stereotype is presented. This is a clever and effective teaching method, particularly because it is accompanied by fascinating visual material. Student interest is generated through the use of misperception exercises and a thorough role playing exercise on collectivism versus individualism. The book also explores the dilemma inherent in China's accomplishments and the regimentation that was required to achieve them, which is likely to be interesting for the student. This curriculum in somewhat limited in scope and therefore should be supplemented with additional policy-oriented materials. D. Materials on International Cooperation 1. Very few materials are available that deal exclusively with the topic of international cooperation. Some parts of the previously reviewed curricula would be useful, however, in developing this theme. Two good examples are Organizations among Nations and Diplomacy and International Law from the Oliver-Newmann series. They contain interesting case material, discussion questions, and a simulation game that raises questions about disarmament. These books deal, among other topics, with the Concert of Europe, the League of Nations, the United Nations, and the Organization of American States. 2. Simulating Social Conflict (pamphlet) 21 pages, 10-pack: $5.97, 1971. Prepared by Sociological Resources for the Social Studies Episodes in Social Inquiry Series, sponsored by the American Sociological Association. Robert C. Angell and Robert A. Feldmesser, Project Directors Allyn & Bacon, 470 Atlantic Ave., Boston, Mass. 02210 Instructors' guide, $1.59; grades 1012; average reading level. Note: Appropriate for courses in sociology, current affairs, government, psychology, and peace studies. Seven days is the expected teaching time, which can be broken up. Description and evaluation. Using examples ranging from cold war to labor management disputes, this material demonstrates what happens when both parties to a dispute negotiate without trusting each other. The pamphlet also suggests several ways to overcome this problem, including the development of a more effective communication system and methods for the gradual reduction of tension between adversaries. The learning dynamics of this curriculum are called "pondered involvement" and involve simulation exercises designed to get the students to find ways to maximize payoffs through trust or pay the price for getting caught in situations in which both sides lose. Three simulation exercises are included in this pamphlet. One involves an arms race, the second a competition between businessmen, and the third a power struggle between tribes. These simulation exercises and subsequent class discussions should help students learn about real-life situations involving winning, losing, cooperation and/or trust, and some of the concepts regarding methods for building trust and cooperation. This pamphlet is part of a larger series that contains materials devoted to sociological topics and methodological procedures. The pamphlets were initially written by sociologists, rewritten by high school teachers, and later revised on the basis of field tests involving 9,000 students and 200 teachers. 3. Patterns of Human Conflict $92.00, 1973. 3 filmstrips, 2 tape cassettes, 35 student booklets. Prepared by the Center for War/Peace Studies Schloat, Inc., 150 White Plains Rd., Tarrytown, N.Y. 10591 Teachers' guide; grade 8 — junior college. Note: Appropriate for courses in U.S. and world history, government, psychology, sociology, anthropology, world cultures, and peace studies. Description and evaluation. This filmstrip-tape program won one of Learning Magazine's "best of the year" awards (December, 1974) after being reviewed by teachers, librarians, and scholars. The program begins by alerting students to how extensive conflict is and then involves them in problem-solving activities. Students first view filmstrips that may or may not involve individual, community, national, or global conflict. On the basis of what they see, they attempt to define the term "conflict" and thereafter simulate a community conflict situation. This program should enable students to learn the meaning of conflict, to become aware of its causes, and to consider methods for turning conflict into cooperation. E. Materials on Peace 1. War and War Prevention (paperback) $2.36; 1974; 141 pages. Joseph and Roberta Moore Hayden American Values Series, Jack Nelson, series editor Hayden Co., 50 Essex St., Rochelle Park, N.J. 07662 Note: Appropriate for current affairs courses, supplementary material for courses that deal with wars, and for minicourses on peace. Includes a list of colleges offering courses on peace studies. Description and evaluation. This book fully covers the subjects of peace and war. Causes of war are discussed and suggestions for the prevention of war are made. It also contains material suitable for teaching about the nature of law and government as well as material requiring students to establish their own government in simulated situations (e.g., for a group of survivors from an airplane crash on a desert island.) This book takes a global approach. In an effort to make students understand war-prevention, the authors describe threats to peace that appear to be very difficult to deal with. The students are then made aware of a number of plausible solutions and asked to develop their own solutions. To quote from the introduction of the editor of this series, the learning dynamics of this approach include the following components: (1) Case studies illustrating the issue by focusing on human situations; (2) Factual information about the issue which can be used as evidence in making social decisions; (3) Divergent views and opposing value judgments showing a variety of values involved in solving the issues; (4) Futuristic scenarios illustrating possible consequences of social decisions in future human situations; (5) Suggestions for involvement in the issue and the decisions; (6) Recommendation for further study. Although the discussion questions often simply ask whether or not the student agrees with the text, some are quite imaginative (e.g., students are asked to explain war to someone from a culture that does not have it). The authors assume adult attitudes in students without expecting too much a very refreshing perspective successfully carried out. Teachers may need to correct for the bias towards long-term war preventives of a non-deterrent nature. It would also be extremely useful to provide materials on crisis situations in which the proposed peace plans can be tested. 