental organizations (NGOs) and United Nations (UN) agencies that link their expertise and networks for more just, sustainable, and peaceful world systems. The program brings together scholars, educators, and community groups from the world's major religious and spiritual traditions to participate in public discourse and action on issues of global ethics and in the shaping of policies and systems commensurate to the global-scale challenges of today's interdependent world. The objectives include: (1) create a process for religious and spiritual communities to reflect upon the contributions their traditions, scriptures, and networks can make to a shared global ethic and to the creation of systems of global governance; (2) produce reflection-action documents that will spell out the above contributions and formulate proposals for world order… [PDF]

Kelly, Janet; Stetson, Elton; Stetson, Ranae (1998). Building a Civil Society: Are Schools Responsible?. This study identified teachers' perceptions of violence in society and in schools and the responsibility of schools to help create a more civil society. Participants were 78 predominantly white elementary and secondary teachers taking a graduate class at a Texas university. Each participant completed a survey instrument, \Are Schools Responsible for a Civil Society?\ that focused on teachers' perceptions of violence in society and in the schools and asked about the causes of violence and civil disobedience, types of violence they witnessed most often, who they believed was responsible for developing a civil society, and the extent to which their schools or districts provided staff development for teachers and/or students. The final question asked what message they would like the outside world to get about the school's responsibility for violence prevention in society. Most teachers felt violence had increased in society and in their schools in recent years. About three-quarters of… [PDF]

Rivera, Charles R.; And Others (1970). The Uses of Force on Spaceship Earth: Revolution and Intervention in the '70's. A Study Guide. The relationship between internal revolution and subsequent intervention by a foreign power is examined in this guide book for senior high students. Why nations pursue a policy of military intervention and what other alternatives are available are two major questions investigated. Intervention and non-intervention are both determined policies that require evaluation of a given nation's political, economic, social, and ideological outlook before its commitment to a position. Case studies illustrating the progression of intervention from the 1947 Truman containment policy to more recent times are presented on Greece, Korea, Lebanon, the Dominican Republic, Bolivia, Czechoslovakia, and Biafra. A large number of conflicts are domestic in origin, arise out of specific incidents and disputes, stem from border security apprehension, are not decisively influenced by considerations of power balance, occur more frequently to defend governments, and occur when the international rule book is…

Sobel, Harold W. (1985). Educating for Survival: A Curriculum for the Nuclear Age. History and Social Science Teacher, v20 n3-4 p20-28 Spr. The need for nuclear education is examined, issues that should be dealt with in the classroom are discussed, and curriculum materials are described. The controversy that has arisen concerning the curriculum material "Choices: A Unit on Conflict and Nuclear War" is discussed. Implications for teacher education are examined. (RM)…

Sears, Laurie J. (1991). Authoritative Voices and the Vietnam Experience: Teaching about Vietnam during the Gulf War. Journal of Urban and Cultural Studies, v2 n1 p115-17. Experiences of a college teacher teaching a course on the Vietnam War during the Persian Gulf Crisis illustrate the impact that teaching history can have on the consciousness of students. Respect for other cultures and other races are essential before students can stop glorifying war. (SLD)…

Noddings, Nel (1992). Social Studies and Feminism. Theory and Research in Social Education, v20 n3 p230-41 Sum. Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. (DK)…

Bellis, David; McGee, Tim (2000). Teaching about Korea–In Wando and Worland. Social Studies, v91 n1 p17-20 Jan-Feb. Stresses three reasons for teaching about Korea and its people in the United States: (1) Korea's potential assistance in solving environmental issues; (2) the role of Korea in promoting world peace; and (3) the economic potential of Korea. Discusses resources for teaching about Korea and provides an appendix with Internet sites on Korea. (CMK)…

Galtung, Johan (1996). Peace and Conflict Research in the Age of the Cholera: Ten Pointers to the Future of Peace Studies. International Journal of Peace Studies, v1 n1 p25-36 Jan. Presents 10 pointers that can lead to constructive peace making. Covers issues such as a definition of peace; the training of peace workers; the role of the state system in creating conflict; legitimizing peace actions; and suggestions for future peace creation. Discusses the links between direct, structural, and cultural violence. (DSK)…

Brooks, George E., Ed.; Daso, Dik A., Ed.; Hitchens, Marilynn, Ed.; Roupp, Heidi, Ed. (1994). The Aspen World History Handbook: An Organizational Framework, Lessons, and Book Reviews for Non-Centric World History. This handbook is the product of an institute held in Aspen, Colorado in 1992. The purpose of the institute was to consider how to create a viable one year survey course in world history that did not focus only on western culture. In this book can be found a general conceptual framework for a world history course, suggested lesson plans, and literary books that can be used to enhance the historical experience of students as they reach into the lives of peoples distant, chronologically and geographically, from themselves. Rather than being a curriculum, standards, or expected outcomes, this handbook is meant to guide teachers as they go about the daily work of shaping a meaningful course for their students and may be used by teachers at all levels. (RJC)…

Hitchens, Marilynn; Roupp, Heidi (1997). Aspen World History Handbook II: New Research and Lesser Known Tales, Habits of Mind, Lessons and Assessments. This handbook is the product of a second world history institute held in Aspen, Colorado in 1996. Intended to supplement the first handbook, this production focuses on many lesser-known areas of histories of the world that remain either unexamined, ignored, or not yet included into the story of world history. Second, habits of mind peculiar to world history had yet to be properly identified and integrated into world history scholarship and teaching. Both world history scholarship and teaching had appeared to be mired in analytical frameworks and habits of thinking more appropriate to western civilization than world history. Finally, assessment mechanisms appropriate to world history seemed lacking, especially considering debate over history standards and their assessment. This document is devoted to improve world history in the above areas. (RJC)…

Trout, B. Thomas; And Others (1983). National Security in the Nuclear Age. A Conference for State Social Studies Coordinators on Pre-Collegiate National Security Education (Washington, DC, June 26-July 1, 1983). This conference report addresses education on national security and international relations in secondary school courses in the social studies. Main conclusions of the conference are: (1) Topics on national security should be added to the secondary school curriculum. (2) Current institutional and instructional settings are open to inclusion of national security topics into the curriculum. (3) State social studies coordinators are key actors in efforts to include national security in the secondary school curriculum. (4) Materials available for use in secondary school courses tend to be biased, doctrinaire, or overly technical and thereby unsuitable for the general education of citizens. (5) New instructional materials should be developed that are concept-based, clear, and balanced with respect to presentation of various points of view and avoidance of special pleading or promotion of causes. (6) Enduring curriculum improvement requires in-service education of teachers. (7) The subject…

(1982). News of Projects in the Associated Schools. International Understanding at School, n44 p16-36. Countries throughout the world have initiated Associated Schools Projects, intended to promote international understanding and peace at the elementary and secondary school levels. Activities of these projects are described by country. (RM)…