DOCSLIB.ORG

Designed by the Network to End War, AFSC National Peace Literature

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Designed by the Network to End War, AFSC National Peace Literature DOCUMENT RESUME ED 086 638 SO 006 871 TITLE Workbook to End War. INSTITUTION American Friends Service Committee, Philadelphia, Pa. Peace Literature Service. PUB DATE 72 NOTE 143p.; Designed by the Network to End War, AFSC Middle Atlantic Region AVAILABLE FROMNational Peace Literature 160 North Fifteenth St. Philadelphia, Pennsylvania ($1.25) EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Annotated Bibliographies; Church Role; Community Action; Conflict Resolution; Films; Foreign Policy; National Defense; *Peace; *Political At itudes; Program Descriptions; Projects; *Public ')pinion; Resource Guides; Resource Materials; SoLdal Behavior; *Social Problems; Violence; *War; World Affairs ABSTRACT `A workbook, written for use in local churches and synagogues, suggests projecits and programs for concerned individuals who wish to contribute to an effort to end war. An introduction presents the rationale of the workbook, '7,0 lreation of a network to end war, and ways in which groups and .gals can become involved in th!,s endeavor. A chapter on resourc -ibes materials for projects based around literature table rmation centers, posters, pictures, books, newsletters, -, simulation games, speakers, and study groups. Progr;ms or the draft, non-violence, cold and nuclear war, militarism, cri areas, development and transnational actions are outlint Techniques are provided which influence national policy, such as registering citizen opinion, visiting and writing congressmen, writing to the President, writing letters to thi; editor, and identifying and working in the community with opinion leaders. A final chapter contains an annotated list of films aftd literature arranged by topic. A related document is ED 075 286. (kithor/KSM) FILMED FROM BESTAVAILABLE COPY U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUI E OF THIS- DOCUMENTEDUCATION DUCED EXACTLYHAS BEEN REPRO THE PERSON OR AS RECEIVED FROM AT iNG IT POINTSORGANIZATION ORIGIN STATED 00 NOTCF VIEW OR OPINIONS NECESSARILY REPRE SENTOFFICIAL NATIONALINSTITUTE OF EDUCATION POSITIONOR POLICY 0. ;911111FP*-- I . A. it 1.446righiP 44, 'W.' di ,4 %44. _L I .1741. -.41. O ) Co "To see the earth as it truly is, small 4.0 and blue and beautiful in that eternal si- lence where it floats is to see ourselves Core as riders on the earth together, brothers C:) on that bright loveliness, brothers who know now they are truly brothers." w Archibald MacLeish en designed especially for work in local churches and syna- gogues and other community groups by [12'jwo)DDI "C4 wme NETWORK links people who take seriously the need to work for an end to war. It is a project of the AFSC program with churches and synagogues of the Middle Atlantic Region. Published jointly by the National Peace Literature Service of the AFSC and the AFSC Middle Atlantic Region Baltimore /Philadelphia Price: $1.25 WoltiChiarIC 114k3it-ker.5 Icatripi Ifni 1§t-LatTi-dacy Jack Patterson Etin.;1 Martin fr;egichs who conts-itartecl flae:r f laval s3 licama-s Kos;e. Sclitimilirser- Jcace ko6inscori Kett*"lefty Lee 111016corieScetr Haf-ry S.Scottit; tlay-KratAttersor. Fatally Legg 'kith Inniclit2w Jam.Movie Twin Sdavticiter-s. SreC;d1111 th4Ink5I 2"edit/Or, KW1/11111 Cleary _3 stucletitSat n11454eSCheicsi on artwcyrk, layout JoinsCht-isterasen iI C Contents Littcriluct The Workbook 5 Can War Be Ended? 7 The NetwDrk to End War 8 Is Your Church Engaged in Work to End War? 10 But What Can I Do?: A Self Survey 17 ReS011irirseS Zi Literature Tables and Information Centers 23 The Reading Man's Filter 23 Posters,Pictures and Wall Hangings 24 Books 25 Newsletters 25 Films 26 Simulation Games 28 Speakers 33 In-Depth Study 35 KOSIriankritS 37 Worship Services 39 An Audience: Children 40 Conscience and the Draft 49 Violence and Nonviolenci 57 War: Cold and Nuclear 61 Militarism/Priorities 68 The Military Chaplaincy 82 Crisis Area: Indochina 85 Crisis Areas: Other 91 Development 94 Transnational Actions 105 inf.noven=as, Neticams1Policy 115 Introduction 117 Register Citizen Opinion 118 How to Visit Your Congressman 119 How to Write a Letter to the Editor 120 How to Write Your Congressman and the President 120 War/Peace Issucc: 1972-73 121 Working in the Community: 125 Opinion Leaders Resource LiAin5s 127 AFSC-MAR Films 129 Some Other Sources of Films 131 AFSC-MAR Literature List 133 AFSC Offices and Addresses 142 3 Introductioni 4 wrvaiTai The projects and programs suggested in this workbook are especially written for use in local churches and synagogues. Ex- amples of resources or organizations in Baltimore or the vicinity should suggest similar resources in other regiorts. These projects and programs were con- structed to be specific enough and small enough to lie within the capacity of a