Crawford, Patricia A. (2005). Primarily Peaceful: Nurturing Peace in the Primary Grades. Early Childhood Education Journal, v32 n5 p321-328 Apr. Conflict is a very real part of relationships that occur on global, national, and local scales, as well as in daily interpersonal relationships. This article details the relevance of peace studies for children in the primary grades, both in terms of current events and in classroom applications. Suggestions are presented for addressing this topic through an ecological approach that includes the establishment of a peaceful learning environment and the development of a diversified, literature-rich curriculum. Readers are invited to explore developmentally appropriate approaches for teaching conflict resolution strategies, as a venue for helping students to cultivate the skills and dispositions to live and learn peacefully with one another…. [Direct]

(2007). ICDI Annual Report, 2007. International Child Development Initiatives (NJ1) The International Child Development Initiatives (ICDI) promotes the wellbeing of children growing up in difficult circumstances. ICDI works to improve policies and practices affecting these children by doing research and training. ICDI believes in the power of children and young people, supporting their rights and addressing the underlying causes for the problems they face. 2007 was a significant year for ICDI. Despite its relatively small size the organization has–once again–been remarkably active. ICDI was engaged in 11 large and many much smaller projects in Central and Eastern Europe, Surinam, and the Middle East, all of which focused on the needs of children who have to grow up in very deprived situations. ICDI also began to employ more staff (up from 5 to 8) as it grew organizationally. The appointment of a new director in September 2007 saw central management change hands for the first time. With new staff came new expertise (children in conflict zones, children and… [PDF]

Sorenson, Mary Eileen; And Others (1993). The United Nations Peace Action Plan. Case Study–Cambodia. A Curriculum for Secondary School Students. This curriculum module for students in grades 9-12 focuses on the United Nations (UN) peace action plan evolving as a partnership between Cambodia and the UN. The eight lessons provide students with varied opportunities for hands-on experiences. Divided into four sections, section 1, "Lesson", includes: (1) "Peacemakers"; (2) "The United Nations: Successes and Failures in Securing Peace"; (3) "The United Nations: A Four Part Peace Action Plan"; (4) "Story of Cambodia"; (5) "The United Nations: Peacemaking in Cambodia"; (6) "The United Nations: Peacebuilding in Cambodia"; (7) "Challenges to Peacebuilding in Cambodia"; and (8) "Designing a Peace Plan Abroad and at Home." Section 2 provides "Role Models for Peacebuilding." Section 3 suggests "Resources for Classroom Strategies on Peacebuilding/Conflict Resolution." Section 4 lists "Selected Resources." An appendix… [PDF]

Haas, Mary E. (1995). Fear and Hate vs. Hope and Cooperation. Lesson Ideas Examining an Important Lesson from World War II. This paper addresses how fear and hate have had an impact on the ways in which people and nations behave. A study of World War II reveals to people the terrible consequences of fear and hate. After this long war ended, many hoped that the United Nations would put an end to warfare and the acts that had nourished hatred. Using the theme of \Fear and Hate vs. Hope and Cooperation\ to study World War II, teachers can address World War II in a meaningful way with children of different ages, abilities, and interests. Suggestions are given for discussion questions, trade books, large and small group activities, and interviewing techniques. (EH)… [PDF]

Lhowe, Mary, Ed. (1994). After the Cold War: The U.S. Role in Europe's Transition. Revised. [and] Teacher's Resource Book. These materials explore the decisions that face the United States as a result of the changes in the past decade in the countries of Eastern Europe and the former Soviet Union. The background readings allow students to examine such questions of values and foreign policy as: (1) Should the United States remain committed to its Western European allies?; (2) How should we respond to conflict in the region?; and (3) What is the U.S. role in the world now that Soviet communism is no more? The student booklet provides a framework for considering such issues by presenting policy choices, or options, that lay out distinct viewpoints about what U.S. policy toward Europe should be. The background readings are to provide an understanding of how the history of the regions from World War I to the present has shaped the questions of today. The options for student discussion include: (1) "Promote Western Values"; (2) "Protect Our Interests"; (3) "Beyond Europe"; and…

