(1985). Consideration for Curriculum Development in Teaching War and Peace. Social Studies, v76 n6 p254-56 Nov-Dec. Research findings of interest to teachers wanting to establish a curriculum about nuclear war are examined, and general themes appropriate for a course about war and peace are suggested. Specifically discussed are students' views and moral reasoning about war. (RM)…
(1984). Curriculum for Security in a Nuclear Age. Social Studies, v75 n3 p95-101 May-Jun. A survey of secondary students after they had completed a course entitled \Security in the Nuclear Age\ suggests that instruction can make some impact in the area of security information. However, results also showed that students use media rather than school as information sources. Peace curricula are also discussed. (RM)…
(1983). Guns & Kids: Human Costs of the Arms Race. Principal, v63 n2 p19-22 Nov. The human costs of the arms race are outlined, including how children die from preventable malnutrition and disease while the world spends $600 billion annually on arms. The author supports attending to the needs of children and the poor through action for peace. (MD)…
(1999). Peace Is the Road: From Top to Bottom, Glenfair Cares. Northwest Education, v4 n3 p56,54 Spr. An Oregon elementary-school principal describes her experience of creating a peaceful school. To create the safe environment needed for learning, teachers taught students conflict-resolution skills; 15 life skills, such as integrity, initiative, flexibility, and humor; and a three-step problem-solving model. Students are taking their new skills home and improving their standardized test scores. (CDS)…
(1985). Teaching toward Global Understanding and Action. The militarization of our planet and the increasing evidence of hunger, poverty, and social unrest pose serious challenges for future generations. Educators have a responsibility to educate for international peace and justice. The materials in this teaching guide are designed to bring a new perspective to the classroom using an infusion methodology. This methodology, which enables global values and concepts to be taught as part of the regular lessons, is discussed, the concepts to be taught (human rights, interdependence, and empowerment.) are described, and examples of infused lesson plans are given. Five activity sheets are included that present a narrative introducing a child from a different developing country and describing their life. The concepts to be taught are indicated, the purpose is given, and background information about the country is provided. This information is followed by learning activities for various grade levels. Each activity sheet is accompanied by a poster….
(1972). Children and International Education. Developed as a plan of action in international education for teachers and students, this portfolio emphasizes the importance of developing a knowledge and appreciation of others, the acquaintance of resources for planning experiences of international understanding, and the participation in international programs to encourage an understanding of people. Part of the ten leaflets are practical in focus and offer an overview of the wealth of materials available in the field of international education, hints on how to help children relate to children of other countries and cultures, and concrete suggestions for making the most of travel. Many activities are included that can be used in the classroom, professional and social groups, the church-school, the library, the Scout troop, and recreation department programs with children and adults. (Author/KSM)… [PDF]
(1996). Post-Conflict Elections in Bosnia. Social Education, v60 n7 p423-25 Nov-Dec. Reviews the provisions of the recent Dayton Peace Accords, the partial and competing strategies for building peace, and the still simmering ethnic conflicts in Bosnia. Examines postelection efforts at nation-building including the CIVITAS Project, an educational mission working to develop the foundations for democratic institutions. (MJP)…
(1997). "Music Speaks to the Hearts of All Men:" The International Movement in American Music Education: 1930-1954. Bulletin of the Council for Research in Music Education, n133 p143-52 Sum. Addresses the impact of the growing internationalism of the period from 1930 to 1954 on music education that found its expression in an increased number of Eastern European and Latin American folk songs in music textbooks and finally flowered into the creation of the International Society for Music Education in 1949. (CMK)…
(1982). War and Peace in Literature. Prose, Drama and Poetry Which Illuminate the Problem of War. Literary works that will help teachers of humanities and conflict resolution courses lead their students to a better understanding of the problems of war and peace are summarized. The document is based on two premises: (1) literature that captures the experience and the meaning of war leads to an understanding of that phenomenon, and (2) the literary imagination can help students gain insight into the requirements of any successful attempt to replace war with less brutal and destructive means of resolving political conflict. The works listed (with annotations) offer widely differing perspectives; chronologically they extend from the Trojan War to Vietnam. Including the introduction, there are seven chapters. Chapters 2 and 3 describe prose and drama. Chapter 4 deals with poetry. Themes in poetry of war and peace are outlined; these 21 themes are then illustrated by excerpts from poems. The chapter concludes by describing epic poetry. Chapters 5 and 6 describe anthologies, reference…