cluster of concerned individuals in a lo- cal congregation. No one of them could be decisive in itself; the multiplied effect of many of them could be highly signifi- cant in the community and to the individ- uals involved. Peace will not suddenly break out. It will not one day erupt. Just as wars grow out of accumulated decisions and acts, both large and small, so peace will have to grow out of the work of many, year af- ter year, in acts both large and small which build the basis for end to war itself. Depending on each reader's needs, we hope the workbook can be used both by those new to peace activity and those veterans look- ing for a new idea. For both, we hope it expands your vision of the possible. It need not be studied or read through. Browse until you find something that fits your situation, your needs. Adapt not adopt. Feel free to revise any of the materials or ideas contained herein. That's what a resource book is all about. 1ntracrel vct ic>rs "People want peace so much that one of these days governments had l'a_tter get out of their way and let them have it." Dwight D. Eisenhower August 31, 1959 6 1, ion Mankind must put an end to war or war will put an end to mankind. John P. Kennedy Can War be Eroded F We believe it can be. Conside 1. Something is wrong in a wold in whichwar is accepted as a right and reasonable instrument of ntional poliy. A world in which nations train men for mass violence isa world thashould be changed. 2. Conflict among men is in t12e nature ofthings; organized mass vio- lence is not. We will not rid the world ohatred or of individual and small group violence, but we c n end war. It is an institution as slavery was an institution. 3. Ending war is not continget on achievng a world of perfect justice and harmony, nor does it requie a fundametal alteration of human souls or psyches. Ending war does nt require rsolving all the tensions that lead to conflict. 4. Ending war will require cnged undersandings and policies in Amer - ica as well as in other natio now commited to the use or threat of war to achieve their goals. must seekhanges in those nations and in this. There is no single.illain. 5. There are important inititives our goernment could take which are more likely to lead the worldto a stable eace than our present, domi- nantly military policy, or th current mosvisible alternative -- at- tempted withdrawal from world ffairs. 6. Responsibility for work t end war ress with individual citizens as well as with political leader . Laymen aswell as experts have a criti - cal role to play in making oucountry a ader in work to end war. 7. Whatever the odds, we are required to try. There is no alternative. In the 1960's we made the laning of a maon the moon by 1970 a national goal. Vast resources were deoted to the effort. Portions of our in- dustry were reshaped to servethat end. she nation's best minds were applied to the goal. And we ucceeded. Suppose that an end to war became the national goal of the 1970's... Intrlocluct Ion ThetJetw tt, [earl War Network links work now underway or planned with the religious rxramuni- ties of Maryland, Delaware, and Upper New York State. It is coordinated through the American Friends Service Committee, Middle Atlantic Region. In operation since the summer of 1970, its goal is to encourage and assist the religious community -- its leadership, seminaries, and lay- people -- to participate creatively and responsibly in an effort to find solutions to international conflict that don't involve war. It attempts to create those conditions which would enable local congregatems, denom- inations, and inter-religious agencies to undertake a broad, long-range, ecumenical effort. Why focLg on churches and synagogues? It is in mainstream organizations -- churches, synagogues, service clubs, neighborhood groups -- that much of public opinion is formed or influ- enced, whether that process is conscious or not. In most of these groups, war/peace issues are all but ignored; therefore, much foreign poll.r.7 is formed in a public opinion vacuum. Introducing foreign policy issues into the current of organizational life is a needed first step toward creative changes in those policies. In addition, those who work in churches and synagogues can build on a tradition that has much to say about issues of war and peace. Thus it is important that people who want to work for meaningful peace work first within the groups in which they are already involved. Network of People The center of the Network is a growing, number of people who have accepted responsibility to work where they are -- in local churches and synagogues, in seminaries and inter- church agencies, in the wider community -- for an end to war. Through common experiences in periodic workshops, train- ing events, and issue briefings, Network people help each other clarify needs and responsibilities and are able to share resources and skills for programming and action.
