(2000). 'Poisoned History': A Comparative Study of Nationalism, Propaganda and the Treatment of War and Peace in the Late Nineteenth- and Early Twentieth-Century School Curriculum. History of Education, v29 n1 p29-47 Jan. Explores the evidence of nationalism, propaganda, and the treatment of war and peace in the school curriculum and textbooks within four countries during the end of the nineteenth century and beginning of the twentieth century: (1) Britain; (2) France; (3) Germany; and (4) the United States. (CMK)…
(1994). Profile of a Peace Historian: Irwin Abrams. OAH Magazine of History, v8 n3 p40-41 Spr. Discusses the significance of Irwin Abrams to the field of peace history. Describes Abrams' personal life, his work with the American Friends Service Committee, his scholarly work, and his leadership in peace history. Concludes by discussing his research on the Nobel Peace Prize and its recipients. (CFR)…
(2004). Discipline for Democracy? School Districts' Management of Conflict and Social Exclusion. Theory and Research in Social Education, v32 n1 p75-97 Win. An examination of six urban Canadian school districts' policies and co-curricular programs for safe and inclusive schools shows contrasting implicit patterns of citizenship education. Peacekeeping-oriented districts relied heavily on standardized control and exclusion to achieve school safety and allocated few resources to affirming diversity. Peacemaking-oriented districts supplemented peacekeeping with some regularized opportunities for students to learn to manage conflict and diversity. Peacebuilding-oriented districts provided relatively comprehensive and inclusive programs of conflict management and anti-bias education, embracing conflict and diversity as natural learning opportunities. Clearly such system-level policy reflects prevailing understandings of problems that need fixing, not necessarily actual practice. The paper argues that the implicit, daily patterns of human relations and conflict management in school districts are powerful socializers, as well as powerful… [Direct]
(1987). Camping Is More than a Walk in the Woods. Camping Magazine, v59 n6 p18-19,22-23 Apr. Blue Star Camps (Hendersonville, North Carolina) used talents of an internationally known architectural artist to emphasize a world peace dimension in their 1985 eight-week coed summer program. Past creative programs have included mock United Nations sessions, mock presidential conventions/elections, lunar landing salute, bicentennial celebration, and "hunt/trial" of Nazi Eichman. (NEC)…
(1996). From Segregation/Apartheid to Democracy in South Africa. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is intended to help students understand the tremendous social and political changes in South Africa that have occurred with the ending of apartheid. The unit contains four modules: (1) "Segregation/Apartheid"; (2) "Effects of Apartheid"; (3) "Transitional Process from Apartheid to Democracy"; and (4) "Observations." Background information and facts about South Africa are presented. (EH)… [PDF]
(2002). The United States in the Great War: A Historiography. OAH Magazine of History, v17 n1 p5-13 Oct. Provides a historiography of the literature that focuses on the participation of the United States in World War I. Covers topics, such as general works, policy and diplomacy, domestic mobilization, soldiers, operations, domestic dissent, peace, and the aftermath of the war. Includes a bibliography. (CMK)…
(1989). The Stage as a Classroom. Political Science Teacher, v2 n4 p13-15 Fall. Views the stage as effective in teaching critical thinking, writing, research, computer and verbal communication skills. Uses historically accurate testimony from the court martial of Lt. William Calley to demonstrate the nature of warfare and United States involvement in Vietnam. Classes dramatize the moral and ethical judgments that are made. (NL)…
(1991). Guest Editorial: Can We Continue to Promote Peace When War Has Center Stage?. Child Care Information Exchange, n77 p23 Jan-Feb. Maintains that school-age children need adults to struggle alongside them with difficult dilemmas, to encourage them to express their fears, doubts, confusion, and even their thrill over seeing tanks and guns. Even as war looms, we are challenged to continue to envision and talk peace. (BB)…
(2001). Kindern das Wort geben: Ein interkulturell-kreativer Arbeitsansatz, aufgezeigt an der Arbeit mit tibetischen Migrantenkindern. (Tell the Children: A Beginning for Intercultural-Creative Work, Focusing on the Children of Tibetan Families.). International Review of Education, v47 n1-2 p97-121 Mar. Explains the pedagogical and psychological concepts behind the approach developed by UNESCO that encourages children to express themselves freely on the subject of international understanding and peace in writing and art. Describes a project in which these concepts were applied focusing on a minority dispersed over many parts of the world: children of Tibetan families. (Contains 22 references.) (KS)…
