(2005). United World Prep Schools Seek Global Unity and Acculturate U.S. Teachers. Education Digest: Essential Readings Condensed for Quick Review, v70 n6 p48-53 Feb. United World College of the American West (UWC-USA) which was founded in 1982 by the Occidental Petroleum magnate and philanthropist, Armand Hammer, is an upper-secondary school with 200 students and two dozen faculty from 80 countries or more. Situated amid traditional Hispanic settlements in New Mexico's scenic Sangre de Cristo Mountains, UWC-USA brings together young people (ages 16-19) from many nations, races, and social backgrounds for challenging pre-university studies and voluntary service. Its goal is to help students develop pride, become more articulate, and gain a sense of responsibility and a mature perspective on their own culture, background, and nationality. At the same time, to transcend that background and become aware of and involved in the challenges common to all humanity–justice, peace, or whatever issue facing the global community may be most interesting to them. This article also discusses the International Baccalaureate (IB) curriculum which all UWC… [Direct]
(1993). One World, One Earth: Educating Children for Social Responsibility. This book is designed to help teachers, environmental educators, and parents teach children and adolescents about social responsibility. It focuses on helping children talk about and understand peace as well as issues related to the environment, human rights, development, the international community, and social justice. It seeks to promote cooperation, solidarity, and security by combating ideas that promote war, violence, nuclear weapons, child abuse, sexism, racism, and environmental destruction. Included in five chapters is a selection of: (1) learning activities and discussion starters; (2) detailed lesson plans; (3) tips for using visual materials; (4) songs; (5) simulation games; and (6) suggestions for working in different settings. Five appendixes provide an annotated list of books and educational materials, lists of relevant organizations, songs, ideas for experimenting with poetry writing, and simulation games. (MDM)… [PDF]
(1990). Managing Proliferation in the 1990s, "Something Borrowed, Something New…". Social Education, v54 n3 p156-58 Mar. Assesses the progress and the challenges that education must meet in identifying world policy for proliferation management. Gives a historical perspective on attempts to control proliferation. Includes maps, charts, a historical chronology of these efforts, and a list of proliferation management issues. (NL)…
(1996). Making School a Place of Peace. This book was written for educators at all levels and individuals who are concerned about making schools safe, orderly places. It offers guidelines to promote and increase peace in the schools. The introductory chapter, "Moving toward a Peaceable School," endorses the national commitment to violence-free, peaceful, and productive schools, and presents the principles for a peaceable school. Chapter 2, "Creating a Peaceable Environment," suggests ideas for a safe school environment and a crisis-management plan. The third chapter, "Encouraging Peaceful Communication," discusses various forms of communication for peaceful interactions among students, faculty, and staff members. The need for social and multicultural peace objectives in curricula at all levels is emphasized in the fourth chapter, "Planning for Peace across the Curriculum." Chapter 5, "Changing Instruction: The Hard Realities," advocates the use of differentiated…
(1985). Finding Common Ground: Days of Dialogue Teaching Materials. Teaching for the Summit and Beyond. Designed for elementary, secondary, and post-secondary classrooms and community use during the week of November 11-15, 1985–the week before the Reagan-Gorbachev Summit meetings in Geneva, Switzerland–these lesson plans and units accomplish two goals: (1) to inform young people and adults and raise the level of understanding around specific issues of the Reagan- Gorbachev summit; and (2) to encourage teachers, students, and adults to develop a new process for talking about the critical issues of our time. With emphasis on problem-solving and conflict resolution, the packet is organized into eight sections. Following an introduction, sections 2 and 3 provide activities for all ages and conflict-resolution activities for students in grades 1-6. Section 4 provides activities for students in grades 7-12, including a brief history of summits and summitry, questions for discussion, lessons for organizing a mock summit meeting in the classroom, an activity involving a closer look at arms…
(1986). Peace Studies. Insights into Open Education, v18 n5 p1-6 Jan-Feb. Themes that should be included in an elementary and secondary peace studies curriculum are discussed in this newsletter essay. Social studies teachers must use great discretion as to what topics in the peace studies curriculum are taught at what level. The study of nuclear arms should be included in peace studies at the secondary level. Research and informal interviews with secondary and college students indicate that youth are not knowledgeable about nuclear arms and, furthermore, do not think that nuclear policy can be influenced by what individuals do or don't do. The social studies curriculum teaches students a great deal about war. But it should also, through peace studies at all levels, focus greater attention on peace. Elementary and secondary students should learn about peacemakers, those who oppose war, and about alternatives to war. There are many other themes that can be included in peace studies curriculum, e.g., foreign language study, cross cultural studies, and sister… [PDF]
(1979). Young Germans Assist the Third World. Participation by West German youth in international assistance to developing nations is examined. International assistance is interpreted to include public, private, and religious programs and projects involved in technical advancement, food distribution, agricultural development, health improvement, and natural resource development in other nations. Examples of organizations which have provided many German youth with an opportunity to serve in developing nations include the United Nations, the World Food Programme, the World Bank, the World Health Organization (international); the German Agency for Technical Cooperation, the German Development Society, the German Foundation for International Development, the German Development Service (German government sponsored); Bread for the World, International Christian Peace Service, (religious), the Carl-Duisberg Society, and the German Academic Exchange Service (private). It is estimated that approximately 3,000 Germans, including many…
