Kreidler, William J.; Whittall, Sandy Tsubokawa (1999). Early Childhood Adventures in Peacemaking: A Conflict Resolution Activity Guide for Early Childhood Educators. Second Edition. This early childhood curriculum (ages 3-6) uses games, music, art, drama, and storytelling to teach young children effective, nonviolent ways to resolve conflicts and provides caregivers with tools for helping young children develop key conflict resolution skills. Following an introductory chapter, Chapter 2 provides guidance in assessing the needs of an early childhood program and provides strategies for implementing the Peaceable Program. Chapters 3 through 9 focus on the five key themes of the Peaceable Program: communication, cooperation, expressing emotions and managing anger, appreciating diversity, and conflict resolution. Each of these chapters reviews the developmental issues involved in the area; provides guidance in setting goals for children, identifying needed skills, and assessing progress; and includes tips and troubleshooting strategies. Chapters 10 through 15 detail classroom activities using music, puppets, storytelling, and parachute play. Chapter 16 includes ways…

Kirkland, Olin (1970). On Conflict: A Curriculum Unit with Comments. This experimental eight week unit is designed to give students a more detailed understanding of the concepts and realities of conflict, violence, war, and international behavior than is usually done with the ordinary piecemeal textbook approach to human interaction. After trial classroom use, it was determined that the activity may be used in whole or in part, integrated into existing curriculum, in courses such as civics, United States history, world history, western civilization, area studies, international relations, anthropology, sociology, or psychology. Operation within the cognitive domain is intended with the last sub-unit on understanding of real-world situations having an impact upon the students affective domain. The other sub-units are: 1) dilemma, introduction of the ideas of ambiguity, paradox, and personality differences; 2) Cycles in Violence; 3) Behavior of Escalation; 4) Theory of Revolution; 5) Measures of Stability, nation-state stability, the modernization… [PDF]

Nelson, Murry R. (1997). An Alternative Medium of Social Education–The "Horrors of War" Picture Cards. Social Studies, v88 n3 p100-07 May-Jun. Explores the production, distribution, and content of the, "Horrors of War," a series of trading cards produced between 1938 and 1942. Created by a Baptist advertising executive the cards used graphic images to communicate an antiwar message to young adolescents. Discusses possible learning activities used in conjunction with the cards. (MJP)…

Peavey, Kay S., Ed. (1998). Adult Education. Part II: Collection of Learning Experiences. Volume 1. This document, which is the first in a series of best practice documents incorporating the wisdom and experiences of New York's adult educators, presents eight learning experiences that are specifically tailored for adult learners and instructors. The following information is provided for each learning experience: (1) a brief description of the learning experience; (2) exact procedures for instructors and students to follow during the experience; (3) environmental/instructional modifications to facilitate using the learning experience for all adult learners, regardless of disability or other factors; (4) a list of required materials and supplies; (5) assessment tools and techniques; (6) approximate times required for planning, implementing, and assessing the learning experience; (7) photographs, anecdotes, and/or examples of learners at work completing the learning experience; and (8) a reflection by the learning experience's author. Topics of the learning experiences are as… [PDF]

(1983). Perspectives: A Teaching Guide to Concepts of Peace. The purpose of this activity sourcebook is to help teachers of K-12 classes guide their students in examining the concept of peace and the means and structures by which it is preserved. Designed to complement a program on nuclear issues, over 100 activities in this volume examine peace within the context of personal, social, and international experience and consider obstacles to peace such as prejudice, stereotyping, aggression, and ethnocentrism. Material is divided into three sections: (1) An overview contains background readings for teachers, as well as articles on extending the program to include parents and community. (2) The next section contains materials for the K-6 classroom. Divided into subsections, activities focus on defining peace, encouraging cooperative behavior, resolving conflict, and studying famous and fictional peacemakers. (3) Materials for grades 7-12 are provided in the final section. Activities include the examination of: differing perspectives of peace;…

