(2004). Neutrality, Pluralism, and Education: Civic Education as Learning about the Other. Studies in Philosophy and Education, v23 n4 p235-263 Jul. The purpose of this article is to investigate appropriate methods for educating students into citizenship within a pluralistic state and to explain why civic education is itself important. In this discussion, I will offer suggestions as to how students might be best prepared for their future political roles as participants in a democracy, and how we, as theorists, ought to structure institutions and curricula in order to ensure that students are adequately trained for political decision making. The paper is divided into six sections. In the first two sections, I argue that community is a learned understanding and that such education, even when it supports liberal commitments, cannot be neutral. I use the social contract tradition as an entrance into the perpetual nature of conflict within a pluralist society. In the third and fourth sections, I develop a pedagogy geared towards educating students into what I call \cognitive conflict,\ and argue that the arts, widely understood,… [Direct]
(1996). Teaching about International Conflict and Peace. Social Education, v60 n7 p432-38 Nov-Dec. Considers ways to make the complex subjects of conflict and conflict resolution meaningful and manageable in the classroom. Recommends rigorous planning, clear definitions, and classifications of the different kinds of conflict. Includes a problem-solving lesson, list of lesson ideas, and teaching approaches. (MJP)…
(2004). Empowering Teachers to Create a More Peaceful World through Global Education: Simulating the United Nations. Theory and Research in Social Education, v32 n1 p56-74 Win. Global education constitutes a pedagogy of peacebuilding citizenship education for the purpose of empowering teachers in building a more just and peaceful world. In this self-study, I examined simulations of the United Nations General Assembly conducted in a graduate elective course attended by 53 preservice and inservice teachers during three consecutive summer semesters. My purpose was to examine my own global teaching practice in exposing participants to pressing global issues; their concerns about the widening gap between developing and industrialized nations of the world; and participants' interpretations and integration of global issues in their lesson plans as articulated before the simulated United Nations General Assembly. Using the interpretive paradigm, I employed the constant comparative method to analyze student ambassadors' new knowledge and skills grounded in debate, deliberations, resolutions demanding change, and instructional plans focusing on human rights, global… [Direct]
(1989). World War Two and the Holocaust. This resource book presents readings that could be used to teach about the Holocaust. The readings are brief and could be appropriate for middle school and high school students. Several photographs accompany the text. The volume has the following chapters: (1) "From War to War" (history of Germany from late 19th Century through the end of World War II with an emphasis on the rise of Hitler and his campaign against Jews); (2) "The Holocaust" (the victims, the ghetto life, death camps, the consequences, etc.); (3) "Chronology 1918-1945" (chart showing by year and month the rise and fall of Nazi Germany, Persecution and Holocaust, and Jewish Response); (4) "Glossary"; (5) "100 Holocaust Discussion Questions (Weimar, Hitler, WWII; Nazism and Jewry; Perpetrators, Bystanders, Rescuers; and General)"; (6) "Selected Bibliography"; and (7) "Illustration Credits." Contains a 31-item bibliography. (EH)… [PDF]
(1995). Intermediate School Kit on the United Nations. This kit for ll-14 year-olds introduces middle school students to the work of the United Nations (UN). The materials explain the global issues and concerns the UN addresses. Relevant information about the UN and its work is included in each unit, but these must be examined, taught, and understood within the context of the larger issues and ideals. The kit presents the UN, its history, and basic principles; then it delves into the UN's work of conflict prevention and resolution, human rights, and sustainable development. Five Backgrounders at the beginning of the kit introduce the UN to the teacher. Resource Points at the end of the kit provide additional reference and support materials. Each unit is divided into a main text, a UN Factfile, and activities. While the main text presents the subject and theme, the activities are the focal points of the units, encouraging critical and creative thinking, participation, and reflection on one's own attitudes and behaviors. There are 21…
(1996). Russia's Uncertain Transition: Challenges for U.S. Policy. Revised. Choices for the 21st Century. This unit is part of a continuing series on current foreign policy issues. The first section asks students to join the debate on U.S. policy toward Russia and its neighbors in the former Soviet Union (FSU). Background readings provide information to help students address policy issues and include: (1) "Two Centuries of U.S.-Russian Relations"; (2) "Keeping Up with a Changing Russia"; and (3) "Challenges Facing the United States." Once students have discussed background issues they are faced with the policy options to: (1) "Guide Russia Forward"; (2) "Keep the Lid On"; (3) "Declaw the Russian Bear"; and (4) "Mind Our Own Business." The second section accompanies a student book of background readings and foreign policy options. The five-day lesson plan and student activities has students explore policy relations with the former Soviet Union and debate what course of action the United States should pursue through a…
(1990). Elementary Perspectives 1: Teaching Concepts of Peace and Conflict. Designed for educators of children in kindergarten through grade six, this resource guide provides activities related to the concepts of peace and conflict. The activities are not, for the most part, sequenced and can be used singly to introduce concepts or to supplement other lessons. The activities also can be grouped into a unit of study, and each activity contains the grade levels from kindergarten to grade 6, objectives, the subject area it fits, materials needed, instructions, discussion questions, suggestions for additional work, and handouts when required. Each chapter contains a basic concept and poses several questions related to that concept: (1) the meaning of peace; (2) peace and community building; (3) peace and conflict; (4) peace and diversity; (5) peace and enemies; and (6) visions of peace. Appendix A provides guidelines for discussing controversial issues with elementary children. Appendix B lists 77 children's books with peace-related themes, and appendix C…
