(1971). Notes from the National Committee. Volume 1, Number 3. The newsletter of this national organization presents commentary on the foreign policy relationship between the United States and China and cites relevant current information. In the summer, 1971 issue introductory comments on the Taiwan policy dilemma appear, as well as announcements of study programs, conferences or symposia, and field staff activities. A main section, China in the News, summarizes current news items based largely on New York Times, Washington Post, and Far Eastern Economic Review Sources. Proposals of Senators and private organizations for alternatives and change in United States policy toward China are outlined in the article "China Policy–Which Direction?". Topics covered in the various proposals include United Nations membership, the Taiwan question, as well as travel and trade policies. In addition, specific texts of U.N. Draft Resolutions are given. The newsletter provides an annotated bibliography on China Resources, citing book and magazine… [PDF]

Likhacheva, V. M.; Sokolova, E. S. (1993). The Perestroika Generation: What Is It Like?. Russian Education and Society, v35 n10 p5-23 Oct. Reports on a 1990 study of political and social attitudes of Russian school students, age 10-15. Finds that belief in Communism is declining and that boys are more skeptical about Communism than are girls. Concludes that social issues and moral values were considered very important by a large number of the respondents. (CFR)…

Urquhart, Brian (1994). Keeping the Peace: The Argument for a United Nations Volunteer Military Force. Social Education, v58 n7 p410-11 Nov-Dec. Asserts that the expansion of the United Nations' peacekeeping commitments has strained the organization's ability to intervene in violent local conflicts before they get out of hand. Discusses efforts to create a permanent peacekeeping force early in United Nations history and how such a force might operate. (CFR)…

Dufour, Joanne (1994). Peacekeepers: Accounts from the Front. Social Education, v58 n7 p412-16 Nov-Dec. Presents two interviews with soldiers assigned to United Nations peacekeeping efforts. Outlines nine steps in any UN peacekeeping operation. Includes 13 quotes gathered from soldiers and UN officials involved in peacekeeping in Europe, Africa, and the Middle East. (CFR)…

Iino, Atsushi (1994). Teaching about the United Nations through the Hunger Issue in an English as a Foreign Language Class. Social Education, v58 n7 p438-39 Nov-Dec. Reports on the views of 73 secondary school Japanese students toward the United Nations. Finds that most tend to think of the UN as relevant to conflicts. Describes how the hunger issue was used in an English-as-a-Second-Language class to teach about the United Nations. (CFR)…

Lieber, Carol Miller (1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and…

Stone, Frank Andrews (1984). Teaching Genocide Awareness in Multicultural Education. Ethnic Studies Bulletin Number Six. Rationales, approaches, and constraints on genocide awareness education at all school levels are discussed. It is critical that students, especially U.S. students who live in a culturally pluralistic society, be made aware of how genocide was perpetrated in the past and of the fact that it is still happening today. A basic genocide awareness glossary is provided. Seven approaches to genocide awareness education are discussed: (1) an international law and world order theme; (2) socio-economic inquiries concerning the causes of genocide; (3) historical studies; (4) affective interpretations based on first-hand accounts; (5) human rights activism; (6) recognition of those who refuse to take part in genocide; and (7) the development of theoretical models of genocide prevention. Four constraints on genocide awareness education are examined: it is uncomfortable and unpopular to teach children about death and destruction; it is politically controversial; there is an ambivalence about U.S…. [PDF]

Berman, David M. (1991). Incountry. Social Education, v55 n6 p367-70 Oct. Describes a trip to Vietnam and conversations with Vietnamese educators and veterans. Discusses the Vietnamese view of the war, the United States, and their own country. Urges the restructuring of U.S. social studies to emphasize positive learning about the Vietnamese from their own perspective. (DK)…

Bingham, Jane (1979). The Acceptance of Global Education Scale. The Acceptance of Global Education Scale (AGES) measures the attitudes of secondary social studies teachers toward goal statements for the social studies curriculum that reflect a global perspective. AGES can be used in inservice and preservice teacher training programs to form guidelines for construction of a secondary global education curriculum. The scale incorporates current perceptions of global education into ten goal statements for each of five world order tenets: reduction of violence, economic equality, ecological balance, social justice, and political participation. The scale also contains ten non-global statements taken from traditional objectives for social studies instruction. Respondents are asked to sort all 60 statements into six categories from \most approved\ to\most disapproved.\ An example of a statement reflecting social justice is: \Students should critically examine textbooks, curriculum materials, and periodicals for bias in national and international…

