(1993). The Arab-Israeli Conflict: Looking for a Lasting Peace. Alternatives for Public Debate and Policy Development. Choices for the 21st Centruy. Revised. This document is part of a series that seeks to help people think constructively about foreign policy issues, to improve citizen involvement, and to encourage debate on public issues. "The Arab-Israeli Conflict from 1920 to 1985"; "A Crossroads in the Middle East"; and "U.S. Thinking and the Politics of Peace" are the issues for discussion. Options that the document suggests for debate appear under the headings "Back Israeli Claims"; "Support a Palestinian State"; "Encourage Compromise"; "Withdraw from the Region"; and "Pass the Baton to the UN." The document includes a note to teachers, a lesson plan and student activities, and abridged background readings. (SG)…
(1978). Indian Voices on World Order. The Whole Earth Papers, Vol. 1, No. 5, Winter, 1978. This special issue of the Whole Earth Papers contains a series of articles expressing views about world order from the perspective of India. The first three articles discuss a world view of non-duality stressing the unity of the universe; the need to establish universal social justice in a world whose limited resources are unjustly divided; and the possibility of considering alternative world models based on minimization of collective violence and maximization of social and economic well-being. Another article suggests a recreation of modern culture by incorporating aspects of eastern cultures into the predominant western culture which permeates the world. Technology and economic priorities should be tempered by recognition of the worth of the individual. Another article discusses the world's developing consciousness about the roles of technology, power, and knowledge in influencing the future. Also included are excerpts from the writings of Indian philosophers and politicians such…
(1971). Conflict Resolution Unit. This 7-day unit, intended for use with secondary students, contains a statement of rationale and objectives, lesson plans, class assignments, teacher and student bibliographies, and suggestions for instructional materials on conflict resolution between individuals, groups, and nations. Among the six objectives listed for the unit are: 1) explain why the actions of both individuals and nations differ due to differences in their cultural experiences, values, perceptions, goals, and expectations; 2) identify the reasons that conflicts occur in the present international system; and, 3) list and compare the kinds of alternative techniques available in the present international system to deal with conflict. A variety of classroom experiences are utilized to help the students achieve these objectives, including presentation and discussion of the film, Little Island; use of the Cuban Missile Crisis as a case study; role playing; and classroom games to illustrate bargaining techniques. A… [PDF]
(1995). History Textbook Reform in Allied Occupation Japan, 1945-52. History of Education Quarterly, v35 n3 p261-78 Fall. Observes that, although textbook reform in occupied Japan originally supported democratic principles of openness and competition, it later became a mechanism for anticommunist censorship. Maintains that interpretations of Japan's military conduct remain highly politicized and controversial. (MJP)…
(1988). Global Peace Begins in Our Classrooms. Louisiana Social Studies Journal, v15 n1 p22-25 Fall. Recommends incorporating the study of peace into the established curriculum in language, literature, and social studies. Suggests teaching concepts of peace and conflict resolution by relating such concepts to students' own lives and expanding these concepts. Includes class activities such as brainstorming, experiencing conflict resolution, and creating drawings from unrelated composite parts. (NL)…
(1976). The Native Americans: Teacher's Guide [And 12 Student Booklets]. In this unit, students from grades 4 through 12 study the cultural areas, traits, and life-styles of the North American Indians before settlement by the white man. Students examine the cultural traits of the Indians who live in 12 cultural areas to note the cause-and-effect relationship of traits to the environment and to make comparisons between cultural areas. The materials consist of 12 student booklets and a teacher's guide which contains learning activities, library research topics, discussion questions for each cultural area, and a six-page selected bibliography of student and teacher books. There is a student booklet on each of the following 12 areas: arctic, subarctic, northwest coast, california, plateau, great basin, southwest, plains, prairie, northeast, southeast, and meso-American. Short readings provide students with background information on the area's geography and climate and on the area's Indian society, including a description of its food, clothing, shelter, arts… [PDF]
(2001). Conflict in Context: Understanding Local to Global Security. This multidisciplinary guide provides middle and high school teachers and students with inquiry-based tools to support their exploration of emerging local, national, international, and transboundary security issues. Students are introduced to critical thinking, problem solving, and peacemaking strategies that will help them better understand current and historical events and the connections between the two vantage points. The guide helps them learn to critically analyze the data and perspectives presented to them and draw their own conclusions. It aids them in developing a range of skills, including research, mapping, dialogue, debate, role playing, creative writing, and informed analysis. The guide follows a traditional social studies format in which students are encouraged to work independently and collaboratively to explore the complexities of security. Numerous case studies, based on actual international issues, are provided. There are more than 40 lessons presented in five…