Lupton-Smith, Helen S.; And Others (1996). Conflict Resolution as Peer Mediation: Programs for Elementary, Middle, and High School Students. School Counselor, v43 n5 p374-91 May. Discusses the increased use of Peer Mediation (PM) programs to solve interpersonal conflicts in school settings in the past 10 years. Provides three distinctive models of PM programs and discusses the stages generally necessary for developing a PM program. Describes three exemplary PM programs: an elementary school model, a middle school model, and a high school model. (KW)…

Barth, James L. (1992). A Comparative Study of the Current Situation on Teaching about World War II in Japanese and American Classrooms. International Journal of Social Education, v6 n3 p7-19 Win 1991-92. Compares questionnaire results sent to elementary and secondary school teachers in Indiana and Japan. Surveys how and what is taught about World War II. Reports teachers in the United States concentrate more on Europe, Pearl Harbor, and fascism, whereas Japanese teachers are more concerned with Pacific theater. Concludes Japanese teach peace whereas U.S. teachers focus on historic causes. (DK)…

Vellela, Tony (1988). New Voices: Student Political Activism in the '80s and '90s. An examination of the state of student activism in American higher education is based on a study of the focus and direction of campus activism and on interviews and surveys of undergraduate and graduate students who consider themselves activists. The first two chapters are devoted to an assessment of the overall situation and of the strategies used for organization and communication in activist pursuits. Subsequent chapters focus on specific political issues and interests. They include divestment of financial interests in South Africa, Central American politics, the Central Intelligence Agency, the military and its university connections for war-related activities, racism, the economy and general welfare, women's issues, gay, lesbian, and bisexual rights, student empowerment, the role of the media, and the future of activism. Chapters contain segments of activist interviews and descriptions of specific events. Interspersed among expository chapters are "snapshot" chapters…

(1946). First National Conference on Citizenship. Presented are general session and discussion group reports from a citizenship conference held in Philadelphia in May, 1946. Directed by the National Citizenship Committee of the National Education Association, the conference provided an opportunity for political, business, educational, and religious leaders to discuss benefits and responsibilities of citizenship during the period following World War II. Specific objectives of the conference were to clarify leadership responsibilities in the area of citizenship and to define the role of education in helping citizens become responsible political participants. The 50 conference speakers included college deans, superintendents of schools, the mayor of Philadelphia, government officials, members of the clergy, state governors, corporation presidents, labor leaders, senators, foundation spokesmen, and citizens council representatives. Topics discussed included characteristics of good citizenship, world community, social change, duties of… [PDF]

(1948). Third National Conference on Citizenship. Presented are background information, discussion group reports, and addresses from a citizenship conference held in Washington, D.C. in May 1948. Sponsored by the Citizenship Committee of the National Education Association and the United States Department of Justice, the conference centered on the theme, "Citizenship: Rights and Responsibilities." Speeches and discussion are presented on three major topics: the world-minded American citizen, basic human rights and attendant responsibilities, and citizenship in action in the local community. Speakers included educators, college presidents, government officials, politicians, members of the clergy, foundation and non-profit organization representatives, congressmen, and media representatives. Summaries of discussion on the major topics revealed group concensus on issues including that Americans should become world-minded citizens, find ways of achieving jointly held values democratically, support agencies working toward mass… [PDF]

(1950). Fifth National Conference on Citizenship. Presented are general session and discussion group reports from a citizenship conference held in Washington, D.C. in May, 1950. Sponsored by the National Citizenship Committee of the National Education Association and the United States Department of Justice, the conference provided a forum for examination of the functions and duties of American citizenship after World War II. Conference participants included representatives from civic, religious, educational, professional, industrial, labor, and communications groups. The conference theme was \Loyal Citizens in Action–You Are Your Government.\ The proceedings are presented in three major sections, which correspond to the major conference topics. The first section focuses on voting. Opening speeches dealt with how voters decide among candidates and ways to encourage high voter turnout. The second section presents speeches and discussion relating to the need for citizens to base participation upon accurate information. Topics… [PDF]