(1995). Conflict Resolution: Learning To Get Along. Although the issues of conflict and violence cannot be blamed on schools, schools are one of the most logical places to tackle problems associated with conflict. This booklet offers practical tips to help school leaders, staff, and students resolve their disputes peacefully. It focuses on student-versus-student and student-versus-teacher conflicts. Part 1 describes systemic strategies for teachers and staff that use peer mediators to incorporate conflict management into the curriculum. The second part offers discussion starters and scenarios targeted primarily at problem solving among middle and high school students. Part 3 offers strategies to mitigate conflicts between students and educators. The best conflict-resolution programs help individuals help themselves by teaching empathy, anger management, impulse control, and listening skills. A list of resource organizations is included. (LMI)… [PDF]

Zamora, Mario D., Ed.; And Others (1981). Culture and Diplomacy in the Third World. Studies in Third World Societies, Publication Number Twelve. New ground has been broken in what is labeled as "anthropological diplomacy"–a study of the theory and practice of peace promotion and/or conflict resolution between/among micro-units (e.g., tribes) or macro-units (e.g., nation-states) based on sound knowledge of a society's fundamental cultural premises. There are six papers. The first underscores the importance of the psycho-socio-cultural characteristics of concerned and politicized populations in the recent U.S.-Iran diplomatic confrontation. The significance of the psychological and sociopolitical contexts in Soviet-U.S. relations is stressed in the second paper. The second and third papers use the tribe and the town as their units of analyses, discussing the relationships between the custom of headhunting and diplomacy in the Philippines and ethnicity and diplomacy in Mexico. Development diplomacy (the attempt of developed nations to earn cooperation from other nations through assistance) and the need for… [PDF]

Schmidt, Peter (1984). Peace Is Our Profession: Teaching Nonviolence in the Schools. Ways in which secondary level humanities teachers can incorporate information and materials on pacifism and nonviolent action into their existing courses are discussed. To improve their abilities to think creatively about how to change the world, students must learn about nonviolence and the strategies used by pacifists in the pursuit of their causes. For example, in U.S. history and American literature classes students can be exposed to the writings of William Penn, George Fox, and John Woolman and can learn about the Quakers' commitment to nonviolent principles. By reading works of and about the abolitionists of the 18th and 19th centuries, students can learn about the tactics used by Elihu Burritt, Sojourner Truth, and others as they worked to end slavery. In addition to the examples from previous centuries, recent U.S. history also teaches the discerning student how nonviolence may be successfully used in resistance to violence and oppression, e.g., the Civilian Conservation… [PDF]

(2000). Russia's Uncertain Transition: Challenges for U.S. Policy. [Student Book and] Teacher's Resource Book. Public Policy Debate in the Classroom: Choices for the 21st Century Education Project. 4th Edition. This teacher resource text and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. It steps back from the day-to-day turmoil in Russia to examine the issues that most deeply affect the United States. At the core of the unit are four distinct options for U.S. policy. Each option contains a different perspective on the threats and opportunities presented by conditions in Russia. The background reading provides students with the knowledge needed to take part in the debate on the U.S. role in Russia's post-Cold War transition. Part 1 offers an historical overview of U.S. relations with the Russian empire and the Soviet Union. Part 2 surveys the economic and political changes that Russia has undergone since the Soviet collapse, with special attention given to Russia's evolving foreign policy. Part 3 concentrates on the leading challenges…

Jurek, Dianne Miller; Velazquez, Michaela (1995). Teaching Peace: Alternatives to Violent Play. Early Childhood News, v7 n5 p39-40 Sep-Oct. To help combat the effects of violence on children and improve the quality and nature of play, early childhood teachers can: define violence by helping children become aware of the issue, help children resolve their own conflicts, create a peace place in the classroom, intervene when violent play occurs, evaluate media and toys, and educate parents about violence. (TJQ)…

Abrams, Irwin (1994). The Nobel Peace Prizes as Teaching Tools. Educational Resources. OAH Magazine of History, v8 n3 p83-88 Spr. Asserts that the Nobel Peace Prize provides a gateway for teaching the critical issue of peace in history courses. Presents an overview of the origin, development, and history of the Nobel Peace Prize, with special focus on U.S. winners. Includes six suggested student projects and a list of U.S. Nobel Peace Prize winners. (CFR)…

