Mueller, Jean West; Schamel, Wynell Burroughs (1990). "Out of Fear and into Peace" President Eisenhower's Address of the United Nations. Social Education, v54 n3 p163-66 Mar. Presents a section of President Dwight D. Eisenhower's, "Atoms for Peace," 1953 address to the United Nations General Assembly. Suggests using the document for classroom discussions of nuclear proliferation, emphasizing that using primary sources develops research skills, activates classroom discussions, citizenship, and creative writing. (NL)…

(1995). Defining Our Role in a Changing World: What Is America, and What Do We Want It To Be? Library Reader 1995. Choices for the 21st Century Education Library Series. This reader provides background information for a public policy discussion program about the nation's future at this critical point in history. Through a non-partisan discussion format, citizens are encouraged to deliberate about the direction in which the nation should head in the years to come. This reader employs a multi-disciplinary approach and a humanities-centered methodology. The volume includes the following chapters: (1) \The End of the Cold War: Challenges of a New Era\; (2) \Considering Four Futures\; (3) \The Search for Peace in an Age of Conflict: Debating the U.S. Role\; (4) \U.S. Trade Policy: Competing in a Global Economy\; (5) \Global Environmental Problems: Implications for U.S. Policy\; (6) \Russia's Uncertain Transition: Challenges for U.S. Policy\; (7) \U.S. Immigration Policy in an Unsettled World\; and (8) \Charting Our Future: Balancing Priorities.\ A ballot for voting on the suggested course of action also is included, along with a participation evaluation…

James McGinnis (1993). Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units: (1) "Of Dreams and Vision"; (2) "The Prophets: Bearers of the Vision"; (3) "Faith and Culture Contrasts"; (4) "Making the Connections: Social Analysis, Social Sin, and Social Change"; (5) "Reconciliation: Turning Enemies and Strangers into Friends"; (6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation"; (8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH)… [PDF]

Irwin, Wallace, Jr., Ed.; And Others (1980). American Foreign Policy for the '80s: A Voter's Guide to the Facts and Issues. The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential information into a limited space. All facts have been carefully researched and the approach is strictly impartial and nonpartisan. Each topic includes a section tracing administration policy and concludes by presenting alternatives to present policy, with main arguments pro and con. A few additional readings are listed for each subject. Topics treated are: Leadership: President vs. Congress; U.S. Defense Policy; International Terrorism; Energy: U.S. Dependence on Foreign Oil; Trade and the Dollar; The UN and Third-World Development; Southern Africa; China and Taiwan; Cambodia, Vietnam and the Refugee Crisis; The Caribbean and Central…

(1982). Seminar on the Associated Schools: N'Djamena, Chad, 4-6 May 1982. International Understanding at School, n44 p5-6. Recommendations of a seminar held in N'Djamena, Chad, from May 4-6, 1982, to support the activities of the Associated Schools project intended to promote international understanding and peace are described. (RM)…

Moreillon, Judi (2003). Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry. Students and teachers employ think-aloud strategies as they read literature, compose poems, and create artwork related to the theme of peace. This unit is designed for collaborative teaching among classroom, art, and technology teachers, and school librarians. A single educator can also teach this unit. During nine and a half hours, plus publishing time, students will: practice think-aloud strategies when reading literature; apply think-aloud strategies when listening to poetry and viewing art; compile questions and personal responses to literature using a graphic organizer; study the symbol of the dove via the Internet and re-envision Picasso's dove in their own artwork; brainstorm and compose a shared classroom poem about peace; use technology tools in the prewriting, composition, revision, and publication stages of the writing process; and compose individual poems inspired by their own artwork. The instructional plan, lists of resources, student assessment/reflection activities,… [PDF]

Spector, Leonard S. (1990). The New Nuclear Nations. Social Education, v54 n3 p143-45,150 Mar. Explores the issue of nuclear proliferation, noting that the countries with nuclear capability now include Israel, South Africa, India, and Pakistan. Describes the role and problems of the United States in halting nuclearization. Supplies charts, maps, and information concerning the state of nuclear capability in each country. (NL)…

