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In U.S. middle school social studies and history classrooms the prevalent modes of instruction continue to be the traditional large group, teacher dominated and controlled recitation and lecture based primarily on the textbook. Many researchers, however, criticize the reliance on textbook-based teaching in classrooms, since they consider social studies and history textbooks to be biased, superficial, or poorly written, presenting history from a single perspective with few conflicting ideas. Analysis of middle school students' study of World War II--their receptiveness to and acquisition of multiple perspectives--was undertaken in a qualitative study conducted during a 3-week period in a middle school in northeast Georgia. Seven sixth grade case study students were selected by their teacher from two social studies classes. Two oral history narrators, one U.S. and one Japanese World War II veteran, visited the classroom during the unit of study. Three principal data sources were used: interviews with the teacher and the seven students, classroom observations and participation, and students' written assignments. Through a comparative textbook analysis activity and the teacher's instruction about the atomic bombing, three students' knowledge and perspectives advanced. All students' knowledge about World War II dramatically advanced after the oral history activity. The teacher also played an important role in helping students advance their knowledge and construct their perspectives. The study furthered the understanding of students' historical understanding, historical inquiry, perspective taking, and cross-cultural understanding between Japan and the United States. Contains 85 references. (BT)

A number of texts concerning the possibility of a nuclear war and more particularly, its aftermath, have been published for adults and senior school children. This paper discusses literary theory with a focus on two texts currently used with 14-year olds: "Z for Zachariah" by Robert C. O'Brien and "Brother in the Land" by Robert Swindells. Highlights include: heteroglossia, which refers to the socially saturated nature of all utterances, or the "discourse of the other"; differences in the novels' discourses; diversity in language in the two texts; stereotyping; and the uses of persuasive and authoritative discourse. (AEF)

This text accompanied the Smithsonian Institution's display, "Enola Gay," at the National Air and Space Museum commemorating the end of World War II and the role played by the B-29 aircraft, Enola Gay, that on August 6, 1945 carried the atomic bomb that destroyed Hiroshima, Japan. The atomic bombing of Hiroshima and Nagasaki led to the surrender of Japan on August 14, 1945. Remarks by the Smithsonian's Secretary, I. Michael Heyman, at the beginning of the script address the controversy generated by the first plans and script for the exhibition that "provoked intense criticism from World War II veterans and others who felt the original planned exhibit portrayed the United States as the aggressor and the Japanese as victims and reflected unfavorably on the valor and courage of American veterans." The Museum eventually replaced the original planned exhibit with a simpler display in which the focus was on the restoration of the Enola Gay by the Smithsonian, explanatory material on the aircraft, ancillary topics related to the use of the first atomic bomb, and a video about the Enola Gay's crew. Each section of the text is related to a display in the exhibition. [This material offers the educator material to stimulate discussion, analysis, and critical thinking in world history, modern history, or U.S. history courses.] (EH)

This text was to have been the script for the National Air and Space Museum's exhibition of the Enola Gay, focusing on the end of World War II and the decision of the United States to use of the atomic bomb. The Enola Gay was a B-29 aircraft that carried the atomic bomb dropped on Hiroshima, Japan, on August 6, 1945. The atomic bomb brought a sudden end to World War II and ushered in the nuclear age. The event was one of the critical turning points of the 20th century. This exhibition describes the war between Japan and the United States and its allies, the building of the atomic bomb, the decision to use it, the military effort to carry out that mission, the effects of the bombing, and the surrender of Japan. Each entry in the exhibition program would accompany a display at the Smithsonian. [This material offers the educator material to stimulate discussion, analysis, and critical thinking in world history, modern history, or U.S. history courses.] (EH)

