(1996). Charting Russia's Future in the Post-Soviet Era. 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 consider Russia's future as if they were Russian. Background readings provide information to help students address policy issues and include: (1) "Lessons from Russia's Past"; and (2) "Exploring the New Russia." Once students have discussed background issues they are faced with the policy options: (1) "Strength in Unity"; (2) "Proceed with Caution"; and (3) "Look Outward." The second section asks students to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The core of the section offers three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The…
(1984). Looking to the Future: Equal Partnership between Women and Men in the 21st Century. Information about the world conferences for and about women held during the United Nations' Decade for Women, 1975-1985, demonstrates that women have been responsible for promoting change on local, national, and international levels. The booklet begins with a chronology of the events leading up to and including the decade and its conferences. Overviews of the two conferences held to date–the Mexico City (Mexico) conference of 1975 and the Copenhagen (Denmark) conference of 1980–are presented. Some documents from each conference are presented in a condensed form. The purpose and functions of the third world conference on women to be held in 1985 in Nairobi, Kenya, are discussed. Organized into non-governmental associations which interact with governments, women have promoted changes aimed at advancing the status of women, contributing to economic development, and promoting peace and international understanding. (RM)…
(1983). Let's Talk about Peace, Let's Talk about Nuclear War. A Peace Curriculum by Teaching in a Nuclear Age. These learning activities will help children in grades 1-8 learn about issues concerning nuclear war and disarmament and help them develop their own framework for decision making in the nuclear age. The introduction discusses curriculum objectives and the procedures for implementing the curriculum. A sample letter to parents and instruments for surveying students' and teachers' thoughts concerning nuclear issues are included. Seven units of study comprise the major portion of the guide. Unit I helps students express their thoughts and feelings concerning nuclear war. The second unit is designed to help children understand how individuals create and see enemies. The third unit helps children deal with feelings of anger, frustration, and fear. Unit IV points out the differences between a reality focused on solving conflict through violence and one made up of negotiating and nonviolent resistance. Unit V contains facts concerning nuclear war. The sixth unit gives examples of how…
(1979). Implementation Guide: School Improvement through Global Education. To aid high school classroom teachers as they develop and implement programs on global issues, the workbook presents suggestions on program procedures and on tailoring global education programs to meet individual school needs. The workbook begins by exploring global interdependence and stressing that major reasons for offering global education programs include: helping students prepare for life in the 21st century, exposing students to people and things to which they are not accustomed, and helping students recognize the value of different opinions. A major objective is to increase cooperative attitudes in the classroom as well as in relation to world affairs. Another section explains how teachers can review various types of global education programs (for example, those based on places and events, cultures, actors and interactors, and/or issues) to determine which emphases will contribute most to the program for their school. Also discussed are general process objectives which…
(1973). Teaching Youth About Conflict and War. Teaching Social Studies in an Age of Crisis. Number 5. This social studies guide for teachers, interdisciplinary in nature, offers an introductory, objective approach toward the study of conflict and war. The basic underlying assumption of the book is that the institution of war represents a problem to be studied and is amenable to human intervention and resolution. Teachers are encouraged to employ inquiry and discussion techniques which force youth to raise and analyze values and issues dealing with conflict. The book is arranged into six chapters. Chapter one, offering a few theories on the sources of attitudes toward war, reviews historical, philosophical, sociological, economic, biological, philosophical, moral, and ethical factors involved in war. Aspects of conflict and its control — particularly the nature of group conflict — are dealt with in chapter two. In chapter three an actual experiment of inter-group conflict which can serve as a model of the dynamics of conflict is described. Chapter four provides suggestions for a… [PDF]
(1996). Learning Peace? Creating a Class on Creating Community. Michigan Journal of Community Service Learning, v3 p128-38 Fall. Describes creation and implementation of a college service-learning course on "Nonviolence, Peace and Community" in response to local social conflict. The facilitators attempted to create the course from the community, using community participation, collaborative self-directed learning, a Socratic approach to group discussion, and an open planning process. Outcomes included increased community-building skills and greater civic responsibility. (Author/MSE)…
