Dems crippling Trump’s plans to cooperate with Russia out of own ambitions – Stephen Cohen

Sophie Shevardnadze interviews Dr. Stephen Cohen, professor emeritus at the Princeton University, and the Nation magazine contributing editor,.

Published time: 19 May, 2017 

The presidency of Donald Trump is off to a rough start. It seems the president’s every move breeds scandal, and mainstream media outlets are unrelenting in their attacks. At the center of the anti-Trump narrative is Russia, with Trump accused of working with Moscow to steal the US election and blamed for leaking state secrets to Russian officials. With an ongoing investigation into the barrage of allegations, calls are growing louder for the president’s impeachment. How will these scandals affect Trump’s presidency? And is the White House even capable of operating in this atmosphere of media hysteria? We ask contributing editor of the Nation magazine, professor emeritus at Princeton University – Stephen Cohen.

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Bibliography: The Cold War (page 39 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Badi G. Foster, Dean Kruckeberg, John G. Burke, Theodor Sander, Francis N. Wete, New York Association of American Publishers, John H. Stanfield, John B. B. Trussell, and Association for Education in Journalism and Mass Communication.

Association for Education in Journalism and Mass Communication. (1991). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (74th, Boston, Massachusetts, August 7-10, 1991). Part VII: Journalism and Media History, Section A. Section A of the Journalism and Media History section of the proceedings contains the following 16 papers: "Covering the 'World's Most Famous' Trial: An Examination of the Choices Made by Georgia Reporters" (Gregory C. Lisby and Linda L. Harris); "Market Segmentation and Political Capital as Supports for Newspaper Partisanship: The Partisan Press in Detroit, 1865-1900" (Richard L. Kaplan); "Mary Marvin Breckenridge Patterson: Case Study of One of 'Murrow's Boys'" (Maurine H. Beasley); "Two Religious Magazines Report on South's First Public School Desegregation" (June N. Adamson); "The Roots of the Trade Press: The American Railroad Journal and the Professionalization of an Industry, 1832 to 1840" (Kathleen L. Endres); "Eugene V. Smalley and the 'Northwest Magazine': A 'Shill' for the Northern Pacific's Land Department or a Force for Community Building in the Northwest?" (Myron K. Jordan); "Catholics, the Catholic Press, and Communism: From Recognition to Cold War" (Gregory D. Black); "The Life Cycle of National Geographic Magazine" (Meredith Ogburn); "An Institution of the Historical Public Sphere: 'The Independent' in the Progressive Era" (James Boylan); "Reflections on Realities and Possibilities: Womens's Lives in New Republic Periodicals" (Karen K. List); "An Analysis of the Failure of 'Flair' Magazine" (Patricia Prijatel and Marcia Prior-Miller); "Child Care for Rosie the Riveter and the United Nations: Images of Innovation and Visions for the Future in Popular Magazines 1941-1949" (Rose M. Kundanis); "Worcester Magazine: A Scrappy Fighter" (Elinor Kelley Grusin and Dru Riley Evarts); "Edes' Boston Gazette and the Bill of Rights: Trumpeter of Sedition Ends on a Quieter Note" (Dru Riley Evarts and Elinor Grusin); "'This Paper is Owned by Many Thousands of Workingmen and Women': Contradictions of a Socialist Daily" (Jon Bekken); and "The Role of the 'Nonpartisan Leader' Newspaper during the Nonpartisan League Organization Years, 1915-1916" (John Anderson). Descriptors: Higher Education, Journalism History, Mass Media Role, Mass Media Use

Foster, Badi G. (1986). Higher Education and Corporate Education: From Cold War to Detente to Active Collaboration, Community Services Catalyst. Provides an overview of the relations between higher education and business and industry, focusing on the development of corporate training/education programs and recent improvements in higher education-corporate education relations. Offers a case study of a collaborative arrangement between the AEtna Institute for Corporate Education and the University of Hartford. Descriptors: College Role, Cooperative Programs, Educational Trends, Higher Education

Trussell, John B. B., Jr. (1986). The Valley Forge Encampment: Epic on the Schuylkill. Valley Forge, outside Philadelphia (Pennsylvania), has long been recognized as the site of a great victory of the human spirit. Eleven thousand men including Blacks and Indians resided there during the winter of 1777-78 and triumphed over cold, starvation, nakedness, disease, and uncertainty. The encampment site was unprepared for the tattered, hungry army, and soldiers had to build their own huts to shelter them from the cold and snow. During the long, bitter winter, the lack of food, clothing and proper sanitation led to epidemics of pneumonia, dysentery, typhoid, and typhus, and an estimated 3,000 men died. Officers, including General George Washington, fared little better. Discipline was a constant problem as desertions escalated, and the punishment for pillaging and theft was whipping. While at Valley Forge, Washington oversaw the training of his soldiers in proper military tactics by Friedrich von Steuben. Amusements among the soldiers, especially after spring arrived, included cricket and an early form of baseball, and the officers enjoyed dancing lessons and dining with Washington as social activities. Washington's personal influence during the long and agonizing ordeal was in many respects a key factor in the army's endurance.   [More]  Descriptors: Athletics, Clothing, Discipline Problems, Diseases

Burke, John G.; And Others (1979). Article Booklet for the Eleventh Course by Newspaper Connections: Technology and Change. Controversies involving science, technology, and society are explored in 15 articles written by historians, social scientists, management consultants, engineers, and experts in the history of science. Technological development in an historical context is the central theme of the booklet. Major issues discussed include effects, preconditions, and sources of technological change. The collection of articles is part of a series developed to present college level course material to the general public through cooperation of newspapers, public television, and 300 participating colleges and universities. Titles of the articles are: "Technology on Trial," by John G. Burke; "Silent Revolutions," by Peter F. Drucker; "How Terribly Technical," by Derek de Solla Price; "Occupational Destinies," by Joseph C. Gies; "Culture: The Link Between Nature and Technology," by Clarence J. Glacken; "The Influence of Societal Values," by Edwin T. Layton, Jr.; "Technology, Population, and Resources," by Kingsley Davis; "Incentives for Innovation: Technology and the Economy," by Nathan Rosenberg; "Science and Technology," by Robert P. Multhauf; "The Imperatives of Engineering," by Eugene S. Ferguson; "Wars: Hot and Cold," by Herbert F. York and G. Allen Greb; "The Government's Role in Technological Change," by A. Hunter Dupree; "The Mystery of Inventiveness," by Lynn White, Jr.; "Technology and the Seamless Web: Ethical Dilemmas," by Bertram Morris; and "Assessing and Directing Technology," by Melvin Kranzberg. Background information on the authors is presented following each article.   [More]  Descriptors: Adult Education, Change Agents, Controversial Issues (Course Content), Developed Nations

Kruckeberg, Dean (1995). Integrating Multicultural/International Experiences into the Public Relations Curriculum. Predictions for a "third wave" in which power and productivity will be based on developing and distributing information should interest public relations practitioners and educators since public relations will be a critically needed professional specialization. A future of communication technology barely fathomable today, together with a resultant need for multicultural/international understanding among diverse peoples who will readily exploit this ability to communicate with each other, is envisioned. A public relations practitioner must be a highly educated human being, with a strong sense of history and current events, who is taught to think and to solve problems in a certain way. Furthermore tomorrow, the practitioner increasingly will need to be culturally astute and cosmopolitan and particularly sensitive to the multicultural and international nuances of the organization's publics. The practitioner's role will change fundamentally as institutions and society change. Consideration of Cold War dichotomies, such as capitalism vs. communism or democracy vs. totalitarianism, will become old-fashioned or irrelevant for those practitioners called upon to defend and ultimately examine base ideological assumptions of their organizations and their very societies. For future practice, public relations scholars and practitioners will need to consider, not only theories of communication, but also theories of society that satisfactorily transcend more narrow political ideologies. Students need to become professionals who can examine, maintain and modify as necessary the traditional organizational and societal values and belief systems in an age in which those values, beliefs, and ideologies will be continually challenged. (Contains nine notes.)   [More]  Descriptors: Futures (of Society), Global Approach, Higher Education, Multicultural Education

Sander, Theodor (1997). Cold War and the Politics of Comparative Education: The Case of Divided Germany. This paper deals with the political role and the political self-definition of researchers in the field of comparative education in East and West Germany in the post World War II period. The study addresses some of the general assumptions made about comparative education bridging the gap between cultures but asserts that none of these assumptions is supported by the available evidence in divided Germany. Comparative education became a tool of the political parties to foster nationalism or chauvinism, militarism, expansionism for awhile, and had generally accepted warfare as the basic mode of existence. Comparative education in East and West Germany systematically built up a theoretical framework for producing disinformation and propaganda, each side stressing the uniqueness and superiority of its own system and each claiming the enemy to be highly successful only in manipulating and indoctrinating the youth of its country. Contains 66 references.   [More]  Descriptors: Comparative Education, Cultural Awareness, Educational Research, Foreign Countries

Association of American Publishers, New York, NY. (1981). US/USSR Textbook Study Project, Interim Report. This interim report, intended to help textbook authors and publishers, describes the results of a project in which American schools critiqued Soviet textbooks and Soviet scholars critiqued American textbooks. Secondary level history and geography texts were the focus of the study. There are five chapters to the report: Background to the Study; American Criticisms of Soviet Textbooks; Soviet Criticisms of American Textbooks; Recommendations for the Revision of American and Soviet Textbooks; and Conclusions and Recommendations. The report's conclusions state that there are a few ways in which books in the two nations can be judged similarly deficient. Both American and Soviet textbooks tend to: glorify the accomplishments of their own nation and to denigrate the contributions of others; feature the least attractive aspects of life in the other nation; emphasize political affairs and devote scant attention to social and cultural life in the other country; and to be written from a Cold War perspective. Recommendations made include the following. When treating a topic involving a dispute between the United States and the USSR, authors should include information about how the issue is interpreted in the other country. Authors should strive to use the most accurate up-to-date information. When discusssing disputes that have arisen over violations of treaties and other agreements, textbook authors should provide the texts of the relevant portions of agreements in the texts so that students can judge for themselves the extent of violations that have occurred. Emotional and pejorative language should be avoided. Respect for the national traditions and customs of the other country should be encouraged.   [More]  Descriptors: Comparative Analysis, Comparative Education, Foreign Countries, Geography Instruction

Wete, Francis N. (1984). The U. S., Its Press, and the New World Information Order. Freedom of Information Center Report No. 488. Criticisms of the one-way flow of international information were first voiced in the 1940s, when, in the name of free flow of information and worldwide access to news, the United States launched an offensive to dismantle European news cartels. At a UNESCO conference in 1945, the United States was chiefly responsible for making the free flow of information a UNESCO objective; it has remained one ever since. The first UNESCO reference to a change in western control of information was made in 1969 following an influx of developing nations into the organization, when resentments bred by information flow imbalances spawned a series of proposals to correct them. It is observed that western discussion of this new world information order has generally been couched in Cold War rhetoric, including charges that the proposals are Soviet inspired and supported. U. S. news agencies and journalistic organizations have led this opposition, pressuring the U. S. government to air its views to UNESCO. Although Third World arguments today resemble those used to indict the European cartels in the 1940s, the U. S. media neither treat the debate objectively nor acknowledge criticism of their position. It is normal for the U. S. media and government to be reluctant to support a course that, though just, seems to counter their economic and political interests. But if America is to maintain and expand its trade and political influence in developing countries, it has to be more sensitive to their problems than it has been in the New World Information Order debate. Descriptors: Censorship, Developed Nations, Developing Nations, Federal Government

Stanfield, John H., II (1992). Ethnic Pluralism and Civic Responsibility in Post-Cold War America, Journal of Negro Education. Traces the history of Euro-American resistance to the realities of an ethnically plural society. Reforms to teacher education and public education are needed to respond to requirements of a nation of increasing pluralism. Cultural scholarship and the active political participation of people of color are essential. Descriptors: Citizen Participation, Citizenship Responsibility, Cross Cultural Studies, Cultural Awareness

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Bibliography: The Cold War (page 38 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Robert Stein, Thomas Ladenburg, Frederick D. Drake, William C. Ritz, Sandra Okura, Jane G. Cashell, Duane H. Roen, Stanley Chodorow, Joel Greenberg, and Richard Ohmann.

