(1997). Human Rights–The Answer to Peace? Teaching Strategy. Update on Law-Related Education, v21 n1 p9-11 Win. Presents a lesson plan teaching students to analyze and evaluate the effectiveness and importance of human rights to world peace. Instructional handouts form the basis for student discussion on the history, need, and future of human rights. Debriefing serves as a check to determine whether students understand the material. (MJP)…
(1997). Land Mines–after the War! Teaching Strategy. Update on Law-Related Education, v21 n1 p32-35 Win. Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. (MJP)…
(1989). America, the Soviets and Nuclear Arms: Looking to the Future. Teacher's Resource Book. This curriculum project focuses on U.S.-Soviet relations and the choices that U.S. citizens face today in addressing the Soviet Union and the threat of nuclear war. This book is intended as a resource guide to accompany a 22-minute video presentation and student text that are part of the "Four Futures" curriculum. The resource book includes the curriculum's 6 lesson plans and 27 supplemental activities, along with evaluation criteria and homework assignments for each lesson. The curriculum's six parts are: (1) "Getting Started," (2) "Providing a Historical Background," (3) "Introducing the Futures," (4) "'Playing' with the Futures," (5) "Four Futures Balloting," and (6) "Moving Beyond the Futures." Appendices contain optional evaluation materials, as well as 111 additional references and information to supplement classroom discussion and student research. (AS)…
(1970). Twentieth Century United States History. Grades 11 and 12. This course outline for grades 11 and 12 presents a topical approach to history instruction with emphasis on the post-World War II era. A statement of general objectives is given and these 22 relevant topics are suggested for study: 1) Radicalism in America, 2) Antiwar Movements, 3) Civil Liberties, 4) Politics of Religion, 5) Black Nationalism, 6) Race Relations, 7) Labor Movement, 8) Politics-Elections and Issues, 9) Changing Economic Patterns, 10) Viet Nam, 11) Minority Groups in America, 12) Cold War Politics, 13) Institutional Changes in American Society, 14) Foreign Policy, 15) United Nations, 16) Problems of Control an Institutionalized Society, 17) Consumer Protection, 18) Identity in America, 19) Manners and Morals, 20) Philosophical Trends, 21) Political Ideologies, 22) Urban Problems. A brief explanation of the concepts and understandings related to each topic is given and significant areas for emphasis are noted. Bibliographies are included by topic and some audiovisual… [PDF]
(1994). The Domestic Side of Foreign Policy. OAH Magazine of History, v8 n3 p15-19 Spr. Contends that individuals and organizations advocating the peaceful resolutions of disputes have been important in shaping U.S. history. Asserts that teachers discussing diplomatic history should focus on the way domestic political forces shaped that history. Provides a chronological overview of the impact of the peace movement on U.S diplomatic relations. (CFR)…
(2005). Picturing Peace: Local and Universal Symbols in Three Cultures. Journal for Learning through the Arts, v1 n1 Article 6. Picturing Peace is an ArtsBridge collaboration in which K-12 students learn to use digital cameras to communicate their feelings and ideas about peace. The photographs of three student cultures were analyzed. Both local and universal symbols of peace were found, such as nature, light, community, environment, peace signs, play, spiritual symbols, diversity, body and innocence…. [PDF]
(1995). Act against Violence: Join the New Peace Movement. National Campaign To Reduce Youth Violence: A Guide to Action. Community Resource Guide. There were 2.7 million incidents of child abuse or neglect reported to authorities in one year. Between 1986 and 1992, the total number of children killed by firearms rose by 144 percent. A 1990 survey of inner-city young people in Baltimore found one in four teenagers had witnessed a murder and three in four knew someone who had been shot. What these statistics say is that American young people are being killed and maimed in record numbers. This guide was developed in conjunction with the National Campaign to Reduce Youth Violence. Designed to encourage involvement in preventing youth violence, the following topics are covered: (1) \Models that Work\ describes two community based programs and two school-based programs, highlighting key elements and approaches; (2) \Curricula to Prevent or Reduce Violence\ is a guide to some of the most widely used curricula for reducing youth violence; (3) \Moving beyond Fear: A Framework for Action\ provides steps for getting involved in… [PDF]