(1973). Conflict Resolution in Contemporary Society. These secondary materials help students understand the nature of human conflict and alternative methods of resolving such conflict in order to further human cooperation on global problems. Objectives of the materials include (1) identifying global problems, their multiple relationships, and basic elements within the categories of war and peace, environment, economic welfare, and social justice; (2) becoming aware of strategies for conflict management, such as concession and arbitration; (3) applying these strategies to specific situations; (4) developing evaluative criteria for assessing their effectiveness; (5) following commitment with action; and (6) clarifying one's own values while learning to respect value differences. The written and audiovisual program may be broken into supplementary units or stacked into a full year course. This flexibility allows the written materials included in this document to be used alone. Arranged sequentially, introductory packets provide concepts… [PDF]
(1971). Children's Conceptions of the Adult World. Reports from the Institute for Educational Research, 91/1971. The purpose of the study was to describe Finnish children's conceptions of aspects of the adult world and the development of the structure of children's thinking. Ninety boys and girls between the ages of 5 and 10 were interviewed individually. Each child was asked a minimum of 15 questions in each of the following subject areas: 1) war and peace; 2) power and practice of power; 3) deviating groups: prisoners, mentally ill, bums, and the rich; and 4) protection of nature. Questions asked were mainly concerned with a knowledge of facts, but some also required evaluation and value judgement. Following a brief introduction, the report presents a description of the children's conceptions in the four subject areas and points out the similarity of and differences in the ideas of the different age groups. Observations on the children's conceptions and a comparison with earlier studies are made. Interview questions and children's answers to each question in different age groups are included… [PDF]
(1980). Education and the World View. Change, v12 n4 p2-7 May-Jun. The Council on Learning's Education and the World View project is described as a carefully defined public project of two years' duration to encourage serious curricular reconsiderations in our schools and colleges in view of the new realities of the world. An undergraduate experience should expose students to other cultures. (MLW)…
(2004). Ralph Bunche: University and Diplomatic Legacies Fostering Innovative Paradigms. Journal of Negro Education, v73 n2 p105-115 Spr. This article is based upon the 2003 24th Annual Charles H. Thompson Lecture at Howard University. It devotes attention to the nexuses between Ralph Bunche's scholarly publications and diplomatic speeches and their relationships to contemporary university plans and programs to address ongoing crises. In-depth interviews with a university chancellor and a president at two major public research universities–the University of Massachusetts at Amherst and the University of Michigan, Ann Arbor–were undertaken in order to ascertain the current roles of universities as they directly and/or indirectly build upon Bunche's conceptual writings, policy perspectives, and higher education program implementation…. [Direct]
(1995). Resolving the Conflict Maze in Secondary School. The rush to establish conflict resolution strategies in the schools has created a maze of programs based on a number of models. By themselves, these programs are not sufficient to promote peace among youth, since they do not transcend the interpersonal level to consider the involvement of groups of students, the community, and families. Resolving the conflict resolution maze at the secondary school level can be achieved by developing peace and prevention plans based on the best practice program models available. Evidence is beginning to emerge that cooperative learning experiences are effective in conflict resolution curricula. Review of effective programs points out the importance of multidisciplinary approaches and the necessity of considering peer relationships in conflict resolution. One of the most effective strategies in helping students develop internal discipline and in ensuring a safe school environment is that of crisis intervention. The Mark Twain School (Montgomery… [PDF]
(1993). Project STOP Final Evaluation Report, 1991-1992. OREA Report. This report presents the results of the Office of Research, Evaluation, and Assessment's (OREA) evaluation of the implementation of the first year (1991-1992) of Project STOP (Schools Teaching Options for Peace), a comprehensive conflict resolution and peer mediation program for middle schools in the New York City Public Schools. It describes Project STOP as consisting of three components: (1) student peer mediation; (2) curriculum; and (3) parents. The majority of the data presented in this report came from on-site interviews with school-based project participants in 7 of the 15 STOP schools. Chapter I gives an overview of the background of the project, program description, and evaluation objectives and methodology. Chapter II details participant selection as well as demographic and conflict resolution/mediation experience prior to project enrollment. Chapter III discusses training activities and participants' reactions to them. Chapter IV presents agency implementation findings,… [PDF]
(1995). Talking Peace with Jimmy Carter. Teacher's Guide. This guide accompanies a videotape designed to provide students with insights on former president Jimmy Carter's views on peace and mediation. Activities emphasize key ideas relating to conflict resolution and human rights issues. Each activity uses student handouts and can be completed in one to three class periods. Activities include: (1) "What is 'Peace'?"; (2) "The Causes of Conflict"; (3) "Viewing the Video"; and (4) "You Be the Mediator." Additional suggestions are offered, as wall as background information, quotations about peace, statements about conflict, a viewer's guide, and mediation scenarios. (EH)…
(1988). Literature of War and Peace. Section IV: A Man's Bound to Fight for What He Believes In. This 16-day curriculum unit is designed for use in English and language arts classrooms, grades 9-12 and community college. While it is the fourth section in a series of five on the literature of war and peace, it can be used with or without the other four sections. Each section of the series focuses on a different genre of the literature of war and peace, and the literature in each section has common sub-themes. In this section, students compare and contrast attitudes towards war, peace, and patriotism in different cultures and other time periods. In addition, students compare their concepts of patriotism and other values with those of the characters in the literature in order to clarify their values and attitudes about their responsibilities as citizens and about their relationship to their community and country. The handouts and activities contained in the lessons provide an opportunity for students to develop writing skills and to understand better various literary styles and…