Boas, Jacob (1990). Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.]. This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt–Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust"; (4) "Rescue and Human Behavior, Moral Decision Making–The Courage to Care"; and (5) "Processing." Each lesson plan includes: the lesson's objective; a list of materials (e.g., videos, literature, visual aids); a list of activities; and discussion topics. An extensive list of curricular resource materials and a Jewish Media Catalog with educational videotapes on the Holocaust are included. Other materials in the packet include: (1) "'Kristallnacht': The Night of Shattered Glass"; (2) "Everyone is Human"; (3) a brochure explaining the Holocaust Center of Northern California; and (4) "Liberation… [PDF]

(1993). Conflict! Battle of Gettysburg. Teacher's Guide. This flexible resource teaching package describes the 1863 Battle of Gettysburg and explores how conflicts begin and how they can be ended. Lessons address visual, auditory, and kinesthetic learners while fostering critical thinking skills as students read, write, analyze, and draw conclusions. Role playing and other creative activities are included. The packet contains five lessons: (1) "Conflict and Its Resolution"; (2) "The Conflicts that Caused the Civil War"; (3) "The Gettysburg Campaign and the Battle"; (4) "How the Gettysburg Conflict Affected People"; and (5) "The Gettysburg Address." The lessons are designed to: work with a poster and prepare students for a visit to Gettysburg; offer teachers a way to integrate the study of history with other academic subjects in the upper elementary grades; and coordinate with the learner outcomes identified by the Pennsylvania Department of Education. Teachers can use one lesson or all… [PDF]

Bonta, Bruce D. (1993). Peaceful Peoples: An Annotated Bibliography. This annotated bibliography includes 438 selected references to books, journal articles, essays within edited volumes, and dissertations that provide significant information about peaceful societies. Peaceful societies are groups that have developed harmonious social structures that allow them to get along with each other, and with outsiders, without violence. Forty-seven peaceful societies are described, including religious groups such as the Amish, the Brethren, Doukhobors, Hutterites, Mennonites, Moravians, and Quakers; Native peoples of North America such as the Inuit, Montagnais-Naskapi, Sanpoil, Saulteaux, Zapotec, and Zuni; and indigenous groups from South America, Africa, the Pacific Islands, and Southeast Asia. Literature from fields such as anthropology, psychology, sociology, history, and religious studies are represented. Many entries deal with childrearing techniques and traditional education aimed at socializing children to mores of nonviolence and emotional control….

Bettendorf, Joline; And Others (1987). Literature of War and Peace. Section I: \…What They Are Running From and To, and Why.\. This 4-5 day curriculum unit is designed for use in English and language arts classrooms, grades 7-12 and junior college. While it is the first 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 analyze symbols, a political cartoon, and two modern fables. The terms and process of literary analysis as well as the theme of war and peace are introduced in this section. 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 techniques. Six appendices are as follows: (1) Introduction to the literature of war and peace series; (2) Related activities; (3) Connections to textbooks; (4) Connections to California's Model Curriculum…

Johnson, Patricia (1986). The Activist Decade: Its Influence on Briar Cliff College. The influence of the "activist decade" (spanning the early 1960s through the early 1970s) on Briar Cliff College (Iowa), a small midwestern liberal arts college affiliated with the Catholic Church, is discussed. Forces such as racism, the Vietnam War, and student unrest elicited concern and activism at Briar Cliff College, although there were never the intensely expressed mass protests that occurred at many larger universities. The "liberal idealism" of the era was influential despite parochial and conservative traditions at the college. Factors that generated liberal sentiments among students and faculty at Briar Cliff included the national news depiction of ghetto violence and campus unrest, resistance to the draft, music of the time, and a primarily young faculty at the college in the 1970s. Idealism of the new young faculty was further influenced by the college's Franciscan heritage that emphasized values such as concern for the whole person. Examples of…

Hoepli, Nancy, Ed.; And Others (1988). A Citizen's Guide to U.S. Foreign Policy: Election '88. Nonpartisan Briefs on 18 Key Issues. In order to make informed voting decisions citizens need background information on complex foreign policy issues facing the United States. This guide presents current issues and provides information to help citizens cast a thoughtful vote. The guide is divided into six main headings: Leadership; Security; Economic and Social Issues; Critical Regions; Bilateral Relations; and United Nations. The first of 18 subtopics discussed is the role of the U.S. Congress in developing foreign policy; other topics are terrorism, international drug traffic, the role of Japan as a leading industrial nation, Central America and political change, controlling the arms race, South Asia, problems in the Middle East and Gorbachev's Societ Union. The historical background of various countries' relations with the United States is given and brief bibliographies are included for each topic. Policy choices are presented, along with the pros and cons of current U.S. positions for each argument. Maps, charts,…

