(1990). Fighting Fair. Dr. Martin Luther King, Jr. for Kids. Second Edition. This curriculum guide for grades 4 through 9 uses the life and work of Dr. Martin Luther King, Jr., to teach conflict resolution and to explore the philosophy of non-violence for daily life. To enable students to learn and apply non-violence, it must be modeled in a classroom environment that builds trust and a sense of community. Each of the following sections of the Teacher's Guide contains student activity suggestions: (1) "See Yourself"; (2) "A Strong Man"; (3) "People Power"; (4) "Fighting Back"; (5) "Confronting Fear"; (6) "You Are You, I Am Me, We Are Us, Us Are We"; and (7) "The Power of Nonviolence." An appendix contains a Peacemaker certificate as a student award and a list of 10 other resources. Student pages parallel the teacher guide, in the same chapter format. Role playing is a significant part of the student activities suggested; and brainstorming, problem solving, and decision making are also…
(1989). Fighting Fair for Families. This document offers families the tools for handling conflict. Conflict is a normal and unavoidable part of life. We cannot avoid conflict, but we can learn to "fight fair," attacking the problem and not the person. Weapons that attack people and not problems are listed as fouls, destructive habits that can be changed. Fighting fair involves: (1) identifying the problem; (2) focusing on the problem; (3) attacking the problem and not the person; (4) listening with an open mind; (5) treating a person's feelings with respect; and (6) taking responsibility for your actions. Suggestions are given for implementing these ideas, and changing the family battlefield into a sanctuary. A peaceful world begins with a peaceful family. Multiple illustrative cartoons are included. (SLD)…
(1990). Come In Spaceship Earth. Kids as Crew Members. Peace Works Series. This program, for grades 4 through 12, introduces students to the concepts that result in cooperative work for the survival and improvement of the quality of life of the human family. In addition to the teacher's guide presented here, the program comes with a music video recorded in seven languages, reproducible pages, a class simulation game, and a poster of Planet Earth. The guide includes the following sections: (1) "To See the World" (an introduction); (2) "Connections"; (3) "Who Speaks for Earth?"; (4) Terra II–A Spaceship Earth Simulation"; and (5) an appendix that lists 17 environmental organizations, 16 resource organizations, 4 young peoples' groups, 3 pen-pal programs, and 5 games and projects. Sections 1-3 are further divided into a total of 16 subsections containing activities and discussion materials, each beginning with brief guidelines for teaching that section. The guide concludes that the interconnection that binds all people and…
(1983). Creative Conflict Solving for Kids. Both student and teacher materials for a unit introducing elementary students to conflict situations and conflict resolution techniques are presented. The student materials contain pre- and posttests and 27 exercises in which students examine emotions, love and friendship, frustration, learned behavior, and basic needs, and explore different ways to resolve conflicts. Activities include word scrambles, puzzles, games, simulations, writing assignments, problem solving, and question-answer exercises. The teacher's guide contains overall unit objectives and concepts as well as teaching suggestions, vocabulary, and extension activities for each of the student exercises. Pen and ink drawings of five conflict situations with which elementary students can identify conclude the unit. (LP)…
(1985). Creative Conflict Solving for Kids, Grades 4-9. Second Edition. Intended to challenge students in grades 4-9 to deal creatively and constructively with conflict, this interdisciplinary resource book contains 40 reproducible student worksheets that can be incorporated into social studies, science, and language arts curricula. Teaching techniques include modeling, mediation, problem-solving, brainstorming, role playing, visualization, body movement, and integration of conflict-resolution concepts. Lessons encourage students to develop positive interpersonal skills, respect human differences, understand the causes of conflict, practice conflict-resolution strategies, learn ways to handle frustration and anger, and explore conflict as a positive force for change within the democratic process. Incorporated within the text, the teacher's guide presents major concepts, important vocabulary, teaching suggestions, discussion questions, and extension activities for each lesson. A posttest concludes the booklet. (LH)…
(1974). Bibliography on World Conflict and Peace. This bibliography is compiled primarily in response to the needs of teachers and students in the new field of conflict and peace studies, defined as the analysis of the characteristics of the total world social system which make peace more probable. The introduction includes some suggestions on how to use the bibliography, sources of literature on war/peace studies, and a request to users for criticisms and suggestions. Books, monographs, research reports, journal articles, or educational materials were included when they were: (1) related to conflict management at every social level, (2) relevant to nonviolence, and (3) classic statements in an academic specialization, such as foreign policy studies when of particular significance for conflict studies. A subject guide to the main categories of the bibliography lists 18 major topics with various numbered subdivisions. The main body of the bibliography lists citations by author and keys them to the topic subdivisions. Lists of… [PDF]
(1991). What's the Role of Adult Educators?. Adult Learning, v3 n1 p15-16,27 Sep. Discusses the increasing importance of peace studies and the role of adult educators. (JOW)…