(1951). Sixth National Conference on Citizenship. The document presents proceedings from the sixth in a series of annual national citizenship conferences. Held in Washington, D.C. in 1951, the conference served as a forum where educational, political, business, religious, labor, civic, and communications leaders could explore functions and duties of American citizenship. The theme of the conference was \Freedom in One World: Today and Tomorrow.\ Specific concerns of conference speakers included reviewing the responsibilities of the United States as leader of the free world and defining the role of the United States in stemming the tide of communism. Speakers stressed the need for American citizens to pursue active political cooperation, study of political matters, conscientious leadership, and respect for other people. Topics discussed include education of the foreign-born for citizenship, naturalization proceedings and problems, world freedom, citizenship in time of crisis, attitudes of youth toward citizenship, the role of the… [PDF]

(1952). Seventh National Conference on Citizenship. The document presents proceedings from the seventh in a series of annual national citizenship conferences. Held in Washington, D.C. in September, 1952, the conference served as a forum for more than 1,000 educational, political, business, religious, labor, civic, and communications leaders to explore functions and duties of American citizenship. The theme of the conference was \Rights of the Citizen Under the Constitution.\ Speakers focused upon helping citizens exercise their constitutional rights, encouraging voter turnout, conserving the American way of life, fostering appreciation of the privileges and duties of American citizenship, improving the democratic process, and preserving freedoms guaranteed by the Constitution. Eighteen discussion groups focused on Constitutional rights and identified problems related to the exercise of these rights. Rights identified as fundamental included fair and speedy trial, equal justice under law, freedom of speech, and the right to dissent…. [PDF]

(1948). Citizenship USA. Know It, Cherish It, Live It. No. 1. The document offers an overview of citizenship-related topics which were discussed at the third annual National Citizenship Conference sponsored by the National Education Association held in Washington, D.C. in May, 1948. Excerpts are provided from conference speeches by government, civic, educational, and organizational leaders including President Harry Truman, California Congressman Richard Nixon, and Attorney General Tom C. Clark. Speakers and discussion groups at the 1946, 1947, and 1948 annual citizenship conferences identified citizenship qualities. These included that a good citizen recognizes social problems, has the will and ability to work toward solution of these problems, practices democratic human relationships in the family, school, and community, endeavors to understand different racial viewpoints, bases political actions on democratic values, participates in community affairs, and stresses the interrelationship of the United States with other nations. Evaluative… [PDF]

(1992). A Public Voice…'92. America's Role in the World. Energy Options. The Boundaries of Free Speech. A Report from the National Issues Forums, Fall & Winter 1991-1992. This document reports on the tenor and outcomes of the National Issues Forums held in 1991-92 on three issues. The report draws upon three resources: short participant questionnaires, descriptions from groups' convenors, and detailed analysis of the taped proceedings of 10 groups. The report is organized in three sections, each consisting of a report from the forums and excerpts from the public response to each issue by a group of representatives from the national media and Congress who met to review excerpts from the videotapes. The first forum report, "America's Role in the World: New Risks, New Realities," starts from the premise that what dominates people's minds when they think about shaping the U.S. role is the breakup of the Soviet Union. Discussion focuses on the following: United States as a solitary superpower; need for U.S. citizens to be much more frank about themselves and more objective about the rest of the world; the United States as leader, not policer, of… [PDF]

Williams, Mary Louise (1997). Human Rights–The Answer to Peace? Teaching Strategy. Update on Law-Related Education, v21 n1 p9-11 Win. Presents a lesson plan teaching students to analyze and evaluate the effectiveness and importance of human rights to world peace. Instructional handouts form the basis for student discussion on the history, need, and future of human rights. Debriefing serves as a check to determine whether students understand the material. (MJP)…

Mertz, Gayle (1997). Land Mines–after the War! Teaching Strategy. Update on Law-Related Education, v21 n1 p32-35 Win. Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. (MJP)…

