Yandell, Wilson (1969). Teaching About Conflict as it Relates to War. This consultant paper for a war/peace curriculum development project is concerned with the challenge of preparing members of our society for a more rational approach to problems of inter-nation conflict. The nature of conflict and conflict solution in relation to the experience of learning are emphasized. Topics discussed include: 1) effect of physical environment upon evolution of man; 2) aggression, and human behavior; 3) psychological processes and values; and, 4) war as a social institution. The characteristics of human reaction to this fear are explored, such as dehumanization, alienation, and social involvement. Also discussed are: 1) unconscious defense mechanisms; 2) intra- and inter-group conflict; 3) socio-economic and political forces; 4) ethnocentrism; and, 5) communication problems. Guidelines suggest teaching these concepts: 1) idea of a world in which conflict, but not inevitably war, will continue to exist; 2) alternatives to violence are available as outcomes of… [PDF]

Oliveira, Louise A.; Robinson, Natalie (1995). Fateful Decisions 1945-1972: The United States' Vietnam Policies in Five Presidential Administrations. A Curriculum Guide. This curriculum unit for the study of Vietnam policy has the following goals: (1) student awareness and examination of alternatives to war; (2) student understanding of the process and elements involved in governmental decision making, including that of public opinion; (3) student understanding of their responsibilities and rights as citizens in a democracy; and (4) student responsibility for conducting the activities incorporated into the unit. The organization focus for each unit is a significant decision relating to involvement in Vietnam in each of the five presidential administrations from 1945-1972. The five decisions for analysis include the following: (1) France is permitted to reclaim its colonial empire in Indochina; (2) support of Ngo Dinh Diem in his rejection of national elections as provided in 1954 Geneva Accords; (3) the United States trains and sends military advisors to Vietnam; (4) introduction of combat troops into Vietnam and "Americanization" of the… [PDF]

Sommers, Meredith; And Others (1993). Rigoberta Menchu: The Prize that Broke the Silence. An Activity-based Packet on the Relationship between Guatemala and the United States. This educational packet is produced as a tribute to Guatemalan activist and Nobel Peace prize winner, Rigoberta Menchu, and in honor of the Year of Indigenous People, 1993, as declared by the United Nations. The core of the packet is a simulation exercise based on an indigenous family in a Guatemalan village on the day the Peace prize was announced. The impact of the award is explored in the context of village life. The packet is organized around the themes of family, relationship on a global scale, and responsible leadership. The life of Rigoberta Menchu shows how events in her life led to her development as a leader. Background information is provided on Guatemala, and discussion questions and projects are provided to examine issues common to Guatemala and the United States, such as food supply, environmental pollution and human rights. Other sources of information include 6 videos and 8 references. (SLD)… [PDF]

Allain, Mathe, Comp.; Brasseaux, Carl A., Comp. (1981). A Franco-American Overview. Volume 6. Louisiana. Intended to help readers develop an appreciation of the contributions of Franco-Americans to the cultural heritage of the United States, this book, the sixth of six volumes, presents 26 chapters representing many perspectives–from the historical to the sociological–illustrating the thinking and feelings of those in the forefront of Franco-American studies. This volume focuses on Franco-Americans in Louisiana. The following readings are presented: "From Subjects to Citizens" (George W. Cable); "Ball Room Brawls" (William C. C. Claiborne); "Peace and Harmony?" (William C. C. Claiborne); "New Orleans in 1838" (Harriet Martineau); "French Immigration and the Battle of New Orleans" (George W. Cable); "Political Reinforcements of Ethnic Dominance in Louisiana, 1812-1845" (Joseph C. Tregle, Jr.); "The Rural French: Acadians, Creole, and Blacks" (W. H. Sparks); "Who are the Creoles?" (George W. Cable);… [PDF]

(1973). Teaching Materials on the UN: An Annotated Bibliography for Elementary and Secondary Schools. This annotated bibliography is the result of an effort to facilitate and stimulate teaching about the United Nations by bringing together, from a wide variety of sources, materials recommended for school use by educational authorities. Special emphasis is placed on new development in teaching about international understanding and extracurricular opportunities for student involvement. The bibliography is divided into the following categories: (1) curriculum aids for teachers including approaches and methods, curriculum units and promising practices, audiovisual material, and sources of information; (2) student participation both within the classroom and beyond, including summer opportunities; (3) background materials about the UN in general and about many of its special agencies; and (4) books for student reading. Most entries date from the late 1960's and early 1970's. Each item listed is available through the UN agencies, publishers, and organizations listed at the end of the… [PDF]