Greenberg, Joel (1983). Science's New Cold War, Science News. United States scientists are being pressured by the government to cut back on scientific exchanges with the Soviet Union for both "natural security" and political reasons. Various aspects of the issue are discussed, suggesting that science itself will be the big loser in the government's shift of attitude toward science communication. Descriptors: College Science, Communication (Thought Transfer), Government Role, Higher Education

Weiss, Alan Z. (1988). A Survey of Teacher Attitudes of the German Democratic Republic to War and Peace and Their Perceptions and Misperceptions of Canadian Students. Forty teachers attending a summer institute in East Germany in August of 1987 were given a questionnaire concerning their attitudes towards the German Democratic Republic and their opinions, perceptions, and misperceptions of Canadian students. The questionnaire was applied in Zwickau, East Germany at a small pedagogical college. Teachers were asked to respond twice: the first time as they would imagine a typical 17-to-18-year-old Canadian student would respond, and, second, according to their own opinions. In a written response section they were asked to give their opinions on two items: (1) personal and/or state violence, and (2) facts and/or opinions held on Canada and Canadian students. Findings showed that the teachers have a positive evaluation of themselves with regard to their attitudes toward war and peace, and they strongly agree that the Soviet Union has more positive proposals for peace than does the West. The teachers also hold positive ideas about Canada and the study showed that peace research can be useful in breaking down stereotypes. However, they also believe Canadian students are more imbued with Cold War ideology, support government policy, and oppose the demands and ideas of the Canadian peace movement. Sixty percent also believe Canadian students seldom or never talk about peace. Selected questionnaires and results from the questionnaire are appended. Descriptors: Capitalism, Educational Research, Foreign Countries, Foreign Policy

Robinson, John P.; Holm, John D. (1977). The Public Looks at Foreign Policy: A Report from Five Cities. The document examines the American public stand on foreign policy and explores the extent of citizen support for six basic foreign policy orientations–anti-Communism, internationalism, democracy, isolationism, interventionism, and self-interest. The extent of public support within these orientations among subgroups in the populace is also explored to see if age, education, and geographic location affect orientations. Major purposes are (1) to show how far the topics being debated among foreign policy experts have filtered into public consciousness, and (2) to provide insight into the limits of public opinion within which attempts to redefine national objectives can be maneuvered. A cross section of 300 citizens in each of 5 cities–Pittsburgh, San Francisco, Portland, Minneapolis, and Milwaukee–were interviewed by telephone. Findings show that the public still supports an activist posture toward the rest of the world, i.e., trade with the Soviet Union, aid to Third World countries, and secret spying on other countries but stopping short of covert intervention in internal affairs of other countries. People under age 25 are far less cold-war-oriented in their views of the world than older people. Local "elites" in terms of educational attainment and occupational position differ widely from the rest of the public, being much less concerned about the threat of communism and far more supportive of an expanded world economy. Appendices contain questions and responses by city, tables showing differences in foreign policy attitudes by background factors, and perceptual maps of the world. Descriptors: Communism, Developing Nations, Foreign Policy, Patriotism

Roen, Duane H.; Haseltine, Patricia (1985). Revising Expository Prose from the Perspective of Text Linguists: A Second Analysis and Assessment. A study investigating the effects of "text linguists'" revisions on the comprehensibility of expository prose had as subjects 92 high school juniors who read original and revised versions of two passages from a high school history textbook. The revisions included changes regarding the given-new contract, schemata, reference, lexical cohesion, and cohesive conjunctions. The dependent measure consisted of the number of propositions included in the subjects' written free recall samples. Results indicated significant main effects for both topic (Cold War and Vietnam War) and version (original and revision), with subjects recalling the revised version and the Vietnam passages best. There was also a significant topic by version interaction, with the percentage of total propositions recalled greatest for the revised Vietnam passages. The results suggest that whole-discourse revisions should receive greater empirical and theoretical attention.   [More]  Descriptors: Cohesion (Written Composition), Conjunctions, Connected Discourse, Expository Writing

England, J. Merton (1982). A Patron for Pure Science. The National Science Foundation's Formative Years, 1945-57. NSF 82-24. Provided in this book is a legislative and administrative history of the National Science Foundation (NSF) during its formative years (1945-57). The 15 chapter book is organized into three parts. Part 1 ("The Long Debate, 1945-50") narrates the legislative history of the Foundation's creation. Part 2 ("Beginning, 1950-54") discusses the appointment of NSF's first board, director, and staff; their early decisions on research and fellowship programs and means of administering them; and conflict over the agency's policy responsibility, culminating with the issuance of Executive Order 10521 in which NSF's duties and role in policy development and evaluation were defined. Part 3 ("Cold War Growth, 1954-57"), beginning approximately with the executive order and ending, again approximately, with the orbiting of the first Soviet Sputnik in October 1957, discusses NSF's expanding educational and research programs, including ventures into international cooperation, and the continuing effort to determine the Foundation's role in the making of national science policy. The text of Executive Order 10521 concerning government scientific research, excerpts from an interview with William E. Benson (June 12, 1975) on peer review in the earth science program, and NSF organizational structure (1950-57) are included in appendixes. Technical notes, glossary, and subject index are also included.   [More]  Descriptors: College Science, Federal Aid, Federal Legislation, Federal Programs

Drake, Frederick D. (1983). Radical Revisionism and Cold War Interpretations: Decisions for Secondary History Teachers. The reinterpretation of past events has been a natural phenomenon of twentieth century historiography. Historical revisionism–the reshaping by contemporary scholars of traditional views of the past–has been an inevitable and necessary trait of the profession and has contributed to the growth of humankind's perception of previous generations. During the 1960s and 1970s, New Left or radical social criticism became dominant in the teaching of public issues. Radical revisionists, writing during the period of the Vietnam War, remade the past with powerful, thought-provoking themes and interpretations especially relative to Cold War origins. This overview for history teachers, especially those at the secondary level, reviews the legacy of New Left historians relative to their impact on trends in diplomatic history and the historical profession itself. Descriptors: Diplomatic History, Foreign Countries, Foreign Policy, Historiography

Blackman, Sandra; Chodorow, Stanley; Ohmann, Richard; Okura, Sandra; Purrington, Sandra Sanchez; Stein, Robert (1994). Perspectives on the Humanities and School-Based Curriculum Development. ACLS Occasional Paper No. 24. This paper records three plenary sessions held at the American Council of Learned Societies (ACLS) National Education Conference, August 27-29, 1993. The conference built on what was learned in the first year of the project and reported in ACLS Occasional Paper 20. Sessions allowed participants to talk with colleagues who had been project participants in the previous year. The three sessions included: (1) "Humanities and the Public Schools: Perspectives from Inside the ACLS Project" (Richard Ohmann) which focused on the role of humanities, of education in general, in a post-Cold War world; (2) "Panel Discussion on School-Based Curriculum Development" (Sandra Blackman; Sandra Okura; Sandra Sanches Purrington; Robert Stein) which discusses the process of curriculum development in the schools ; and (3) "Transformations in the Humanities" (Stanley Chodorow) which examined the contemporary condition of the humanities and the changes in both the methods of study and the objects of study that have occurred over the past few decades.   [More]  Descriptors: Curriculum Development, Educational Change, Elementary Secondary Education, Humanities

McKinnon, Mike (1992). Common Ground: Practical Ideas To Promote Interdisciplinary Cooperation between Social Studies and Second Language Instructors. This document promotes teaching about foreign cultures through the combined efforts of school social studies and foreign language departments. Using the example of Germany and the German language, the document shows how instructors can take an interdisciplinary approach that broadens student exposure to, and thereby learning of, second cultures. Through 12 lessons, students learn the details of life in Germany while simultaneously learning to speak German more fluently. Lessons follow proven classroom instructional strategies that work to teach students about unfolding events in a newly reunited Germany in a new post-Cold War Europe. Each lesson can stand alone; in combination, the lessons offer a menu of choices that touch the multifaceted issues and events that mark a continent in ferment.   [More]  Descriptors: Curriculum Design, Elementary Secondary Education, Foreign Countries, German

Korey, William (1983). Human Rights and the Helsinki Accord: Focus on U.S. Policy. Headline Series No. 264. This booklet traces the development of the 1973 Conference on Security and Cooperation in Europe (CSCE) in Helsinki. The conference came to symbolize detente in Europe and was comprised of 33 countries in Europe, as well as the United States and Canada. It was hoped the new structure to emerge would promote a greater sense of security by mitigating cold-war tensions and reduce, or remove, all barriers between the East and West. The book offers an assessment of foreign policy in the intervening decade since the conference. Chapters include: (1) "From Yalta to Helsinki"; (2) "The Meaning of Helsinki"; (3) "The Changing Posture of the United States"; (4) "Confrontation at Belgrade"; (5) "Madrid: Security vs. Human Rights"; and (6) "The Value of the Helsinki Process." Monographs in FPA's Headline Series are published approximately four times a year and are intended as a resource for teachers and students in the foreign policy area. Each monograph: is about a world area or topic; is written by a noted scholar; is brief (usually 64 pages); is written to be highly readable; includes basic background, maps, charts, discussion guides, and suggested reading. Descriptors: Civil Liberties, Diplomatic History, Foreign Countries, Foreign Policy

Zinkievich, Noel; Beard, David (1970). Twentieth Century United States History. Grades 11 and 12. This course outline for grades 11 and 12 presents a topical approach to history instruction with emphasis on the post-World War II era. A statement of general objectives is given and these 22 relevant topics are suggested for study: 1) Radicalism in America, 2) Antiwar Movements, 3) Civil Liberties, 4) Politics of Religion, 5) Black Nationalism, 6) Race Relations, 7) Labor Movement, 8) Politics-Elections and Issues, 9) Changing Economic Patterns, 10) Viet Nam, 11) Minority Groups in America, 12) Cold War Politics, 13) Institutional Changes in American Society, 14) Foreign Policy, 15) United Nations, 16) Problems of Control an Institutionalized Society, 17) Consumer Protection, 18) Identity in America, 19) Manners and Morals, 20) Philosophical Trends, 21) Political Ideologies, 22) Urban Problems. A brief explanation of the concepts and understandings related to each topic is given and significant areas for emphasis are noted. Bibliographies are included by topic and some audiovisual aids listed. A HISTORY OF THE UNITED STATES SINCE 1945 by O. Barck, Jr. and OUR RECENT PAST by W. Bonner are two basic texts. Some further recommendations of the writing committee are that: 1) team-teaching techniques be utilized; 2) the course be evaluated after the first year of instruction; and, 3) TV tapes be edited and a brochure of tapes be made available as a resource for teachers.   [More]  Descriptors: Citizenship, Critical Thinking, Current Events, Curriculum Guides

Fieldhouse, Roger (1984). Cold War and Colonial Conflicts in British West African Adult Education, 1947-1953, History of Education Quarterly. Adult education was introduced by the British into West Africa after World War II. However, the Oxford intellectuals put in charge of the adult education program offered an African-centered education that frequently offered more support to the progressive views of the African independence movements than to the colonialists' conservative policies. Descriptors: Adult Education, Colonialism, Communism, Comparative Education

Blumberg, Arthur (1974). Supervisors and Teachers. A Private Cold War. This book focuses on the human side of relationships between supervisors and teachers to understand their interactions better. Chapter 1 presents an overview of the book and chapters 2-4 frame the interactive problems that confront supervision and highlight the conflict between the overall goals of supervision and what seems to occur. Chapters 5-8 deal with studies of supervisory behavioral styles and of factors that supervisors and teachers see as affecting their productivity. Chapter 9 discusses a behavioral category system for analyzing supervisor-teacher transactions and chapter 10 presents the results of a broad study that used the category system discussed in the preceding chapter. Chapter 11 proposes a data base for supervision that is concerned with interpersonal needs and behavioral data on the supervisor, teacher, and students. Chapters 12 and 13 deal with working with tenured teachers and the conflict between the helping and the evaluating roles of the supervisor. Chapter 14 raises the question of the efficacy of peer supervision. Chapter 15 presents a reconceptualization of supervisory relationships. The author concludes that the process should become one of people giving to one another instead of the supervisor's giving and the teacher's receiving. A 4-page bibliography is included. Descriptors: Administrator Role, Behavior, Interaction, Interpersonal Relationship

Ladenburg, Thomas; Tegnell, Geoffrey (1990). From Hot to Cold War. SSEC American History Series. This unit for U.S. history classes provides students with the chance to learn about the historical roots of U.S. policy toward the Soviet Union in a lively, informative manner and from a variety of different perspectives. The unit enables students to use their own judgement in selecting, evaluating, and reflecting on the significance of U.S. policies toward the Soviet Union from the 1940s through 1990. The question is posed: under what circumstances should the United States become directly involved in European affairs? The unit begins by asking this question when the preponderance of power in post World War I Europe swung from the victorious Western democracies to dangerous dictatorships that arose in the 1920s and 30s to threaten the world's peace and security. The same question is broached in the context of the Munich Agreement and British requests for arms. Students learn about the major strategic campaigns of the United States and its allies during World War II in Europe, and are given the opportunity to simulate the negotiation of the Yalta Agreement. They use their understanding of those decisions to support traditionalist, revisionist, or conservative schools of thought on Yalta and the break up of the Grand Alliance. The unit next examines how the United States responded politically, socially, and militarily to Japanese actions in World War II. The unit includes information on post World War II Europe and how the balance of power was stabilized by 1950. The unit concludes by attempting to foresee the balance of power in the future. Descriptors: Citizenship Education, Foreign Countries, Foreign Policy, Historiography

Ritz, William C.; Cashell, Jane G. (1980). "Cold War" Between Supervisors and Teachers?, Educational Leadership. Teachers' ratings of the effectiveness of supervisors are strongly influenced by supervisors' interpersonal skills, according to a study of 143 science supervisors and 258 teachers. Descriptors: Elementary Secondary Education, Interpersonal Competence, Interpersonal Relationship, Supervisor Qualifications

McConnell, Sheila; And Others (1996). Computers and Employment, Monthly Labor Review. Includes "Role of Computers in Reshaping the Work Force" (McConnell); "Semiconductors" (Moris); "Computer Manufacturing" (Warnke); "Commercial Banking Transformed by Computer Technology" (Morisi); "Software, Engineering Industries: Threatened by Technological Change?" (Goodman); "Job Creation and the Emerging Home Computer Market" (Freeman); and "Employment in High-Tech Defense Industries in a Post Cold War Era" (Hetrick). Descriptors: Banking, Computers, Employment Patterns, Job Development

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Bibliography: The Cold War (page 37 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include John F. Cragan, J. R. Minnis, Peter P. Grimmett, Mary Lhowe, Annabelle Sreberny-Mohammadi, Las Vegas. Coll. of Education. Nevada Univ, Providence Brown Univ, Donald C. Shields, Association for Education in Journalism and Mass Communication, and Bikas C. Sanyal.

