(1998). Hello, Dear Enemy! Picture Books for Peace and Tolerance: An International Selection. This catalog presents descriptions of over 41 children's picture books from 19 countries that formed an exhibition sent worldwide to promote and help maintain peace. The majority of the books do not deal directly with the horrors of war but rather deal with its preconditions: intolerance, xenophobia, prejudice against being different, misuse of power, oppression, and violence against people and property. Titles are arranged alphabetically by illustrator and the books are listed under their country of origin. (Contains author and illustrator name and subject indexes.) (RS)… [PDF]
(1994). War and Peace in the Early Elementary Classroom. Children's Literature in Education, v25 n2 p83-99 Jun. Describes how issues of war and peace might be taught in the elementary language arts classroom. Explores ways of broaching the issues and selecting proper texts. Considers the reasons for wanting to teach such explosive issues to younger students. Provides two annotated bibliographies (with suggested class activities) regarding these materials. (HB)…
(1994). Peacemaking Sites as Teaching Tools. Educational Resources. OAH Magazine of History, v8 n3 p89-90 Spr. Asserts that efforts are underway by the U.S. National Park Service to establish a new category of historic sites and landmarks: those that honor peacemakers and peacebuilders in U.S. history. Describes several historic sites that are being considered for this designation and reviews their significance in history. (CFR)…
(2000). The Value of Voice: Promoting Peace through Teaching and Writing. English Journal, v89 n5 p47-54 May. Describes how and why a high school English teacher changed her classroom to allot more time for creative writing, to teach a research paper from a personal perspective, and to extend student appreciation of voice and conflict beyond the literature studied in class. Describes how this fostered opportunities for individual growth and transformed her classroom. (SR)…
(1998). Canada and the World. Canadian Social Studies, v32 n4 p112 Sum. Highlights Canada's high marks in a poll on its international image in 20 countries. Asks how Canada should take advantage of its positive international image. Notes areas where Canadian foreign policy is most admired: advancement of global peace and human rights, provision of aid, and participation in international peacekeeping. (DSK)…
(1975). Human Rights–A Priority for Peace. Celebration of Pope Paul VI's 9th Annual Period of Peace. The 1976 World Day of Peace booklet focuses on the arms race, as contrary to peace and human rights, as a positive weapon for peace. The booklet includes a five-week study outline and resources. Pope Paul VI selected \The Real Weapons of Peace\ as the theme for the 1976 World Day of Peace. His emphasis on \real\ weapons suggests that there exist in our world today \false\ conceptions of what truly leads to peace. The three sections of this booklet relate to these false conceptions and their sources. The first section, \Liturgy,\ emphasizes the need for prayerful preparation and reflection on the issue of war and peace. The second section, \Focus,\ examines the tension between the weapons of peace and the weapons of war, human rights, and national security. The final section,\Process,\ attempts to countermand ignorance by serious study. The real weapons include a knowledgeable and politically astute public, willing to effect changes in national policies toward the genuine pursuit of… [PDF]
(1972). International Organization and Peacekeeping. Teacher's Guide. The teaching guide for secondary students focuses on the structure, authority, and decision making procedures of international organizations and their ability to keep peace. Students participate in an exercise for predicting how present organizations can handle peace-threatening situations and how they can be designed to improve their peacekeeping ability. In addition, the exercise encourages students to recognize that international organizations are evolving and changing, and motivates students to investigate global issues. The guide comprises student objectives, procedures for implementing the exercise, three world organization models, a list of questions to help students clarify their understanding of the world organization model, and a list of questions in regard to how nations and a world organization react to problems. (SJM)… [PDF]
(1988). A Dr. Martin Luther King, Jr. Curriculum: Playing the Dream. Young Children, v43 n2 p6-11 Jan. Discusses curriculum for young children centered around the beliefs and teachings of Dr. Martin Luther King, Jr. His works are interpreted in a human rights context in which children find their voice in the peaceable resolution of everyday conflicts. Describes the Child of the Day program. (Author/RWB)…
(1985). Children's Creative Response to Conflict. History and Social Science Teacher, v20 n3-4 p88-90 Spr. The Children's Creative Response to Conflict Program conducts workshops that help participants deal with conflict situations. During the workshop sessions participants are introduced to the three themes of cooperation, communication, and affirmation. These are the foundations on which successful conflict resolution is built. (RM)…
(1996). Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9) "A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH)… [PDF]
(1996). South Africa: A Nation in Transition. A S.E.E.D.S. "Food for Learning" Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). The SEEDS (Service, Education, Economic Development, Science), Inc. program was co-founded by the author as an interdisciplinary project to extend learning experiences with similar-age students from various countries, cultures and backgrounds. The year-long curriculum focuses on the range of South African student and societal experiences. This paper describes subject specific activities for individuals and collaborative groups. Interdisciplinary project ideas are also presented. (EH)… [PDF]
(1996). Perceptions of the People of the New South Africa. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This unit includes objectives, content, and activities to help students actively explore and analyze the changes that have been affecting the people of South Africa since the end of apartheid. The lessons use materials from interviews with people from a variety of South African backgrounds and their perceptions of the changes in their country. (EH)… [PDF]
(1960). Teaching about the United Nations in the United States: 1956-1959 Report. Bulletin, 1960, No. 18. OE-14038. Office of Education, US Department of Health, Education, and Welfare Every four years the Economic and Social Council of the United Nations requests a report from each Member State telling how the United Nations and its work are being made known to the citizenry. This bulletin constitutes the report of the United States substantially as it was submitted at the close of 1959. Because the Secretary General had expressed particular interest in four aspects of teaching about the United Nations, the Office of Education Committee which drew up the report devoted a section to each one and enlisted the cooperation of teachers and specialists in all parts of the country to supply pertinent information. The main divisions of the report deal with teacher training, programs and syllabi, the treatment of the United Nations in textbooks and teaching materials, and out-of-school educational activities relating to the U.N. system. Following a Foreword, five chapters are included: (1) Introduction; (2) Teacher education and the United Nations; (3) Programs and… [PDF]
(1996). Values as Predictors of Global Consciousness. This study assessed the relationships between human values and the psychological construct of world-mindedness. Fifty-one college students and 58 high school students in a town in the Pacific Northwest completed the Values Questionnaire (Schwartz, 1992, 94) and the Cross-cultural World-mindedness Questionnaire (Der-Karabetian, 1992). A stepwise multiple regression equation was computed with the value types of universalism, security, and power being significant predictors of world-mindedness. The results validate the psychological conceptualization of world-mindedness as a value issue. The implications of this type of global consciousness are discussed in terms of the maintenance of the world ecosystem, immigration trends, and the proliferation of nuclear weapons. (Author/EH)… [PDF]
(2001). From the Field: Peace through Cyberspace. Momentum, v32 n4 p31 Nov-Dec. Describes the successful Kids for Peace movement, which electronically links students from schools around the world in a week of prayer, study and good works. States that a school can register for the pilgrimage by e-mailing the Web site. Highlights the effectiveness of connecting schools via the Internet-it is cost-effective, free to use, and accessible to everyone. (CJW)…