(1985). Introduction to This Special Issue of Georgia Social Science Journal on the Nuclear Arms Race. Georgia Social Science Journal, v16 n2 p1-2 Spr. Of the many serious problems now facing the world, the most important is threat of nuclear destruction. Social studies educators should provide ample classroom time for discussing and examining the facts concerning nuclear warfare, and they must make sure that various points of view are presented. (RM)…
(1984). A Peace Academy to Build the Channels. National Forum: Phi Kappa Phi Journal, v64 n1 p37-38 Win. Legislation to establish the National Peace Academy is currently under consideration by the United States Congress. The Peace Academy should develop as the center and the hub of a national and international movement to change the way our society deals with conflict. (MLW)…
(1984). Cartoon Analysis of Peace Propaganda. Social Education, v48 n4 p244-46 Apr. A cartoon for analysis and other learning activities is provided to help students study about peace propaganda, the nuclear freeze, and disarmament. A cartoon analysis worksheet, designed to help students analyze almost any political cartoon, is included. (RM)…
(1972). The Rhetoric of Peace. College Composition and Communication, 23, 3, 279-82, Oct 72. Drinan cites examples from government publications to show deliberate misuse of language, and calls on the English profession to re-establish clarity and honesty". (SP)…
(1972). Film in the Humanities Curriculum Project. World and The School, 24, 31-37, Feb 72. This paper outlines the experience of a group of teachers when they showed three films dealing with war/peace issues to secondary students in one of the experimental schools in the Humanities Curriculum Project 1968-69. (SM)…
(1981). How Your Students Can Give Peace a Chance. Instructor, v91 n3 p76-78,80,82,84 Oct. In anticipation of October 24, United Nations Day, Patricia Ward provides a study unit on global issues and the United Nations. U.N. Ambassador Jeane J. Kirkpatrick discusses how elementary teachers can realistically explain the United Nations to children. (SJL)…
(1989). Conflict Resolution and Interpersonal Skill Building through the Use of Cooperative Learning. Journal of Humanistic Education and Development, v28 n2 p96-103 Dec. Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. (Author/NB)…
(1990). What American Students Should Know about the World. Momentum, v21 n1 p21-25 Feb. Argues that American students need special lessons in international politics, pointing to specific concepts and ideas they should be familiar with in the areas of national politics and international relations, political ends and means, the relationship between principles and circumstances, and the pursuit of peace. (DMM)…
(1992). The Co-Existence Daisy. English Teachers' Journal (Israel), n45 p87-90 Dec. Activities that promote Arab-Jew coexistence at the English Department and Arab College at Beth Berl College are recounted. The authors' projects, each regarded as a petal in a "Coexistence Daisy," include those related to art encounters, interprofessional relationships, and inservice training. (LB)…
(2006). Voices from the Field: Teachers Talk about Strategies for Peace and Conflict Resolution. Childhood Education, v82 n3 p162-F Spr. In this article, the authors present the strategies used by teachers in early childhood programs and elementary schools when they teach about peace and conflict resolution. In a focus group, the teachers relate that they primarily need consistency as they work toward peace and conflict resolution. The teachers also identify communication with parents as the second most pressing need they encounter when teaching peace and conflict resolution. (Contains 6 online resources.)…
(1998). The Quiet Peacemakers. A Tribute to Teachers. This booklet, which is available in English, French, and Spanish, presents articles by eight individuals from around the world which demonstrate how teachers worldwide are finding ways to show children how to respect those who are different from themselves. The teachers' mission is to provide children with the means to overcome centuries-old tensions. After an introduction, the articles are as follows: "Lessons in Dialogue" (Olwin Frost, Northern Ireland); "Lessons in Love" (M. Therese Ranee, A.C., Sri Lanka); "Lessons in Citizenship" (Pascal Diard, France); "Lessons in Resistance" (Zohra T., Algeria); "Lessons in Solidarity" (Teresa Gangemi, Italy); "Lessons in Reconciliation" (Marie-Laetitia Kayirerwa, Burundi); "Lessons in Understanding" (Azijada Borovac, Bosnia and Herzegovina); and "Lessons in Responsibility" (Avi Black, United States). (SM)… [PDF]
(1980). Citizen Responsibility, Conscience, War and the Draft, A Kit for Counselors and Teachers. This publication for secondary students, with additional materials for counselors and teachers, deals with the topics of citizen responsibility, conscience, war, and the draft. There are five major sections. Section I, containing three questionnaires, includes questions for students to consider if they are confronting problems of conscience, war, and the draft and a survey to help students think through questions they will face as they consider their response to a compulsory military service law. Section II, "Putting the Questions in Context," contains brief reading selections about war and peace followed by questions to facilitate dialogue and to stimulate thoughtful consideration. Section III contains four readings entitled "What is Conscience?", "The Individual and Society,""Religious and Philosophical Approaches to War," and "Exploring Your Own Religious Tradition." Section IV will be of interest to students who are thinking about…
(1979). The General Assembly of the United Nations, 1979 (34th). This report is a succinct summary of action taken by the 34th General Assembly of the United Nations. It is intended for use by members of UN delegations, UN secretariat staff, policy makers, scholars, students, and members of the public interested in global problems and world issues. The report provides an accurate record of actions taken, including key phraseology of the resolutions and the nature of the vote or action taken, and also gives background and past history of the items discussed, sufficient for general understanding without reference to other sources. Some highlights of the Assembly follow. In his annual "state of the world" message, the Secretary General Kurt Waldheim stated that "the primary objective of the United Nations must remain the survival of the human race and its environment in the best possible conditions." The two most popular speakers of the Assembly were Pope John Paul III and Fidel Castro. On the disarmament issue the UN approved…
(1973). World Literature for World Understanding. Elementary English, 50, 3, 479-86, Mar 73. …
(1983). For a New Abolitionism: The Abolition of War. Social Education, v47 n7 p499-500 Nov-Dec. Society must explore the possibilities of an abolitionist movement centrally concerned with war and peace, just as an earlier abolitionist movement was concerned with the obscenity of slavery. We must think about nonviolence as a basis for security and explore in educational settings alternatives to weapons of mass destruction. (RM)…