Fogg, Richard W. (1972). Some Effects of Teaching Adolescents Some Creative, Peaceful Conflict Resolution Approaches. The field of conflict resolution in the social studies curricula is considered in this paper. The author presents a repertoire of creative and peaceful conflict resolution approaches in a copyrighted appendix. Techniques are described and contrasts are drawn with current social studies curricula. Some of the effects of teaching part of the repertoire to some high school students is reported. The proposed creative, peaceful approaches to international conflict are organized into six categories based on what dimension of a conflict is mainly involved: the parties involved, the bases of conflict, the location, the timing, the nature of the involvement, and the causes. It is suggested that the value of including conflict resolution in social studies curricula is that creative, peaceful approaches can provide options that can reduce the necessity for a persisting stalemate, can reduce the need for tension to continuously escalate while negotiation continues, and can reduce the likelihood… [PDF]

Henderson, Karla A.; And Others (1986). Camping and the Nuclear Drama. Camping Magazine, v59 n1 p24-27 Sep-Oct. Outlines effects on children of nuclear war threat and suggests that camping experiences can give children reasons to hope for and ways to work toward a peaceful world. Recommends 11 ways for camp staff to involve campers in social changes necessary to address nuclear issues. Includes resources list. (LFL)…

John, Walton C. (1920). Agricultural and Mechanical Colleges Including Statistics for 1917-18. Bulletin, 1920, No. 8. Bureau of Education, Department of the Interior The Report of Agricultural and Mechanical Colleges for 1917-18 exhibits certain deviations from the tendencies shown in previous reports. This is doubtless caused in some measure by the disturbed conditions of the country which have resulted from the war and the subsequent readjustments of peace. The teaching force in the land-grant colleges has increased considerably in number for the year 1917-18, and although many institutions have suffered serious losses from the higher ranks of the teaching personnel, these losses have been overcome in a measure by substitutes. The student enrollment shows a marked decline for the past year; 122,053 white students were enrolled in 1916-17; this number dropped to 114,913 in 1917-18, or a loss of 7,140. The enrollment of colored students was 9,340, or 2,012 less than in 1916-17. The divisions which suffered the most were those of agriculture and mechanic arts. The division of home economics showed a gain, likewise the special and the short… [PDF]

Zola, John (1990). Teaching Activities on Horizontal Nuclear Proliferation. Social Education, v54 n3 p159-62 Mar. Provides learning activities concerning the horizontal proliferation of nuclear weapons. Includes step-by-step directions for four activities: (1) the life cycle of nuclear weapons; (2) nuclear nonproliferation: pros and cons; (3) the nuclear power/nuclear weapons connection; and (4) managing nuclear proliferation. (NL)…

Birnback, Nick; Luck, Edward C. (1994). For the Common Good: The U.S. Role in the United Nations. Social Education, v58 n7 p407-09 Nov-Dec. Maintains that, over the past 50 years, the United States has had an unusually close and tumultuous relationship with the United Nations. Provides an historical review of world events since the beginning of the United Nations and describes the U.S. role in the organization. (CFR)…

Minear, Larry; Weiss, Thomas G. (1995). Humanitarian Politics. Headline Series No. 304. This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, \Humanitarianism and Politics,\ examines prevailing understandings of humanitarianism and politics. Chapter 2, \Humanitarian and Political Actors,\ outlines the major actors in today's crises. Chapter 3, \Getting the Relationship Right,\ provides examples of different ways of responding to these crises. Chapter 4, \Looking to the Future,\ suggests changes in approach in response to crises. Chapter 5, \Implications for U.S. Policy,\ presents challenges to U.S. policy. The book concludes that… [PDF]

Lhowe, Mary, Ed. (1996). Charting Russia's Future in the Post-Soviet Era. Revised. Choices For the 21st Century. This unit is part of a continuing series on current foreign policy issues. The first section asks students to consider Russia's future as if they were Russian. Background readings provide information to help students address policy issues and include: (1) "Lessons from Russia's Past"; and (2) "Exploring the New Russia." Once students have discussed background issues they are faced with the policy options: (1) "Strength in Unity"; (2) "Proceed with Caution"; and (3) "Look Outward." The second section asks students to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The core of the section offers three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The…