(2003). The Library Media Specialist: Teaching Peace and War. School Library Media Activities Monthly, v19 n10 p47-50 Jun. Discusses results of the National Assessment of Educational Progress (NAEP) in U.S. History and what may have influenced them, including use of computers and use of primary source materials. Includes an annotated bibliography of Web sites regarding the concept of peace as an alternative to perpetuating the historical realities of war. (LRW)…
(1995). The Crisis in Bosnia. Social Education, v59 n1 ps1-4 Jan. Presents historical background material on the ethnic struggles in the former Yugoslavia, particularly Bosnia-Herzegovina. Offers teaching suggestions including a paired writing activity and follow-up discussion questions. Includes a chronological table of events from the 6th century A.D. to 1994. (CFR)…
(1981). The Global Yellow Pages: A Resource Directory. Revised Edition. Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)… [PDF]
(1988). Conventional Arms Control and Europe's Future. Headline Series No. 287. This brief issues booklet provides basic information about the arms control issue in Europe, as of 1988. The table of contents includes the following: (1) "Trying Again"; (2) "Prelude to Arms Control"; (3) "The First Attempts: MBFR (Mutual and Balanced Force Reductions) and CSCE (Conference on Security and Cooperation in Europe); (4) "CAFE (Conventional Armed Forces in Europe): The Political and Military Environment"; (5) "The Future of Conventional Arms Control"; and (6) "Western Concerns and Options." A list of discussion questions, an annotated reading list, and a key to abbreviations also are included. A map of the region and several tables highlight the booklet. (EH)… [PDF]
(1989). In Our Image: America's Empire in the Philippines. Headlines Series 288. This brief issues booklet provides basic information about the emerging democracy in the Philippines, as of 1989. The topics covered include the following: (1) "All in the Family"; (2) "The American Legacy"; (3) "An Enduring Presence"; (4) "Revolution: The Overthrow of President Marcos"; and (5) "Democracy Restored: Cory Aquino Victorious." A list of discussion questions and a 15-item annotated reading list conclude the booklet. (EH)… [PDF]
(1971). Selected War/Peace Curriculum Units Available for High School Level Teaching. Developmental Draft. Eighteen war/peace curriculum units were selected for secondary students for this resource collection of course descriptions. The objective of the guide is to suggest courses dealing with the overall war/peace issues ranging in scope from the ethnics of war to world peace and from national to international conflicts. Considerable emphasis is placed upon international organizations and law and their ability to maintain world order. Teaching techniques mentioned for the various units include role playing, discussion techniques, case studies and readings. The works, listed by title of unit, contain information on title, publisher, and cost of units along with a course description abstract providing information on major topic emphasis, difficulty of material, objective of the unit, and teaching technique. (SJM)… [PDF]
(1990). The Nuclear Power and Nuclear Weapons Connection. Social Education, v54 n3 p146-50 Mar. Explains problems enforcing the Nuclear Non-Proliferation Treaty (NPT) of 1968. Provides factual charts and details concerning the production of nuclear energy and arms, the processing and disposal of waste products, and outlines the nuclear fuel cycle. Discusses safeguards, the risk of nuclear terrorism, and ways to deal with these problems. (NL)…
(1996). Conflict-Resolution Skills Can be Taught. Peabody Journal of Education, v71 n3 p12-28. Discusses the development of three different curricula for teaching conflict resolution to students in the Israeli public schools. Explains curriculum goals, presents eight examples of available teaching technologies appropriate for students in different age groups (e.g., peer mediation and second-language learning), and discusses creative communication in the midst of conflict. (SM)…
(1984). Teaching Controversial Issues: The Case of Peace and Security. Issues concerning world peace and security, as well as other controversial issues, should receive more attention in the school curriculum. An increasing number of studies on student perceptions of war and peace consistently suggest that students are acutely aware of the nuclear threat. Moreover, student knowledge about war-related issues increases with age, television viewing, newspaper reading, and parental expression about the issues. American schools today avoid controversial issues in general and the nuclear issue in particular due to the growing self-censorship on the part of teachers, administrators, and publishers who fear public criticism. The research, however, suggests that if educators want students to develop attitudes that are supportive of democracy, then they must be given practice in examining controversial issues. Teachers need moral support, advice on handling controversial issues, well-balanced information and materials on nuclear arms control, and reassurance of…