(1996). An Interview with Grandmother Twylah Nitsch. Journal of Family Life, v2 n2 p7-14 Win. Grandmother Twyla Nitsch, an elder of the Seneca Nation, discusses the importance of honoring Mother Earth, her childhood experiences, the traditional teachings of her grandfather, her efforts to document Native American philosophy and spirituality, and her purpose in teaching individuals how to recognize and develop their gifts to the fullest. (LP)…
(1993). Peace Works: Classroom Activities for Peacemaking. Teaching Tolerance, v2 n1 p50-52 Spr. Classroom activities for examining effects of war and contemplating world peace are derived from the story of Sadako, a Japanese girl who died as a result of atomic bomb radiation. Making paper cranes, as Sadako did, and participating in schoolwide programs are suggested for primary, middle, and upper grades. (SLD)…
(1999). Nuclear Reactions: Studying Peaceful Applications in the Middle and Secondary School. Social Studies, v90 n4 p164-70 Jul-Aug. Asserts that students must learn about nuclear fission and fusion in the social studies curriculum to help them develop a foundation for considering the social issues associated with the everyday use of nuclear reactions. Gives background on the two types of reactions and provides three lessons for middle and secondary classrooms. (CMK)…
(1994). Information Packet for Religion and World Order Program Project Global 2000. This packet describes an initiative of the Religion Council of Project Global 2000, forming a global partnership of secular and religious non-governmental organizations (NGOs) and United Nations (UN) agencies that link their expertise and networks for more just, sustainable, and peaceful world systems. The program brings together scholars, educators, and community groups from the world's major religious and spiritual traditions to participate in public discourse and action on issues of global ethics and in the shaping of policies and systems commensurate to the global-scale challenges of today's interdependent world. The objectives include: (1) create a process for religious and spiritual communities to reflect upon the contributions their traditions, scriptures, and networks can make to a shared global ethic and to the creation of systems of global governance; (2) produce reflection-action documents that will spell out the above contributions and formulate proposals for world order… [PDF]
(1998). Building a Civil Society: Are Schools Responsible?. This study identified teachers' perceptions of violence in society and in schools and the responsibility of schools to help create a more civil society. Participants were 78 predominantly white elementary and secondary teachers taking a graduate class at a Texas university. Each participant completed a survey instrument, \Are Schools Responsible for a Civil Society?\ that focused on teachers' perceptions of violence in society and in the schools and asked about the causes of violence and civil disobedience, types of violence they witnessed most often, who they believed was responsible for developing a civil society, and the extent to which their schools or districts provided staff development for teachers and/or students. The final question asked what message they would like the outside world to get about the school's responsibility for violence prevention in society. Most teachers felt violence had increased in society and in their schools in recent years. About three-quarters of… [PDF]
(1970). The Uses of Force on Spaceship Earth: Revolution and Intervention in the '70's. A Study Guide. The relationship between internal revolution and subsequent intervention by a foreign power is examined in this guide book for senior high students. Why nations pursue a policy of military intervention and what other alternatives are available are two major questions investigated. Intervention and non-intervention are both determined policies that require evaluation of a given nation's political, economic, social, and ideological outlook before its commitment to a position. Case studies illustrating the progression of intervention from the 1947 Truman containment policy to more recent times are presented on Greece, Korea, Lebanon, the Dominican Republic, Bolivia, Czechoslovakia, and Biafra. A large number of conflicts are domestic in origin, arise out of specific incidents and disputes, stem from border security apprehension, are not decisively influenced by considerations of power balance, occur more frequently to defend governments, and occur when the international rule book is…
(1985). Educating for Survival: A Curriculum for the Nuclear Age. History and Social Science Teacher, v20 n3-4 p20-28 Spr. The need for nuclear education is examined, issues that should be dealt with in the classroom are discussed, and curriculum materials are described. The controversy that has arisen concerning the curriculum material "Choices: A Unit on Conflict and Nuclear War" is discussed. Implications for teacher education are examined. (RM)…