Benaiges, Phil (2005). The Spice of Life? Ensuring Variety When Teaching about the Treaty of Versailles. Teaching History, n119 p30-34. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are problems in allowing learning style "audits" to shape our teaching strategies entirely. But one message emerges from the debates loud and clear: vary your teaching strategies and you're more likely to engage all your pupils and develop their understanding. This is hard to contest. A solid diet of question and answer or role-play or written work is unlikely to appeal to a classroom of students who enjoy different ways of learning. Phil Benaiges has used the learning style literature to help him develop a wide repertoire of activities for the history classroom. The fact that he has done so at GCSE is even more impressive. Building on the work of Ian Luff and Phil Smith, Benaiges insists that despite the formal requirements of the GCSE… [Direct]

(1979). Declaration on Fundamental Principles Concerning the Contribution of the Mass Media to Strengthening Peace and International Understanding, to the Promotion of Human Rights and to Countering Racialism, Apartheid and Incitement to War. Before presenting the declaration passed on November 22, 1978 at the twentieth session of the General Conference of Unesco, this publication reviews the events and resolutions that led up to the passage of the declaration and cites remarks on the declaration made at the close of the session by the Director-General of Unesco. The declaration, presented next, consists of a preamble and 11 articles regarding the rights and responsibilities of the mass media in strengthening peace and international understanding, promoting human rights, and countering racism, apartheid, and incitement to war. Among the topics discussed in the articles are the way the mass media can counter violations of human rights by disseminating information on the aims, aspirations, cultures, and needs of all peoples; the role of the media in educating young people in a spirit of mutual respect and understanding; the need to correct the inequalities in the flow of information to, from, and between developing…

Finch, John; Mura, Katherine (1996). "Cry, the Beloved Country." Bill of Rights/Human Rights Project. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This unit is based upon study of Alan Paton's novel, "Cry, the Beloved Country," and includes a writing component in which students create an original Bill of Rights for the new Republic of South Africa. To create the new Bill of Rights, students study three basic human rights documents and work in groups to write the finished product. Appended sample materials that can be used to complement social studies/history resources are included. (EH)… [PDF]

Icolari, Ellen (1996). The New South Africa: A Major Power in Transition. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This interdisciplinary and multi-modal curriculum unit provides a context for studying South Africa in grades 5-12. Three aspects of the post-apartheid Republic of South Africa are highlighted, including: (1) "Revisiting the Past": a brief history of South Africa's political and social climate; (2) "Beginning the Transformation": an overview of the Reconstruction and Development Plan; and (3) "The Future, A Brighter Day?": summaries of conversations with South African young people. (EH)… [PDF]

Bruning, Merribeth D. (2000). Positive, Peaceful Interactions between Adults and Young Children. Growing Together: Building a Peaceful Community. This paper discusses classroom practices contributing to positive, peaceful interactions between adults and young children. The paper begins with reminders about the development of self-control as a crucial aspect of peacefulness, the role of the toddler's developing autonomy, and the development of a sense of fairness in prekindergarten children. The paper notes the importance of positive adult role models who have a daily quiet time, engage in meditation or prayer, and are mindful of their vocal inflection and body language. Suggestions for fostering peaceful environments are given, including using visual reminders, having orderly homes and classrooms, providing aesthetic experiences that promote peace, telling stories about problem solving, and limiting and monitoring television viewing. Inappropriate strategies for dealing with conflict are delineated, including the avoidance of threats, physical reactions, name calling, bringing up the past, and inattentive listening…. [PDF]

Lapid, Ilana (1995). From the Hobbesian Floor to the Kantian Ceiling: UN Intervention as a Practical-Idealist Challenge. Social Studies, v86 n3 p101-04 May-Jun. Contends that the United Nations (UN) is redefining its role in the international community. Discusses whether the UN should follow a national sovereignty path or one that recognizes the erosion of the national state. Concludes that humanitarian intervention guided by practical idealism is the correct approach. (CFR)…