Brown Univ., Providence, RI. Thomas J. Watson, Jr. Inst. for International Studies. (2000). Russia's Uncertain Transition: Challenges for U.S. Policy. [Student Book and] Teacher's Resource Book. Public Policy Debate in the Classroom: Choices for the 21st Century Education Project. 4th Edition. This teacher resource text and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. It steps back from the day-to-day turmoil in Russia to examine the issues that most deeply affect the United States. At the core of the unit are four distinct options for U.S. policy. Each option contains a different perspective on the threats and opportunities presented by conditions in Russia. The background reading provides students with the knowledge needed to take part in the debate on the U.S. role in Russia's post-Cold War transition. Part 1 offers an historical overview of U.S. relations with the Russian empire and the Soviet Union. Part 2 surveys the economic and political changes that Russia has undergone since the Soviet collapse, with special attention given to Russia's evolving foreign policy. Part 3 concentrates on the leading challenges facing U.S. policymakers with respect to Russia and its neighbors. An optional reading features an excerpt from a Soviet-era textbook. Includes five- and three-day lesson plans. Descriptors: Diplomatic History, Foreign Countries, Foreign Policy, Global Approach

Lhowe, Mary, Ed. (1996). Russia's Uncertain Transition: Challenges for U.S. Policy. Revised. Choices for the 21st Century. This unit is part of a continuing series on current foreign policy issues. The first section asks students to join the debate on U.S. policy toward Russia and its neighbors in the former Soviet Union (FSU). Background readings provide information to help students address policy issues and include: (1) "Two Centuries of U.S.-Russian Relations"; (2) "Keeping Up with a Changing Russia"; and (3) "Challenges Facing the United States." Once students have discussed background issues they are faced with the policy options to: (1) "Guide Russia Forward"; (2) "Keep the Lid On"; (3) "Declaw the Russian Bear"; and (4) "Mind Our Own Business." The second section accompanies a student book of background readings and foreign policy options. The five-day lesson plan and student activities has students explore policy relations with the former Soviet Union and debate what course of action the United States should pursue through a simulation activity. The lesson titles include: (1) "Examining the Principles of U.S. Cold War Policy"; (2) "Assessing the Reform Process in Russia'; (3) "Role Playing the Four Options: Organization and Preparation"; (4) "Role Playing the Four Options: Debate and Discussion"; and (5) "Fleshing Out Policy." (Contains supplementary documents and suggested readings at the end of section 1.) Descriptors: Developing Nations, Diplomatic History, Foreign Countries, Foreign Policy

Kane, Thomas (1988). Rhetorical Histories and Arms Negotiations, Journal of the American Forensic Association. Argues that the use of historical events as rhetorical artifacts has sustained cold war assumptions and attitudes; that rhetorical events provide composites for rhetorical histories which become the basis for argumentative appeals; and that these rhetorical histories continue to permeate American diplomacy in general and arms negotiations in particular. Descriptors: Disarmament, Foreign Countries, Foreign Policy, International Relations

Grimmett, Peter P. (1990). Toward a Practice of Scholarship: Beyond the Private Cold War Metaphor. Response, Journal of Curriculum and Supervision. Arthur Blumberg's article represents fighting epistemological rhetoric and fails to consider the changing educational context over the past three years. Although Blumberg justifiably decries "scientism," or the unmindful aping of natural science paradigms, his failure to question what science is and what constitutes knowledge gives his article an unscholarly ring. Includes nine references. Descriptors: Elementary Secondary Education, Scholarship, Scientific Research, Supervision

Pryor, Carolyn B. (1992). Building International Relations for Children through Sister Schools, Phi Delta Kappan. Inspired by Sister Cities International and the NASSP's school-to-school exchange program, "sister school" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives. Resource organizations' addresses are included. (nine references) Descriptors: Cooperative Programs, Elementary Secondary Education, Fund Raising, Global Approach

Sanyal, Bikas C. (1997). Strategies for Higher Education in Asia and the Pacific in the Post-Cold War Era. IIEP Contributions, No. 29. This paper suggests some strategies for higher education in Asia and the Pacific in the context of ideological, societal, economic, and technological changes that have been experienced in the region during recent years. Some characteristics of the region and its socioeconomic characteristics are outlined, and the impact of changes on the area's systems of higher education are reviewed. The paper also explores some of the government steering policies that require different managerial techniques in the operation of higher education systems. Some examples are given of some systems of higher education in the region that have responded to new challenges in varying degrees. The paper concludes with suggestions for measures to take the higher education systems in Asia and the Pacific into the 21st century. An appendix compares some selected indicators for the countries in Asia and the Pacific Region. (Contains 26 references.) Descriptors: Colleges, Educational Change, Educational Indicators, Foreign Countries

Chronicle of Higher Education (2005). Chronicle of Higher Education. Volume 51, Number 24, February 18, 2005. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This February 18, 2005 issue of "Chronicle for Higher Education" includes the following articles: (1) "From Special Ed to Higher Ed" (Schmidt, Peter); (2) "University of Pennsylvania Says It Is Unable to Identify Purported File Sharers" (Read, Brock); (3) "Publishing Groups Say Google's Book-Scanning Effort May Violate Copyrights" (Young, Jeffrey R.); (4) "Colleges' Spending on Technology Will Decline Again This Year, Survey Suggests" (Kiernan, Vincent); (5) "A Degree You Hope You Never Need: Colleges Offer Online Courses in Preventing and Responding to Terror Strikes" (Carnevale, Dan); (6) "A Mind of His Own: The United Negro College Fund's New Leader Wants to Revitalize the Venerable Organization" (Fain, Paul); (7) "The Education Secretary's Knowledge Campaign" (Selingo, Jeffrey); (8) "For Science Programs, Bush Budget Proposes Mostly Cuts: NIH and NSF Would Get Minimal Increases Under Spending Plan" (Brainard, Jeffrey; Field, Kelly); (9) "Bush Proposes Increase for Pell Grants: But the President's Spending Plan Cuts Loan Program and Services for Needy Students" (Burd, Stephen); (10) "Getting Physical Inside a Pyramid: Scientists Hope Subatomic Particles Will Help Unlock the Mysteries of an Ancient Mexican Monument" (Lloyd, Marion); (11) "Who Defines 'Acceptable' Speech" (Isserman, Maurice); (12) "Kieslowski's Inescapable Moral Horizons" (Hibbs, Thomas S.); (13) "No Faculty, No Constituency: Creating a Graduate Institute from Scratch" (Utley, Garrick); (14) "The Reality of Open-Access Journal Articles" (Doyle, Helen; Gass, Andy); (15) "College Graduates Aren't Ready for the Real World" (Levine, Mel); (16) "Our Tools of War, Turned Blindly Against Ourselves" (Nixon, Rob); (17) "Cold" (Lipstadt, Deborah E.); (18) "Cattle Call: About to Serve on a Search Committee at a Community College? Here are 2 Common Problems to Avoid" (Jenkins, Rob); (19) "The Fourth Factor for Hiring" (Wasicsko, Mark M.); (20) "Questioning the Promise" (Henderson, Natalie); (21) "Wake Forest University Chief Is Named to Lead Knight Sports Panel" (Suggs, Welch); (22) "The Long Shadow of Frank Broyles" (Suggs, Welch); (23) "Inside a Free-Speech Firestorm: How a Professor's 3-Year-Old Essay Sparked a National Controversy" (Smallwood, Scott); and (24) "Bush Budget Takes Aim at Student Aid and Research: One-Third of Programs to Be Dropped Would Come from the Education" (Selingo, Jeffrey). Descriptors: Disabilities, Higher Education, Special Education, Publishing Industry

Katsinas, Stephen G. (1994). Is the Open Door Closing? The Democratizing Role of the Community College in the Post-Cold War Era, Community College Journal. Describes issues affecting the open door policies of community colleges in light of funding cutbacks. Suggests that the central challenges for community colleges will include linking noncredit workforce development programs to the regular college curriculum and ensuring ease of transfer among secondary schools and community colleges. (16 citations). Descriptors: Access to Education, College Administration, College Planning, Community Colleges

Sreberny-Mohammadi, Annabelle (1995). International News Flows in the Post-Cold War World: Mapping the News and the News Producers, Electronic Journal of Communication/La Revue Electronique de Communication. Reviews the global political environment, major global news providers, and technologies of global news production. Argues for a multinational comparative mapping of international news representation in the 1990s. Outlines a major international venture to update and elaborate the 1979 UNESCO/IAMCR study of foreign news in the media of 29 countries, with over 50 countries participating. Descriptors: Global Approach, Higher Education, Media Research, News Media

Brown Univ., Providence, RI. Center for Foreign Policy Development. (1993). After the Cold War: The U.S. Role in Europe's Transition. Alternatives for Public Debate and Policy Development. Choices for the 21st Century. This document is part of a series that seeks to help people think constructively about foreign policy issues, to improve citizen involvement, and to encourage debate on public issues. "Europe in Turmoil: 1914-1945"; "The Search for Security: 1945-1985"; and "Revolutionary Changes in Europe: 1985-1993" are the issues for discussion. Options that the document suggests for debate appear under the headings "Promote Western Values"; "Protect Our Interests"; "Beyond Europe"; and "Reduce Our Obligations." There is also a discussion of "Europe's Uncertain Future." The document includes a note to teachers, a lesson plan and student activities, supplementary documents for the teacher, and a listing of suggested readings. Descriptors: Controversial Issues (Course Content), Discussion (Teaching Technique), European History, Foreign Countries

Nevada Univ., Las Vegas. Coll. of Education. (1979). United States History. Nevada Competency-Based Adult High School Diploma Proejct. This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on United States history is divided into twenty-four topics. The topics included are: Backgrounds of American Colonization; Colonial Life; Causes of the American Revolution; Creating a New Government; War of 1812; Gold Rush and Acquisition of Territory; Development of Political Parties; Civil War; Reconstruction; Settlement of Plains; Railroad, and Indians; Industrialization; Labor Laws and Trustbusting; Immigration; Social Reform; Spanish-American War: World War I; Inflation of 1920s and Cause of 1929 Stock Market Crash; Depression; Causes of World War II; World War II, Events and Results; Cold War in Europe and Korea; Vietnam War; the 1960s; and The 1970s. Competency statements and performance indicators are provided for each topic area. The performance indicators are designed to be used as pre- and post-tests. Answer keys are also provided. This set of curriculum guides is accompanied by both a teacher's guide and a student handbook. Descriptors: Adult Education, Adults, Answer Keys, Competency Based Education

Geiger, Keith (1994). Rethinking American Schools in the Post-Cold War Era: Introductory Remarks from the NEA President, Theory into Practice. Since schools reflect society, rethinking American education demands rethinking other dimensions of society (government organization, business involvement, and the American family). The article discusses the need to confront many societal and institutional decisions that must precede decisions about the future of American education. The focus is on funding issues. Descriptors: Change Strategies, Costs, Educational Change, Educational Finance

