(1990). Students Should Know More about the Real World than Just History and Geography. NASSP Bulletin, v74 n522 p16-20 Jan. While domestic politics occurs in the presence of a sovereign government, international political activity takes place in a state of anarchy. Each nation-state claims sovereignty and recognizes no power superior to itself. When discussing peace, teachers must be realistic about interdependence, which can lead to war, as in 1914. (MLH)…
(1991). Children and War. Review of Research. Dimensions, v19 n4 p28-30,31 Sum. Discusses young children's conceptions of war, reviewing literature on children's attitudes and feelings about war and studies of parents' responses to children's feelings. Concludes that between ages four and seven, children develop a sense of war and peace. Considers implications for parents and teachers. (GLR)…
(1991). Breaking Barriers through Adventure Based Citizen Diplomacy. Journal of Experiential Education, v14 n1 p14-19 May. Traces the development of peace-oriented experiential philosophy in both its Western and Soviet contexts, suggesting that adventure-based citizen diplomacy is a valuable means to build bridges between them. Adventure Based Citizen Diplomacy projects are working to decrease the cultural, sociopolitical, and psychological barriers that remain in the Soviet Union and the West. (KS)…
(2000). Teaching Conflict Resolution to Social Studies Students in Botswana. Social Studies, v91 n1 p38-41 Jan-Feb. Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. (CMK)…
(2000). Reflecting on Character through Literary Themes. English Journal, v89 n5 p64-69 May. Discusses the merits of implementing a character education curriculum through teaching literature according to themes. Argues that a reflective approach, emphasizing students' engagement with the issues and the resolutions they come up with for considering moral dilemmas, will be more effective than a didactic approach. Describes a unit on success, part of an American literature class for high school juniors. (SR)…
(1999). Building Peace Within Our Adult Community. Montessori Life, v11 n1 p45-47 Win. Examines how the Montessori community can work for peace within individuals, the schools, and the Montessori community itself by building school identity, creating family-friendly schools, building community within the faculty, and building a community of schools among the competing schools in the local area. Describes several peace programs for the broader Montessori community. (KB)…
(1982). Introduction of the Associated Schools Project in Guinea: Mission Report. International Understanding at School, n44 p14-15. To prepare for introducing an Associated Schools Project in Guinea, the author took a study trip to see what kinds of activities Associated Schools Projects in Switzerland, Germany, and France had undertaken. Associated Schools Projects are intended to promote international understanding and peace. An account of the study trip is provided. (RM)…
(1981). Biology Teachers and Peace. American Biology Teacher, v43 n9 p502-05 Dec. Suggests that biology teachers can serve an important role in turning humankind from nuclear warfare to peaceful cooperation. Argues that the school should lead the world in teaching about the universal will to live exhibited by all organisms and about the insanity of nuclear armament. (DC)…
(1989). The Judeo-Arabic Heritage: Key to Peace?. Social Studies, v80 n4 p147-50 Jul-Aug. Suggests that the Judeo-Arabic heritage might play a potential role in the Palestinian-Israeli conflict. Proposes a course of instruction that can be used at the secondary and college levels and is designed to aid teachers in learning and teaching about Judeo-Arabic heritage. Contends that students benefit from analyzing complex historical issues. (KO)…
(2000). A Place for Every Student. English Journal, v89 n5 p27-31 May. Argues that many students are alone and afraid in high schools. Looks at two basic premises underlying the traditional way of doing school: competition and conformity, and their inherent violence. Describes how the author works with prospective English teachers in her methods class, showing them how teachers can teach a curriculum of respect and peace. (SR)…
(1995). Creating the Peaceable School Mission. Some researchers and practitioners believe that schools can play a leading role in preventing violence among youth. This document offers a framework for collaboration that moves from simply recognizing the problem to preparing youth to live peaceably in a diverse community. The \Creating a Peaceable School\ program is based on the premise that youth should not only be taught the skills necessary to resolve differences without violence, but that they must also have an opportunity to utilize the skills daily in the community, school, and neighborhood. These life skills are learned by everyone in the school as part of a comprehensive school-based violence-prevention program. Central to the program is the implementation of a noncoercive discipline system designed to teach students self-discipline and responsibility. Kreidler defines the \peaceable classroom\ as a warm and caring community in which five qualities are present: cooperation, communication, tolerance, positive emotional… [PDF]
(1992). KIDLINK in War and Peace. This paper describes the KIDLINK Project, a worldwide e-mail exchange with children from 10 to 15 years of age, which was created as part of the 1990 Children's Cultural Week in Arendahl, Norway, by Odd de Presno, a Norwegian journalist and author of computer books. The goal of the project is to create a global dialog among as many children as possible. The KIDLINK project is now running on Bitnet LISTSERV at North Dakota State University and is directly connected to both Internet and Bitnet. This paper describes the separate mailing lists used by the project for different aspects of its work, i.e., the RESPONSE List; the KIDCAFE List; the KIDS-92 list; the KIDPLAN list; and the KIDPEACE list. KIDLINK in time of war during the Gulf War and KIDLINK in time of peace are compared, and many examples of messages sent by children and a graph of the volume of messages sent by children from January 1991 to March 1992 are appended. It is noted that KIDS-91 had 2,600 participating children… [PDF]
(1991). ACCESS Guide to the Persian Gulf Crisis. Updated Edition. This guide for studying the events of the Persian Gulf War is designed to be non-partisan and to promote participation in public debate among concerned citizens, national organizations, educators, researchers, and academics. The guide is divided into four sections. Section 1 provides background information, the text of the United Nations resolutions, and troop levels. Section 2 identifies 12 issues for discussion and debate. Section 3 lists reports, studies, and other resources. Section 4 provides a directory to more than 80 organizations with resources and/or a position on the crisis. (DB)…
(1986). Psychology and Nuclear Weapon Issues: Topics, Concepts, and Bibliography. The document outlines 15 topics, each with concepts and selected references, to illustrate the relevance of psychology for understanding and coping with the threat of nuclear war. Awareness of the literature is intended to encourage psychologists to become more active in applying psychological concepts to nuclear weapons issues. The articles and books selected for the extensive but not exhaustive bibliography deal explicitly with nuclear weapons issues and are either authored by psychologists or are substantially psychological in content or methodology. The topics include: (1) apathy about the threat of nuclear war; (2) scenarios for nuclear war (psychological aspects); (3) the nuclear arms race (psychological determinants); (4) U.S. and Soviet perceptions (enemy perception processes and effects); (5) the psychology of deterrence; (6) nuclear weapon policy-making processes; (7) crisis management; (8) tension reduction, cooperation, and arms control; (9) psychological effects of… [PDF]
(1984). A Working Bibliography of Peace Books for Children and Youth. Designed to help educators identify resources for teaching concepts of peace in both public and parochial social studies classrooms, this working bibliography lists 200 books, guides, brochures, catalogs, resource centers, simulations/games, and audio-visual materials. Most resources were produced between 1965 and 1984. Entries are organized under the following headings: nursery/kindergarten-primary books; junior-junior high books; high school books; collections of stories, readings, poems, and plays; parent/teacher guides and resources; brochures, catalogs, and resource centers; simulations/games; and films, filmstrips, and recordings. Author, title, publisher, date, topic, and brief annotation are provided for most entries. (LH)… [PDF]