(1984). Looking to the Future: Equal Partnership between Women and Men in the 21st Century. Information about the world conferences for and about women held during the United Nations' Decade for Women, 1975-1985, demonstrates that women have been responsible for promoting change on local, national, and international levels. The booklet begins with a chronology of the events leading up to and including the decade and its conferences. Overviews of the two conferences held to date–the Mexico City (Mexico) conference of 1975 and the Copenhagen (Denmark) conference of 1980–are presented. Some documents from each conference are presented in a condensed form. The purpose and functions of the third world conference on women to be held in 1985 in Nairobi, Kenya, are discussed. Organized into non-governmental associations which interact with governments, women have promoted changes aimed at advancing the status of women, contributing to economic development, and promoting peace and international understanding. (RM)…

Farkas, Randi; Lemoine, Julie (1983). Let's Talk about Peace, Let's Talk about Nuclear War. A Peace Curriculum by Teaching in a Nuclear Age. These learning activities will help children in grades 1-8 learn about issues concerning nuclear war and disarmament and help them develop their own framework for decision making in the nuclear age. The introduction discusses curriculum objectives and the procedures for implementing the curriculum. A sample letter to parents and instruments for surveying students' and teachers' thoughts concerning nuclear issues are included. Seven units of study comprise the major portion of the guide. Unit I helps students express their thoughts and feelings concerning nuclear war. The second unit is designed to help children understand how individuals create and see enemies. The third unit helps children deal with feelings of anger, frustration, and fear. Unit IV points out the differences between a reality focused on solving conflict through violence and one made up of negotiating and nonviolent resistance. Unit V contains facts concerning nuclear war. The sixth unit gives examples of how…

Kinghorn, Jon Rye (1979). Implementation Guide: School Improvement through Global Education. To aid high school classroom teachers as they develop and implement programs on global issues, the workbook presents suggestions on program procedures and on tailoring global education programs to meet individual school needs. The workbook begins by exploring global interdependence and stressing that major reasons for offering global education programs include: helping students prepare for life in the 21st century, exposing students to people and things to which they are not accustomed, and helping students recognize the value of different opinions. A major objective is to increase cooperative attitudes in the classroom as well as in relation to world affairs. Another section explains how teachers can review various types of global education programs (for example, those based on places and events, cultures, actors and interactors, and/or issues) to determine which emphases will contribute most to the program for their school. Also discussed are general process objectives which…

Nesbitt, William A.; And Others (1973). Teaching Youth About Conflict and War. Teaching Social Studies in an Age of Crisis. Number 5. This social studies guide for teachers, interdisciplinary in nature, offers an introductory, objective approach toward the study of conflict and war. The basic underlying assumption of the book is that the institution of war represents a problem to be studied and is amenable to human intervention and resolution. Teachers are encouraged to employ inquiry and discussion techniques which force youth to raise and analyze values and issues dealing with conflict. The book is arranged into six chapters. Chapter one, offering a few theories on the sources of attitudes toward war, reviews historical, philosophical, sociological, economic, biological, philosophical, moral, and ethical factors involved in war. Aspects of conflict and its control — particularly the nature of group conflict — are dealt with in chapter two. In chapter three an actual experiment of inter-group conflict which can serve as a model of the dynamics of conflict is described. Chapter four provides suggestions for a… [PDF]

Herman, Lee; Shortell, Joy W. (1996). Learning Peace? Creating a Class on Creating Community. Michigan Journal of Community Service Learning, v3 p128-38 Fall. Describes creation and implementation of a college service-learning course on "Nonviolence, Peace and Community" in response to local social conflict. The facilitators attempted to create the course from the community, using community participation, collaborative self-directed learning, a Socratic approach to group discussion, and an open planning process. Outcomes included increased community-building skills and greater civic responsibility. (Author/MSE)…

Barron, Daniel D. (2003). The Library Media Specialist: Teaching Peace and War. School Library Media Activities Monthly, v19 n10 p47-50 Jun. Discusses results of the National Assessment of Educational Progress (NAEP) in U.S. History and what may have influenced them, including use of computers and use of primary source materials. Includes an annotated bibliography of Web sites regarding the concept of peace as an alternative to perpetuating the historical realities of war. (LRW)…

