ERIC Number: ED240022
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Dialogue: A Teaching Guide to Nuclear Issues.
Educators for Social Responsibility, Cambridge, MA.
Materials in this manual are designed to help educators raise the issue of nuclear war through a "day of dialog" on the subject. There are seven sections. Section 1 contains a project reationale; suggestions for implementation; methods for meeting resistance; tips for schoolwide, parent-teacher, and community discussion; uses of the media; and recommendations for follow-up activities. Section 2 outlines procedures for discussing the nuclear issue in grades K-3. Developmental issues to consider and logical discussion starting points are described and activities involving songs, books, creative writing, and art are provided. Following a discussion of developmental considerations and logical starting points, over 25 activities for grades 4-6 are outlined in section 3. Sections 4-6 treat the following project aspects for the secondary grades: where to begin, critical thinking skills, and classroom activities. Interdisciplinary in nature, activities include readings on Hiroshima, a reading on nuclear physics, a mapping exercise, a civil defense analysis, literature analyses, a debate, and community awareness projects. Section 7 contains an extensive listing of resources, including curriculum materials, audiovisual materials, and organizations. Appendices consist of a nuclear warfare study guide, organizational materials, and "day of dialog" case studies. (LP)
Descriptors: Controversial Issues (Course Content), Critical Thinking, Developmental Stages, Elementary Secondary Education, Instructional Materials, Interdisciplinary Approach, Learning Activities, Nuclear Warfare, Parent Teacher Conferences, School Community Relationship, Skill Development, World Problems
Educators for Social Responsibility, 23 Garden St., Cambridge, MA 02138 ($12.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Educators for Social Responsibility, Cambridge, MA.
Note: For a related document, see SO 015 390.