Load more

Recommended publications
  • Fictional Games and Utopia: the Case of Azad
    Fictional Games and Utopia: The Case of Azad This is a pre-print version of: Gualeni, S. (2021), “Fictional Games and Utopia: The Case of Azad”, Science Fiction Film & Television, 14 (2): 187-207. Abstract ‘Fictional games’ are playful activities and ludic artefacts that were conceptualised to be part of fictional worlds. These games cannot – or at least were not originally meant to – be actually played. This interdisciplinary article discusses fictional games, focusing on those appearing in works of sf. Its objective is that of exploring how fictional games can function as utopian devices. Drawing on game studies, utopian studies, and sf studies, the first half of the article introduces the notion of fictional games and provides an initial articulation of their utopian potential. The second half focuses, instead, on the analysis of one (science-)fictional game in particular: the game of Azad, described in Iain M. Banks’s 1988 sf novel The Player of Games. This analysis is instrumental in clarifying the utopian qualities that are inherent in the activity of play such as its being uncertain and contingent. By presenting relationships of power through a game (and, finally, as a game), utopian fictional games such as Azad serve as a reminder that every socio-political situation – even the most dystopian ones – is ultimately indeterminate, and retains the possibility of change. Introduction Broadly speaking, sf can be described as a genre of fiction whose worlds, when compared with the world the authors actually inhabit, have undergone considerable scientific and technological advancements. Within their great variety of themes and media forms, the only trait that can perhaps be recognised as common to all works of sf is their aspiration to stimulate their recipients to imagine hypothetical scenarios and alternative possibilities of being (see Williams 198; Bould and Miéville 245; Suvin xviii).
    [Show full text]
  • Jewish Dimensions of a Free Church Ecclesiology: a Community of Contrast
    Jewish Dimensions of a Free Church Ecclesiology: A Community of Contrast A research proposal by drs. Daniël Drost, April 2012 Supervised by Prof. Fernando Enns (promoter). Professor of Mennonite (Peace-) Theology and Ethics, Faculteit der Godgeleerdheid, Vrije Universiteit Amsterdam. Director of the Institute for Peace Church Theology, Hamburg University. Dr. Henk Bakker. Universitair docent Theologie en Geschiedenis van het Baptisme, Faculteit der Godgeleerdheid, Vrije Universiteit Amsterdam. Prof. Peter Tomson (extern). Professor of New Testament, Jewish Studies, and Patristics, Faculteit voor Protestantse Godgeleerdheid Brussel. The provisional title (and subtitle) of the dissertation Jewish Dimensions of a Free Church Ecclesiology: A Community of Contrast A brief description of the issue which the research project will investigate The research will start by investigating John Howard Yoder’s perspective on what he provocatively calls the ‘Jewishness of the Free Church Vision.’ Strongly recommended by Stanley Hauerwas (Duke University), Michael Cartwright (Dean of Ecumenical and Interfaith Programs at the University of Indianapoils) and Peter Ochs (Modern Judaistic Studies at the University of Virginia) posthumously edited and commented on Yoder’s lectures, which he had presented at the Roman- Catholic University of Notre Dame (The Jewish Christian Schism Revisited, 2003). Mennonite theologian Yoder does a firm attempt to relate an Anabaptist (Free Church) ecclesiology to Judaism. Within the tradition of the free churches (independence from government, congregational structure, voluntary membership, emphasis on individual commitment etc.) we can identify characteristics of a self-understanding and an aspired relation to the larger society, which can also be traced in the story of the People of Israel, the Hebrew Bible, Second Temple and rabbinic Diaspora Judaism – Yoder claims.
