ERIC Number: ED240023
Record Type: RIE
Publication Date: 1983-Sep
Reference Count: 0
Perspectives: A Teaching Guide to Concepts of Peace.
Educators for Social Responsibility, Cambridge, MA.
The purpose of this activity sourcebook is to help teachers of K-12 classes guide their students in examining the concept of peace and the means and structures by which it is preserved. Designed to complement a program on nuclear issues, over 100 activities in this volume examine peace within the context of personal, social, and international experience and consider obstacles to peace such as prejudice, stereotyping, aggression, and ethnocentrism. Material is divided into three sections: (1) An overview contains background readings for teachers, as well as articles on extending the program to include parents and community. (2) The next section contains materials for the K-6 classroom. Divided into subsections, activities focus on defining peace, encouraging cooperative behavior, resolving conflict, and studying famous and fictional peacemakers. (3) Materials for grades 7-12 are provided in the final section. Activities include the examination of: differing perspectives of peace; peace at the community, national, and international levels; the attraction of violence; obstacles to peace; images of the enemy; methods of conflict resolution; notable peacemakers and social activists; and options for the future. Bibliographies and a resource guide conclude the volume. (LP)
Descriptors: Aggression, Bias, Biographies, Concept Teaching, Conflict Resolution, Controversial Issues (Course Content), Cooperation, Definitions, Elementary Secondary Education, Ethnocentrism, Futures (of Society), Instructional Materials, Learning Activities, Peace, Political Attitudes, Political Influences, Political Issues, Social Environment, Social Integration, Stereotypes, Violence, World Affairs
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 015 389.