(1984). Detente: A Role for U.S.-Soviet Exchanges?. The contribution of international exchanges (e.g., cultural activities, tourism, student exchange) to detente enhancement is assessed. International exchanges have a capacity for engendering trust and for providing cultural, political, and economic benefit, two characteristics of policy acts which tend to enhance detente. A comparison of four very cooperative years in the U.S.-Soviet relationship (1969, 1972, 1973, and 1974) shows high levels of cultural exchange accompanying a favorable bilateral political climate. An examination of the two-year periods of time preceding periods of incipient detente (1963, 1967, 1970, and 1974) shows that many times, but not always, mounting levels of exchange activity do precede times of earnest Soviet-American political accommodation. This analysis does not imply that exchanges cause detente, but that they do most likely facilitate it. However, detente-relevant interactions, including exchanges, are not functional to the end of promoting detente…
(1988). Intensive Nuclear War Education: Inducing Attitude and Behavior Changes. Nuclear war education has become a topic of concern among educators who, on one side, see it as an essential component of undergraduate education or, on the other, see it as political indoctrination dominated by direct and indirect Soviet interests. This study assessed the affective impact of an intensive (eight hours per day for five straight days) interdisciplinary course on nuclear war issues. Twenty-one volunteer college students completed the Rokeach Value Survey, Modified World Affairs Questionnaire, Nuclear Freeze Questionnaire, Nuclear Anxiety Questionnaire, and the Werner-Roy Nuclear Activism Scale immediately before and after the course, and again over eight months later. Immediately after the class, students had changed their attitudes and beliefs concerning civil defense; nuclear war escalation, outcomes, and probability and worry; nuclear concern and support; fear of the future; and nuclear denial. They were much more positive about a nuclear freeze and their intention…
(1972). Learning Peace: A Resource Unit. The resource unit prepares seventh through twelfth grade students for peace, helping them to develop an interest in peace, to realize that it is possible, and to recognize their future role in peacekeeping. Activities are included which help the student understand and assess his own and others' attitudes and beliefs toward peace; examine the social, economic, and political reasons for war; analyze human and environmental problems resulting from war; investigate the aims of the national and international organizations for peace; identify world problems; evaluate the communications media's role in peace; examine alternative ways of conflict resolution; and enumerate ways to participate in the quest for peace. The teacher may use the total guide or select certain activities. A framework for each of nine major sections consists of the major objectives, main concept, notes to the teacher which include resources, and activities for the students. A bibliography is given along with an… [PDF]
(1985). The Role of Geography in Developing International Understanding. Social Education, v49 n1 p48-51 Jan. Geography can contribute to an informed world view and thus to a favorable international climate for the peaceful settlement of disputes and for productive measures to ameliorate many world problems. What the focus of geography instruction in the development of international understanding should be is discussed. (RM)…
(1996). A School Conflict Resolution Program: Relationships among Teacher Attitude, Program Implementation, and Job Satisfaction. School Counselor, v44 n1 p19-27 Sep. Discusses the need for efficient ways to handle school conflict issues so they do not disrupt the learning environment or lead to a decrease in teacher job satisfaction. Presents findings of a study examining elementary school teachers' attitudes toward conflict resolution, their implementation of conflict resolution programs, their job satisfaction, and relationships among these factors. (KW)…
(2000). Using Children's Stories To Promote Peace in Classrooms. Early Childhood Education Journal, v28 n1 p41-50 Fall. Notes the prevalence of violence in schools and discusses approaches to reducing violent behavior. Presents the strategy of using children's literature as part of a comprehensive program planned and implemented by the school in collaboration with the local community to create caring and peaceful early childhood classrooms. Includes an annotated list of suitable children's books and resources for teachers. (Author/KB)…