Levy, Tedd (1999). Toward a Humane World: Making a Difference with Social Studies. Social Education, v63 n1 p6-7,62-64 Jan-Feb. Presents the address delivered by President Tedd Levy at the 78th National Council for Social Studies (NCSS) Annual Conference. Stresses that social studies offers students a place to discuss social-environmental problems the culture is suffering from and gives teachers a chance to promote values inherent in a more humane world. (CMK)…

(1999). Power. Online-Offline, v4 n1 p2-25 Sep. This issue addresses advantages and disadvantages of having power. Includes Web sites, CD-ROMs and software, videos, books, and additional resources with suggested age levels and disciplines as well as ideas for appropriate related activities. Sidebars discuss the power of the pen, the power of peace, and the power of the media. (LRW)…

Wynn, Charles (1999). Mexico and the Zapatista Revolt: Examining the Resolution Dialogue. Southern Social Studies Journal, v25 n1 p66-89 Fall. Presents an activity where students examine the perspectives of the indigenous poor of Mexico as well as of the Mexican government in a time of political change. Explains that the students read the background information in the accompanying handouts in order to simulate the negotiations between the government and Zapatista National Liberation Army. (CMK)…

Bickmore, Kathy (1997). Teaching Conflict and Conflict Resolution in School: (Extra-) Curricular Considerations. Schools can play an important part in helping diverse young people see themselves as citizens. This paper examines a broad range of school-based learning opportunities that influence young people's development of knowledge and inclinations for handling conflict. The ingredients for conflict resolution can be taught. Like violence, nonviolence is a learned behavior. As public concern over violence increases, school leaders often respond with what has been called \negative peacemaking,\ the premature use of bargaining or settlement procedures before underlying problems have been solved or understood. The goal is avoidance, not problem solving. In contrast, \positive liberty\ procedures involve the presence of active democratic participation. These alternative emphases in education for citizenship are the conceptual framework for reviewing the research on a range of school-based conflict resolution training programs to examine the relative space given to negative peacemaking and… [PDF]

(1993). The Struggle for Peace in Bosnia: Considering U.S. Options. Choices for the 21st Century. Alternatives for Public Debate and Policy Development. The conflict in Bosnia (Yugoslavia) has confronted U.S. leaders with fundamental questions about the use and capability of U.S. power abroad. This document brings the decision facing the United States into the classroom. The unit features a set of four divergent options for U.S. policy toward the Bosnian conflict, and a brief account of Yugoslavia's turbulent history. This unit was developed in response to the immediate crisis in Bosnia. It is meant to serve as the basis for a 1 to 2 day activity. Background reading offers a concise introduction to the events of the 20th century that have contributed to the current crisis in what was once Yugoslavia. The opening section of a report by the United Nations Commission on Human Rights on ethnic cleansing in Bosnia is included as a resource for students to draw upon. Four options for U.S. policy are suggested with variations on each and supporting and opposing arguments for each. The opinions are: (1) use force to stop the genocide; (2)…

(1991). Crisis in the Gulf: A Study Circle on America's Choices. This document consists of a packet of materials published in December 1990 and designed to assist citizens in forming study circles to discuss the crisis in the Persian Gulf. The resources are designed to be nonpartisan, fair, and balanced, and try to make the strongest possible case for four different options, reflecting a broad range of viewpoints on the crisis in the Gulf. The materials included are: an introductory letter; notes to organizers: a framework for discussion; the options; perspectives on the options; suggestions for participants; suggestions for leading a study circle in general; and suggestions for leading "Crisis in the Gulf" in particular. (DB)…

Turner, Joy (1988). Child Discipline and World Peace. What can teachers of small children do to promote peace in the world? The answers go back to that "war between adults and children" first described by Maria Montessori; to the relationships between parents and offspring; and to the physical, psychological, and spiritual abuse of children that gets passed along through the generations. There is extensive knowledge of the historical development of child rearing, the characteristics of the dysfunctional family, and the roots of violence in the hidden cruelty in child rearing practices and ideologies. Analyses have produced the conclusions that the source of war is the dysfunctional family; that every persecutor was once a victim; and that repressed traumatic experiences of childhood are stored up in the body and influence adults. Given these circumstances, what can teachers and caregivers of small children do to promote peace in the world? They can: (1) develop awareness of "poisonous pedagogy" and stop passing it…