(1997). Getting Started in Global Education: A Primer for Principals and Teachers. This primer is intended for teachers and principals to help integrate global education into the school curriculum. The articles offer suggestions and rationale for inclusion of a global approach to the classroom. The table of contents offers: (1) \Introduction\ (Ernest L. Boyer); (2) What is Global Education?\ (M. Eugene Gilliom); (3) \Position Statement from Education Organizations\; (4) \East of Gibraltar, West of Japan\ (H. Thomas Collins); (5) \A Principal's Perspective\ (Linda Clark); (6) \We're All in This Together: Today's Global Realities\ (S. Rex Morrow); (7) \Addressing Everyday Concerns of Principals and Teachers\ (Howard E. Taylor); (8) \The Role of the Principal in Integrating a Global Perspective\ (Gregory E. Hamot); (9) \Using Children's Literature for Teaching Global Understanding\ (James M. Shiveley); (10) \Internet Tools and Applications for Teaching for a Global Perspective\ (Howard E. Taylor; Rebecca S. Bowers; S. Rex Morrow); and (11) \Selected References for… [PDF]
(1984). International Community Supports 30th Anniversary of the Associated Schools Project 1953-1983. International Understanding at School, n46-47 p5-7 1983-84. In 1983 the Associated Schools Project celebrated its 30th anniversary. Discusses how three major international meetings convened under the auspices of Unesco in 1983, took stock of achievements made by Associated Schools throughout the world, and adopted recommendations and resolutions in support of the project. (RM)…
(2015). END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015). Online Submission We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and… [PDF]
(1991). Conflict! Dwight D. Eisenhower. Teacher's Guide. This teaching package introduces students to soldier and President Dwight D. Eisenhower, who played a key role in many of the conflicts of the 20th century. The package is to prepare students for a visit to the Eisenhower Farm in Gettysburg, Pennsylvania. The lessons challenge students to use the study of Eisenhower to explore how conflicts are caused–and how they can be solved. This teaching package has been designed to appeal to all types of learners–visual, auditory, and kinesthetic. The packet fosters critical thinking skills as students read, write, analyze and draw conclusions. Students also participate actively through role playing. The teaching package includes five lessons: (1) "Conflict and Its Resolution"; (2) "Causes of International Conflict"; (3) "Eisenhower and His Times"; (4) "Conflicts Eisenhower Faced"; and (5) "How Would Eisenhower Have Handled It?" In an additional lesson, "Site Visit: A Visit by a World…
(1988). Choices in International Conflict. Topic #2 in a Series of International Security and Conflict Curricula for Grades 7-12 and Junior College. This eight-day unit is designed for use in social studies, language arts, and philosophy classes at secondary (7-12) and community college levels. After a general introduction to international conflict, students explore various modes of conflict resolution and conflict management. Students then consider in general terms the reasons for war and for the use of nonviolent means of conflict resolution and management. In order to examine in detail the causes and consequences of war and nonviolent conflict resolution/management methods, students analyze the cases of the Falklands/Malvinas war, some aspects of the Arab-Israeli conflict in the Middle East and the Camp David Accords, and some aspects of the British-Indian conflict in India and Gandhi's philosophy of nonviolent resistance. Students are asked to question why and when one method is chosen by conflict participants over other methods. Students also consider the positive and negative results of particular conflict…
(1993). Let's Talk about Living in a World with Violence: An Activity Book for School-Age Children. This activity book provides a direct, hands-on educational tool to help children ages 7-11 process their feelings, thoughts, and experiences as they relate to violence. The workbook is designed to: (1) foster a dialogue between child and adult as well as among children in group settings, while acknowledging the child's desire for privacy; (2) help children discover the meaning of violence, that fear is normal, and that there are things children can do to feel better and safer, with help from caring adults; and (3) encourage a strengthening of the relationships with community resources that can create positive change for children and families. The workbook incorporates a number of writing and drawing activities dealing with how violence makes a child feel, the various settings in which violence occurs, and what children can do about violence. It also includes a list of 44 children's books about children who are brave and strong in the face of death and violence. A brief guide for…