    [Show full text]
  • Educating for Peace and Justice: Religious Dimensions, Grades 7-12
    DOCUMENT RESUME ED 392 723 SO 026 048 AUTHOR McGinnis, James TITLE Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. INSTITUTION Institute for Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 198p. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, Suite 124, St. Louis, MO 63108. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Conflict Resolution; Critical Thinking; Cross Cultural Studies; *Global Education; International Cooperation; *Justice; *Multicultural Education; *Peace; *Religion; Religion Studies; Religious Education; Secondary Education; Social Discrimination; Social Problems; Social Studies; World Problems ABSTRACT This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units:(1) "Of Dreams and Vision";(2) "The Prophets: Bearers of the Vision";(3) "Faith and Culture Contrasts";(4) "Making the Connections: Social Analysis, Social Sin, and Social Change";(5) "Reconciliation: Turning Enemies and Strangers into Friends";(6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation";(8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH) * Reproductions supplied by EDRS are
    [Show full text]
  • Jewish-Christian Dialogue Under the Shadow of the Israeli-Palestinian Conflict Gregory Baum
    Document generated on 10/02/2021 6:07 p.m. Théologiques Jewish-Christian Dialogue under the Shadow of the Israeli-Palestinian Conflict Gregory Baum Juifs et chrétiens. L’à-venir du dialogue. Volume 11, Number 1-2, Fall 2003 URI: https://id.erudit.org/iderudit/009532ar DOI: https://doi.org/10.7202/009532ar See table of contents Publisher(s) Faculté de théologie de l'Université de Montréal ISSN 1188-7109 (print) 1492-1413 (digital) Explore this journal Cite this article Baum, G. (2003). Jewish-Christian Dialogue under the Shadow of the Israeli-Palestinian Conflict. Théologiques, 11(1-2), 205–221. https://doi.org/10.7202/009532ar Tous droits réservés © Faculté de théologie de l'Université de Montréal, 2003 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ Théologiques 11/1-2 (2003) p. 205-221 Jewish-Christian Dialogue under the Shadow of the Israeli-Palestinian Conflict Gregory Baum Religious Studies McGill University Prior to World War II, Jewish religious thinkers who moved beyond the tradition of Orthodoxy were in dialogue with modern culture, including dialogue with Christian thinkers who were also searching new religious responses to the challenge of modernity.
    [Show full text]
  • War in the Age of Intelligent Machines
    Introduction The image of the ''killer robot" once belonged uniquely to the world of science fiction. This is still so, of course, but only if one thinks of human­ like mechanical contraptions scheming to conquer the planet. The latest weapons systems planned by the Pentagon, however, offer a less anthropo­ morphic example of what machines with "predatory capabilities" might be like: pilotless aircraft and unmanned tanks "intelligent" enough to be able to select and destroy their own targets. Although the existing prototypes of robotic weapons, like the PROWLER or the BRAVE 3000, are not yet truly autonomous, these new weapons do demonstrate that even if Artificial Intel­ ligence is not at present sufficiently sophisticated to create true "killer robots,'' when synthetic intelligence does make its appearance on the planet, there will already be a predatory role awaiting it. The PROWLER, for example, is a small terrestrial armed vehicle, equipped with a primitive form of "machine vision" (the capability to ana­ lyze the contents of a video frame) that allows it to maneuver around a battlefield and distinguish friends from enemies. Or at least this is the aim of the robot's designers. In reality, the PROWLER still has difficulty negoti­ ating sharp turns or maneuvering over rough terrain, and it also has poor friend/foe recognition capabilities. For these reasons it has been deployed only for very simple tasks, such as patrolling a military installation along a predefined path. We do not know whether the PROWLER has ever opened fire on an intruder without human supervision, but it is doubtful that as currently designed this robot has been authorized to kill humans on its own.
    [Show full text]
  • Maternal Activism
    1 Biography as Philosophy The Power of Personal Example for Transformative Theory As I have written this book, my kids have always been present in some way. Sometimes, they are literally present because they are beside me playing, asking questions, wanting my attention. Other times, they are present in the background of my consciousness because I’m thinking about the world they live in and the kind of world I want them to live in. Our life together is probably familiar to many U.S. middle-class women: I work full-time, the kids go to school full time, and our evenings and weekends are filled with a range of activities with which we are each involved. We stay busy with our individual activities, but we also come together for dinner most nights, we go on family outings, and we enjoy our time together. As much time as I do spend with my kids, I constantly feel guilty for not doing enough with them since I also spend significant time preparing for classes, grading, researching, and writing while I’m with them. Along with many other women, I feel the pressure of trying and failing to balance mothering and a career. Although I feel as though I could be a better mother and a bet- ter academic, I also have to concede that I lead a privileged life as a woman and mother. Mothers around the world would love to have the luxury of providing for their children’s physical and mental well-being. In the Ivory Coast and Ghana, children are used as slave labor to harvest cocoa beans for chocolate (Bitter Truth; “FLA Highlights”; Hawksley; The Food Empowerment Project).