(2007). Developing Outdoor and Adventurous Activities for Co-Existence and Reconciliation in Israel: An Anglo-German Approach. Journal of Adventure Education and Outdoor Learning, v7 n2 p131-140 Dec. Conflict resolution between different social groups is an issue that has continued to gain high profile news coverage both nationally and in a global context. In this respect, it has been shown that carefully designed and managed physical activity programmes can make a small but nonetheless invaluable contribution to reconciliation and co-existence within deeply-divided communities and socially fractured societies. Where this has been successful it is possible that projects such as these can be designed to be tangible products that not only facilitate co-existence work but can also be part of a more sustainable product that local coaches, teachers and community leaders can continue to promote through the teaching of core values and principles. This paper highlights how outdoor and adventurous activities (OAAs) can be used as a means to address co-existence and reconciliation within a deeply-divided society and outlines the work that is currently being undertaken in northern Israel by… [Direct]
(1992). Why We Must Teach Peace. Educational Leadership, v50 n1 p6-9 Sep. To teach peace through nonviolence is to give youth a chance to develop a philosophy of force. Those who prefer violent force must justify deaths of this century's 78 million war victims–500 percent increase over last century. Describing his nonviolence classes at various Maryland schools, "Washington Post" journalist urges students to pressure schools to adopt peace studies curriculum. (MLH)…
(2001). Its Seat Is in the Heart. Teaching Tolerance, n19 p17-24 Spr. Presents several practical ideas for making peace a priority within the classroom. Shares stories of a high school and an elementary school where peace projects have flourished. The elementary project involved planting a tree germinated from a Japanese tree that had survived the atomic bomb. The high school project involved apprenticing teenagers worldwide with Nobel Peace Laureates. (SM)…
(2006). Zambia: Multi-Faith Religious Education?. Journal of Beliefs & Values, v27 n3 p291-301 Dec. As countries' populations become more religiously diverse, a need to review the religious education syllabus that operates is often perceived. One such country is Zambia, which was not only traditionally religiously diverse but has become even more so with the advent of Christianity, Islam and Hinduism and other non-African faiths. This article therefore explores the feasibility of adopting a multi-faith approach to religious education in Zambia in the light of such increasing religious diversity. In doing so, special reference is made to parallels with what is happening elsewhere, especially in England, for the Zambian religious education situation had a somewhat similar shape as that of England. Among the issues which this paper raises are: what kind of multi-faith religious education, that preserves its integrity, is likely to enhance social harmony in Zambia, as well as, how might such a religious education be effectively introduced and implemented? (Contains 1 note.)… [Direct]
(2006). Planning for Whirled Peace. SchoolArts: The Art Education Magazine for Teachers, v106 n1 p53-54 Aug-Sep. This article describes Pinwheels for Peace, an art and literacy project started in 2005 as a way for students to express their feelings about what is going on in the world and in their lives. Art educators, teachers, scout groups, churches, and entire cities quickly embraced the project, which is becoming a meaningful and powerful art advocacy agent. Many schools used the Pinwheels for Peace project as a springboard to a much larger celebration of peace and diversity–and musical performances, dedications, and proclamations made the day unique and special. It is hoped that this project will help students make a public visual statement about their feelings about war, peace, tolerance, cooperation, harmony, and unity…. [Direct]
(1985). Peace with Work To Do: The Academic Study of Peace. This document contains two lectures concerning the nature and status of peace studies. Adam Curle, in "The Scope and Dilemmas of Peace Studies" presents: (1) the study of peace and related subjects; (2) diversities and contradictions in peace studies; (3) personal interpretations; (4) teaching peace studies; and (5) moral and practical dilemmas. He urges people to recognize mankind's common traits and to eliminate or diminish those issues that are divisive. In "Towards an Understanding of Concepts in the Study of Peace," James O'Connell examines the linkage of concepts concerning peace, justice, and freedom and considers coexistence in the contemporary world in terms of the community of nations, technology, and arms control. Ideas and attitudes about the nature and extent of peace studies in academic environments are explored, and peace is identified as a subject that civilization cannot afford to ignore. (JHP)… [PDF]
(1994). Bridging the Sectarian Divide in Northern Ireland: The Ulster People's College. Adults Learning (England), v5 n6 p155-57 Feb. The Ulster People's College continues the tradition of radical adult education by seeking to assist both Catholic and Protestant communities with social and economic problems and by attempting to bridge cultural and political divisions by fostering communication between communities. (SK)…
(1994). Visions of Peace through Literature. ALAN Review, v21 n2 p12-13 Win. Discusses the ways literature instruction might be used to foster the idea of peace in today's troubled and violent social atmosphere. Argues that selected literary texts help young people envision the possibilities of peace. Provides titles and outlines of several literary works that would be useful for such purposes. (HB)…