Bernat, Valerie (1993). Teaching Peace. Young Children, v48 n3 p36-39 Mar. Discusses and illustrates the ways in which early childhood teachers can teach preschoolers about peace. Teachers can implement two simple rules: "Don't hurt anyone," and "Use words to settle problems." Explains how these rules would be implemented in particular preschool situations. (BB)…

Albrecht, Lisa (1993). Bibliography: Jewish/Palestinian Middle East Peace Perspectives (with a Focus on Feminist Activist Work). MultiCultural Review, v2 n4 p16-21 Dec. This semiannotated bibliography, developed for an honors program at the University if Minnesota on "Women and the Israeli-Palestinian Conflict," lists regularly and irregularly appearing periodicals focusing on the Israeli/Palestinian conflict (8 sources) and books addressing the conflict (46 sources). The course syllabus and outline are also provided. (SLD)…

Karaman-Kepenekci, Yasemin (2005). Citizenship and Human Rights Education: A Comparison of Textbooks in Turkey and the United States. International Journal of Educational Reform, v14 n1 p73-88 Win. Textbooks are major educational tools for students. A United Nations Educational, Scientific, and Cultural Organization (UNESCO) project titled "Basic Learning Material" claims that textbooks provide the main resource for teachers, enabling them to animate the curricula and giving life to the subjects taught in the classroom. As Power and Allison indicate (2000), textbooks should support the full development of the human personality and promote respect for human rights and fundamental freedoms. In order to actualize citizenship and human rights education apart from basic knowledge, educational activities that develop participation skills, critical-thinking skills, collaboration skills, problem-solving skills, and communication skills are also needed. That is why civics and human rights textbooks especially should include both texts and instructions for educational activities consistent with the text that help to develop these skills of the students. A number of studies were… [Direct]

Walter, Virginia A. (1993). War and Peace Literature for Children and Young Adults: A Resource Guide to Significant Issues. This book suggests ways that children's books can create frames of reference about the related topics of war and peace. It suggests ways that books can be used to start a dialogue between adults and children, to facilitate communication about a subject that causes much anxiety in children. Rather than bibliotherapy, however, the object of this book is to help adults help children understand the complex issues involved in war and peace. Books are used to create a shared frame of reference and to extend the child's experiences beyond the everyday world. They make abstract or historical concepts more concrete and comprehensible. The book is organized into four chapters. The first chapter presents a historical perspective on the process of sharing books about war and peace with children, as well as some of the developmental issues involved with giving the right book to the right child at the right time. The second chapter suggests specific techniques for sharing books about war and…

Bickmore, Kathy; And Others (1984). Alternatives to Violence: A Manual for Teaching Peacemaking to Youth and Adults. Designed as a guide to teaching an introductory course in creative conflict resolution for adults and teenagers in school and community settings, this resource manual describes active, experiential learning activities. The alternatives to violence course is structured into twenty 45-minute units (a total of 15 hours). Sessions 1-3 examine kinds of violence, the nature of violence, and institutional violence. Session 4 deals with basic responses to conflict and historical cases of nonviolent action. Sessions 5-7 focus on the development of nonviolent alternatives, including active listening, group facilitation and consensus, and negotiation and leadership. Session 8 explores differences between violence and nonviolence and session 9 examines elementary skills necessary for active nonviolent self-defense. Sessions 10-12 deal with confronting violence, alternatives to violence on the community level, and problem solving. In session 13, students apply concepts and skills for… [PDF]

Doran, Sister Mary Catherine (1971). Stability and Change: Through Ideas, and Non-Violent Action. Grade Eleven, Unit Two, 11.2. Comprehensive Social Studies Curriculum for the Inner City. The second unit of the 11th grade section of the FICSS series (Focus on Inner City Social Studies — see SO 008 271) examines social change in the United States through ideas and non-violent protest. The unit looks at the peaceful protests portrayed in politics, art, music, and writing demonstrating that peaceful protest is an accepted part of American life and that respecting the rights of others with differing opinions is an important aspect of society and change. Examples are given of men and groups who affected change through peaceful activism. The lessons begin with early historical protests and end with current contemporary concerns of immediate interest to the student. The content of the unit includes an introduction; required materials for the successful completion of the unit; knowledge, skill, and behavioral objectives; learning activities; and supplementary materials for both students and teachers. (JR)… [PDF]