    [Show full text]
  • FOR a FUTURE of Peketjiktice
    WDMENS ENCAMPMENT FOR A FUTURE OF PEKEtJIKTICE SUMMER 1983'SENECA ARM/ DEPOTS 1590 WOMEN OF THE H0TINONSIONNE IROaiMS CONFEDERACY GATHER AT SENECA TO DEMAND AN END TO MMR AMONG THE NATIONS X 1800s A&0LITI0NIST5 M4KE SENECA COUNTY A MAJOR STOP ON THE UNDERGROUND RAILROAD HITO HARRIET TUBMAW HOUSE NEAR THE PRESENT DAI ARMV DEPOTS EARL/ FEMINISTS HOLD FIRST WDMENS RIQHTS CONVENTION AT SENEGA FALLS ID CALL FOR SUFFRAGE & EQUAL MPTICJMTION IN ALL OTHEP AREAS OF LIFE ' TOD/W URBAN & RURA. WOMEN JOIN TOGETHER IN SENECA G0UNI7 TO CHALLENGE "ME NUCLEAR THREAT TO UFE ITSELF^ WE FOCUS ON THE WEAPONS AT 1UE SENECA ARMY DEPOT TO PREVENT DEPU)yMENT OF NATO MISSILES IN SOUDARITY WITH THE EUPOPE/W PEACE MO^MENT^ RESOURCE HANDBOOK Introduction The idea of a Women's Peace Camp in this country in solidarity with the Peace Camp movement in Europe and the Greenham Common Women's Peace Camp, in particular, was born at a Conference on Global Feminism and Disarmament on June 11, 1982. The organizing process began with discussions between Women's International League for Peace and Freedom and women in the Upstate Feminist Peace Alliance (NY), to consider siting the camp at the Seneca Army Depot in Romulus, NY. The planning meetings for the Encampment have since grown to include women from Toronto, Ottawa, Rochester, Oswego, Syracuse, Geneva, Ithaca, Albany, New York City, Boston, Philadelphia, and some of the smaller towns in between. Some of the tasks have been organized regionally and others have been done locally. Our planning meetings are open, and we are committed to consensus as our decision making process.
    [Show full text]
  • Ch 4, Launching the Peace Movement, and Skim Through Ch
    -----------------~-----~------- ---- TkE u. s. CENT'R.A.L A.MERIC.A. PE.A.CE MOVEMENT' CHRISTIAN SMITH The University of Chicago Press Chicago and London List of Tables and Figures ix Acknowledgments xi Acronyms xiii Introduction xv portone Setting the Context 1. THE SOURCES OF CENTRAL AMERICAN UNREST 3 :Z. UNITED STATES INTERVENTION 18 J. Low-INTENSITY WARFARE 33 porttwo The Movement Emerges -'. LAUNCHING THE PEACE MOVEMENT 5 9 5. GRASPING THE BIG PICTURE 87 '. THE SOCIAL STRUCTURE OF MORAL OUTRAGE 13 3 '1'. THE INDIVIDUAL ACTIVISTS 169 porlthreeMaintaining the Struggle 8, NEGOTIATING STRATEGIES AND COLLECTIVE IDENTITY 211 1'. FIGHTING BATTLES OF PUBLIC DISCOURSE 231 1 O. FACING HARASSMENT AND REPRESSION 280 11. PROBLEMS FOR PROTESTERS CLOSER TO HOME 325 1%. THE MOVEMENT'S DEMISE 348 portfour Assessing the Movement 1J. WHAT DID THE MOVEMENT ACHIEVE? 365 1-'. LESSONS FOR SOCIAL-MOVEMENT THEORY 378 ii CONTENTS Appendix: The Distribution and Activities of Central America Peace Movement Organizations 387 Notes 393 Bibliography 419 ,igures Index 453 Illustrations follow page 208. lobles 1.1 Per Capita Basic Food Cropland (Hectares) 10 1.2 Malnutrition in Central America 10 7.1 Comparison of Central America Peace Activists and All Adult Ameri­ cans, 1985 171 7.2 Occupational Ratio of Central America Peace Movement Activist to All Americans, 1985 173 7.3 Prior Social Movement Involvement by Central American Peace Activists (%) 175 7.4 Central America Peace Activists' Prior Protest Experience (%) 175 7.5 Personal and Organizational vs. Impersonal
    [Show full text]