The struggle for peace is a story filled with action, drama, and heroism that should be presented in a peace museum based on a careful selection of themes and the events, individuals, and movements within each theme. An outline provides 18 possible major themes to be addressed in the content of a peace museum in order to present a comprehensive picture of the history and evolution of peace: (1) the unity and fragility of the globe; (2) the experience of Hiroshima and Nagasaki; (3) the anti-nuclear weapons movement; (4) wars and weapons of the post-1945 world; (5) oppositional movements to the military threat and the militarisation of society; (6) the idea of peace in antiquity and in the world's religions; (7) the faithfulness to the pacifist doctrine of heretical sects in the Christian world in the Middle Ages; (8) the enlightenment and the growth of the peace sentiment; (9) following the end of the Napoleonic Wars in 1815; (10) the development of the organized peace movement in the second half of the 19th century; (11) official endeavors for peace, arbitration, growth of international law in the decades leading up to 1914; (12) the radical and socialist peace movements before 1914; (13) the fate of war-resisters in World War I; (14) developments during the inter-war period; (15) international organizations in the post-1945 world; (16) domestic oppression and injustice and the non-violent struggle against it; (17) academic concerns about the causes of war and violence following World Wars I and II; and (18) the growth of international law. (CK)

Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)

This report used data from an interview study with international experts to examine the extent that peace education is relevant at various ages and to look at how the age of pupils affect the design of a pedagogy for peace. The two parts of the report provided replies from 50 experts representing 22 countries. Part 1 attempts to summarize major aspects of the relationship of age level to education for peace. In several cases, the interviewees made general comments claiming that in actual fact, age differences were of considerably less importance than imagined. Some interviewees emphasized the fact that little is known in the area. Part 2 provides detailed documentation of the 50 interview answers. (CK)

Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)

An interview on peace education with Petra Hesse, of the Center for Psychological Studies in the Nuclear Age (Cambridge, Massachusetts), is presented. The Center for Psychological Studies in the Nuclear Age was founded out of a concern about children's fears of the future and the risks of nuclear war. Petra Hesse coordinates a research project on children's and adolescents' images of the enemy and is interested in an integration of education for media literacy for multicultural awareness and for creative conflict resolution. (Author)

The public's reaction to the television film "The Day After" demonstrates that when television responsibly and sensitively presents a controversial yet thought-provoking issue, an educational and enlightening experience can result. The film was developed and produced by ABC Motion Pictures to inspire debate and discussion about the effects of nuclear war. A tremendous public debate was generated even before the film was aired in 1983. The film was the 12th-ranked program of all time, seen by an estimated 100 million people. Many psychologists and educators warned of dire consequences for children exposed to "The Day After," and the National Education Association issued its first-ever parent advisory for a television program, warning parents not to allow children to watch the film alone. ABC took a number of steps both before and after the film was broadcast to assess the public's reaction to the controversy surrounding children, politics, and the public. Two months before the air date, qualitative focus groups comprised of parents and children viewed the film. Results indicated no adverse emotional reactions, and all focus group viewers wanted to talk about what they had seen. A viewer's guide was developed by ABC for use in junior and senior high schools. A national survey of 1,921 adults and children between the ages of 10-17 years was conducted after the broadcast. Results indicated that viewers evaluated the program favorably, thought that children would be able to cope with issues raised by the film, watched the film with someone, and discussed the film during or after its airing. (RS)

The findings of a study that examined the impact of peace studies courses at the college and university level upon students is reported. The study involved 260 undergraduate students at 3 midwestern universities. At the beginning of each course, students filled out a questionnaire; at the end of the course, students were given identical questionnaires to see how their attitudes, beliefs, and levels of activity had changed during the semester. One year later students were mailed a third identical questionnaire to see what further changes had taken place. A control group also was used so that a comparison of responses between the groups would indicate whether or not the change could be attributed to the influence of a peace studies course. Analyses of the results of the study do not support a major hypothesis of the study, that students taking a peace studies course would have significant changes in attitude in a more peaceful direction than students in a control groups. However, the study does show that as a result of taking a peace studies course, one in five students do something to promote peace. (DB)

An interview on peace education with Tom Roderick (interviewer: Ate Bjerstedt) of Educators for Social Responsibility is presented in this document. Educators for Social Responsibility is a national teachers' organization in the United States that offers programs and curricula that are intended to help young people become engaged in the world. The interview discussed Tom Roderick's background, the activities of Educators for Social Responsibility, and his thoughts on a number of areas that concern peace education. (DB)