Huntley, James Robert, Ed. (1971). Teaching About Collective Security and Conflict. Presentations from an International Seminar for Teachers organized at Rungstedgaard in October 1971 are included in this report. The study conference presented seven approaches to the teaching of world affairs: (1) the nation-state which is still dominant on the world scene; (2) the strategy and power-politics relationship between states; (3) the systems theory, in which an integrated complex of interdependent parts–such as the world transportation network–is studied as an interacting whole; (4) peace research and conflict resolution–the causes of war, the conditions of peace, and the changing of attitudes; (5) the role of technology; (6) the concept of collective security–something more than a classical alliance, yet less than a global supranational government; and (7) the relationship between values and foreign policy. Summary discussions following each presentation include the diverse opinions of the Rungstedgaard group as to the proper approach for teaching about conflict… [PDF]

Paine, Whiton S.; And Others (1974). An Evaluation of Undergraduate, Problem-Oriented Interdisciplinary Courses in International Studies. Final Report. A program developed by the Center for International Studies (CIS) at Cornell, focusing on world-based, political problems was evaluated for the ongoing improvement of the program. Of particular interest was whether the program was meeting its characterized goals of interdisciplinary content, problem orientation, and team teaching at the introductory level for undergraduates. The "Context-Input-Process-Product" evaluation model chosen to assess the program relied on data collected from student questionnaires and ratings, course and program documents, grading data, interviews with faculty, and observations of course activities. The results of the evaluation presented descriptively, begin with a history of CIS and the development of the program. A description of the character of the courses, then, indicates a change in the focus of the program as it progressed. The six courses are now more aptly characterized as being specialized, advanced, international studies courses…. [PDF]

Truty, Daniela (2002). The Ambushed Spirit: Perspective, Violence and Downsizing. A study explored downsizing from the perspective of the person separated from the job and its connection to violence and peace studies. Literature on downsizing, violence, peace studies, and organizational studies was reviewed. Participants were 28 white-collar employees, including the researcher, separated from the same organization. Data were derived from a demographic profile form, individual interviews, journaling and field notes, electronic communication among the colleagues in transition and the researcher. Findings indicated people experienced downsizing differently based on individual perspective and context; language used to describe gradations of violence can be positioned along a continuum between violence and peace, disorder and order, social injustice and social justice, barbarity and civility, according to the way in which the downsizing was perceived; experiences of downsizing described a gap between potential and actual realization of one or more basic human needs;… [PDF]

Convis, Sheila C.; Holl, Jack M. (1991). Teaching Nuclear History. History Teacher, v24 n2 p175-90 Feb. Presents results of a survey of the teaching about nuclear history at U.S. colleges and universities. Reports the existence of a well-established and extensive literature, a focus on nuclear weapons or warfare, and a concentration on nuclear citizenship, therapy, or eschatology for courses outside of history departments. Discusses individual courses and departmental approaches. (DK)…

Hoyle, John R.; McMurrin, Lee R. (1982). Preparing Leaders to Anticipate and Manage the Future: Part II: Critical Challenges for Leaders Who Anticipate and Manage the Future. Six major areas considered most likely to present stern challenges to educational leaders in the final years of the 20th century are: (1) changing demographics, (2) economics, (3) technology, (4) occupational and vocational education, (5) human rights, and (6) family structure. Relying on major reports, current periodicals, and personal experiences, the authors of this monograph identify key information about the six areas and stress the extent to which each area is and will be a challenge to educational leaders. The challenges are first described from a general perspective in each of the six areas and then linked to the urban school district of Milwaukee (Wisconsin). (MLF)… [PDF]

Fishlow, Albert; Lowenthal, Abraham F. (1979). Latin America's Emergence: Toward a U.S. Response. Headline Series 243. In order to provide a basis for improving United States policies toward Latin America in the 1980s, the document examines past U.S. policy and relations, evaluates recent U.S. approaches, and offers a reassessment of current U.S. interests in Latin America. The book is divided into five chapters. Chapter I discusses social, economic, and political change in Latin America from the 1950s through the 1970s. Topics include the 1961 Alliance for Progress, the prosperity and integration of Latin America into the world economy, the trend away from democratic institutions, and the rejection of U.S. dominance. Chapter II compares the traditional view of U.S.-Latin America relations in terms of cultivating security and private economic interests with a new concept of U.S. interests. Problems of massive immigration, advanced nuclear research in Latin American countries, growing economic interdependence, and authoritarian regimes are noted. Chapter III examines the policies of Presidents…