Association for Education in Journalism and Mass Communication. (1993). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (76th, Kansas City, Missouri, August 11-14, 1993). Part III: Newspapers. The Newspapers section of this collection of conference presentations contains the following 24 papers: "Dropping the Paper: The Role of Women in Local Daily Subscription Cancellations" (Melinda D. Hawley); "The Effects of the 1990-1992 Recession in the Real Estate Industry in News Coverage in Real Estate Sections at Five Major U.S. Dailies" (Wendy Swallow Williams); "Nonreaders, Single Newspaper Readers and Multiple Newspaper Readers: A Discriminant Analysis" (Wayne Wanta and others); "Sample Size in Content Analysis of Weekly Newspapers" (Stephen Lacy and others); "How Four Newspapers Covered the 1992 Los Angeles and Related 'Riots'" (Jyotika Ramaprasad and others); "The Stability of 'Bad News' in Third World Coverage: 22 Years of 'New York Times' Foreign News" (Daniel Riffe);"Press Theory for the Post-Cold War Era: Toward Recapturing the Public Sphere Dialogue" (Lisa W. Holstein); "Women Making a Difference in the Newsroom" (Marion Tuttle Marzolf); "The 'New York Times' and the 'Washington Post's Coverage of the Tiananmen Incident and the U.S. China Policy: A Comparative Study" (Hong Cheng); "Changes in Coverage Patterns of Disability Issues in Three Major American Newspapers 1976-1991" (John S. Clogston); "Motherhood and the Newspaper Industry: Family Support Benefits and Women's Status in the Business" (Rebecca Theim); "Family Feud: A Case Study of Job Stress and Coping Mechanisms among Newspaper Copy Editors" (Brad Thompson and others); and "Press Coverage of Interest Groups: News Values as Determinants" (Dong-Geun Lee); "Lead, Follow or Stop the Presses: The Future of Daily Newspapers" (Sherri Ward Massey); "International News in Six American Newspapers: Last Look at a Bipolar World?" (Catherine Cassara); "'The People's Friend': A Content Analytic Study of How a Newspaper Functions for Its Readership" (Aleen J. Ratzlaff); "The Influence of Public Ownership on Publisher Autonomy" (Martha N. Matthews); "Coverage of Africa by the African-American Press: Perceptions of African-American Newspaper Editors" (Emmanuel U. Onyedike); "Color's Influence on the Content and Origin of Newsphotos" (Cindy M. Brown); "Professional Attitudes of Alternative and Mainstream Journalists and Their Effects on Job Satisfaction and Organizational Commitment" (Fiona A. E. McQuarrie); "The Effect of Foreign News on Readers' Attitudes toward Foreign Countries" (Taeyong Kim); "Community Editors' Views on Extralocal Coverage" (P. J. Tichenor and others); "Design Desks: Why Are More and More Newspapers Adopting Them?" (Ann Auman); "Job Stress, Hardiness and Health Factors in Reporters and Copy Editors" (Betsy B. Cook and others); and "The Response of Newspaper Circulation in the 1980s to Economic and Other Community Demographics" (F. Dennis Hale).   [More]  Descriptors: Audience Analysis, Case Studies, Comparative Analysis, Developing Nations

Minnis, J. R. (1993). Adult Education and the African State in the Post Cold War Era, Convergence. Demise of single-party rule in many African nations presents an opportunity for adult educators to influence development of liberal democratic states. The need for adults to be integrated into economic and social structures points to a role for adult education. Descriptors: Adult Education, Democracy, Economic Development, Foreign Countries

Cragan, John F.; Shields, Donald C. (1977). Foreign Policy Communication Dramas: How Mediated Rhetoric Played in Peoria in Campaign '76. A message-centered dramatistic theory of communication was used in conjunction with Q-sort technique and factor analysis to build and test a message-centered foreign-policy inventory that contained three dramatic interpretations of U.S. involvement in foreign affairs: cold war, power politics, and neo-isolationism. Analysis of results from two groups of 30 subjects indicated that the power-politics drama was the most accepted rhetorical vision in Peoria, Illinois. Cold war was a close second, but it appeared to polarize Peorians. Neo-isolationism was a distant third. The results were interpreted as providing empirical verification not only for the typology of foreign-policy dramas but also for Bormann's dramatistic theory of communication. The design used in the study indicates that rhetorical messages may be tested for their persuasiveness, producing a direct relationship between message production and audience analysis without risking the credibility of a speaker.   [More]  Descriptors: Adults, Communication (Thought Transfer), Foreign Policy, Information Theory

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Bibliography: The Cold War (page 36 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Urbana ERIC Clearinghouse on Reading and Communication Skills, Mark C. Carnes, Ralph E. Dowling, Louise K. Davidson, Rita G. Koman, Mary Eileen Sorenson, A. Howard White, Richard G. Nitcavic, R. Freeman Butts, and Shawn J. Parry-Giles.

McBride, James; Reed, Judy (2002). The Battle of Glorieta Pass: A Shattered Dream. Teaching with Historic Places. Henry Hopkins Sibley shared his nation's destiny of spanning the American continent from the Atlantic to the Pacific. Sibley's nation was the Confederate States of America, and Confederate President Jefferson Davis shared Sibley's vision of southern manifest destiny. President Davis authorized Sibley to raise volunteers for the Confederate Army of New Mexico, since Sibley's object was to conquer New Mexico and go on to Colorado and California. But the Confederate troops encountered major obstacles they had not foreseen, including cold weather and dry landscape, a distrustful Hispanic population, Apache warriors, and a determined, quickly assembled Union volunteer force. In Glorieta Pass (New Mexico), on March 28, 1862, the dream of a Confederate Western Empire ended. This lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Southwest United States in 1862); (5) "Determining the Facts: Readings" (Gettysburg of the West; A Soldier's Experience; Reports of the Battle of Glorieta Pass); (6) "Visual Evidence: Images" (Battles of Apache Canyon and Glorieta Pass; Fight at Pigeon's Ranch; Pigeon's Ranch, 1880; Glorieta Pass Battlefield Today); (7) "Putting It All Together: Activities" (Consider Life as a Soldier; Impact of the Confederate Invasion; War Memorials in the Local Community); and (8) "Supplementary Resources." The lesson can be used in U.S. history, social studies, and geography courses in units on westward expansion and the U.S. Civil War.   [More]  Descriptors: Civil War (United States), Heritage Education, Historic Sites, History Instruction

White, A. Howard (1972). Let's Stop the Home-School Cold War, Education Digest: Essential Readings Condensed for Quick Review. Author, a newspaper editor, notes remoteness of many school administrators and teachers from community, leading them to assume support for school programs–and taxes–which does not exist. Seven suggestions point towards improving public relations and regaining parental cooperation. Descriptors: Administrator Attitudes, Community Attitudes, Community Cooperation, Parent Attitudes

McCormick, Jackie (1971). Social Studies: Emergence of America as a World Power. The quinmester American studies elective course for grades seven through nine focuses on the development of the United States as a world power from 1898 when conditions and influential groups of expansionists contributed to the United States, changing from an isolationist nation to the present world power. Emphasis is on the concept of national power and its manifestation in national and foreign policy in an attempt to provide students with a background and foundation upon which to build an understanding of America's role in today's world. Seven units of the course, arranged as other quinmester social studies courses, with stress upon United States foreign policy are: 1) From Isolationism to Imperialism; 2) From Pre to Post World War I; 3) Return to Isolationism; 4) From Pre to Post World War II; 5) Cold War to the Present; 6) Projections for the future; 7) Relationship of past events to the present. A bibliography of student and teacher materials is included. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970.   [More]  Descriptors: Activity Units, American Studies, Behavioral Objectives, Colonialism

Dowling, Ralph E.; Nitcavic, Richard G. (1989). Visions of Terror: A Q-Methodological Analysis of American Perceptions of International Terrorism. A study examined the efficacy of Q-methodology as a tool to explain perceptions of the American public regarding international terrorism, seeking to identify through this methodology distinct views of terrorism and the significant variables characterizing those views. To develop their instrument, researchers interviewed 16 individuals and based the structure of the Q-sort on the themes presented, resulting in an instrument with 49 statements. Forty-one students at a midwestern university completed the terrorism Q-sort. Results showed that Q-methodology provided a useful tool for examining perceptions of international terrorism and for focusing future studies of unanswered questions about the effects of media coverage of terrorism on audiences. Q-factor analysis revealed four patterns of perceptions regarding terrorism. Viewing terrorists as driven by human needs and possibly noble motives distinguished the "Humanist/Cold-War Patriot" and the "Pacifist-Isolationist" from the "Frightened Philosopher" and the "Aggressive Patriot." Generally, however, attitudes that distinguished the types, such as concern with U.S. or Soviet involvement, perception of threat, and advocacy of military action, tended to be similar in three of four types. Similarities across three types combined with consensus across all four types resulted in half of the subjects' loading on two types. Information from this preliminary investigation should provide useful information for revision of the terrorism Q-sort–a process already underway. (Two tables of data and one figure are included and 26 references are attached. An appendix contains the research instrument and data.)   [More]  Descriptors: Audience Analysis, Higher Education, Mass Media Effects, Political Attitudes

Sorenson, Mary Eileen (1994). A Classroom Module on Peace-Building, Social Education. Asserts that the United Nations, though often restricted by Cold War events, has had a resurgence as the hope for a true global forum for the world's pressing issues. Maintains that the need to teach about peacekeeping and model conflict resolution skills is crucial in today's world. Descriptors: Conflict Resolution, Course Content, Curriculum Development, Grade 7

Malkasian, Mark; Davidson, Louise K. (1991). In the Shadow of the Cold War: The Caribbean and Central America in U.S. Foreign Policy. Teacher's Resource Book. With the improvement of U.S.-Soviet relations in recent years, there is much reason to take a fresh look at U.S. foreign policy. This teacher's resource book is designed to accompany a unit that provides high school students with an opportunity to examine U.S. policy toward the Caribbean and Central America. Composed of four chapters, the first chapter examines the economic and military concerns that linked the history of the Caribbean and Central America to the United States. Chapter 2 explains how differences with Cuba became entangled with the larger U.S.-Soviet confrontation in the early 1960s and focuses upon the Cuban Missile Crisis. The third chapter examines the last three decades of U.S.-Soviet-Cuban relations. Finally, the unit concludes with a chapter on the future of U.S. policy toward the Caribbean and Central America. In this section, students are asked to reflect on what they learned and choose one of three options for the future course of U.S. foreign relations toward the region. The teacher's resource book contains eight lessons to be taught in conjunction with the student text. Lessons 3-6 focus specifically on the dimensions of the triangular U.S.-Soviet-Cuban relationship, while lessons 1, 2, 7, and 8 largely explore the U.S. role in the Caribbean and Central America. The resource book also contains supplementary notes that feature additional background on the Cuban Missile Crisis, including much of the correspondence between Kennedy, Khrushchev, and Castro. Descriptors: Citizenship Education, Foreign Countries, Foreign Policy, High Schools

Sherwin, Martin J. (1995). Hiroshima as Politics and History, Journal of American History. Argues that the objections raised to the Enola Gay exhibit are rooted in Cold War politics. Maintains that this historical myopia exemplifies the need for challenging historical inquiry. Characterizes opposition to the exhibit as largely political and discusses demands made to censor exhibit material. Descriptors: Censorship, Conservatism, Democratic Values, Dissent

Hollihan, Thomas A. (1986). The Public Controversy Over the Panama Canal Treaties: An Analysis of American Foreign Policy Rhetoric, Western Journal of Speech Communication. Discusses the public rhetoric created during the debate over the Panama Canal treaties. Examines three foreign policy dramas that emerged: Cold War, New World Order, and Power Politics. Argues that these dramas provide insight into how foreign policy rhetoric reflects Americans' conceptions of themselves and their global responsibility. Descriptors: Communication Research, Discourse Analysis, Foreign Policy, Political Attitudes

Koman, Rita G. (1994). Man on the Moon: The U.S. Space Program as a Cold War Maneuver. Lesson Plan, OAH Magazine of History. Contends that the pledge by President Kennedy to land a man on the moon and return him safely "before the decade is out" was a Cold War tactic designed to bring national unity. Presents a lesson plan, a chronological chart, three primary documents, step-by-step implementation procedures, and related student activities. Descriptors: Class Activities, Educational Strategies, Foreign Countries, Foreign Policy

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1984). Journalism and Journalism Education: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with the following topics: (1) the meaning of "Cold War" in two York, Pennsylvania, daily newspapers; (2) Tom Paine and the disclosure of secret French aid to the United States; (3) "Schenck V. United States"; (4) an editorial analysis of the evacuation and encampment of the Japanese Americans during World War II; (5) radical currents in twentieth-century American press criticism; (6) neighborhood newspapers, citizen groups, and knowledge gaps on public affairs issues; (7) the news content of the prestigious dailies of India; (8) college president-newspaper adviser relationships and their effects on freedom of college sponsored newspapers; (9) newspaper reporters' attitudes regarding confidence in public education; (10) newspaper coverage of Congress and its utilization by Congressmen; (11) Martin Luther King, Jr., and the news magazines; (12) mass media in revolutionary societies; (13) West African newspapers as mirrors of concern about education; (14) stress on government and Mexican newspapers' commentary on government officials; (15) the concept of freedom and the free press; (16) state intervention in press economics in advanced Western democratic nations; (17) fair use as a copyright doctrine; and (18) the Baltimore, Maryland, "Afro-American" from 1892 to 1950.   [More]  Descriptors: Annotated Bibliographies, Content Analysis, Copyrights, Court Litigation

Carnes, Mark C. (1996). The Big High School That Wasn't Built: How One Community Rejected a Legacy of the Cold War. Commentary, Education Week. Describes how community members from Newburgh, New York, successfully battled against a school board proposal that called for expanding the town's high school to an enrollment of over 3,000 students. Rejects the notion that "bigger is better" and criticizes state funding formulas that create large schools by offering higher reimbursement rates for district consolidation and school expansion. Descriptors: Boards of Education, Community Action, Community Influence, Consolidated Schools

