(1971). World Law Fund Bibliography. This draft bibliography of published books and reports is divided into the following topical sections: 1) World Order Overview; 2) Perspectives and Methodology; 3) Trends, Dynamics, and Goals; and, 4) Social Change and The Process of Transition. The Perspectives and Methodology section includes works on futuristics, and systems analysis. Included in the Trends, Dynamics and Goals portion of the bibliography are items on various aspects of war prevention; justice and development; ecological balance; and science and technology. Both classic and lesser known works are listed. Entries provide bibliographic data only; no annotations. (Author/JLB)… [PDF]
(1971). Teaching About War and War Prevention. The book provides a conceptual framework along with classroom suggestions for secondary social studies teachers dealing with the complex war/peace subjects. The book aims at studying wars as a social phenomenon in a new course, or in combination with interdisciplinary courses. It is divided into four major parts. Part I, Developing an Understanding of the Causes and Nature of War, considers man's inherent nature and the role it plays in war and peace. Part II, War and the International System, examines the ways in which nationalism can lead to world wars. Part III, Examining Approaches to Preventing World War III, offers ways in which the nation state system can be gradually altered or completely changed. Models operating under a world of supranational law are presented. Part IV, Additional Approaches to Teaching War Peace Concepts, suggests that teachers can use history as a method, illustrating the common causes of all wars. Materials presented include: 1) additional readings…
(1996). Conflict Resolution: The Value of Diversity in the Recruitment, Selection, and Training of Peer Mediators. School Counselor, v43 n5 p392-410 May. Discusses issues of diversity as program objectives in recruiting, selecting, and training peer mediators. Asserts that coordinators of peer mediation programs should select mediators that represent a cross section of the student body that reflects sensitivity to the school's demographic composition. (KW)…
(1984). A Key Problem: The Socialization of Youth. Prospects: Quarterly Review of Education, v14 n2 p237-47. Social changes in Sweden have engendered concrete problems for young people. For example, an extensive government-sponsored day care system has left many youth longing for social contacts with adults. The Swedish society is giving material welfare higher priority than social welfare. Possible solutions are discussed. (RM)…
(1986). U.S.-Soviet Relations Teacher's Guide: Special Focus. This teacher's guide provides student objectives, motivational devices, terms and concepts to know, student activities, evaluation ideas, and suggestions for using an accompanying four-part videotape series. An activity for chapter 1, "Differing World Views," divides the class into groups that list U.S.-Soviet differences in economic systems, population size and makeup, location and geography, political systems, and natural resources. The groups share their findings with the class. In chapter 2, "Evolution of U.S.-Soviet Relations," students work in pairs to assume the roles of a Soviet and U.S. citizen engaged in correspondence between the years 1920-1986. Students exchange letters based upon specified topics, such as the Cuban Missile Crisis and the Cold War. An activity for chapter 3, "A Critical Issue: The Arms Race" helps students better understand the serious effects that perceptions and misperceptions have on one nation's dealings with another….
(1973). Simulated International Politics: Classroom Exercises. The manual consists of six easy to use simulation exercises for foreign relation classes at the secondary level. The games are designed to teach decision making skills, to sensitize students to the manner in which Americans have come to view the world, to help students understand the need to manage problems before they become too severe, and to demonstrate the impact of coalitions on the political stability and development strategies of developing nation states. The following games are included: (1) The Premier's Speech, (2) The Bargaining Process, (3) Crisis Management, (4) Guns or Butter, (5) Food Crisis, (6) Latin America Coalition Game. The purpose of the exercise, the game format, specific instructions for running the game, and questions which can be raised in the post-game debriefing period are provided for each simulation. All materials necessary for playing each game are included in the manual. (Author/RM)…
(1968). War and Peace. Grade Twelve. [Resource Unit VI.] Project Social Studies. This is the sixth of seven resource units for a twelfth grade course on value conflicts and policy decisions. The topic for this unit is war and peace. The objectives are listed as to generalizations, skills, and values. The double-page format related objectives to pertinent content, teaching procedures, and instructional materials. This unit deals with the costs of war, with people's attitudes towards war, and with the causes of war. Pupils investigate the international system and the means which are used to resolve international conflicts, including the use of international agencies. The unit focuses on contemporary foreign policy issues in the United States as this country tries to preserve peace through power. Pupils study the pros and cons of current policies and proposals for change. Viet Nam is suggested as a case study for use in examing current issues. A teacher's guide for this course is SO 006 331; other units are SO 006 332, SO 006 333, and SO 006 335-338. (Author/KSM)… [PDF]
(1999). Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community. Teachers College Record, v101 n1 p106-34 Fall. Explores the role of bilingual liaisons in resolving conflicts and building bridges of understanding between schools and diverse communities, discussing the representation of individuals' voices and narrative forms that engage readers aesthetically and critically; addressing multiple conflicts affecting the lives of minority language students, their families, and schools; and noting the need to move to a paradigm of making peace. (SM)…