  • Copyrighted Material
    Index Abhidharma, 143 atonement theory/soteriology (how Jesus’ Abraham, 13, 85 death saved humanity), 54 Abu Talib, 10 Augustine, 57–8, 69, 81 Acts of the Apostles, 47 aum (om) shanti (silence, tranquility of Afghanistan, 21, 35, 219 mind, listening to inner voice, etc.), 180 ‘afw (forgiveness), 41 Ayoub, Mahmoud M., 11, 18–19 ahimsa (nonviolence), 180–2 Aztecs, 110 Ali, Abdullah Yusuf, 17 Alvarado, Pedro, 59 ba (hegemony), 126 American Indian veterans of the US war Babylonian Talmud, 83–4, 89, 93–4 against Vietnam, 212 baoli (violence), 123 American Israel Public Affairs Committee, 100 Bar Kosiba, Simon, 93, 105 American Jewish Committee, 101 Beatitudes, 51, 69 Anabaptists, 61 Bell, Daniel, 124 Analects, 112–14, 124 Bhagavad Gita (Gita), 14, 178, 181–2, 203 Anandavan, 190–91 bhakti (personal devotion), 180 anthropocentrism, 215–17 Bhave, Vinoba, 174, 194 Anti-Defamation League, 99 Bible, 2, 14–15, 84, 87, 90–1, 143, 149, 188, anti-semitism, 63 194, 217 Arab nationalism, 45 Bodhisattva, 143, 147–50, 153 Arab Spring, 21 Bonney, Richard, 15, 23 Arab-Israeli Wars, 96–7 Brahman (ultimate reality), 4, 154, 179, 198 Ariaratne, A. T., 158, 174 Brahmins, 173, 179, 184 Arjuna, 179, 181–3, 200 Buber, Martin, 89 Art of Living Foundation, 191 Buddha, 78, 80, 135–6, 143, 145, 147–8, Ashrams: communities practicing yoga 154–5, 157, 173–4, 185, 188, and serviceCOPYRIGHTED to others, 190 Buddhism MATERIAL forms: Asita, 135 Theravada, 142–4, 148, 152, 156 Athavale, Pandurang Shastri, 194 Mahayana, 76, 142, 136, 143–4, 147–8, atman (soul), 179, 198, 203–4 150, 152, 157, 160–3, 168 Peacemaking and the Challenge of Violence in World Religions, First Edition.
    [Show full text]
  • The War Divides America
    hsus_te_ch16_s03_s.fm Page 656 Friday, January 16, 2009 8:33 PM ᮤ A Vietnam veteran protests the war in 1970. WITNESS HISTORY AUDIO Step-by-Step The “Living-Room War” SECTION Instruction Walter Cronkite, the anchor of the CBS Evening News, 3 was the most respected television journalist of the 1960s. His many reports on the Vietnam War were SECTION 3 models of balanced journalism and inspired the Objectives confidence of viewers across the United States. But during the Tet Offensive, Cronkite was shocked by the As you teach this section, keep students disconnect between Johnson’s optimistic statements focused on the following objectives to help and the gritty reality of the fighting. After visiting them answer the Section Focus Question and Vietnam in February of 1968, he told his viewers: master core content. “We have been too often disappointed by the • Describe the divisions within American optimism of the American leaders, both in Vietnam society over the Vietnam War. and Washington, to have faith any longer in the silverlinings they find in the darkest clouds.... [I]t • Analyze the Tet Offensive and the seems now more certain than ever that the bloody American reaction to it. experience of Vietnam is to end in stalemate.” • Summarize the factors that influenced the —Walter Cronkite, 1968 outcome of the 1968 presidential election. ᮡ Walter Cronkite The War Divides America Prepare to Read Objectives Why It Matters President Johnson sent more American troops • Describe the divisions within American society to Vietnam in order to win the war. But with each passing year, over the Vietnam War.