(1991). Authoritative Voices and the Vietnam Experience: Teaching about Vietnam during the Gulf War. Journal of Urban and Cultural Studies, v2 n1 p115-17. Experiences of a college teacher teaching a course on the Vietnam War during the Persian Gulf Crisis illustrate the impact that teaching history can have on the consciousness of students. Respect for other cultures and other races are essential before students can stop glorifying war. (SLD)…
(1992). Social Studies and Feminism. Theory and Research in Social Education, v20 n3 p230-41 Sum. Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. (DK)…
(2000). Teaching about Korea–In Wando and Worland. Social Studies, v91 n1 p17-20 Jan-Feb. Stresses three reasons for teaching about Korea and its people in the United States: (1) Korea's potential assistance in solving environmental issues; (2) the role of Korea in promoting world peace; and (3) the economic potential of Korea. Discusses resources for teaching about Korea and provides an appendix with Internet sites on Korea. (CMK)…
(1996). Peace and Conflict Research in the Age of the Cholera: Ten Pointers to the Future of Peace Studies. International Journal of Peace Studies, v1 n1 p25-36 Jan. Presents 10 pointers that can lead to constructive peace making. Covers issues such as a definition of peace; the training of peace workers; the role of the state system in creating conflict; legitimizing peace actions; and suggestions for future peace creation. Discusses the links between direct, structural, and cultural violence. (DSK)…
(1994). The Aspen World History Handbook: An Organizational Framework, Lessons, and Book Reviews for Non-Centric World History. This handbook is the product of an institute held in Aspen, Colorado in 1992. The purpose of the institute was to consider how to create a viable one year survey course in world history that did not focus only on western culture. In this book can be found a general conceptual framework for a world history course, suggested lesson plans, and literary books that can be used to enhance the historical experience of students as they reach into the lives of peoples distant, chronologically and geographically, from themselves. Rather than being a curriculum, standards, or expected outcomes, this handbook is meant to guide teachers as they go about the daily work of shaping a meaningful course for their students and may be used by teachers at all levels. (RJC)…
(1997). Aspen World History Handbook II: New Research and Lesser Known Tales, Habits of Mind, Lessons and Assessments. This handbook is the product of a second world history institute held in Aspen, Colorado in 1996. Intended to supplement the first handbook, this production focuses on many lesser-known areas of histories of the world that remain either unexamined, ignored, or not yet included into the story of world history. Second, habits of mind peculiar to world history had yet to be properly identified and integrated into world history scholarship and teaching. Both world history scholarship and teaching had appeared to be mired in analytical frameworks and habits of thinking more appropriate to western civilization than world history. Finally, assessment mechanisms appropriate to world history seemed lacking, especially considering debate over history standards and their assessment. This document is devoted to improve world history in the above areas. (RJC)…
(1983). National Security in the Nuclear Age. A Conference for State Social Studies Coordinators on Pre-Collegiate National Security Education (Washington, DC, June 26-July 1, 1983). This conference report addresses education on national security and international relations in secondary school courses in the social studies. Main conclusions of the conference are: (1) Topics on national security should be added to the secondary school curriculum. (2) Current institutional and instructional settings are open to inclusion of national security topics into the curriculum. (3) State social studies coordinators are key actors in efforts to include national security in the secondary school curriculum. (4) Materials available for use in secondary school courses tend to be biased, doctrinaire, or overly technical and thereby unsuitable for the general education of citizens. (5) New instructional materials should be developed that are concept-based, clear, and balanced with respect to presentation of various points of view and avoidance of special pleading or promotion of causes. (6) Enduring curriculum improvement requires in-service education of teachers. (7) The subject…
(1982). News of Projects in the Associated Schools. International Understanding at School, n44 p16-36. Countries throughout the world have initiated Associated Schools Projects, intended to promote international understanding and peace at the elementary and secondary school levels. Activities of these projects are described by country. (RM)…