(1994). Playing School after School. Kamehameha Journal of Education, v5 p115-25 Fall. Hawaiian fifth graders learned to teach reading and peacemaking to kindergartners. After receiving instruction on peacemaking, leadership, and storytelling, the students taught the kindergartners about peace, chose books to read to them, practiced reading aloud, then read to their selected partners, using the strategies they had learned in class. (SM)…
(1994). National History Day 1995 Supplement: Conflict and Compromise in History. OAH Magazine of History, v8 n3 p33-39 Spr. Discusses the National History Day program and describes the selection of the 1995 theme, "Conflict and Compromise in History." Presents a series of potential project topics divided into 10 categories. Includes an extensive bibliography designed for student research. (CFR)…
(1997). Combating the Proliferation of Weapons of Mass Destruction. Update on Law-Related Education, v21 n1 p26-28 Win. Reveals the growing threat posed to all countries by the proliferation of weapons of mass destruction. Discusses the international effort combating this proliferation including the Nuclear Non-Proliferation Treaty, Strategic Arms Reduction Treaties, Biological Weapons Convention, and Chemical Weapons Convention. Also considers regional arms control efforts. (MJP)…
(1985). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. Instructor's Manual. Intended for teachers of secondary and college level students, this instructor's guide presents an overview of materials covered in the student text, followed by four categories of examination questions and teaching aids. The guide reflects the format of the student text and is divided into four sections. A brief description is provided of each section of the student text: Section I gives the reader factual background on the beginning of the atomic age during the Truman years through the Reagan administration; section II defines the various types of nuclear weapons; section III discusses the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns; and section IV describes the effects of nuclear war and civil defense. For each section this guide presents four categories of examination questions: essay questions, true or false statements, multiple choice questions, and completion and fill-in questions….
(1983). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. New Edition. Intended for secondary and college level students and teachers, this guide discusses the nuclear arms control issue. There are four sections. Section I discusses U.S. nuclear strategy from 1945 to the present, strategic nuclear weapons competition between the United States and the Union of Soviet Socialist Republics (U.S.S.R.), U.S. administrations and U.S.S.R. counterparts, and international concerns. Section II examines characteristics of nuclear weaponry, the MX missile, defense systems, and the source of authorization for the release of U.S. nuclear weapons. Section III focuses on the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns. Topics discussed in the concluding section, section IV, include the effects of nuclear war and civil defense. Arms control terms are defined, and acronyms used in nuclear weapons issues are listed. An index is provided. (RM)…
The Peace Paradigm [And] Housing and World Order [And] Hunger and World Order [And] Hunger and World Order: Shaping a Moral Vision. The Whole Earth Papers, Vol. 1, No. 1-4, Fall, 1977. This document is comprised of four papers which explore issues related to world order. The volume is intended to increase understanding of the linkages between local and global issues, and to examine them as interrelated issues in an interdependent world. The first paper, \The Peace Paradigm,\ explores recent changes in social and political attitudes from a power orientation, characterized by independence and domination, to a peace orientation, characterized by interdependence. The second paper, \Housing and World Order,\ explains how the present high cost of housing in the United States is related to inflation and increased defense spending. In order to change the trend in housing costs, changes in national security needs must be made on a global scale. The third paper, \Hunger and World Order,\ relates how countries give top priority to mobilization for national security at the expense of feeding their undernourished populations. Monies and resources are spent on maintaining a…
(1971). Social Studies: International Trouble Spots. This elective course of study for grades seven through nine is part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. The intent is to equip students to meaningfully analyze current events. Emphasis is placed on understanding the complex underlying political, economic, racial, and religious causes for conflict and alternatives for resolving conflicts. The guide is divided into four sections: 1) a broad framework of goals; 2) international course content outline; 3) lists of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities that incorporates case studies of current world trouble areas such as Southeast Asia, the Middle East, South Africa, Divided Germany, India and Latin America; and, 4) recommended textual and alternate materials, including supplementary suggested teacher resources. Related documents are SO 002 709 through SO 002 718. (Author/SJM)… [PDF]
(1994). Introduction: Dream of a World United. Social Education, v58 n7 p401 Nov-Dec. Introduces a special theme issue on the 50th anniversary of the founding of the United Nations. Asserts that the anniversary comes at a time when increasing demands are being made upon the UN to play a leading role in world affairs. Calls for teachers to incorporate the United Nations into courses throughout the curriculum. (CFR)…