Rebel, Karlheinz (1976). Social Studies: A Multi-media Study Project in the Educational Section of West Germany's South-west Broadcasting Company. German Studies Notes. This study of multimedia political education in West Germany deals specifically with a South-West German Broadcasting Company's educational television project in the social studies. The dual purpose of the study was to assess the rationale behind the TV series and to present an overview of the structure and function of units which have been presented since the program's inception in 1968. As a background, the author describes the didactic structure of the project, the teacher's and student's manuals, the personal teaching medium, the developmental planning of the project, the characteristic features of the social studies project in general, and the specific objectives of the political education unit. The author identifies three conceptual categories which were of major concern to the curriculum developers: first, existential concepts; second, political dialectic concepts; and third, value concepts. The 25 units produced in 1974-75 are divided into categories of roles and group… [PDF]

Hill, Robert J. (2004). AIDS, Empire and the US Politics of Giving. Convergence, v37 n4 p59-73. This essay explores the intersection of US Empire on HIV/AIDS policies and the politics of "gifting." It does so from an analysis of several key US initiatives: the Project for a New American Century, the US National Security Strategy, and the President's Emergency Plan for AIDS Relief. History provides numerous examples where US international aid places expectations on the recipient with enormous consequences accrued to the giver–the contemporary time is no exception. Gifting, an especially powerful tool of US hegemony, is a means of social control, reflects power relations, and socialises the receiver by transmitting a set of expectations and values which bolster US ideology. US foreign policies, including those related to HIV/AIDS and HIV/AIDS education, are directly influenced by these three initiatives which are woven together to construct a new "American internationalism." (Contains 2 notes.)… [Direct]

Meyer, Howard N. (1994). A Global Look at Law and Order: The "World Court" at the UN's Fiftieth. Social Education, v58 n7 p417-19 Nov-Dec. Maintains that, although the United Nations and its New York headquarters is well-known, the location and activities of the World Court in the Hague, Netherlands, are seldom mentioned in the news. Discusses the origins, structure, and composition of the International Court of Justice, better known as the World Court. (CFR)…

Peterson, Deena, Ed. (1975). A Practical Guide to the Women's Movement. An essay, a directory, a reading list, and consciousness-raising guidelines are intended to provide a vehicle for personal change and resources for organizational development. The guide begins with an essay on the women's movement today. A directory, which comprises the first major section of the guide, describes organizations which provide resources or services to women on a national level. General organizations and groups that deal with over 30 different women's issues, such as abortion, childcare, religion, rape, the media, and sports, are listed. The annotated reading list, which comprises the second major section of the guide, cites books and journal articles on a variety of topics. The categories of the directory and the reading list coincide as nearly as possible to facilitate research. The guide concludes with consciousness-raising guidelines for black women and for young women. An index is provided. (RM)…

(1971). World Law Fund Bibliography. This draft bibliography of published books and reports is divided into the following topical sections: 1) World Order Overview; 2) Perspectives and Methodology; 3) Trends, Dynamics, and Goals; and, 4) Social Change and The Process of Transition. The Perspectives and Methodology section includes works on futuristics, and systems analysis. Included in the Trends, Dynamics and Goals portion of the bibliography are items on various aspects of war prevention; justice and development; ecological balance; and science and technology. Both classic and lesser known works are listed. Entries provide bibliographic data only; no annotations. (Author/JLB)… [PDF]

Nesbitt, William A. (1971). Teaching About War and War Prevention. The book provides a conceptual framework along with classroom suggestions for secondary social studies teachers dealing with the complex war/peace subjects. The book aims at studying wars as a social phenomenon in a new course, or in combination with interdisciplinary courses. It is divided into four major parts. Part I, Developing an Understanding of the Causes and Nature of War, considers man's inherent nature and the role it plays in war and peace. Part II, War and the International System, examines the ways in which nationalism can lead to world wars. Part III, Examining Approaches to Preventing World War III, offers ways in which the nation state system can be gradually altered or completely changed. Models operating under a world of supranational law are presented. Part IV, Additional Approaches to Teaching War Peace Concepts, suggests that teachers can use history as a method, illustrating the common causes of all wars. Materials presented include: 1) additional readings…

Day-Vines, Norma L.; And Others (1996). Conflict Resolution: The Value of Diversity in the Recruitment, Selection, and Training of Peer Mediators. School Counselor, v43 n5 p392-410 May. Discusses issues of diversity as program objectives in recruiting, selecting, and training peer mediators. Asserts that coordinators of peer mediation programs should select mediators that represent a cross section of the student body that reflects sensitivity to the school's demographic composition. (KW)…