This study was designed to identify developmental differences in the value priorities for individuals who spontaneously expressed a concern about nuclear war and those who did not. The Rokeach Value Survey and the Spontaneous Concern About the Nuclear Threat Scale were administered to a sample of over 5,000 adolescents and over 900 adult community members in the rural inland northwest. About one in four of the adolescents and older adults expressed concern about nuclear war. A significantly smaller proportion of the younger adults expressed concern about a nuclear war than the adolescents and older adults. Value priorities were found to differentiate significantly the two concern groups across the age span. Adolescents and adults who expressed concern about a nuclear war placed higher priorities on the social values of a world at peace. Respondents who did not express a concern about nuclear war placed higher priorities on the individual values of an exciting life and pleasure. (A list of 14 references and a number of tables conveying the survey data are appended.) (Author)

Throughout their history, Americans have believed that citizens' fulfillment of their individual duties in a participatory democracy is at least partly met through the forming of groups around important societal issues. Given the complex nature of political socialization, this study investigated identifiable determinants of social action that might be used to advantage in educating young people for citizenship in a democracy. This study attempted to differentiate among junior high, high school and college students (N=517) who were inclined and not inclined to act on their concerns about nuclear threat with selected demographic, psychological, political, and educational variables. The results of a discriminant functional analysis indicated that in comparison with the non-action group, students in the action group were characterized by reporting less trust in government, more exposure to sources of nuclear war information, more political knowledge, a more liberal political orientation, a stronger sense of political efficacy, a more internal locus of control, and perceptions of their parents as having a more liberal political orientation. (Author/ABL)

This set of research materials incorporates information for teachers, principals, students, lecturers, and actively involved parents. Included are leaflets and brief reports designed for private study, staff meetings, inservice courses, or small group discussion. The package contains 15 research studies: "Modified Sports: Kiwi and Aussie" (Velma McClellan, Julie Leibrich, Jennifer Bradshaw, and Jenny Neale); "IQ Tests and Cultural Distance" (James Flynn); "School Climate: Assessing and Improving School Environments" (Darrell Fisher and Barry Fraser); "School Level Equipment Questionnaire (SLEQ)" (Darrell Fisher and Barry Fraser); "Size, Costs, Curriculum in Secondary Schools" (Phillip McKenzie); "Education and Employment" (Paul Callister); "Good and Bad in Prime Time TV for Kids" (Mark Dewalt); "Girls are Better than Boys?" (Tony Gallagher); "Small Children Solve Big Problems" (Lyn English); "Increasing Meta-learning Part 2: Thinking Books" (Susan Swan and Richard White); "Finding Your First Job: From College to Classroom under New Rules" (Marie Cameron, Lexie Grundoff, Marilyn Gwilliam, Roger Peddie); "Weather and Wickedness" (Bill Badger and Eric O'Hare); "Lessons from Mrs. A. and Mrs. P" (Phillipa Lane); "Teenage Perceptions in a Still Nuclear Age" (Greta Barnhart-Thomson); and "I Only Think of the Men...I Don't Think of the Women" (Adrienne Alton-Lee, Prue Densem, Graham Nuthall). (LL)

A study which explored the degree to which belief in a politically responsive/unresponsive world might be related to opinions concerning nuclear disarmament, the insanity defense, and women's rights is described. A total of 206 male and female undergraduates completed a 63-item questionnaire consisting of 46 Likert-format I-E items and 17 attitude items concerning nuclear disarmament, the insanity defense, and women's rights. The I-E items were factor analyzed and, in general, replicate Collins' (1974) four-factor structure of the I-E scale. Responses to the attitude items were compared to Collins' Belief in a Politically Responsive/Unresponsive World factor. Although several correlations obtained in the comparison suggested an interaction between the subscale and the attitude items, Collins' Belief in a Politically Responsive/Unresponsive World factor alone was unable to predict attitudes on nuclear disarmament or the insanity defense. (LP)