Barreiro, Jose, Ed.; Cornelius, Carol, Ed. (1991). Knowledge of the Elders: The Iroquois Condolence Cane Tradition. This study guide, developed for high school students, looks at Eastern Woodlands history and tradition through the words of Cayuga Nation elder Jacob Thomas. The Six Nations, also known as the Iroquois, are a confederacy of the Mohawk, Oneida, Onondaga, Cayuga, Seneca, and Tuscarora tribes. The Iroquois have a population of more than 60,000 living in 14 reservations and several urban centers in New York, Ontario, Quebec, Wisconsin, and Oklahoma. The guide focuses on the Condolence ceremony by which chiefs are inducted into the nation councils represented in the Grand Council of the Iroquois Confederacy, or League of the Haudenosaunee. The ceremony also prescribes the customs to be followed at times of death, both of common people and of leaders. Wampum belts, sympathy strings, and a carved Condolence Cane are used in the ceremony. The Condolence Cane is a mnemonic device that depicts the "seating" arrangement of the Grand Council confederacy chiefs from clans in the Six…

D'Andrea, Michael; Daniels, Judy (1996). Promoting Peace in Our Schools: Developmental, Preventive, and Multicultural Considerations. School Counselor, v44 n1 p55-64 Sep. Discusses ways to cultivate a more peaceful and respectful atmosphere in schools by incorporating developmental, preventive, and multicultural theories into the school environment. Three components are reviewed: (1) traditional conflict resolution learning strategies; (2) curriculum-based efforts designed to help students acquire the life skills necessary to prevent interpersonal conflicts; and (3) a clearly defined multicultural component. (KW)…

Jones, Nancy Aaron; Vestal, Anita (2004). Peace Building and Conflict Resolution in Preschool Children. Journal of Research in Childhood Education, v19 n2 p131 Win. This study was designed to examine whether teacher training facilitates greater conflict resolution strategies and whether conflict resolution training leads to prosocial solutions by preschoolers who are at risk for conflict and violence in their environments. Head Start teachers were trained in a 40-hour college-level course. Teachers were instructed in the theory of conflict, conflict management, and socio-emotional development in addition to following a problem-solving curriculum with their preschool students. Sixty-four children were assessed at 4 and 5 years of age. Results showed that preschoolers of trained teachers had more skills in generating solutions to interpersonal problems. Furthermore, children of trained teachers relied on more relevant solutions and fewer forceful, and thus more prosocial, solutions to solve interpersonal problems. These findings will be discussed in a framework for teaching conflict resolution and social-emotional skills to preschool children….

Chagnon, Jacquelyn, Comp.; Rumpf, Roger, Comp. (1976). If You Want Peace, Defend Life. This booklet, prepared for the 1977 World Day of Peace, examines the growing use of torture by governments around the world. It specifically focuses on torture and imprisonment of political prisoners as systematic violations of human rights. The booklet includes: a background essay which discusses human rights in the context of U.S. foreign policy; a paraliturgy section; an essay of the technology of torture; five case studies; a study and action guide; and a resource section. Argentina, Czechosolvakia, Indonesia, Iran, and South Africa are the five countries selected for the case studies. They were chosen with these criteria in mind: severe and persistant human rights violations; geographic distribution; and relationship to the United States aid and trade policies. The study and action guide outlines the procedures for the adoption of a political prisoner and gives suggestions and ideas for ongoing discussion and action related to the prisoner. Organizations, books, periodicals,…

Goldman, Ralph M. (1971). Guide to the Concept: Identity. This draft outline presents and organizes for teachers one of the fundamental concepts in war/peace studies: identity. Identity is viewed as the relationship between a person's self-role and other socio-political roles learned and valued by him in the course of his psychological development. A rationale section points up the relationship of the concepts identity and self to a war/peace curriculum, the objective of such a curriculum being to identify for the child those roles that seem most relevant to an understanding of conflict and order, and to do so in a way that encourages the child to place these roles high in the hierarchy of his own role-structure. A number of affective and cognitive objectives for a study of the concept of identity are enumerated, and a method of testing for shifts in attitudes is suggested. A general discussion of role-theory follows, indicating how some of the research findings may be adapted to classroom use. A short, suggestive listing of social and… [PDF]