Thiry, Leon (1972). Two Years of Experience in Teaching an Undergraduate Course on World Peace. An outline and related bibliography for a world peace course is presented in this paper. Designed for the college student, the course encompasses an interdisciplinary approach focusing primarily on the philosophical and the psychological aspects of the problems of peace. In this paper, the author also reflects on his involvement in the development of this course and the students response to it. Some of his general observations in teaching the course are that: 1) some students seem to oppose world government because they are convinced that all governments are villians; 2) many students have no sense for the historical aspects of problems; and, 3) many students feel that the moral aspects of war and war practices are irrelevant because \nobody cares anyway.\ (DFI)… [PDF]

Tankard, Alice Doumanian (1973). The Human Family, Human Rights, and Peace. A Sourcebook for the Study and Discussion of the Universal Declaration of Human Rights, A Lay Version for the Common Man, Woman, and Child. Human rights issues are brought to the attention of a larger lay public in this source book of questions, topics for discussion, and study of the United Nations Universal Declaration of Human Rights. The original declaration consists of a preamble, introduction, and 30 articles. These are all retained in this lay version which closely follows the original in format and syntax. The vocabulary has been changed to make it more comprehensible to people in a wider range of ages and reading abilities. To facilitate understanding, the preamble in the lay version is numbered and referred to as \Seven Sinces\, and the thirty articles are called the \Thirty Goals.\ The introduction links the \sinces\ with the \goals.\ The essential structure of the document is that \since\ we believe in certain human rights it is now time to set \goals\ for ourselves. Goals 1-21 deal with civil and political rights or a commitment to a life of greater freedom. Goals 22-30 deal with economic, social, and…

Lutzker, Michael A. (1973). The First Year of War & Peace Studies at Richmond College. A Report to the College. A report of the first year of war and peace studies at an undergraduate institution is based on data from student evaluations, material from student journals, discussion with participating faculty, and observations of the program coordinator. The rationale of the experiment–to implement a program relevant to students, to encourage a dialogue across disciplinary lines among faculty, and to encourage student participation in the classroom–is discussed, and the two core courses which inaugurated the program are described. Results show that the college is successful in providing a multidisciplinary perspective, less successful in imparting a basic body of knowledge, and that it is too early to know if students have been sufficiently interested to pursue indepth studies in the program's related courses. The perspective, structure and content, related courses, and classroom strategies are described along with the important function of student journals and the role of the faculty. The… [PDF]

Ceausescu, Nicu (1985). The International Youth Year "Participation, Development, Peace.". Higher Education in Europe, v10 n1 p6-9 Jan-Mar. Governments, decision makers, and international organizations must become more receptive to youth's ideas and endeavors to build a better, more just society and to stimulate their aspirations for a world of peace, understanding, and cooperation among nations. Youth organizations must make their efforts more conspicuous. (MSE)…

De Benedetti, Charles (1984). Peace History, in the American Manner. History Teacher, v18 n1 p75-110 Nov. Literature in American peace history is reviewed in an attempt to demonstrate its abundance and to (assist historians in integrating the story of citizen peace activism into the teaching of the larger national experience. (RM)…

Borsellino, Christopher W.; Goethals, Mary; Martinez, Ariela; Pfeuffer, Vera; Scarborough, Harriet Arzu; Tully, Kris (1998). Joining the Dialogue: Six Teachers Discuss Making Changes toward a Multicultural Curriculum (Rainbow Teachers/Rainbow Students). English Journal, v87 n4 p60-64 Apr. Presents six brief articles by six Arizona teachers offering their reflections about practices, strategies, and vision as they make changes toward a multicultural curriculum. (SR)…

Ambler, Marjane (2005). Harmony, Not War: Dine College Public Health Degree Focuses upon Hozho. Tribal College Journal of American Indian Higher Education, v16 n3 p15-16 Spr. Reports on the creation of a public health degree at Dine College in Shiprock, New Mexico, the first degree of its kind at a "tribal college". Review of the work of the American Indian Higher Education Consortium and the Centers for Disease Control, who developed the degree with the goal of increasing the number of American Indians in health professions and improving the health status of American Indians. Comments from Edward Garrison, head of the Biology and Health Curriculum at Dine College…. [Direct]