Davis, James; And Others (1995). The Crisis in Bosnia. Social Education, v59 n1 ps1-4 Jan. Presents historical background material on the ethnic struggles in the former Yugoslavia, particularly Bosnia-Herzegovina. Offers teaching suggestions including a paired writing activity and follow-up discussion questions. Includes a chronological table of events from the 6th century A.D. to 1994. (CFR)…

Crum, Martha J., Ed. (1981). The Global Yellow Pages: A Resource Directory. Revised Edition. Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)… [PDF]

Sloan, Stanley R. (1988). Conventional Arms Control and Europe's Future. Headline Series No. 287. This brief issues booklet provides basic information about the arms control issue in Europe, as of 1988. The table of contents includes the following: (1) "Trying Again"; (2) "Prelude to Arms Control"; (3) "The First Attempts: MBFR (Mutual and Balanced Force Reductions) and CSCE (Conference on Security and Cooperation in Europe); (4) "CAFE (Conventional Armed Forces in Europe): The Political and Military Environment"; (5) "The Future of Conventional Arms Control"; and (6) "Western Concerns and Options." A list of discussion questions, an annotated reading list, and a key to abbreviations also are included. A map of the region and several tables highlight the booklet. (EH)… [PDF]

Karnow, Stanley (1989). In Our Image: America's Empire in the Philippines. Headlines Series 288. This brief issues booklet provides basic information about the emerging democracy in the Philippines, as of 1989. The topics covered include the following: (1) "All in the Family"; (2) "The American Legacy"; (3) "An Enduring Presence"; (4) "Revolution: The Overthrow of President Marcos"; and (5) "Democracy Restored: Cory Aquino Victorious." A list of discussion questions and a 15-item annotated reading list conclude the booklet. (EH)… [PDF]

(1971). Selected War/Peace Curriculum Units Available for High School Level Teaching. Developmental Draft. Eighteen war/peace curriculum units were selected for secondary students for this resource collection of course descriptions. The objective of the guide is to suggest courses dealing with the overall war/peace issues ranging in scope from the ethnics of war to world peace and from national to international conflicts. Considerable emphasis is placed upon international organizations and law and their ability to maintain world order. Teaching techniques mentioned for the various units include role playing, discussion techniques, case studies and readings. The works, listed by title of unit, contain information on title, publisher, and cost of units along with a course description abstract providing information on major topic emphasis, difficulty of material, objective of the unit, and teaching technique. (SJM)… [PDF]

Leventhal, Paul (1990). The Nuclear Power and Nuclear Weapons Connection. Social Education, v54 n3 p146-50 Mar. Explains problems enforcing the Nuclear Non-Proliferation Treaty (NPT) of 1968. Provides factual charts and details concerning the production of nuclear energy and arms, the processing and disposal of waste products, and outlines the nuclear fuel cycle. Discusses safeguards, the risk of nuclear terrorism, and ways to deal with these problems. (NL)…

Chetkow-Yanoov, Benyamin (1996). Conflict-Resolution Skills Can be Taught. Peabody Journal of Education, v71 n3 p12-28. Discusses the development of three different curricula for teaching conflict resolution to students in the Israeli public schools. Explains curriculum goals, presents eight examples of available teaching technologies appropriate for students in different age groups (e.g., peer mediation and second-language learning), and discusses creative communication in the midst of conflict. (SM)…

Hahn, Carole L. (1984). Teaching Controversial Issues: The Case of Peace and Security. Issues concerning world peace and security, as well as other controversial issues, should receive more attention in the school curriculum. An increasing number of studies on student perceptions of war and peace consistently suggest that students are acutely aware of the nuclear threat. Moreover, student knowledge about war-related issues increases with age, television viewing, newspaper reading, and parental expression about the issues. American schools today avoid controversial issues in general and the nuclear issue in particular due to the growing self-censorship on the part of teachers, administrators, and publishers who fear public criticism. The research, however, suggests that if educators want students to develop attitudes that are supportive of democracy, then they must be given practice in examining controversial issues. Teachers need moral support, advice on handling controversial issues, well-balanced information and materials on nuclear arms control, and reassurance of…