2. World Order (paperback) 1968; 78 pages; $1.89; Color slides for this unit $8.25; Teachers' Manual $1.65; 9 titles, ea. @ 75 pages Byron G. Massialas, Jack Zevin From World History Through Inquiry Series, same authors Rand McNally & Co., 8255 N. Central Park, Skokie, Ill. 60076. Note: Grades 9-12; appropriate for world history, political science, and peace studies courses. Description and evaluation. The Massialas & Zevin curriculum raises peace questions, contains material covering topics that have become increasingly important, and avoids problems sometimes associated with inquiry teaching. This particular book is the political science-oriented part of a larger series that constitutes a full world-history program for senior high school students. It consists of selected documents, news items, maps, graphs, photographs, poems, cartoons, fictional material, etc. Selections from old news magazines are sometimes used to give the reader a sense of the political climate of the time and to generate suspense which comes from reading dispatches written before it is known what the outcome of a given event will be. The Massialas & Zevin booklet is not outdated even though it was published in 1968. The authors did an amazing job of selecting materials whose importance has not diminished over the years. The inclusion of the Sakharov peace program is a good example. The inquiry approach is carried out in these materials by giving students significant issues to look for in the various selections and by open ended discussion questions. This book not only presents exciting case studies; it also raises critical issues. 3. The Analysis of Public Issues Program (paperback) 1973. Decision Making in a Democracy (text, 442 pages) $4.80; Instructors' manual, $8.97; Audio Visual kits, $75.00; Handout sheets, $28.50; Sample kit, $15.51; Problem booklets, $1.98; Teachers' guides to problem booklets, $.78; Total, $135.54. James P. Shaver, Guy A. Larkins Houghton Mifflin, Hopewell-Pennington Road, Hopewell, N.J. 08525. Note: Grades 10 - 12, appropriate for current problems courses or as an introduction to any social studies course to teach reasoning methods. Description and evaluation. One way to educate for peace is to teach possible peace policies and methods of reasoning for choosing between them. This book performs the latter task in a fascinating way. This is the only program other than the one by Oliver-Newmann which teaches a full range of reasoning methods. The reasoning methods in this program are explicitly spelled out and include judging accuracy, decision-making, drawing distinctions between types of values and conflicts, and qualifying decisions. This program covers all the social sciences as well as history. It also treats a limited number of international and human rights issues (e.g., the killing of civilians in Vietnam, the "Pueblo" incident, student rights cases, and the conflict in Northern Ireland). This book is particularly interesting because the authors have selected current events to exemplify each reasoning method, and because the reasoning methods are valuable in themselves. Teachers wishing to cover the subject matter of this material and the reasoning methods must recognize, however, that many students have great difficulty handling both at the same time. 4. Gandhi (paperback) 10-pack orders: $9.00; 64 pages, Teachers' guide 90¢, 1969. Daniel Birch, D. Ian Allen Asian Studies Inquiry Program, John U. Michaelis and Robin McKeown, project directors Addison Wesley, Jacob Way, Reading, Mass. 01867. Note: Grades 9 12; average reading level or above; appropriate for world history, current problems and government courses. Description and evaluation. Non-violence is an essential topic of peace studies and Gandhi is one of the most eminent peace heroes. Therefore, any study of peace should include a description of his work and his philosophy. This pamphlet does this task well. It contains quotes from Gandhi, gives an action-filled account of the famous salt march, describes Gandhi's campaigns on behalf of the untouchables of India and reports on his early efforts to obtain human rights for Indians living in South Africa. What is remarkable about this booklet is that it convinces the reader that achievements which many students believe can be attained only by violent means are attainable through nonviolence. The learning dynamic of this study consists of taking a new principle, nonviolence, trying to convince students to oppose violence more than they did before, and having students practice non-violence. Teachers will need to guard against the tendency of students to conclude that non-violence is applicable only in a Hindu culture. F. Materials on Human Rights Note: A number of curriculum programs discussed in the preceding sections of this chapter deal with human rights issues and should be consulted to supplement the materials that are discussed in this section. 1. Focusing on Global Poverty and Development: A Resource Book for Educators (looseleaf notebook); $12.00 (One can buy one copy and read sections aloud or reproduce them.); 630 pages (most of which are 1-4 page excerpts of readings). Jayne C. Millar Overseas Development Council 1717 Mass. Ave., N.W., Washington, D.C. 20036 Note: Grades 9 12; average reading level or above. Appropriate for current affairs, world or U.S. history, economics, sociology, government, and anthropology courses. Description and evaluation. This book explores the extent and effect of poverty, illiteracy and related problems existing both in the United States and abroad. It describes current efforts to deal with these problems and demonstrates that they are global in nature. The book contains excerpts of readings, charts, a film list, teaching suggestions, and background information for teachers. Millar's approach is to develop in students a feeling of compassion and guilt for people whose plight is due to economic underdevelopment and to make it possible for students to gain experience dealing with such problems. Although this book covers critical human rights issues, among them the right to life, to work and to an adequate standard of living, teachers may want to supplement it with materials that explore the causes of underdevelopment in greater depth. Millar's book is impressive because it contains very effectively selected excerpts from available materials which have a strong impact on the reader. For example, one reading tells what would have to be subtracted from a middle class American home to have it resemble the home of a poor family in an underdeveloped country. Some of the questions included in this book are very broad (e.g., "what is the meaning of change?"). Teachers will have to make them more specific in order to provoke a meaningful discussion. But this book contains many useful resources and is simplified by a directory of materials applicable to whatever social studies subject the teacher may be teaching. 2. Great Cases of the Supreme Court (paperback) 131 pages; 1975; $3.96 Decisions supplement 57¢. Teachers' guide $2.16; grades 7-8 (suitable for senior high school) Vital Issues of the Constitution (paperback), 150 pages, $4.40; 1976; Grades 11 12 (9th grade reading level) Decisions supplement 99¢. Instructors' guide $2.22 Robert H. Ratcliffe, General Editor |