(1970). Report of the 1970-71 Summer Curriculum Development Program of the Diablo Valley Education Project. This report provides an overview of the purposes, participants, content, and evaluation of a four-week workshop. The purposes of the workshop were to: 1) present an introduction to the concepts conflict, violence, and interdependence; 2) develop an awareness of the need for value analysis in the classroom; 3) teach techniques and theory of value clarification and analysis in the classroom; and, 4) produce conceptually-oriented preliminary units on the above concepts and value analysis which might later be edited for publication. A panel of consultants provided the pedagogical and substantive basis from which the teachers could choose the content samples and design learning strategies for their units. (Consultant papers by David Daniels, Ralph Goldman, David King, Robert North, and Michael Scriven are available through the ERIC system.) A content outline of these formal workshop presentations is included in this report. A total of fourteen draft units resulted from the summer… [PDF]

Cueto, Santiago; And Others (1993). Promoting Peace: Integrating Curricula To Deal with Violence. This document presents a critical analysis of two of the most popular types of programs that schools have implemented to prevent violence among students: (1) mediation programs, and (2) conflict resolution curricula. While both promote interpersonal skills necessary to prevent violence, their effectiveness has not been evaluated adequately. These programs are not sufficient by themselves to promote peace among youth, since they do not transcend the interpersonal level of conflicts to consider the involvement of groups of students, the school system, families, and communities in both the causes of violence and the promotion of peace as an alternative. Several mediation programs are described. The results from these programs seem to be positive, but usually only students who already possess social skills are trained as mediators, and they do not deal with situations where firearms, drugs, and physical or sexual abuse are involved. The goal of conflict resolution curricula is to teach… [PDF]

Fleming, Dan B. (1984). The Treatment of Peace and Security Issues in Social Studies Textbooks in the United States. This examination of the treatment given to peace and security issues in American social studies textbooks begins by summarizing the National Council for the Social Studies (NCSS) Curriculum Guidelines and a 1983 study of high school social studies topic priorities. Following a review of past textbook studies and a brief discussion of textbook treatment of foreign policy, the paper uses four major topics (propaganda, U.S./Latin American relations, the war in Vietnam, and nuclear war) to illustrate problems found in textbooks related to peace and security issues. In an examination of 45 textbooks, grades 8-12, the overall treatment of propaganda was rated very good considering the influence of nationalism. However, the topic tended to be ignored after World War II coverage. Overall textbook coverage of U.S./Latin American relations was rated as poor, although nearly all texts offered some criticism of U.S. policies. Moreover, the perspective of Latin countries was given little… [PDF]

Whiting, Allen S. (1976). China and the United States: What Next? Headline Series. This resource booklet discusses U.S. foreign policy with China and contains questions to help secondary teachers stimulate classroom discussion. The author, who was consultant to Secretary of State Kissinger on China policy 1969-1973, argues that Washington's failure to establish full diplomatic relations with Peking is damaging United States-Sino detente. Considerable evidence exists, he asserts, that the pace of normalization has fallen far short of what Peking had anticipated. In 1975 intimations of Chinese irritation became apparent. They were first voiced in private, unofficial conversations and then openly expressed on the eve of President Ford's visit in December 1975. Chapter titles are: (1) Confrontation to Detente; (2) The Shanghai Communique and the Fruits of Dentente; (3) The Balance Sheet and Unfinished Business; (4) The Tight Little Island; (5) The Japanese Formula; (6) Why Normalize Sino-American Relations; and (7) Talking It Over. Discussion questions and reading…

(1972). Community Peace Action Resource Kit: China in the International Community. As part of a broad effort to world peace this resource kit supplies information on China and attempts to motivate people to work in their communities on concerns of China. Emphasis in the kit is upon placing equal weight on both information and action. Four background articles give the reader an introduction to China's self-image in world affairs. Respectively, these articles: survey foreign policy since 1949, which is based on a combination of security considerations, ideology, and a desire for world recognition; illuminate present foreign policy concerns which differ from United States interest and priorities; present excerpts from Chiao Kuan-hua's speech that are to be emphasized in the United States-China relations are suggested and specific programs provided for groups who want to work on China concerns. Lastly, a resource section includes a bibliography of books, pamphlets, periodicals, and also sources for speakers, films, and other programming aids for use by individuals and… [PDF]