2003 (2003). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). History Division. The History Division of the proceedings contains the following 18 papers: "Woman as Machine: Representation of Female Clerical Workers in Interwar Magazines" (Jane Marcellus); "'So Vivid A Crossroads': The FCC and Broadcast Allocation, 1934-1939" (James C. Foust); "Cattle Barons Vs. Ink Slingers: The Decline and Fall of the Wyoming Stock Growers Association (1887-1894)" (Ross F. Collins); "The Black Press, the Black Metropolis, and the Founding of the Negro Leagues (1915-1920)" (Brian Carroll); "The International Sources of Section 12 of the Radio Act of 1927" (Rita Zajacz); "Alcoholic Dogs and Glory for All: The Launch of New Communications for National Prohibition, 1913" (Margot Opdycke Lamme); "'Neither Drunkards nor Libertines': Portraying Grover Cleveland as a Threat to the Family in Political Cartoons During the 1884 Campaign" (Harlen Makemson); "Exhortation to Action: The Writings of Amy Jacques Garvey, Journalist and Black Nationalist" (Jinx Coleman Broussard); "Keep and Use It for the Nation's War Policy: The Office of Facts and Figures and Its Uses of the Japanese-Language Press from Pearl Harbor to Mass Internment" (Takeya Mizuno); "Herbert Hoover's Philosophy of the Public Service Standard in Broadcasting" (J.M. Dempsey); "A Stunt Journalist's Last Hurrah: Nellie Bly Goes Ringside to Report on Jack Dempsey Winning the Heavyweight Boxing Championship" (Mike Sowell); "Sex and Censorship on Postwar American Television" (Bob Pondillo); "Propaganda v. Public Diplomacy: How 9/11 Gave New Life to a Cold War Debate" (David W. Guth); "Pricking the National Conscience: The Early Radio Career and Thematic Interests of Charles Kuralt" (Johanna Cleary); "Deeper Than the Fictional Model: Structural Origins of Literary Journalism in Greek Tragedy and Aristotle's 'Poetics'" (Charles Marsh); "The Pulitzer and the Klan: Horace Carter, the Pulitzer, and How a Weekly Editor Stood Up to the Klan–and Won" (Thomas C. Terry); "The Newspaper Reporter as Fiction Writer: The Tale of 'Franklin W. Dixon'" (Marilyn S. Greenwald); and "'Our People Die Well': Death-Bed Scenes in Methodist Magazines in Eighteenth-Century Britain" (Richard J. Bell).   [More]  Descriptors: Broadcast Television, Censorship, Federal Legislation, Females

Butts, R. Freeman (1989). Civic Education and Human Rights. In order to understand the context of the role that human rights should play in civic education in the United States, the era in which those rights were first debated (1789-1790's) must be examined, as well as contemporary political and education trends in the United States and the world. Human rights were at the heart of the democratic revolutions in the late 18th century. For a contemporary understanding of human rights education in the United States, the role that the United States has played in world affairs since the end of World War II must be examined. The organization of the United Nations and the formulation of its charter brought considerable enthusiasm for human rights to the United States. The rise of international studies as a basic component of civic education in the schools was always beset in the United States by Cold War ideology and McCarthyism. The Helsinki Final Act of 1975 and the Carter administration's focus on human rights brought concern for human rights back into the forefront of national discussion. The onset of the Reagan administration downgraded the role of human rights in U.S. foreign policy. In spite of this opposition, the California State Department of Education drew up and adopted a "Model Curriculum for Human Rights and Genocide," based on a similar program developed in Connecticut. It suggests ten human rights issues for discussion by U.S. high school students (e.g., "Privacy, Authority, and Abortion"). Two charts help delineate civic values and human rights in an educational scheme. Descriptors: Citizenship Education, Civics, Civil Liberties, Educational Objectives

Parry-Giles, Shawn J. (1994). Rhetorical Experimentation and the Cold War, 1947-1953: The Development of an Internationalist Approach to Propaganda, Quarterly Journal of Speech. Analyzes congressional deliberations over America's first peacetime propaganda program from 1947-53. Finds three distinct periods: naivete, hysteria, psychological strategy. Argues that the Truman administration produced an ethnocentric approach to propaganda whereas the Eisenhower administration adopted a more internationalist perspective which was more successful. Finds that propagandists can and do overcome the cultural constraints of language. Descriptors: Communication Research, Discourse Analysis, Higher Education, Intercultural Communication

Issraelyan, Victor L.; Flowerree, Charles C. (1982). Radiological Weapons Control: A Soviet and US Perspective. Occasional Paper 29. Two international diplomats from the Soviet Union and the United States focus on the need for a treaty to ban the use of radiological weapons. Radiological weapons are those based on the natural decay of nuclear material such as waste from military or civilian nuclear reactors. Such devices include both weapons and equipment, other than a nuclear explosive, designed to cause destruction or injury by dissemination of radioactive material. They are generally considered one of many so-called "weapons of mass destruction." As yet undeveloped, radiological weapons have been the subject of investigation both in the Soviet Union and in the United States and could conceivably be perfected for military use in the future. It was with this possibility in mind that the United States and the Soviet Union proposed in 1979 a joint draft of a Radiological Weapons Treaty to the Geneva-based Committee on Disarmament. A Radiological Weapons Treaty would be a modest achievement at best. However, under the current circumstances of heightened cold war rhetoric and mushrooming military budgets of the two superpowers even a modest agreement to ban a potentially highly destructive new weapons system assumes an added significance. It suggests the two major nuclear-weapon states have concluded that arms limitation progress must proceed and that more substantive agreements may be possible in the future.   [More]  Descriptors: Disarmament, International Relations, Nuclear Weapons, World Problems

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Bibliography: The Cold War (page 35 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Gerald J. Baldasty, Carl B. McDonald, Louise K. Davidson, Gregory Wegner, J. Herbert Altschull, Mark Malkasian, Sharon Stephens, Mark Walhout, Charles White, and Stephen H. Aby.

Harik, Ramsay M. (1993). Thinking about Our Future: War, Society, and the Environment. A Series of Lesson Plans. This packet of 11 lesson plans is designed to help high school social studies classes examine socio-political issues facing the post-Cold War world. Though its multi-disciplinary approach touches upon a number of current topics, the packet's particular focus is on the wide-ranging impact of war and militarism on the planet's growing ecological crises. The lessons have been designed to introduce students to the background information they need to intelligenly analyze today's international news, as well as to encourage students to ask critical, normative questions such as "what is the meaning of 'security' in today's world?" and "what is the role of the citizen in fostering environmental consciousness?" A basic premise running throughout the lessons is that new, globally-oriented thinking must take the place of the old, narrowly defined nation-state system if humanity is going to overcome the environmental crisis facing it. Thus, in addition to lessons such as "Re-thinking 'Security' in the "'New World Order'" and "Weapons Conflict Resolution at the Personal, Social, and International Level," there is also a strong focus on nuclear proliferation as a paradigm of the special dangers of violent confrontation in the modern age. The lessons offer a variety of activities and strategies to encourage an active and constructive engagement with these issues, in particular role-playing, cooperative learning formats, and journaling. A resource list at the end of the packet describes currently available fiction, non-fiction, videos, journals, and organizations relevant to the issues at hand.   [More]  Descriptors: Citizen Participation, Cooperative Learning, Ecology, Environment

Altschull, J. Herbert (1977). Krushchev and the Berlin "Ultimatum": The Jackal Syndrome and the Cold War, Journalism Quarterly. When a Soviet note dispatched to Britain, France, and the United States in 1958 was termed an ultimatum by the "Lion" (the New York "Times"), most of the press followed suit, although other explanations of the note were available; this pattern illustrates the phenomenon designated as the "jackal syndrome."   [More]  Descriptors: Communication Problems, Credibility, Diplomatic History, Foreign Policy

Warren, Catharine E., Ed. (1988). Adult Education Research Conference Proceedings (29th, Calgary, Alberta, Canada, May 6-8, 1988). The following are among the 55 papers in this volume: "Implications of Person-Environment Congruence in Adult Learning Environments" (Agee); "Reliability and Validity of the Alternate Form of the Education Participation Scale" (Boshier); "Research and Developments in the Neurosciences" (Boucouvalas); "Professional Writing Activity among Professors of Adult Education" (Brockett); "Re-entry for Women" (Butterwick); "Self-directed Learning" (Caffarella, O'Donnell); "University Based Continuing Professional Education" (Chaytor, Chaytor, Poel); "From the Text to the Adult Learning Trajectory" (Chene); "A Profile of Selected Women Leaders" (Cheng); "Learning Styles and Method of Pre-service Education" (Coggins); "Self-directed Learning or an Emancipatory Practice of Adult Education"  (Collins); "Teaching and Learning Styles and the Native American Learner" (Conti, Fellenz); "Using a Data Management System to Control Research Data Entry and Manipulation" (Conti, Fellenz); "Conceptions of the Usefulness of Participation in Adult Education Activities" (Costin); "Relationship between Learning Strategies/Meta-Strategies and Experiential Learning Styles of Self-Taught Adults" (Danis); "Adult Basic Skills" (Deane); "Situation Analysis Factors Affecting Program Decisions in the Cooperative Extension System" (Deshler, Wood); "Overcoming Barriers to Education for Rural Adults" (Easton); "Some Implications of Sternberg's Triarchic Theory for Adult Basic Education" (Farr, Moon); "Toward Redefining a Theory of Interdependence of Providers of Continuing Professional Education"  (Ferro); "Effective Training for Management & Nonsupervisory Employees" (Foucar-Szocki); "The Process of Becoming an Adult Educator" (Finger); "What Is Education?" (Forrest); "Retirement Planning" (Foutz); "Mutual Enlightenment in Vancouver, 1886-1961" (Hunt); "Critical Thinking, Critical Teaching, Critical Theory" (Inkster); "Knowledge and Learning in Adult Education" (Jarvis); "As the Gavel Strikes" (Kiener); "The Further Development of an Adult Education Classroom Environment Scale" (Langenbach, Aagaard); "Adult Education, McCarthyism, and the Cold War" (Law); "Application of Stufflebeam's CIPP Model" (Lewis, Murphy); "Intentional Learning and Change by Adults with Type II Diabetes" (Lundgren); "Work Experience vs. Literacy" (Mason); "Effects of an Interactive Video Adult Literacy Instruction System" (McElhinney, Wood); "Doing Case Study Research in Adult Education" (Merriam); "Transformation Theory" (Mezirow); and "Insights on the Process of Innovation in Urban Extension Programs of the Cooperative Extension Service" (Milk). Eighteen other papers, a symposium session, two junto session reports, and eight poster session abstracts are also included. Descriptors: Adult Basic Education, Adult Education, Adult Educators, Adult Learning

Perlstein, Daniel (2004). Politics and Historical Imagination, History of Education Quarterly. This article traces back to the time when virtually no educational research or policymaking takes integration seriously, when the courts regularly declare segregated districts unitary, when the rhetoric of race-blind social justice has been abandoned by the left and appropriated by the opponents of equality. This leads students' and other American's skepticism about school integration. Such doubts both limit students' ability to understand the history of American education and circumscribe their political and social imagination. In this article, the author examines how the "Brown" decision is portrayed in two American history textbooks, one used in middle schools today and the other used thirty years ago. "A More Perfect Union," whose authors include prominent historian Gary Nash, is popular today. In a remarkably inaccurate statement, the book claims that the "Brown" decision "ordered school integration to proceed immediately." The book tells students that the "Brown" decision heralded the Supreme Court's declaring segregation illegal in "case after case." On the other hand, the "Quest for Liberty," a 1971 text offers a far richer and more multifaceted historical account than does the dumbed- and dumbing-down "A More Perfect Union." The older book accurately reports that the Supreme Court demanded that segregation be ended "at a reasonable rate of speed." The book traces the emergence of the civil rights movement not only to the "Brown" decision but also to Cold War foreign policy concerns and to the activism of World War II veterans who returned from the battle against Nazism determined to end racism at home. Here, the examination of the contrasting textbooks challenges to consider how one may mirror "A More Perfect Union's" lowered aspirations in one's own school work. The discussion of one's own situation fostered one's capacity to imagine alternatives to it and introduces an analysis of "Brown."   [More]  Descriptors: Politics of Education, Educational History, School Desegregation, Equal Education

Baldasty, Gerald J.; Winfield, Betty Houchin (1981). Institutional Paralysis in the Press: The Cold War in Washington State, Journalism Quarterly. A content analysis of four Washington state newspapers published in 1948 reveals that they did not provide fair coverage of the House UnAmerican Activities Committee's investigation of communist infiltration at the University of Washington. Descriptors: Communism, Content Analysis, Media Research, News Reporting