A course of direction is charted for the anti-nuclear movement. Concern over the growing nuclear arsenals has grown considerably over the last two years for several reasons, including the educational efforts of several anti-nuclear groups, and the publication of several books, such as Jonathan Schell's "The Fate of the Earth." Until now, the anti-nuclear movement has, for the most part, been a reaction to an increasing climate of fear. The participants in this movement need to inspire in people confidence to rise above the situation; they need to turn the movement into a force for positive change, into a movement for world peace. To do this, the movement would have to become a global movement--and there are many signs that it is emerging as such. The anti-nuclear movement must commit itself to a process that will bring civilization by degrees toward an ever-closer approximation of the ideal of peace. In the quest for peace, the art that must be practiced but that can never be perfected is nonviolence. The movement must, therefore, attempt to enhance the conditions under which nonviolence flourishes; it must call internationally for both justice and freedom. It must use education and the arts to encourage an understanding of peace. (RM)

This is a report of a conference held in Bermuda in 1981 to discuss a multilateral approach to disarmament. The conference was an informal, off-the-record exchange of ideas and opinions among 24 diplomats and scholars from 18 countries and two international agencies. Participants considered current disarmament concepts, assessed UN disarmament mechanisms and procedures, and explored new approaches to this issue. Significant highlights of the report include the following recommendations. A summit meeting between the heads of state of the United States and the Soviet Union should be organized as soon as possible, before the end of 1981. Discussions should include a wide range of political issues but principal focus should be on reaching general agreement on the framework of strategic arms limitation and reduction. An international group of experts should be created to determine whether parity in force levels between the Soviet Union and the United States exists. Nations should make stronger commitment to regional arms limitation and disarmament efforts. Existing multilateral disarmament machinery, both deliberative and negotiating mechanisms, needs to be streamlined and better coordinated. Greatly increased educational and public information efforts should be undertaken to build a more effective constituency for arms limitation and disarmament. Independent initiatives and temporary confidence building measures should be undertaken by nations to stimulate disarmament progress. (Author/RM)

The Cuban missile crisis of October 1962 forced the Canadian House of Commons to consider whether Canadian forces in NORAD and NATO were effective without nuclear warheads on special weapons systems. This paper provides an overview of the debates and their milieu, identifies the issues involved, and analyzes the effects of the argumentation. The shifting and reformulating of opinions by the nation's press as the debate progressed demonstrated that oral arguments were a means of challenging and informing opinion-making groups such as newspaper editors and reporters. The debate resulted in the defeat of the Conservative party, the return of the Liberal party to power, and a change in Canada's nuclear weapons policy. (Author/AA)

The document presents a report of a conference to stimulate study, research, and education in the field of foreign relations. The report contains summaries of small group discussions of peace and security, economic order, development, resource/population balance, the environment, and human rights. It is presented in six sections. Section I summarizes discussion of non-proliferation strategy for the late 1970s. One major proposal was to create multinational nuclear power centers. Section II focuses on long-term strategies for human rights, action by the United States and international organizations to preserve human rights, and consideration of priorities for action in the field of human rights. Section III identifies problems of international security in outer space, including unavailability of scientific data, and the absence of an international space monitoring agency. Section IV examines ways to encourage social and economic development through technology. Section V describes United States government policies toward the United Nations' 1978 Special Session on Disarmament. Topics discussed include alternative security systems, the conduct of disarmament negotiations, and the role of public and private organizations in promoting peace. The final section reviews U.S. foreign policy options with regard to South Africa. A directory of conference participants concludes the document. (Author/DB)

