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Teaching About Conflict, Nuclear War and the Future. INSTITUTION Denver Univ., Colo DOCUMENT RESUME ED 252 473 SO 016 145 AUTHOR Zola, John; Sieck, Reny TITLE Teaching about Conflict, Nuclear War and the Future. INSTITUTION Denver Univ., Colo. Center for Teaching International Relations. REPORT NO ISBN-0-943804-55-8 PUB DATE 84 NOTE 154p.; Nine copyrighted pages have been removed at the publishers request. AVAILABLE FROMCenter for Teaching International Relations, University of Denver, Denver, CO 80208 ($18.95). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Civil Defense; *Conflict; Conflict Resolution; Disarmament; *Futures (of Society); Instructional Materials; Intermediate Grades; International Relations; Learning Activities; Lesson Plans; National Defense; *Nuclear Warfare; Prediction; Role Playing; Secondary Education; Units of Study; World Problems IDENTIFIERS Cuban Missile Crisis ABSTRACT Designed for teachers of students in grades 5-12, the guide provides over 25 lesson plans and 45 student handouts for teaching units on conflict, nuclear war, and future studies. In the first unit, students define conflict, learn conflict-related vocabulary, illustrate knowledge of conflict types through the use of cartrins, recognize common elements of conflict, role play conflict sits.. ions, perceive situations from varying viewpoints, discover conflict resolution strategies, and acquaint themselves with the Cuban Missile Crisis and the concept of escalation. The nuclear war unit introduces students to moral dilemmas related to conflict and nuclear war topics, nuclear war vocabulary, differing views regarding nuclear strength, speculations on the future of the nuclear arms race, possible effects of nuclear -ar, and civil defense. Students locate member nations of NATO and tae Warsaw Pact, learn about the nuclear weapons freeze through debate, express personal opinions related to nuclear war, and brainstorm reasons for pursuing a hopeful future. In addition to lesson plans and student handouts, reproductions of documents related to nuclear war topics are included. In the final unit on future studies, students envision a post-nuclear holocaust world, compare personal futures with futures of the world, recognize the effects of rap44 changes, speculate on jobs and skills needed in the future, consider possible future problems, participate in decision making activities and debates, and synthesize previous lessons. Each lesson plan lists objectives, grade level, time requirements, materials, procedures, and follow-up activities. (LH) limehing Mout CONFLICI; MEI WAR ME RIME U.S. DEPARTMENT OF EDUCATION NATI )NAL INSTITUTE OF EDUCATION FDOCATIONAL RESOURCES INFORMATION CENTER 1E1110 t.,This document has been reproduced as re."vecl hum the eetson or organization originating It Mint,'k hankies have been made to improve reonto, 'ion (1,1altty Points of vievv or opinoons stated in this (loco meat do MA ,Ipl ossaltIv represent otl,ctat NIE (10.;111011 orp(litr V "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS BEEN GRANTED BY gla Zak Reff \"eZef. 0.1\134 TO THE EDUCATIONAL RESOURCE° INFORMATION CENTER (ERIC)." 4.0A/ kir Two* klbratilmal No* d haw kora dolma SONS Meek* Mod COMO; NUCIEAR WAR and ME FUTURE John Zak Retry SW Center h Mesh* Intersoilensl Rations Mows* of haw POIWIC, Colindo The materials in this volume, unless herein otherwise prohibited,may be reproduced for classroom use at the instance and inspiration of the individual teacher. Reproduc- tion or reprinting for any purpose other than classroom use is prohibited unless written permission is obtained from the Center for Teaching International Relations, Publica- tions, Graduate School of International Studies, University of Denver, Denver, Colorado 80208-026E. Copyright 1984 Center for Teaching International Relations University of Denver Denver, CO 80208-0268 Printed in the United States of America ISBN 0-943804-55-8 To our students, who are thefuture. TABLE OF CONTENTS ACKNOWLEDGEMENTS INTRODUCTIONS 1 3 I. CONFLICT UNIT 5 1. What Is Conflict 7 2. The Language of Conflict 9 3. Cartoon Balloons 11 4. Monday Morning 13 5. Power Plays 15 6. Perceptions 17 7. Conflict Resolution 21 8. The Cuban Missile Crisis 25 9. Escalation 27-58 II. STUDENT HANDOUT FOR CONFLICT UNIT 59 III. NUCLEAR WAR UNIT 61 1. First Strike 63 2. Vocabulary Bingo 67 3. More Or Less? 69 4. Parallel Timelines 71 5. The Day The Bomb Fell 73 6. Nowhere To Run To 75 7. Stuck In The Middle 77 8. Nuclear Freeze Debate 81 9. Reach Out And Touch Someone, 83 10. A Start At Stopping Nuclear War 85-124 IV. STUDENT HANDOUT FOR NUCLEAR CONFLICTUNIT 125-164 V. DOCUMENTS 165-178 VI. STUDENT HANDOUT FOR NUCLEAR CONFLICTUNIT 179 VII. FUTURE STUDIES UNIT 181 1. The Aftermath 183 2. Personal Timeline 185 