ERIC Number: ED453315
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Conflict in Context: Understanding Local to Global Security.
Mertz, Gayle; Lieber, Carol Miller
This multidisciplinary guide provides middle and high school teachers and students with inquiry-based tools to support their exploration of emerging local, national, international, and transboundary security issues. Students are introduced to critical thinking, problem solving, and peacemaking strategies that will help them better understand current and historical events and the connections between the two vantage points. The guide helps them learn to critically analyze the data and perspectives presented to them and draw their own conclusions. It aids them in developing a range of skills, including research, mapping, dialogue, debate, role playing, creative writing, and informed analysis. The guide follows a traditional social studies format in which students are encouraged to work independently and collaboratively to explore the complexities of security. Numerous case studies, based on actual international issues, are provided. There are more than 40 lessons presented in five chapters: (1) "Introduction to Conflict in Context"; (2) "Exploring the Basic Concepts"; (3) "Personal and Community Perspectives"; (4) "National Perspectives"; and (5) "International and Global Perspectives." Three appendixes present teacher background material, a glossary, and handouts. (SM)
Descriptors: Conflict Resolution, Consciousness Raising, Critical Thinking, Global Approach, High School Students, Mass Media, Middle School Students, Middle Schools, National Security, Peace, Poverty, Problem Solving, Secondary Education, Social Studies, War, World Affairs, World Problems
Educators for Social Responsibility, 23 Garden Street, Cambridge, MA 02138. Tel: 800-370-2515 (Toll Free); Web site: http://www.esrnational.org.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: W. Alton Jones Foundation, Charlottesville, VA.
Authoring Institution: Educators for Social Responsibility, Cambridge, MA.