The report discusses issues relating to arms limitation and disarmament. Leaders in U. S. government, professionals from a wide spectrum of disciplines, and other international statesmen participated in the conference in an attempt to define a more enlightened foreign policy. Six major topics were discussed. The first report considered five components of multilateral disarmament mechanisms (information, study, deliberation, negotiation, and follow-up). The second report analyzed present and future capabilities of the International Atomic Energy Agency. The third report considered the Strategic Arms Limitation Talks (SALT) and suggested ways of making the SALT negotiations more effective. The fourth report examined international nonproliferation and plutonium management. Demilitarization of outer space was discussed in the fifth group report, followed by a consideration of weapons limitation in the Middle East in the final report. The format of each group report includes a brief overview of topics considered by the group, background information on American and foreign government policy regarding the issue, a synthesis of group discussion, and suggestions for solutions to issue-related problems. Speeches by the conference chairman, a U.S. Senator from Iowa, and the Director of the U.S. Arms Control and Disarmament Agency are included. (Author/DB)

The report discusses issues relating to multilateral disarmament in the context of the Special Session of the United Nations General Assembly to be convened in 1978. Intended as a forum for the exchange of ideas of government leaders from the United States and other nations about the international peace-keeping role of the United Nations, the Conference ordered discussion topics so that they would parallel the agenda proposed for the United Nations Special Session. The four-part agenda is as follows: (1) review of the international arms race and examination of the relationship between disarmament, international peace, and economic development; (2) adoption of a declaration of disarmament which would entail a firm commitment to action by national governments; (3) adoption of a program of action on disarmament; and (4) review of the role of the United Nations in disarmament. Presented in outline format, the report is designed to reflect the essence of group discussions on disarmament topics, including arms limitation treaties, new weapons, escalating proliferation, the SALT talks, principles of disarmament, peaceful nuclear explosions, mass destruction, military budgets, world security, and international compliance with disarmament agreements. A directory of conference participants and comments by the conference chairman, Mexican government officials, and the United Nations Secretary General are presented. (Author/DB)

This document presents results of a survey studying the Japanese picture book, "Hiroshima No Pika." The story aptly captures how a family of three find their lives shattered in a matter of seconds when the atomic bomb is dropped on Hiroshima (Japan) in World War II. Issues presented in the story are: (1) immediate survival in the face of a nuclear holocaust; (2) long lasting effects of radiation sickness; and (3) the impact of nuclear war. Readers must understand these issues because the view of the author, Toshi Maruki, influenced the presentation of the values and the story. In order to ascertain whether upper elementary readers were capable of identifying the issues in the book, an informal survey was conducted to record literary responses to this book. Twenty fifth graders from a semi-rural Nebraska school district completed a general survey after hearing and looking at the book. The children were not given any historical or scientific background information prior to hearing the story. Later 15 veterans volunteered to listen to and respond to the book. Comparison of the responses of both groups to the survey showed the veterans' ability to call on background knowledge and experience to interpret the issues of the story. The paper concludes that children must learn the facts rather than become confused by the opinions and myths surrounding nuclear energy. While some of the moral issues may be beyond a concrete level of intellectual development of the upper elementary child, it is important that youngsters understand the processes employed when using nuclear energy. (DK)

Contrary to public expectations, this study hypothesized that viewers of the television film, "The Day After," would have less intention to stop nuclear warfare after they watched it because the film would generate fear without providing a clear way for viewers to eliminate the threat of nuclear war. Questionnaires assessed whether viewers and nonviewers of the film would differ in their attitudes about nuclear war and how to deal with the possibility of nuclear war. Sixty-three undergraduates were given pretests and posttests of questionnaires, using semantic differential, Likert, and Rotter's locus of control items. In addition, questionnaires were given to 316 students who had not seen the film. Results indicated that viewers generally felt more negative about nuclear weapons after the movie than before. While viewers of the film did not become more pro-nuclear warfare over time, non-viewers did become more favorable toward nuclear warfare. A possible explanation is that programming and discussion associated with the movie led nonviewers to increase their thinking about nuclear war, even without seeing the movie, and that this thinking was less negative than thoughts generated by those who had seen the movie. While most data from other quasi-experimental studies of this film's effect do not show similar results, data from studies by Schofield and Pavelchek (1984) and Mayton (1984) seem to lend support to the results of this study. (IS)