(1979). A Guide to Four Essential Themes. School Improvement through Global Education. To aid high school classroom teachers as they develop and implement programs on global issues, the guide outlines basic elements of an ideal global education program. Major themes are: valuing diversity; understanding the world as an interdependent system; developing effective working relationships with others; and understanding prevailing world conditions, the process of change, and emerging trends. For each theme, information is presented on background, goals, implications for global education, implications for school improvement, and learning activities. Specific objectives include developing skills to identify and understand various beliefs, values, and cultures, knowing that differences in people's values are often due to history and geography, identifying how individual activities affect the earth, understanding that actions often lead to unanticipated consequences, acquiring and using information about world issues, increasing understanding of self, and recognizing the…
(1974). War and Peace Studies: War and War Prevention. World Order. Preliminary Edition, 1974-75. History and Social Science Resource Bulletin. A central purpose of this curriculum resource is to help students at the secondary level gain mental images, concepts, vocabulary, and learning skills they can use to comprehend the rather vast idea of world order and gain a world perspective on contemporary affairs. Emphasis is on presenting learning experiences designed to arouse controversy, generate questioning attitudes, and challenge young people to think critically about important global concerns of their generation and the future. The teaching strategies, activities, and audiovisual and print materials emphasize direct student participation and involvement on both affective and cognitive levels. The resource bulletin contains a course of study, suggested readings and audiovisual materials for instruction, and suggested references for further information on war and peace studies, as well as address lists of resource organizations and materials vendors. The course outline is organized around the major themes of war, war… [PDF]
(1971). Social Studies, Language Arts: Man Between War and Peace. This course of instruction, one of a series of curriculum guides revised to fit the quinmester administrative organization of schools, attempts to prepare tenth through twelfth grade students to deal with complex war-peace issues. The model framework allows the teacher to use the total guide or to select certain ideas. The guide is divided into four sections: 1) provision of descriptive and goal oriented information, in which thought processes are accented; 2) an outline of course content illustrating the major subdivisions of war, war literature, aggression and conflict, nationalism, peace, and communication; 3) a listing of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities; and, 4) recommended textual and alternate materials, including supplementary students and teacher resources. Appendix I lists additional materials and projects; Appendix II lists behavior roles in group discussion. (CJM)… [PDF]
(1983). Decision Making in a Nuclear Age. These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can choose from among activities that can be used in a variety of courses, including American literature, science, civics, U.S. history, legal education, and ethics. The activities in the first three sections–\Learning to Learn about Nuclear Weapons,\\On Violence,\ and \Constructing a Value System\–are designed to help students struggle with issues and dilemmas that complicate their thinking and keep them from accepting simple solutions. The next three sections–\Nuclear Weapons and the Arms Race,\\The Cold War,\ and \Negotiating\–help students become familiar with science, history, and technical information about nuclear weapons and the arms…
(1979). Salt II: Toward Security or Danger? A Balanced Account of the Key Issues in the Debate. Facts and controversial issues concerning SALT II (Strategic Arms Limitations Talks) are examined. The intent of the document is to enable non-specialists in military/strategic matters to arrive at their own conclusions. Central questions explored are: Is it possible to arrive at an agreement that will stabilize strategic arms competition and leave each side confident that the other would not launch a nuclear attack? Is SALT II such an agreement? Will the nation's security be better served by ratifying or by rejecting SALT II? Section I examines the evolution, weaknesses and limitations of agreements leading up to SALT II from 1963 to 1970. Section II presents key concepts and terms relevant to nuclear strategy, including nuclear deterrence, mutual assured destruction, and limited nuclear response. The recent Soviet buildup of arms, a discussion of the vulnerability of the United States' Minuteman Missile, and the question of how compliance with the SALT agreements may be verified…
(1949). Fourth National Conference on Citizenship. The proceedings contain the papers given and digests of group topics discussed at the 1949 National Conference on Citizenship held in New York. An introduction by the chairman of the conference committee identified the conference theme as \Responsible American Citizens\ and noted that discussion would center on citizens in politics, in the world, and in their communities. Opening speeches focused on issues such as responsible roles in national, state, and local politics, good government, and common problems that beset political organizations on all levels. Speeches with a global approach have the following titles: \Today's Challenging Opportunity,\\Our Job in the World Today,\\Enriching America,\ and \What Should We Do about the Communist Threat in Asia?\ Concluding speeches explored the role of the public schools in developing American citizens and described municipal political experiences in Cincinnati, (Ohio), Richmond, (Virginia), and Brunswick, (Maine). Speakers included the… [PDF]
(1978). Using the Model United Nations as a Teaching Tool. This document provides a description of the Model United Nations (MUN) program, its educational benefits, an overview of its practice within the United States, and outlines methods for using the MUN as a teaching tool. A total of 72 MUNs involving high school and college students was reported in 1977-78. As a simulation, the MUN provides replication of real life social processes and involves activities of decision making, allocation of resources, planning, and negotiation. Students role play delegates from member states of the United Nations. Benefits to students include heightened interest and motivation, an opportunity to apply and test knowledge gained from reading, a greater understanding of problems faced by decision makers, and an understanding of real world phenomena through a more simple microcosm. Three stages comprise MUN activities: preparation, deliberation, and decision. The first stage consists of research and involves developing country profiles, analyzing problems,…