Lhowe, Mary, Ed. (1994). After the Cold War: The U.S. Role in Europe's Transition. Revised. [and] Teacher's Resource Book. These materials explore the decisions that face the United States as a result of the changes in the past decade in the countries of Eastern Europe and the former Soviet Union. The background readings allow students to examine such questions of values and foreign policy as: (1) Should the United States remain committed to its Western European allies?; (2) How should we respond to conflict in the region?; and (3) What is the U.S. role in the world now that Soviet communism is no more? The student booklet provides a framework for considering such issues by presenting policy choices, or options, that lay out distinct viewpoints about what U.S. policy toward Europe should be. The background readings are to provide an understanding of how the history of the regions from World War I to the present has shaped the questions of today. The options for student discussion include: (1) "Promote Western Values"; (2) "Protect Our Interests"; (3) "Beyond Europe"; and (4) "Reduce Our Obligations." The accompanying teacher's resource book contains a 10-day plan and student activities. The first six days of the lesson plan are meant to reinforce key concepts raised in the student background readings. Days seven and eight feature a simulation in which students assume the roles of advocates for the four discussion options. The final two days of the lesson plan engage students in clarifying their own views on the United States' role in Europe, and ultimately, in developing their own proposals for the United States' European role. Descriptors: Disarmament, Foreign Countries, Foreign Policy, Global Approach

Aby, Stephen H., Comp.; Kuhn, James C., IV, Comp. (2000). Academic Freedom: A Guide to the Literature. Bibliographies and Indexes in Education, Number 20. This guide provides descriptive annotations of 481 sources relevant to the topic of academic freedom. The focus is on postsecondary education in the United States and on items published after 1940, although some entries are for earlier sources. Sources are grouped by category into these chapters: (1) "Academic Freedom–Philosophy"; (2) "Academic Freedom–History (General)"; (3) "Academic Freedom–History (1915 to World War II)"; (4) "Academic Freedom–History (Cold War)"; (5) "Academic Freedom–History (1960-1979)"; (6) "Current Issues and General Trends"; (7) "Academic Freedom and the Culture Wars"; (8) "Academic Freedom and Religion"; (9) "Tenure–Defense, Critiques and Alternatives"; (10) "Academic Freedom in Other Countries"; and (11) "World Wide Web Sites." Name and subject indexes are included. Descriptors: Academic Freedom, Annotated Bibliographies, College Faculty, Educational History

Walhout, Mark (1987). The New Criticism and the Crisis of American Liberalism: The Poetics of the Cold War, College English. Contends that arguments against New Criticism should place the movement in historical context. Suggests that historians of American criticism rethink the institutionalization of New Criticism as the work of both liberal intellectuals and pragmatic neoconservatives for whom both traditional liberalism and right-wing ideology were part of the problem. Descriptors: Liberalism, Literary Criticism, Literary History, United States Literature

Lockard, Craig A. (1994). Meeting Yesterday Head-On: The Vietnam War in Vietnamese, American, and World History, Journal of World History. Asserts that the American-Vietnamese War can be analyzed best in the context of three distinct entities: (1) Vietnam; (2) the United States; and (3) the larger world. Discusses Vietnam's revolutionary tradition, U.S. Cold War foreign policy, and the global context of anticolonialism and antiimperialism. Descriptors: Colonialism, Cross Cultural Studies, Cultural Context, Foreign Countries

Stephens, Sharon (1997). Nationalism, Nuclear Policy and Children in Cold War America, Childhood: A Global Journal of Child Research. Theorizes the place of children in America's "Cold War Consensus" of the 1950s-60s. Counterposes dominant Cold War images of abstract, generic children (inevitably white middle class) to actual children most vulnerable to risks associated with nuclear weapons production and testing. Concludes that in various ways, these children were all perceived as "deviant" and worth sacrificing to protect "normal" children. Descriptors: Beliefs, Children, Ideology, Nationalism

Chipman, Donald D.; McDonald, Carl B. (1982). The Cold War in the Classroom: Kilpatrick's Student Years at Mercer, Teachers College Record. As a student at Mercer University (Georgia) from 1888-91, William Kilpatrick observed that teachers and pupils stood in opposition to each other and that cheating was a "natural process." The granting of honors was viewed by Kilpatrick as detrimental and as a way of pitting students against each other. Kilpatrick also advocated the abolition of the grading system. Descriptors: Cheating, Educational Philosophy, Educational Theories, Foundations of Education

Quigley, Kevin F. F. (1997). For Democracy's Sake: Foundations and Democracy Assistance in Central Europe. Woodrow Wilson Center Special Studies. Assisting democracy has become a major concern of the international community since the end of the Cold War. Private actors–foundations and other nongovernmental organizations–are playing a growing role in these efforts, rivaling those of governments and international institutions. The study reported in this book examined foundations' democracy assistance programs in Central Europe in the years immediately following the fall of the Berlin Wall, both measuring their size and evaluating their strategies. Chapters in the book are: (1) "Introduction: A New World" ("Phases of Assistance"; "Purpose"; "Concepts and Techniques"; "Approach"); (2) "Czech Republic: Standing Apart" ("External Involvement"; "Education"; "Featured Projects"; "Results"); (3) "Hungary: The Long Road" ("External Involvement"; "Human Rights"; "Featured Projects"; "Results"); (4) "Poland: First among Equals" ("External Involvement"; "Local Governments"; "Featured Projects"; "Results"); (5) "Slovakia: Slipping Behind" ("External Involvement"; "NGO Sector"; "Featured Projects"; "Results"); (6) "Regional Projects: Going against the Grain" ("Environment"; "Education and Training"; "Results"); (7) "George Soros: Leader of the Band" ("The Man"; "The Soros Foundations in Central Europe"; "Stefan Batory Foundation"; "Regional Projects"; "Higher Education Programs"; "Regional Library Program"; "Institute for Local Government and Public Service"; "Soros Roma Foundation"; "Central European University"; "Results"); and (8) "Conclusions and Recommendations" ("Accomplishments"; "Shortcomings";"Lessons Learned"; "Conclusions"). Each chapter includes notes. Appendix 1 lists project advisory committee members, Appendix 2 lists "For Democracy's Sake" workshop participants, and Appendix 3 contains extensive tables of data regarding foundation assistance. (Includes a bibliography.) Descriptors: Data Collection, Democracy, Economic Development, Economics Education

Malkasian, Mark; Davidson, Louise K. (1991). In the Shadow of the Cold War: The Caribbean and Central America in U.S. Foreign Policy. With the improvement of U.S.-Soviet relations in recent years, there is much reason to take a fresh look at U.S. foreign policy. This unit provides secondary students with an opportunity to examine U.S. policy toward the Caribbean and Central America. Composed of four chapters, the first chapter examines the economic and military concerns that linked the history of the Caribbean and Central America to the United States. Chapter 2 explains how differences with Cuba became entangled with the larger U.S.-Soviet confrontation in the early 1960s and focuses upon the Cuban Missile Crisis. The third chapter examines the last three decades of U.S.-Soviet-Cuban relations. Finally, the unit concludes with a chapter on the future of U.S. policy toward the Caribbean and Central America. In this section, students are asked to reflect on what they learned and to choose one of three options for the future course of U.S. foreign relations toward the region. Descriptors: Citizenship Education, Foreign Countries, Foreign Policy, High Schools

Wegner, Gregory (1995). In the Center of the Cold War: The American Occupation of Berlin and Education Reform, 1945-1952, Journal of Curriculum and Supervision. Examines educational policy formation in the Education and Religion branch of postwar Berlin's Office of Military Government relating to the "gymnasium," a potent symbol of elite German schooling tradition. As shown by West Berlin's conservative 1950s schooling policies, German education traditions were so powerful that neither Hitler's efforts nor the American occupation could dislodge them. (54 references) Descriptors: Educational Change, Educational History, Educational Policy, Elementary Secondary Education

White, Charles (1986). Simulating the Cold War: A Software Review of "The Other Side.", OAH Magazine of History. Favorably reviews "The Other Side," a global conflict resolution simulation available for high school social studies classes. Maintains that this program is well worth the time and effort required to integrate it into the study of modern history and international relations. Descriptors: Computer Simulation, International Relations, Secondary Education, Social Studies

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Bibliography: The Cold War (page 34 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Janet Dewart, John Trumpbour, Nish Jamgotch, Thomas L. Jacobson, Elsa W. Lohman, Association for Education in Journalism and Mass Communication, Lisa King, Gayle Nelson, John Fonte, and Janice M. Frye.

Jacobson, Thomas L. (1980). Responses to the New International Information Order: The United States. Third World nations' calls for a new international information order are discussed and the responses of Western governments and in particular of the United States government to those calls are analyzed in this paper. The paper notes the Third World countries' preferences for a more restrictive flow of information across borders, their limited interest in the use of technology to transmit information, and their internal policies of restricting access of information to less advantaged classes, positions that are not accepted by Western countries. Official Western government responses are described as having been expressed primarily through participation in United Nations sponsored conferences, especially those of UNESCO. An overview of these conferences and their major issues is provided. A discussion of the reasons behind Western policies that promote a more open right to communicate includes mention of the profit motive and cold war diplomatic and political intentions. Descriptors: Communications, Developed Nations, Developing Nations, Foreign Countries

Metcalf, Lawrence, Ed.; And Others (1975). The Cold War and Beyond: From Deterrence to Detente–to What? Crises in World Order. The book, intended for senior high school students, is one of a series concerned with problems of world order. The bipolar system (domination of the international system through maintenance of a balance of power between the United States and the Soviet Union) is described and defined by presenting case studies of the Hungarian rebellion in 1956, the Cuban missile crisis in 1962, and the Arab-Israeli War in 1973. For each crisis the history is described, the current situation is presented, and the effects on and stages of development in the bipolar system are appraised. The study guides at the end of each chapter are designed to help the student examine each case and evaluate the system. The booklet also suggests issues and topics for further exploration and identifies other cases to examine. The final chapters postulate changes in the balance of power in the future and possible solutions for obtaining world order. Key concepts are defined in a glossary. Descriptors: Case Studies, Conflict Resolution, Foreign Countries, Foreign Policy

Crabtree, Charlotte, Ed.; And Others (1992). Lessons from History: Essential Understandings and Historical Perspectives Students Should Acquire. This volume seeks to answer the question "What history should schools teach?" It makes a case for why the teaching of history is vital, and features an interpretation of both U.S. and world history. The chapter on U.S. history is organized into 14 units that correspond to major historical eras: (1) Three Worlds Meet (1450-1600); (2) The Colonial Era (1600-1754); (3) The Revolutionary Era (1754-1783); (4) Nation Building (1783-1815); (5) The Expanding Nation: The North (1815-1850); (6) The Expanding Nation: The Westward Movement (1815-1850); (7) The Civil War and Reconstruction (1850-1877); (8) The Second Industrial Revolution (1865-1900); (9) The Progressive Era (1900-1914); (10) The Emergence of the United States as a World Power and World War I (1890-1920); (11) The 1920s: A Decade of Prosperity and Problems; (12) The Depression and the New Deal (1929-1941); (13) World War II and the Cold War (1939-1961); and (14) The Recent United States (1961-Present). The materials in each unit are presented under three major topic headings. The first, Significance and Teaching Goals, argues the importance of the subject at hand and some of the most worthwhile goals to be sought in teaching it. The second heading, Major Topics, briefly outlines those topics and sub-topics around which the larger subject may be effectively organized. Finally, under the third heading, Major Topics and Their Development: Essential Understandings and Related Teacher Background, there appears a detailed and interpretive narrative, which is meant to serve as background to help teachers in framing their own interpretation and presentation. The units on world history are organized into the same format. They are: (1) The Beginnings of Civilization; (2) The Classical Civilizations of the Mediterranean World, India, and China (ca. 1000 B.C.-600 A.D.); (3) The Expansion of Agrarian Civilizations (ca. 600-1450 A.D.); (4) The Early Modern World (1450-1800 A.D.); (5) The World in the 19th Century; and (6) The World in the Contemporary Era. Descriptors: Curriculum Development, Educational Objectives, Historiography, History Instruction

King, Lisa (1991). The Origins of the Cold War: A Unit of Study for Grades 9-12. This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. The events of 1945 are regarded widely as a turning point in 20th century history, a point when the United States unequivocally took its place as a world power, at a time when Americans had a strong but war-oriented economy and a long standing suspicion of Europeans in general. Based on primary sources, this unit explores the decisions of key policymakers at this crucial moment in modern history. The unit contains three lessons dealing with U.S. foreign policy from 1945 to 1950 including the outbreak of the Korean War. The first lesson plan is on the atomic bomb and its effect on international relations. In this lesson students analyze three U.S.  arguments on possible use of the atomic bomb and define and discuss the idea of "atomic diplomacy" on post-World War II relations between the United States and the Soviet Union. In the second lesson plan the policy of containment is defined and arguments are presented both for and against its adoption by the United States. The third lesson deals with the practice of containment. In it students analyze how the policy was put into practice by the United States; identify and define actions that exemplify the containment policy; define and analyze the Soviet perspective on the American policy of containment; and use the Korean conflict as an example of the containment policy in action. Descriptors: Foreign Policy, Grade 10, Grade 11, Grade 12