Berger, Karl; And Others (1989). America, the Soviets and Nuclear Arms: Looking to the Future. Teacher's Resource Book. This curriculum project focuses on U.S.-Soviet relations and the choices that U.S. citizens face today in addressing the Soviet Union and the threat of nuclear war. This book is intended as a resource guide to accompany a 22-minute video presentation and student text that are part of the "Four Futures" curriculum. The resource book includes the curriculum's 6 lesson plans and 27 supplemental activities, along with evaluation criteria and homework assignments for each lesson. The curriculum's six parts are: (1) "Getting Started," (2) "Providing a Historical Background," (3) "Introducing the Futures," (4) "'Playing' with the Futures," (5) "Four Futures Balloting," and (6) "Moving Beyond the Futures." Appendices contain optional evaluation materials, as well as 111 additional references and information to supplement classroom discussion and student research. (AS)…

Beard, David; Zinkievich, Noel (1970). Twentieth Century United States History. Grades 11 and 12. This course outline for grades 11 and 12 presents a topical approach to history instruction with emphasis on the post-World War II era. A statement of general objectives is given and these 22 relevant topics are suggested for study: 1) Radicalism in America, 2) Antiwar Movements, 3) Civil Liberties, 4) Politics of Religion, 5) Black Nationalism, 6) Race Relations, 7) Labor Movement, 8) Politics-Elections and Issues, 9) Changing Economic Patterns, 10) Viet Nam, 11) Minority Groups in America, 12) Cold War Politics, 13) Institutional Changes in American Society, 14) Foreign Policy, 15) United Nations, 16) Problems of Control an Institutionalized Society, 17) Consumer Protection, 18) Identity in America, 19) Manners and Morals, 20) Philosophical Trends, 21) Political Ideologies, 22) Urban Problems. A brief explanation of the concepts and understandings related to each topic is given and significant areas for emphasis are noted. Bibliographies are included by topic and some audiovisual… [PDF]

Small, Melvin (1994). The Domestic Side of Foreign Policy. OAH Magazine of History, v8 n3 p15-19 Spr. Contends that individuals and organizations advocating the peaceful resolutions of disputes have been important in shaping U.S. history. Asserts that teachers discussing diplomatic history should focus on the way domestic political forces shaped that history. Provides a chronological overview of the impact of the peace movement on U.S diplomatic relations. (CFR)…

Beck, Robert J.; Cummins, Jonathan; Yep, Jasmine (2005). Picturing Peace: Local and Universal Symbols in Three Cultures. Journal for Learning through the Arts, v1 n1 Article 6. Picturing Peace is an ArtsBridge collaboration in which K-12 students learn to use digital cameras to communicate their feelings and ideas about peace. The photographs of three student cultures were analyzed. Both local and universal symbols of peace were found, such as nature, light, community, environment, peace signs, play, spiritual symbols, diversity, body and innocence…. [PDF]

(1995). Act against Violence: Join the New Peace Movement. National Campaign To Reduce Youth Violence: A Guide to Action. Community Resource Guide. There were 2.7 million incidents of child abuse or neglect reported to authorities in one year. Between 1986 and 1992, the total number of children killed by firearms rose by 144 percent. A 1990 survey of inner-city young people in Baltimore found one in four teenagers had witnessed a murder and three in four knew someone who had been shot. What these statistics say is that American young people are being killed and maimed in record numbers. This guide was developed in conjunction with the National Campaign to Reduce Youth Violence. Designed to encourage involvement in preventing youth violence, the following topics are covered: (1) \Models that Work\ describes two community based programs and two school-based programs, highlighting key elements and approaches; (2) \Curricula to Prevent or Reduce Violence\ is a guide to some of the most widely used curricula for reducing youth violence; (3) \Moving beyond Fear: A Framework for Action\ provides steps for getting involved in… [PDF]

Moore, Melinda; Olsen, Laurie (1984). Our Future at Stake: A Teenager's Guide to Stopping the Nuclear Arms Race. Intended to encourage young people to take part in the dialogue about nuclear weapons and become active on nuclear issues, this guide talks about nuclear weapons and what people can do to stop the threat of nuclear war. There are two major sections. The first section, "The Problem," contains background readings on nuclear issues. Discussed are how the nuclear arms race started, why people think we need nuclear weapons for national security, the cost of the arms race, and arms control. The second section, "What Can I Do?" discusses how to educate and organize others; take part in marches, rallies, and demonstrations; use voting power; make government listen by lobbying, writing, and calling; influence the media; and improve self-expression. The appendices provide a chronology of U.S.-USSR relations; key dates in disarmament; a sample press release; a list of advocacy and resource organizations, government agencies, and classroom curriculum materials; and a…

