(1997). War, Peace, and Human Rights: Listening to Children's Voices. Teaching Strategy. Update on Law-Related Education, v21 n1 p12-14 Win. Presents a lesson plan that teaches students the relationship between basic international doctrine and the proliferation and control of weapons of mass destruction. Assigned readings and handouts, including the preamble to the United Nations' Convention on the Rights of the Child, facilitate student reports and group discussions. (MJP)…
(1977). INTERdependence Curriculum Aid. Stressing global interdependence, this guide suggests resources, materials, and activities related to major world problems. Global interdependence is interpreted as connections between and among nations in areas of war and peace, human rights, environmental use, economics, and international law. The major objective is to help students understand the international moral, political, economic, and geophysical dimensions of world problems. Following a discussion of the concept of interdependence and a listing of resources, the document presents eight units related to global concerns: food and nutrition, global economy, human rights, oceans, peace, resource scarcity, science and technology, and international institutions. Each unit includes objectives, background, discussion questions, bibliography, resource materials, audiovisual aids, classroom activities, field trips, and references. Learning activities involve students in educational games, group discussion and role playing, reading…
(1970). A Curriculum Guide in Elementary Social Studies: Man in a Changing Society. Grade Five. This grade 5 social studies curriculum unit presents a course on Man In A Changing Society. An objective of the instructional program for this level is that the student broaden his perspective of the concept "man" from the family, community, and the state to understand his nation as a changing society. Units for study are: 1) A Nation Evolves From Immigration; 2) A Nation Emerges Through Conflict To A World Power; 3) Man and His Government; and, 4) Scarcity Is a Constant Reality (Optional). Format of the guide is consistent with this series, stating objectives and giving curriculum content in these major divisions: 1) Concepts; 2) Teaching Strategies; 3) Content and Materials; 4) Varieties in Strategies and Content; and 5) Evaluation. A specific objective of the fifth grade program is the improvement of social and academic skills through opportunities of individualized or small group work. Related documents are: SO 001 185 through SO 001 189. (Author/JSB)… [PDF]
(1983). Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum. One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are: the background of nuclear weapons; individual and current world conflicts; weapons; the biological and ecological effects of a nuclear explosion; Hiroshima; radiation; civil defense; nuclear proliferation; perceptions of national security, resources, and a healthy economy; and military spending. In a culminating activity, students are encouraged to express their feelings and explore ways they can affect society. Each lesson includes a plan sheet, readings, student activities, and a homework assignment. Additional materials include an evaluation…
(2000). Promoting Powerful People: A Process for Change. Revised. This training manual outlines a process for change that trainers in nutrition, community development, and other sectors can use to teach volunteers to help people in developing areas help themselves. Four series of training sessions are organized around the following four steps for effecting change: (1) listen and observe (learn what local community members do in their daily lives and identify their needs); (2) discuss and decide (use the information gathered in step 1 to select a target group and determine what the group members wish to change and what actions they will take to work toward those changes); (3) try something (develop and use various communication channels to try locally developed activities that promote and support the actions required to effect change); and (4) assess the results of the community's work by returning to step 1. Section 1 details the proposed change process and explains how to use the manual. Sections 2-5 are each devoted to one of the four steps….
(1970). Problems of Integrating Academic Disciplines in the Study of War, Violence, and Social Change. The problems mankind faces are of such overwhelming importance that it is easy to see why we are interested in integrating the academic disciplines to study war, violence, and social change. Could not the behavioral sciences, properly mobilized, enable us to reduce the probabilities of war and violence, and make social change more tolerable? Toward these ends, the integration of academic disciplines, and the cooperation of these disciplines with practitioners (educators) should prove worthwhile. There are several obstacles to interdisciplinary work: 1) the anxiety-provoking nature of this area of research, which causes people to withdraw to safe problems in their own disciplines; 2) the tendency to regard only the things in one's own discipline as problematic, and those things outside as givens; 3) the defensiveness and jealousy that often exists between disciplines; and, 4) each discipline having its own distinct methods. One way to overcome these obstacles is to be aware of the… [PDF]
(1970). Alternative Futures for Society: Certain Variables and Parameters. This paper begins by establishing the need for new world views and social invention. Its thesis is that: 1) reform must begin at both the individual and system levels; 2) we must clearly see how we are caught in systems within systems; and, 3) by responding somewhat acquiesently to these systems, we help keep them stabilized. The author first provides a model to account for human behavior, and discusses the way perceptions, values, expectations, and loyalties lead to foundations for social organization, custom, law, and institutions. Many of these widely shared values are associated with preservation of a society from inner and outer threats, and pursuit of national interests. The behavior of nations and empires is then characterized, mainly in terms of the dynamics of leadership, how it interacts with the shared values, and the process of decision making by national leaders. The author discusses the importance of population and technology as parameters affecting the decisions of… [PDF]