3. Changes 187 4. Help Wanted 189 5. World Senate 191 6. Future Society 195 7. The Future Fixer 197-220 VIII. STUDENT HANDOUTS FOR FUTURE STUDIESUNIT ACKNOWLEDGMENTS Several words of thanks are in order. This guide was originally written under the auspices of a grant provided bythe Cherry Creek School System, Denver, Colorado. The confidence and support of D.L.Isaacson and Richard Koeppe were particularly helpful. Special thanks go to Daleen Andersonwho typed the original manuscript--without her assistance,the project may never have passed the idea stage. Finally, our appreciation to all whocritiqued, field-tested and reviewed our ideas. The following pages have been removed at the publishers request because of copyright restrictions: Page 119: Handout 1128, "Fallout Shelter," which was adapted from Values Clarification: A Handbook of Practical Strategies for Teachers and Students, by Sydney B. Simon, Leland W. Howe, and Howard Kirschenbaum, (NY: Hart Publishing Co., 1972). Pages 123-124: Handout 1130, "They Wont't Go Gently," by Pete Hamill, New York Times Special Features. Copyrighted 1981, New York Times. Page 133: Document 115, "Timeline," from "'Freeze the Nuclear Arms Race' --- The Great Controversy," by Peter M. Jones in Senior Scholastic, September 3, 1981. Copyright 1982 by Scholastic, Inc. Pages139-140: Document #8, "Verification: Keeping Everybody Honest," which was condensed from Newsweek. Copyrighted 1983 by Newsweek, Inc. Pages 141-143: Document 119, "'Freeze the Arms Race' -- The Great Contro- versy," by Peter M. Jones in Senior Scholastic, September 3, 1981. Copyrighted 1982 by Scholastic, Inc. INTRODUCTION asked Children from grammar school throughhigh school in the Boston area were "Have several questions related tonuclear war. One of these questions was nuclear advances influenced yourplans for the future?" Answers included: "I don't choose to bring upchildren in a world of suchhorrors and dangers of deformation." "It has shown me howstupid some adults can be. If they know it could easily kill them (nuclear advances andthe arms race),I have no idea why they support it." According to many The need for nuclear wareducation materials is clear. studies now emerging, youngpeople are aware of, andfearful about, nuclear war. Despite their youngage, childrenfollow news reports and adult discussions related to nuclear war andthe potential for nucleardevastation. developing fears of What is particularly upsettingis that these children are be taking on added the future just at the timewhere their futures should the threat of nuclear meaning and possibility. Many physicians believe that generation in their teens have war could helpexplain why many members of the therefore all is meaningless." a "sense offuturelessness--that nothing lasts, to work toward and The image is one of a greatnumber of children trying address a future that they fear maynever come to be. How then can these healthy minds and fears be confronted so thatchildren can survive with trying The answer, according to somebehavioral experts, is by not spirits? knO7gdge and to shield children from awareness. The best protection is of understanding. Students, especiallyby the age of middle school, are aware What they lack are terms and ideas related tonuclear war and destruction. fears that tools for understanding this awareness;tools for dealing with the cannot be active imaginations canconjure up. The subject of nuclear war pushed away. It is much betterto deal with the issueopenly and honestly. related to the general From such study students can cometo understand issues topic of topics of violence, aggression andconflict, as well as the specific to a greater nuclear war. Through thisunderstanding, they can then move become awareness of theirrole in the society aroundthem and finally work to should await them. A potential agents of change forthe limitless future that parents that thirteen-year-old boy who did studysuch issues reported to his threat, he was "although he was 'scared' by whathe learned about the nuclear to stop it.'" glad that he took the course. 'NowI can try to do something This curriculum guide is onestep towards fulfillingthe need for teaching Lessons are materials that relate conflict,nuclear war, and futurestudies. particular designed as uides that can, and shouldbe modified to meet the wisdom dictates. Be demands of each classroom. Use them as your professional certain, as well, that yourgoal is education and notindoctrination. decision makers. Students need accurateinformation to become informed 1 CTIR University of Denver CONFLICT UNIT ii Title: WHAT iS CONFLICT? Ob'ectives: To identify and discuss the four major conflict groups. To recognize that people perceive conflict differently. Grade Level: 5-12 Tine: One class
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