Abrams, Grace C.; Schmidt, Fran (1971). Social Studies: Peace in the Twentieth Century. This study of the effort and failures to maintain world peace in this century is intended as an elective, quinmester course for grades 7 through 9. It encompasses the concept of nationalism and the role it plays in the decisions that lead to war, and organizations that have tried and are trying to preserve or bring about peace. Among other goals for the course are for the student to: 1) assess his own attitudes and beliefs concerning peace and generalize about the nature of war; 2) examine the social, political, and economic reasons for war; 3) analyze breakdowns in world peace in this century and the resultant human problems; 4) investigate and suggest alternatives to war as a means of settling conflict; and, 5) describe ways and means an individual can work for peace. The guide itself is divided into a broad goals section, a content outline, objectives and learning activities, and teacher/student materials. Learning activities are highly varied and are closely tied with course… [PDF]

Alonso, Harriet Hyman (1994). Peace and Women's Issues in U.S. History. OAH Magazine of History, v8 n3 p20-25 Spr. Asserts that the role of women, peace, and nonviolence have been ignored in U.S. history textbooks. Traces the history of the women's rights movement through U.S. history and emphasizes the links with the peace movement. Includes an annotated bibliography of 13 items for teachers and students. (CFR)…

(1991). Notable 1990 Children's Trade Books in the Field of Social Studies. Social Education, v55 n4 p253-60 Apr-May. Presents the annual annotated bibliography of children's trade books, recommended by the Book Review Subcommittee of the National Council for the Social Studies (NCSS)-Children's Book Council (CBC) Joint Committee. Selects books written for children in grades K-8, emphasizing human relations and cultural diversity. Selection also reflects originality, readability, literary quality, and format. (CH)…

Rutherford, Ken (1997). Humanitarian Consequences of Land Mines. Update on Law-Related Education, v21 n1 p30-31 Win. Investigates the human and economic consequences of the continuing use and abandonment of land mines. Discusses the reasons for the worldwide proliferation (over 85 million uncleared mines in at least 62 countries) and the legal complexities in curtailing their use. Includes a brief account by a land-mine victim. (MJP)…

Parkinson, Brian, Ed. (1998). Edinburgh Working Papers in Applied Linguistics, 1998. Edinburgh Working Papers in Applied Linguistics, n9. Papers on applied linguistics and language pedagogy include: \Non-Exact Quantification in Slide Presentations of Medical Research\ (Ron Howard); \Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse\ (Noriko Iwamoto); \Classroom Transcripts and 'Noticing' in Teacher Education\ (Tony Lynch); \Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes\ (Tony Lynch); \Butterflies in the Rain Forest? Ethnography and the Business English Student\ (Jill Northcott and Gillian Brown); \Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise\ (Brian Parkinson); \To Code or Not To Code?\ (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and \Ewebuation\ (Joan-Tomas Pujola). (MSE)… [PDF]

(1998). Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998). The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A…. [PDF]

Woito, Robert, Ed. (1977). International Human Rights Kit. Designed for students, educators, and citizens interested in human rights, the booklet presents resources for learning about the facts, perspectives, and existing procedures and institutions to promote human rights. Chapter one explores the relationship between human rights and war. Chapter two presents a self-survey to help readers clarify personal values; a discussion of 49 common questions about human rights; and an examination of the compatibility of social and cultural rights with civil and political rights. In chapter three, transcripts of speeches by government representatives from the United States, Communist world, Third World, and the United Nations offer various perspectives on foreign policy goals and attitudes toward human rights. A detailed analysis of the International Bill of Rights comprises chapter four. Chapter five indicates the international human rights instruments which have been ratified by various countries, and reveals the limited relationship between…