(1970). Education for Times of Conflict and Change. This presentation explores the dimensions of interaction, engagement, and collaboration possible between clinicians and teachers as it relates to changes in education necessary for our time. The authors attempt to identify educational goals, based upon our changing concepts of man as a social being, to serve in considering the contribution of behavioral scientists to the future of education. Toward this end, the educational process itself is examined, and the relevance of affectively charged, experiential learning for man is discussed. Finally, ways are examined in which behavioral scientists may have both the opportunity and skills for participation in the changes evolving in education. The authors conclude that the behavioral scientists' understanding of child development and the learning process means that they have particular insights to contribute to the planning of the educational process. Their understanding of conflict and of conditions essential for forcing change without… [PDF]
(1969). Violence: Interpersonal, Intergroup, and International. With Comments. This paper takes a holistic view of the conditions and causes of conflict and violence. Beginning with an analysis of interaction and conflict between individuals, the author proceeds to examine its occurrence on the group, organization, and nation-state level. He points out that since all human interaction involves some conflict, we should consider alternative modes for conflict management. Several uni-causes have at times been put forth for war–including biological instinct, a form of psychotic behavior, etc. The line of argument taken here is that national leaders will always try to move their nation in directions which reduce whatever discrepancies they perceive between the state of affairs they believe they are living in, and the state of affairs they prefer. Based on this analysis, the general dynamics of conflict and violence between nations of varying levels of power are examined. The author points out that because of these dynamics, warfare is almost inseparable from the… [PDF]
(1972). Understanding the Concepts of System and Model. Prerequisites to the Study of World Politics. This exercise, designed for use by upper elementary and high school students, introduces the concepts of model and system. By examining a physical model, such as a top, the student learns the concepts of model and system which can later be applied to the study of social systems. A large system of interrelated parts is examined and the system and sub-systems analyzed. Emphasis is upon the concept formation of interdependence. Understanding of the two concepts is viewed as a prerequisite to the study of world politics in which there exists an interdependence among all nations. Objectives, a list of needed materials, and procedures are briefly stated. Sixteen questions for examination of the model are included to help students define the two concepts; analyze advantages and disadvantages for studying systems; represent a system pictorially, orally, or in writing; and recognize essential and non-essential parts and sub-systems. (Author/SJM)… [PDF]
(1972). Power: A Questioning Strategy for Analyzing Power Relationships. Nine questions provide a framework for examining and analyzing how power is used in human relationships and institutions and four questions are presented that show how to begin to apply knowledge about power learning through the previous questioning. To gain an understanding of power, students can analyze various historical situations, institutions, and classroom relationships. Films, texts, novels, personal experiences, simulations, and newspapers contain data on power relationships for examination. Content from the various social science disciplines can be examined by the questions. (SJM)… [PDF]
(1972). Military Obligation and the Invididual, With a Focus on Conscription in the U.S. Teacher's Guide and Student Workbook. Third Draft. Designed for high school seniors, this unit, consisting of a teaching guide and instructional materials for students, focuses on the nature and meaning of the obligation of an American to his country and himself in regard to military service. Cognitive objectives are to provide students with an understanding of conscription, of the Selective Service System of the U.S., of alternative responses to military services and alternative means of providing for the national defense. Affective objectives are to help students explore the nature of their obligation to themselves and their country, of alternative positions, and of patriotism and loyalty. Activity units introduce role playing, skits, filmstrips, readings, and class discussion. The teacher's guide outlines intended content and activities for each of the twenty day class periods. Most student instruction materials are included in the workbook. Topic headings for the four parts are: The Selective Service System and Conscription in… [PDF]
(1972). Environmental Issues Conflict Unit. Teacher's Guide and Student Book. The two separate manuals focus on environmental issues of interest to secondary students. An introductory unit deals with basic ecology and is followed by another unit that explores man's ethic toward the use of environment. Emphasis is upon two major ecological conflicts: one over the use of a wilderness area, and the other over the use of living and non-living resources of the oceans. In the third unit, students examine the right of Walt Disney productions to develop the Mineral King area of the Sequoia National Forest in California into a resort. Questions over use of the oceans are examined in the last unit, with students discussing a variety of issues ranging from oil spills and fishing rights to the division of the wealth in the oceans. Inductive methods encourage students to discover controversy through the examination and discussion of issues and through various suggested activities. Problem solving and concept learning are emphasized. The teaching guide is arranged into…