Brown Univ., Providence, RI. Center for Foreign Policy Development. (1992). Choices for the 21st Century: Facing a Disintegrating Soviet Union. Alternatives for Public Debate and Policy Development. This mini-unit was designed to help high school students make sense of the complex issues raised by the disintegration of the Soviet Union, while letting them form their own conclusions about the direction of U.S. foreign policy. In the course of a five-day lesson plan, students have an opportunity to put recent events into perspective, deepen their knowledge of the Soviet Union, and join with their fellow classmates in assessing the United States' future role in the region. Students begin by considering how the final collapse of the Soviet Union in 1991 altered the U.S. foreign policy agenda. They then explore three clearly defined options for U.S. policy toward the Soviet Union, namely, strengthen the Newly Independent Republics, Support a Stable Russia, or Mind Our Own Business. Three background articles provide a context for the options, helping students reach an informed understanding of the choices they face. With a better grasp of the Soviet Union's past and present problems, students are equipped to participate in a role playing activity based on the three options. Ultimately, the sequence of lessons is intended to guide students as they develop their own ideas about U.S. policy toward the former Cold War enemy, and finally, clarify their own values and beliefs about the U.S. role in the world. Three appendices contain lesson plans and student activities, abridged background articles, and topics for further consideration. Descriptors: Citizenship Education, Current Events, Foreign Policy, Futures (of Society)

Jamgotch, Nish, Jr. (1983). Soviet Security in Flux. Occasional Paper 33. If U.S. foreign policy is to be prudent and effective, it must cease relying on the doctrinaire images and cold war rhetoric of the past and take into account five intactable problems, none of them specifically military, that the Soviet Union faces. These problems are: (1) unabating deficiencies in its economy; (2) a precarious battle with communist orthodoxy and alliance management in Eastern Europe; (3) a jittery relationship with China; (4) an adverse shift in the balance of world power; and (5) the constraint which global interdependency and the thermonuclear age impose on the rational formulation of defense policies. The future will be intensely demanding for the Soviet Union because it has achieved global military capabilities at precisely the time its economy appears worn out. U.S. leaders need to undertake frequent fresh appraisals of Soviet threats and realistic capabilities in the domestic and international contexts in which they occur. Defense strategists should not attribute to Soviet foreign policy nonexistent successes, but rather should be critical of claims that the balance of power has shifted to the Soviets. Both countries should agree to a moratorium on the habitual counting of weapons. Finally, the United States should be skeptical about the view that problems besetting Soviet decision makers can be resolved by war.   [More]  Descriptors: Communism, Economic Climate, Foreign Countries, Foreign Policy

Association for Education in Journalism and Mass Communication. (2000). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (83rd, Phoenix, Arizona, August 9-12, 2000). International Communication Division. The International Communication Division section of the proceedings contains the following 21 papers: "The European Press and the Euro: Media Agenda-Setting in a Cross-National Environment" (Olaf Werder); "Factors Affecting the Internet Adoption by Thai Journalists: A Diffusion of Innovation Study" (Anucha Thirakanont and Thomas Johnson); "Linkages of International and Local News" (Gene Burd); "The Absence of Fairness in Two Philippine Newspapers" (Geri M. Alumit); "From Globalization to Localization: World's Leading Television News Broadcasters in Asia" (Yu-li Chang); "News Media Representation of the Yanomami Indians as a Reflection of the Ideal Audience" (Tania H. Cantrell); "Locating Asian Values in Asian Journalism: A Content Analysis of Web Newspapers" (Brian L. Massey and Arthur Chang); "Communicative Distance and Media Stereotyping in an International Context" (Deepak Prem Subramony); "The Relevance of Mass Communication Research in a Global Era: Localization Strategies of International Companies Entering India" (Geetika Pathania Jain); "Economic News: What's the Deal? Dutch Audience's Use and Interpretation of Economic Television and Print News" (Florann Arts); "Prospects and Limitations of World System Theory for Media Analysis: The Case of Middle East and North Africa" (Shelton A. Gunaratne); "The Image of Muslims as Terrorists in Major U.S. Newspapers" (Natalya Chernyshova); "Media Literacy and India's Ramayan in Nepal: Are TV Aesthetics Universal or Culture-Bound?" (Elizabeth Burch); "Between the Government and the Press: The Role of Western Correspondents and Government Public Relations in Reporting on the Middle East" (Mohammed el-Nawawy and James D. Kelly); "A Talking Nation, Not a Talking Individual: A New Order in Tanzania?" (Jyotika Ramaprasad); "McQuail's Media Performance Analysis and Post-Communist Broadcast Media: A Case Study of Broadcasting in Estonia" (Max V. Grubb); "Sovereignty, Alliance and Press-Government Relationship: A Comparative Analysis of Japanese and U.S. Coverage of Okinawa" (Mariko Oshiro and Tsan-Kuo Chang); "Government, Press and Advertising Revenue: Impact of the 27 October, 1987 Suspension of 'The Star's' License to Publish on 'The Star' and the Competing 'New Straits Times'" (Tee-Tuan Foo); "The Post-Cold War Bulgarian Media: Free and Independent at Last?" (Robyn S. Goodman); "Korean Environmental Journalists: How They Perceived A New Journalistic Role" (Jaeyung Park and Robert A. Logan); and "Manufacturing Consent of 'Crisis': A Content Analysis of the 'New York Times' Reporting on the Issue of North Korean Nuclear Weapon" (Oh-Hyeon Lee).   [More]  Descriptors: Agenda Setting, Case Studies, Content Analysis, Foreign Countries

Roman, Leslie G. (2004). States of Insecurity: Cold War Memory, "Global Citizenship" and Its Discontents, Discourse: Studies in the Cultural Politics of Education. This article situates the dominant discourses of "global citizenship" employed in North American universities to internationalize the curricula, drawing in part on evidence from one Pacific northwestern Canadian university in the post-September-11 context of recent restrictive immigration policies, anti-terrorist measures and evocative Cold War memories. Far from weakening the Canadian nation-state or jettisoning neoliberalism, it argues that authoritarian post-Fordism constitutes a supra-juridical state that offers fewer social services but governs with more entrepreneurship through its globalization, immigration and "national security" policies. The article shows how the post-September-11 changes to Canada's immigration and refugee legislation from 1978 to 2001, write evocative fears about "terrorists" and "invading immigrants" on the national body politic. These changes provide literal and metaphorical transnational, economic and socio-legal mobility with substantive and specific human rights to those prospective immigrants deemed "highly skilled global citizens". Yet, such policy efforts and legislation also reproduce the exclusions and differential hierarchies of gendered, classed, ableist and racialized notions of skill, flexible work and vulnerable or "unobtainable" citizenship for those it deems "non-immigrants", migrants or non-citizens. The conclusion asks: Is "global citizenship" an oxymoronic slogan; a well-meaning but naive equation of transnational mobility or "belonging" with formal legal substantive citizenship and human rights; or an opportunity to claim democratic praxis through a decolonized curricular, pedagogical and educational policy?   [More]  Descriptors: Foreign Countries, Immigration, Refugees, Public Policy

Wright, David (2006). Streetwise Urban Fiction, Library Journal. One of the hottest literary phenomena of recent years has been the explosion of what has been variously termed hip-hop, street, or urban fiction. Especially popular with younger African Americans, books in this genre are reaching an increasingly broad readership through ties to hip-hop music and culture. These crime stories generally revolve around the often tragic choices and journeys of young women and men drawn by the lure of easy money into drugs, prostitution, and the thug life. Street lit readers place a high premium on authenticity, and many of the genre's writers have firsthand experience of the "gangsta" life, not a few starting their writing careers as a way of coping while in prison and a means of going legit once they get out. Indeed, what distinguishes street stories from other contemporary African American literature is their emphasis on crime, drugs, and a cold, hard look at the less savory side of the street. These books speak in the voices of rappers, players, and "gangstas," where the "n-word" has passed from abusive epithet to defiant honorific to the merest pronoun. It comes as no surprise that street lit's popularity, especially with the young, has proven controversial, but the underlying message is not as simple as some critics think. While characterized by its refusal to preach, this genre often presents cautionary tales freighted with the conviction of those who have done the crime–and the time. These books' appeal as outlaw fables cannot be underestimated and helps account for their phenomenal success with younger readers interested in challenging dominant cultural norms. Yet to the extent that many of the genre's fans face choices similar to those of its characters, these books also deliver on their promise to tell it like it is, reflecting the often discomfiting reality of a society addicted to money and drugs and at war with itself along racially drawn lines. For libraries, the message is loud and clear: street lit is creating huge numbers of new readers. Although these readers range across the socioeconomic spectrum, from prisons to college campuses, many of them repeatedly say that if it weren't for street lit, they probably wouldn't be much interested in books. The goal of promoting literacy is so central to the mission of every public library that for them to fail these new and emerging readers by ignoring this living literature goes beyond a disservice–it is practically a sacrilege. This article offers a list of titles representing the hottest in the recent boom of independent or initially self-published authors in this genre.   [More]  Descriptors: African Americans, African American Literature, Campuses, Crime

Fonte, John, Ed.; Ryerson, Andre, Ed. (1994). Education for America's Role in World Affairs. This collection of essays by leading policy analysts and educators investigate the often contradictory claims of global, peace, multicultural and citizenship education and examines what U.S. students should know about world affairs in the post-cold war era. The essays suggest methods of change based on a strong academic core of history, international relations, government, economics, and geography. After a foreword (Chester E. Finn, Jr.) and introduction (John Fonte; Andre Ryerson), the essays follow in this order: (1) "A Brief History of Pre-Collegiate Global and International Studies Education" (Andrew Smith); (2) "Global Education and Controversy: Some Observations" (Robert Fullinwider); (3) "Teaching about the World and Our Nation's Heritage: The Relationship between International Education and Education for American Citizenship" (John Fonte); (4) "Implications of the 'New Demographics' and the 'Information Explosion' for International Education" (Herbert London); (5) "International Education: The Search for Subject" (Gilbert T. Sewall); (6) "International Studies in the School Curriculum" (Diane Ravitch); (7) "Geography's Role in International Education" (Raymond English); (8) "China: Case-Study of Textbook Failures" (Andre Ryerson); and (9) "What American Students Should Know about the World" (Owen Harries). Following a conclusion by the editors, three extensive bibliographies provide information for critics and specialists in the field, for educators in international education, and for introducing the ERIC system of reference and retrieval. An addendum lists works not found in the other sections.   [More]  Descriptors: Change Strategies, Citizenship Education, Cultural Awareness, Elementary Secondary Education

Wolfle, Dael (1989). Renewing a Scientific Society: The American Association for the Advancement of Science from World War II to 1970. This book recounts the many challenges and successes achieved by the American Association for the Advancement of Science (AAAS) from World War II to 1970. Included are: (1) the development of the National Science Foundation; (2) Cold War concerns about the loyalty and freedom of scientists; (3) efforts to develop an effective science curriculum for all Americans; (4) issues regarding air conservation; (5) use of arid lands; and (6) the effects of herbicides in Vietnam and others. Important issues within the AAAS during that same period are examined such as determining how the organization should be structured and governed, redefining the role of the AAAS national meeting, and the evolution of "Science" magazine into the world's premier scientific journal. The detailed "minute books" which contain the official copies of the agenda and minutes of meetings of the council, the board of directors, and the association's major committees, the related memoranda and correspondence, plus the printed accounts of association activities published in "Science" or elsewhere, provide the documentation for the story. Appended are a chronological list of events from 1840 through 1970 and a listing of the people who have served as presidents of the AAAS since its founding in 1848, together with their disciplines and the meetings at which they officiated. Descriptors: Controversial Issues (Course Content), Elementary School Science, Elementary Secondary Education, Organizations (Groups)

Trumpbour, John, Ed. (1989). How Harvard Rules: Reason in the Service of Empire. This collection of 26 essays examines the historical position of Harvard University as one of the nation's most influential institutions. Included are: (1) "Introducing Harvard: A Social, Philosophical, and Political Profile" (John Trumpbour); (2) "How Harvard is Ruled: Administration and Governance at the Corporate University" (Robert Weissman); (3) "Harvard, the Cold War, and the National Security State" (John Trumpbour); (4) "Living with the Bomb: The World According to Bok" (Andrew Kopkind); (5) "Jackboot Liberals" (Alexander Cockburn); (6) "The Business-University Revisited: Industry and Empire in Crimson Cambridge" (John Trumpbour); (7) "Neighborhood Bully: Harvard, the Community, and Urban Development" (Oscar Hernandez and Zachary Robinson); (8) "A History of University Labor Struggles" (Vladimir Escalante); (9) "Blinding Them with Science: Scientific Ideologies in the Ruling of the Modern World" (John Trumpbour); (10) "The Science of Racism" (Jonathan R. Beckwith); (11) "Sexism and Sociobiology: For Our Own Good and the Good of the Species" (Ruth Hubbard); (12) "Ideology in Practice: The Mismeasure of Man" (Stephen Jay Gould); (13) "'Cleaning House': Hiring, Tenure, and Dissent" (John Trumpbour); (14) "The Tenure Process and Its Invisible Kingmaker" (Joseph Menn); (15) "Could Karl Marx Teach Economics in the United States?" (Lawrence S. Lifschultz); (16) "Uppity and Out: A Case Study in the Politics of Faculty Reappointment (and the Limitations of Grievance Procedures)" (Chester Hartman); (17) "Minority and Third World Students" (Cynthia Silva et al.); (18) "Meritocracy and the Manipulation of Ethnic Minorities: The Epps and Evans Affairs" (Eugene Franklin Rivers); (19) "Sexual Shakedown" (Christina Spaulding); (20) "A Note on Professional Schools" (John Trumpbour); (21) "Laying Down the Law: The Empire Strikes Back" (Jamin B. Raskin); (22) "Making Students Safe for Democracy: The Core Curriculum and Intellectual Management" (Ben Robinson); (23) "The Progressive Student Heritage" (Zachary Robinson); (24) "'Waiting for Derik': The Divestment Struggle" (Michael West); (25) "Democracy Harvard-Style: The (S)Election of Overseers" (Chester Hartman and Robert Paul Wolff); and (26) "Conclusion: Transforming Harvard" (John Trumpbour). (Individual papers contain references.) Descriptors: Academic Freedom, Change Agents, College Faculty, Criticism