(1985). Sub-Saharan Africa and the United States. United States Department of State Discussion Paper. Intended to provide background for study and discussion, this publication gives updated information on development in sub-Saharan Africa and provides a basis for understanding U.S. policy toward this vital region. The strengths, problems, politics, natural resources, and language and ethnolinguistic groups of this area of the world and the international and regional organizations active here are discussed in detail. Extensive data tables include information on the population, culture, education, labor force, imports, exports, estimated U.S. economic assistance, date of independence, type of government, and chief of state and/or head of government for each of the 46 independent countries south of the Sahara. The 55-item bibliography is divided into three sections: reference and introductory material, historical and cultural background, and contemporary sub-Saharan Africa. (AA)… [PDF]
(1975). The Cold War and Beyond: From Deterrence to Detente–to What? Crises in World Order. The book, intended for senior high school students, is one of a series concerned with problems of world order. The bipolar system (domination of the international system through maintenance of a balance of power between the United States and the Soviet Union) is described and defined by presenting case studies of the Hungarian rebellion in 1956, the Cuban missile crisis in 1962, and the Arab-Israeli War in 1973. For each crisis the history is described, the current situation is presented, and the effects on and stages of development in the bipolar system are appraised. The study guides at the end of each chapter are designed to help the student examine each case and evaluate the system. The booklet also suggests issues and topics for further exploration and identifies other cases to examine. The final chapters postulate changes in the balance of power in the future and possible solutions for obtaining world order. Key concepts are defined in a glossary. (CK)…
(1976). Interdependence–Spirit of 1976: A Special Bicentennial Edition of "Teaching about Interdependence in a Peaceful World.". Methods and resource materials are suggested for teaching elementary level students about the concept of interdependence in terms of the Bicentennial. The rationale lies with a belief in human interrelatedness and the universality of human rights for which the signers of the Declaration of Independence struggled. Students are encouraged to explore American history and find events and individuals that worked to unite Americans and foster peace among ethnic groups, races, religions, and the government and American Indians. For example, Benjamin Franklin is cited as a significant contributor to cooperation between the colonies. To celebrate the festival of the Bicentennial, activities are suggested which involve students in making collections of poetry and essays about their reactions to life today and in making colonial costumes. Awareness of new horizons can be deepened by discussing basic human needs, writing poetry relating the past to the future, and studying critical global… [PDF]
(1985). The Global Environment and the Quest for Peace: A Revolution in the Scale of Things. Social Education, v49 n3 p201-04 Mar. Changes in the scale of destructive power have fundamentally altered the nature of the threat to the security of nations and so demand a corresponding adjustment in our perceptions of the realm of peace and security affairs. There can be no national security without world security in the real world. (RM)…
(2005). Controlling the Proliferation of Nuclear Weapons: Study Guide for Teachers and Students. United States Institute of Peace The objectives of this teaching guide are: (1) to increase student understanding of the prevalence and spread of nuclear weapons; (2) to familiarize students with historic and contemporary measures to control nuclear proliferation and stimulate their thinking of potential strategies for doing so in the future; (3) to develop students' analytical reading, writing, and research skills; (4) to reinforce students' abilities to collaborate and produce a work product with peers using traditional and electronic means of research, discussion, and document preparation; (5) to enable classroom teachers, students, and contest coordinators to write, edit, and submit essays to the United States Institute of Peace; and (6) to provide teachers with lesson plans, worksheets, bibliographic sources, and factual material to assist them in preparing students to write essays for submission to the National Peace Essay Contest. This guide contains the 2005-2006 National Peace Essay Contest question, six… [Direct]
(1995). Learning the Skills of Peacemaking: A K-6 Activity Guide on Resolving Conflict, Communicating, Cooperating. Revised and Expanded. Teachers, parents and other caregivers who wish to bring the skills of peacemaking to life in children and in the world rely on four basic concepts: accepting self and others, communicating effectively, resolving conflicts, and understanding intercultural differences. Ways in which adults can impart these skills to children are presented in this guide. Skills are presented in three stages: (1) "Peace Begins with Me"; (2) "Integrating Peacemaking into Our Lives"; and (3) "Exploring Our Roots and Interconnectedness." Each stage offers several lesson plans and ends with a review. Methods include classroom simulations and role plays, artwork, journaling, reading and research reports, and discussions. There are 59 age-leveled lesson plans and 11 bulletin boards. Topics include: Creating a Peaceful Classroom, Using "I Messages," Win/Win Guidelines, Creative Brainstorming, Taking Care of Our Earth, Peacemakers in My Life, Making Ethical Choices, Our…
(1995). Waging Peace in Our Schools: Beginning with the Children. Phi Delta Kappan, v76 n5 p386-88 Jan. Describes the Resolving Conflict Creatively Program (RCCP), a student mediation process begun in 1985 as a collaboration between the New York City Public Schools and Educators for Social Responsibility's New York City chapter. RCCP now educates for intergroup understanding, alternatives to violence, and creative conflict resolution among students, teachers, parents, and administrators in five school systems across the country. (MLH)…
(1992). Reshaping the War Experience: Women's War Fiction. Feminist Teacher, v7 n1 p13-19 Fall. Contends that war fiction published by U.S. women has evolved as a genre of its own in the twentieth century. Asserts that the common element that unites this otherwise diverse body of literature is the constant reminder that women as well as men are participants and victims in war. (CFR)…