(1984). Our Future at Stake: A Teenager's Guide to Stopping the Nuclear Arms Race. Intended to encourage young people to take part in the dialogue about nuclear weapons and become active on nuclear issues, this guide talks about nuclear weapons and what people can do to stop the threat of nuclear war. There are two major sections. The first section, "The Problem," contains background readings on nuclear issues. Discussed are how the nuclear arms race started, why people think we need nuclear weapons for national security, the cost of the arms race, and arms control. The second section, "What Can I Do?" discusses how to educate and organize others; take part in marches, rallies, and demonstrations; use voting power; make government listen by lobbying, writing, and calling; influence the media; and improve self-expression. The appendices provide a chronology of U.S.-USSR relations; key dates in disarmament; a sample press release; a list of advocacy and resource organizations, government agencies, and classroom curriculum materials; and a…
(1971). Social Studies: Peace in the Twentieth Century. This study of the effort and failures to maintain world peace in this century is intended as an elective, quinmester course for grades 7 through 9. It encompasses the concept of nationalism and the role it plays in the decisions that lead to war, and organizations that have tried and are trying to preserve or bring about peace. Among other goals for the course are for the student to: 1) assess his own attitudes and beliefs concerning peace and generalize about the nature of war; 2) examine the social, political, and economic reasons for war; 3) analyze breakdowns in world peace in this century and the resultant human problems; 4) investigate and suggest alternatives to war as a means of settling conflict; and, 5) describe ways and means an individual can work for peace. The guide itself is divided into a broad goals section, a content outline, objectives and learning activities, and teacher/student materials. Learning activities are highly varied and are closely tied with course… [PDF]
(1994). Peace and Women's Issues in U.S. History. OAH Magazine of History, v8 n3 p20-25 Spr. Asserts that the role of women, peace, and nonviolence have been ignored in U.S. history textbooks. Traces the history of the women's rights movement through U.S. history and emphasizes the links with the peace movement. Includes an annotated bibliography of 13 items for teachers and students. (CFR)…
(1991). Notable 1990 Children's Trade Books in the Field of Social Studies. Social Education, v55 n4 p253-60 Apr-May. Presents the annual annotated bibliography of children's trade books, recommended by the Book Review Subcommittee of the National Council for the Social Studies (NCSS)-Children's Book Council (CBC) Joint Committee. Selects books written for children in grades K-8, emphasizing human relations and cultural diversity. Selection also reflects originality, readability, literary quality, and format. (CH)…
(1997). Humanitarian Consequences of Land Mines. Update on Law-Related Education, v21 n1 p30-31 Win. Investigates the human and economic consequences of the continuing use and abandonment of land mines. Discusses the reasons for the worldwide proliferation (over 85 million uncleared mines in at least 62 countries) and the legal complexities in curtailing their use. Includes a brief account by a land-mine victim. (MJP)…
(1998). Edinburgh Working Papers in Applied Linguistics, 1998. Edinburgh Working Papers in Applied Linguistics, n9. Papers on applied linguistics and language pedagogy include: \Non-Exact Quantification in Slide Presentations of Medical Research\ (Ron Howard); \Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse\ (Noriko Iwamoto); \Classroom Transcripts and 'Noticing' in Teacher Education\ (Tony Lynch); \Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes\ (Tony Lynch); \Butterflies in the Rain Forest? Ethnography and the Business English Student\ (Jill Northcott and Gillian Brown); \Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise\ (Brian Parkinson); \To Code or Not To Code?\ (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and \Ewebuation\ (Joan-Tomas Pujola). (MSE)… [PDF]
(1998). Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998). The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A…. [PDF]
(1977). International Human Rights Kit. Designed for students, educators, and citizens interested in human rights, the booklet presents resources for learning about the facts, perspectives, and existing procedures and institutions to promote human rights. Chapter one explores the relationship between human rights and war. Chapter two presents a self-survey to help readers clarify personal values; a discussion of 49 common questions about human rights; and an examination of the compatibility of social and cultural rights with civil and political rights. In chapter three, transcripts of speeches by government representatives from the United States, Communist world, Third World, and the United Nations offer various perspectives on foreign policy goals and attitudes toward human rights. A detailed analysis of the International Bill of Rights comprises chapter four. Chapter five indicates the international human rights instruments which have been ratified by various countries, and reveals the limited relationship between…