Henriksson, Benny (1984). A Key Problem: The Socialization of Youth. Prospects: Quarterly Review of Education, v14 n2 p237-47. Social changes in Sweden have engendered concrete problems for young people. For example, an extensive government-sponsored day care system has left many youth longing for social contacts with adults. The Swedish society is giving material welfare higher priority than social welfare. Possible solutions are discussed. (RM)…

Chibucos, Pamela E. (1986). U.S.-Soviet Relations Teacher's Guide: Special Focus. This teacher's guide provides student objectives, motivational devices, terms and concepts to know, student activities, evaluation ideas, and suggestions for using an accompanying four-part videotape series. An activity for chapter 1, "Differing World Views," divides the class into groups that list U.S.-Soviet differences in economic systems, population size and makeup, location and geography, political systems, and natural resources. The groups share their findings with the class. In chapter 2, "Evolution of U.S.-Soviet Relations," students work in pairs to assume the roles of a Soviet and U.S. citizen engaged in correspondence between the years 1920-1986. Students exchange letters based upon specified topics, such as the Cuban Missile Crisis and the Cold War. An activity for chapter 3, "A Critical Issue: The Arms Race" helps students better understand the serious effects that perceptions and misperceptions have on one nation's dealings with another….

Jackson, Robert M.; And Others (1973). Simulated International Politics: Classroom Exercises. The manual consists of six easy to use simulation exercises for foreign relation classes at the secondary level. The games are designed to teach decision making skills, to sensitize students to the manner in which Americans have come to view the world, to help students understand the need to manage problems before they become too severe, and to demonstrate the impact of coalitions on the political stability and development strategies of developing nation states. The following games are included: (1) The Premier's Speech, (2) The Bargaining Process, (3) Crisis Management, (4) Guns or Butter, (5) Food Crisis, (6) Latin America Coalition Game. The purpose of the exercise, the game format, specific instructions for running the game, and questions which can be raised in the post-game debriefing period are provided for each simulation. All materials necessary for playing each game are included in the manual. (Author/RM)…

(1968). War and Peace. Grade Twelve. [Resource Unit VI.] Project Social Studies. This is the sixth of seven resource units for a twelfth grade course on value conflicts and policy decisions. The topic for this unit is war and peace. The objectives are listed as to generalizations, skills, and values. The double-page format related objectives to pertinent content, teaching procedures, and instructional materials. This unit deals with the costs of war, with people's attitudes towards war, and with the causes of war. Pupils investigate the international system and the means which are used to resolve international conflicts, including the use of international agencies. The unit focuses on contemporary foreign policy issues in the United States as this country tries to preserve peace through power. Pupils study the pros and cons of current policies and proposals for change. Viet Nam is suggested as a case study for use in examing current issues. A teacher's guide for this course is SO 006 331; other units are SO 006 332, SO 006 333, and SO 006 335-338. (Author/KSM)… [PDF]

Hones, Donald F. (1999). Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community. Teachers College Record, v101 n1 p106-34 Fall. Explores the role of bilingual liaisons in resolving conflicts and building bridges of understanding between schools and diverse communities, discussing the representation of individuals' voices and narrative forms that engage readers aesthetically and critically; addressing multiple conflicts affecting the lives of minority language students, their families, and schools; and noting the need to move to a paradigm of making peace. (SM)…

Kinghorn, Jon Rye; And Others (1979). A Guide to Four Essential Themes. School Improvement through Global Education. To aid high school classroom teachers as they develop and implement programs on global issues, the guide outlines basic elements of an ideal global education program. Major themes are: valuing diversity; understanding the world as an interdependent system; developing effective working relationships with others; and understanding prevailing world conditions, the process of change, and emerging trends. For each theme, information is presented on background, goals, implications for global education, implications for school improvement, and learning activities. Specific objectives include developing skills to identify and understand various beliefs, values, and cultures, knowing that differences in people's values are often due to history and geography, identifying how individual activities affect the earth, understanding that actions often lead to unanticipated consequences, acquiring and using information about world issues, increasing understanding of self, and recognizing the…