    [Show full text]
  • Newagearcade.Com 5000 in One Arcade Game List!
    Newagearcade.com 5,000 In One arcade game list! 1. AAE|Armor Attack 2. AAE|Asteroids Deluxe 3. AAE|Asteroids 4. AAE|Barrier 5. AAE|Boxing Bugs 6. AAE|Black Widow 7. AAE|Battle Zone 8. AAE|Demon 9. AAE|Eliminator 10. AAE|Gravitar 11. AAE|Lunar Lander 12. AAE|Lunar Battle 13. AAE|Meteorites 14. AAE|Major Havoc 15. AAE|Omega Race 16. AAE|Quantum 17. AAE|Red Baron 18. AAE|Ripoff 19. AAE|Solar Quest 20. AAE|Space Duel 21. AAE|Space Wars 22. AAE|Space Fury 23. AAE|Speed Freak 24. AAE|Star Castle 25. AAE|Star Hawk 26. AAE|Star Trek 27. AAE|Star Wars 28. AAE|Sundance 29. AAE|Tac/Scan 30. AAE|Tailgunner 31. AAE|Tempest 32. AAE|Warrior 33. AAE|Vector Breakout 34. AAE|Vortex 35. AAE|War of the Worlds 36. AAE|Zektor 37. Classic Arcades|'88 Games 38. Classic Arcades|1 on 1 Government (Japan) 39. Classic Arcades|10-Yard Fight (World, set 1) 40. Classic Arcades|1000 Miglia: Great 1000 Miles Rally (94/07/18) 41. Classic Arcades|18 Holes Pro Golf (set 1) 42. Classic Arcades|1941: Counter Attack (World 900227) 43. Classic Arcades|1942 (Revision B) 44. Classic Arcades|1943 Kai: Midway Kaisen (Japan) 45. Classic Arcades|1943: The Battle of Midway (Euro) 46. Classic Arcades|1944: The Loop Master (USA 000620) 47. Classic Arcades|1945k III 48. Classic Arcades|19XX: The War Against Destiny (USA 951207) 49. Classic Arcades|2 On 2 Open Ice Challenge (rev 1.21) 50. Classic Arcades|2020 Super Baseball (set 1) 51.
    [Show full text]
  • Mf-$0.65 Bc$3.29
    DOCUMENT RESUME ED 063 194 SO 002 791 AUTHOR Abrams, Grace C.; Schmidt, Fran TITLE Social Studies: Peace In the TwentiethCentury. INSTITUTION DadeCounty Public Schools, Miami,Fla. PUB DATE 71 NOTE 62p. BDPS PRICE MF-$0.65 BC$3.29 DESCRIPTORS Activity Units; Behavioral Objectives;*Conflict Resolution; Curriculum Guides; *ForeignRelations; Grade 7; Grade 8; Grade 9; HumanRelations; *International Education; Junior HighSchools; Modern History; Nationalism; Organizations(Groups); *Peace; Resource Guides; *Social StudiesUnits; Violence; War; World Affairs; World Problems IDENTIFIERS Florida; *Quinmester Programs ABSTRACT This study of the effort and failuresto maintain world peace in this century is intended as anelective, quinmester course for grades 7 through9. It encompasses the concept of nationalism and the role it plays inthe decisions that lead to war, and organizations that havetried and are trying topreserveor bring about peace. Among other goals for the course areforthestudent to: 1) assess his own attitudes andbeliefs concerning peace and generalize about the nature of war; 2)examine the social, political, and economic reasons for war; 3)analyze breakdowns in world peacein this century and the resultant humanproblems; 4) investigate and suggest alternatives toWar as a means of settling conflict; and, 5) describe ways and means an individual canwork for peace. The guide itself is divided into a broad goalssection, a content outline, objectives and learning activities,and teacher/student materials. Learning activities are highlyvaried and are closely tied with course objectives.Materials include basic texts,pamphlets,records, and filmstrips. Relateddocuments are: SO 002 708 through SO 002718, SO 002 76.8 through SO002 792, and SO 002 947 through SO002 970.
    [Show full text]