Post, Albert (1974). War and Peace Studies: War and War Prevention. World Order. Preliminary Edition, 1974-75. History and Social Science Resource Bulletin. A central purpose of this curriculum resource is to help students at the secondary level gain mental images, concepts, vocabulary, and learning skills they can use to comprehend the rather vast idea of world order and gain a world perspective on contemporary affairs. Emphasis is on presenting learning experiences designed to arouse controversy, generate questioning attitudes, and challenge young people to think critically about important global concerns of their generation and the future. The teaching strategies, activities, and audiovisual and print materials emphasize direct student participation and involvement on both affective and cognitive levels. The resource bulletin contains a course of study, suggested readings and audiovisual materials for instruction, and suggested references for further information on war and peace studies, as well as address lists of resource organizations and materials vendors. The course outline is organized around the major themes of war, war… [PDF]

Bornstein, Rita (1971). Social Studies, Language Arts: Man Between War and Peace. This course of instruction, one of a series of curriculum guides revised to fit the quinmester administrative organization of schools, attempts to prepare tenth through twelfth grade students to deal with complex war-peace issues. The model framework allows the teacher to use the total guide or to select certain ideas. The guide is divided into four sections: 1) provision of descriptive and goal oriented information, in which thought processes are accented; 2) an outline of course content illustrating the major subdivisions of war, war literature, aggression and conflict, nationalism, peace, and communication; 3) a listing of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities; and, 4) recommended textual and alternate materials, including supplementary students and teacher resources. Appendix I lists additional materials and projects; Appendix II lists behavior roles in group discussion. (CJM)… [PDF]

Austill, Chris, Ed. (1983). Decision Making in a Nuclear Age. These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can choose from among activities that can be used in a variety of courses, including American literature, science, civics, U.S. history, legal education, and ethics. The activities in the first three sections–\Learning to Learn about Nuclear Weapons,\\On Violence,\ and \Constructing a Value System\–are designed to help students struggle with issues and dilemmas that complicate their thinking and keep them from accepting simple solutions. The next three sections–\Nuclear Weapons and the Arms Race,\\The Cold War,\ and \Negotiating\–help students become familiar with science, history, and technical information about nuclear weapons and the arms…

Irwin, Wallace, Jr., Ed.; And Others (1979). Salt II: Toward Security or Danger? A Balanced Account of the Key Issues in the Debate. Facts and controversial issues concerning SALT II (Strategic Arms Limitations Talks) are examined. The intent of the document is to enable non-specialists in military/strategic matters to arrive at their own conclusions. Central questions explored are: Is it possible to arrive at an agreement that will stabilize strategic arms competition and leave each side confident that the other would not launch a nuclear attack? Is SALT II such an agreement? Will the nation's security be better served by ratifying or by rejecting SALT II? Section I examines the evolution, weaknesses and limitations of agreements leading up to SALT II from 1963 to 1970. Section II presents key concepts and terms relevant to nuclear strategy, including nuclear deterrence, mutual assured destruction, and limited nuclear response. The recent Soviet buildup of arms, a discussion of the vulnerability of the United States' Minuteman Missile, and the question of how compliance with the SALT agreements may be verified…

(1949). Fourth National Conference on Citizenship. The proceedings contain the papers given and digests of group topics discussed at the 1949 National Conference on Citizenship held in New York. An introduction by the chairman of the conference committee identified the conference theme as \Responsible American Citizens\ and noted that discussion would center on citizens in politics, in the world, and in their communities. Opening speeches focused on issues such as responsible roles in national, state, and local politics, good government, and common problems that beset political organizations on all levels. Speeches with a global approach have the following titles: \Today's Challenging Opportunity,\\Our Job in the World Today,\\Enriching America,\ and \What Should We Do about the Communist Threat in Asia?\ Concluding speeches explored the role of the public schools in developing American citizens and described municipal political experiences in Cincinnati, (Ohio), Richmond, (Virginia), and Brunswick, (Maine). Speakers included the… [PDF]

Efird, L. Julian (1978). Using the Model United Nations as a Teaching Tool. This document provides a description of the Model United Nations (MUN) program, its educational benefits, an overview of its practice within the United States, and outlines methods for using the MUN as a teaching tool. A total of 72 MUNs involving high school and college students was reported in 1977-78. As a simulation, the MUN provides replication of real life social processes and involves activities of decision making, allocation of resources, planning, and negotiation. Students role play delegates from member states of the United Nations. Benefits to students include heightened interest and motivation, an opportunity to apply and test knowledge gained from reading, a greater understanding of problems faced by decision makers, and an understanding of real world phenomena through a more simple microcosm. Three stages comprise MUN activities: preparation, deliberation, and decision. The first stage consists of research and involves developing country profiles, analyzing problems,…