Nelson, Gayle (1988). Oliver North's Testimony before the U.S. Congress' Select Committee on Secret Military Assistance to Iran and Nicaraguan Opposition: A Fantasy Theme Analysis. How did Oliver North, who appeared to be a criminal and a liar, become an American hero? First the context must be considered. The Iran-Contra Affair was extremely complex with actors ranging from Eugene Hasenfus to President Ronald Reagan and settings ranging from Nicaragua to Israel to Iran. This complexity extended to the televised hearings where a cacophony of voices asked questions, reprimanded lawyers, and presented reams of sometimes contradictory evidence. Part of North's appeal stemmed from his unified rhetorical vision which extended the familiar cold war rhetoric to include Arab terrorism. This coherence was attractive to many Americans. In addition, his rhetorical vision depicted the United States as the defender of the weak and the champion of democracy. Another part of North's appeal stemmed from his white knight, clean-cut, patriotic, handsome father and husband persona who fought three villains: communism, terrorism, and "the system." Many Americans feel enmity, fear, or frustration toward at least one of these three phenomena. Americans often feel powerless and many feel that one voice, one vote doesn't matter. North demonstrated that one person can make a difference. North's persona as the Christian, clean-cut all-American marine who was a loving husband and father, a secretive James Bond, a gun-toting cowboy who went against conventions, and an underdog, an individualist who stood up for his beliefs, won the hearts and minds of many Americans. (Twenty-one references are attached.) Descriptors: Audience Response, Discourse Analysis, Foreign Countries, International Cooperation

Dewart, Janet, Ed. (1990). The State of Black America 1990. This report, the 15th in a series, contains papers by 10 outstanding scholars concerning the state of black America in 1990; it concludes that while many African Americans have made significant economic and political gains, half of the black population is still mired in poverty, joblessness, and hardship caused by racial discrimination. The convergence of such factors as the end of the Cold War, the realignment of the global economy, and the changing demographics of the nation's work force have created conditions in which the moral imperative to close the racial gap is also an economic imperative. Racial parity should be the national goal for the next decade, including dismantling remaining discriminatory barriers and investing in programs that help make people independent earners in a high technology economy. The 10 papers, which are preceded by brief biographies of the contributors and by an introductory overview, "Black America, 1989," by National Urban League president John E. Jacob, are as follows: "Black Americans and the Courts: Has the Clock Been Turned Back Permanently? (Julius L. Chambers); "Economic Status of Black Americans During the 1980s: A Decade of Limited Progress" (David H. Swinton); "Budget and Tax Strategy: Implications for Blacks" (Lenneal J. Henderson); "Housing Opportunity: A Dream Deferred" (Philip L. Clay); "Understanding African-American Family Diversity" (Andrew Billingsley); "The Rewards of Daring and the Ambiguity of Power: Perspectives on the Wilder Election of 1989" (Matthew Holden, Jr.); "Health Status of Black Americans" (LaSalle D. Leffall); "Preventing Black Homicide" (Carl C. Bell with Esther J. Jenkins); "Television Advertising and Its Impact on Black Americans" (Gene S. Robinson); and "Toward an African-American Agenda: An Inward Look" (Ramona H. Edelin). Policy recommendations are suggested in a wide range of areas in a concluding section. Statistical data are included on housing; (9) the drug epidemic; (10) universal health care plan; and (11) the liberation of South Africa. Statistical data are included on 42 tables. Three reports on early parenthood, unemployment, and school improvement, a chronology of events in 1989, and a list of 405 notes and references are appended. Descriptors: Black Community, Blacks, Civil Rights, Economic Status

Lohman, Elsa W.; Frye, Janice M. (2001). Chatham Plantation: Witness to the Civil War. Teaching with Historic Places. On a bluff in Stafford County, Virginia, overlooking the Rappahannock River and the town of Fredericksburg beyond, stands the 18th-century plantation house called Chatham. For years this house stood as the centerpiece of a prosperous estate supported by nearly 100 slaves. Between 1862 and 1864 it became, in turn, an army headquarters, a communications center, a hospital, a campsite, and a refuge from the cold for Union soldiers. Four major Civil War battles were fought in the countryside surrounding Chatham. In the wake of passing armies, Chatham, like the war-torn town visible from its front door, emerged standing but forever changed by the turmoil of the Civil War. This lesson is based on the National Register of Historic Places registration file, Fredericksburg and Spotsylvania National Military Park and Cemetery, and primary sources from the park. The lesson can be used in U.S. history courses on the Civil War and women's history. It is divided into eight sections: "About This Lesson"; "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps" (Fredericksburg, VA and surrounding region; Chatham, above the river (inset), and Fredericksburg region); "Determining the Facts: Readings" (Impact of the Civil War on Chatham; Chatham at the Center of Military Activities; Chatham as a Hospital); "Visual Evidence: Images" (Advertisement for Chatham; Chatham, c. 1862; Chatham as it appears today); "Putting It All Together: Activities" (Write a Letter Home; Restoration of Chatham; Living through a War); and"Supplementary Resources."   [More]  Descriptors: Built Environment, Civil War (United States), Heritage Education, Historic Sites

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Bibliography: The Cold War (page 33 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Robert K. Stewart, Gerald H. Herman, WILLIAM J. BRENNAN, Gene Burd, Soren Keldorff, Steven M. Goldstein, Inc. National Council for History Education, Donald G. Schilling, Wendy S. Wilson, and Thomas G. Weiss.

Grant, James P. (1993). The State of the World's Children, 1993. This report argues that despite all the problems of the post cold war world, the means are now at hand to end mass malnutrition, preventable disease, and widespread illiteracy among the world's children. UNICEF (the United Nations Children's Fund) estimates the cost of about $25 billion per year in additional aid to developing nations. To give this cause priority, a worldwide movement is required to bring to bear the same kind of pressure as is today being exerted by the environmental and women's movements. Protecting children from the worst aspects of poverty would strengthen efforts to promote environmental protection, sustainable economic growth, equality for women, population slow-down, and political stability. Many hundreds of organizations, especially in the developing world, are already beginning to respond to this challenge. Those in the developed world who support this movement to meet basic human needs must realize that action on debt, trade, aid, and loans, and on trading relationships, is a necessary part of that struggle. Detailed statistical tables on basic indicators, nutrition, health, education, demographic indicators, economic indicators, women, less populous countries, newly independent countries, and rates of progress are provided. Descriptors: Child Health, Childhood Needs, Childrens Rights, General Education

American Federation of Labor and Congress of Industrial Organizations, Washington, DC. Public Employee Dept. (1989). Public Employees: Facts at a Glance. Seventeen million people are employed in the delivery of government services in the United States, more than half of these in education, health care, and public safety. Others provide services related to defense, postal service, the environment, housing, and administration. Though 82 percent of public employees work for state and local government, the federal government spends more than half of all public monies, due to the large portion going to national defense. The United States invests fewer federal, state, and local resources in public services, and this under-investment takes its toll on living standards and economic vitality. The tax burden has shifted from corporations and the wealthy to low and middle income people. Annual earnings for full-time government employees is about average compared with U.S. median income, but there are still some major inequities. Public employees are the only group of workers in the United States without the federally protected right to organize and bargain collectively, so state and local employees have turned to state laws to guarantee such rights. When given the opportunity, public employees tend to choose union representation. According to polls, the vast majority of U.S. citizens support government spending on education, health care, housing, the environment, and elderly programs. The revenue necessary to finance these programs need not come from increasing the tax burden of low and middle income people, but billions of dollars more could be raised simply by closing corporate tax loopholes, raising the tax rate of the wealthy, and re-allocating military spending as the Cold War winds down. Quality public services strengthen the economy and communities, and bind together people as a society. Descriptors: Collective Bargaining, Employment Patterns, Employment Practices, Expenditures

Goldstein, Steven M. (1992). China at the Crossroads: Reform after Tiananmen, Foreign Policy Association Headline Series. This publication analyzes the reform movement in China before and after the Tiananmen Square demonstrations of 1989. In the aftermath of the cold war and because of recent mutual hostility, U.S.-Chinese relations are at a critical juncture. The events leading up to and encompassing the demonstrations in Tiananmen Square and the brutal manner in which the Chinese government dealt with them are described. Comprised of five sections, the volume's first section examines the reform movement in China leading up to Tiananmen. The period of 1978-89 was filled with a number of major reform efforts, with the focus on economic development. The second section examines the reform movement in the wake of Tiananmen Square. For more than 2 years after the demonstrations, the reform process faltered. Price reform, an expanding entrepreneurial sector, and foreign trade were three areas in which economic progress was made. The third section examines Chinese foreign policy, which for many decades existed largely in the context of the Sino-Soviet-American "strategic triangle." The manner in which the Chinese government dealt with the Tiananmen crisis in terms of its relations with the rest of the world–at first defensively and then aggressively courting favorable world opinion–is the focus of the section. The fourth section examines Sino-American relations. The foundation of this relationship throughout the 1970s and most of the 1980s was a common opposition to the Soviet Union. The role of Taiwan in Sino-American relations also is examined in this section. The fifth section is concerned with China's future, including such topics as reform and succession and Sino-American relations and the new world order, as well as U.S. reassessment. While the United States and China have major areas of disagreement, the two countries need to work out a mature, more complex, post-cold war relationship. A reading list of 18 items and questions for classroom or community discussion are included. Descriptors: Communism, Current Events, Foreign Countries, Foreign Policy

Wilson, Wendy S.; Herman, Gerald H. (1994). American History on the Screen: A Teacher's Resource Book on Film and Video. For many students, films and television provide not only a chief source of entertainment, but their only glimpse of history outside of a formal classroom. This book aims to stimulate media awareness and critical viewing skills in students through lessons in critical analysis and historical interpretation of selected films. The films chosen for examination are presentations of history rather than documentations of history. These historical presentation films may present historical content in four ways: (1) as factual record; (2) to convey atmosphere; (3) to suggest analogy; or (4) as a lesson in historiography. The book is organized into a beginning teacher's guide and information section followed by 15 units on specific historic periods. The teacher's section includes an introduction, bibliography, video sources, master index of feature films, and reproducible student material. Most units also have reproducible student pages consisting of a guide of what to watch for in a film, and a worksheet that includes a vocabulary list and questions based on the film. The units offer background, plot synopsis and ideas for class discussion of the suggested film. These units and films include: (1) "The Colonial Experience: 'Three Sovereigns for Sarah'" (1986); (2) "The American Revolution: '1776'" (1972); (3) "The Expansion of the New Nation: 'The Buccaneer' (1958)"; (4) "The Civil War: 'Glory'" (1989); (5) "The West: 'Dances with Wolves'" (1990); (6) "World War I: '1918'" (1985); (7) "The Twenties: 'Matewan'" (1987); (8) "The Great Depression: 'The Grapes of Wrath'" (1940); (9) "World War II: 'Air Force'" (1943); (10) "The Cold War: 'Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb'" (1964); (11) "Civil Rights Movement: 'The Long Walk Home'" (1991); (12) "Life in the Fifties and Sixties: 'American Graffiti'" (1972); (13) covers the Vietnam War with a teacher's guide to films and documentary sources; and (14) "The End of the Twentieth Century: 'Nightbreaker'" (1988). Unit 15, "Teaching Media Literacy Through Film: The OK Corral Gunfight–A Case Study," is a comparative study of the same event as shown by three films: "My Darling Clementine" (1946), "Gunfight at the OK Corral" (1957), and "Doc" (1971). Descriptors: American Indians, Audience Response, Blacks, Colonial History (United States)

National Council for History Education, Inc., Westlake, OH. (1993). Building a History Curriculum: A Five Year Retrospective. Proceedings of the Conference of the National Council for History Education (Miami, FL, June 11-14, 1993). This document consists of the proceedings of a conference that reflected the vision of history held by the Bradley Commission. The theme of the conference was the nature of the history curriculum. The presenters at the conference focused on the impact that the report of the Bradley Commission has had during the previous five years. The document includes a program for the conference, the text of some presentations, and handouts to accompany other presentations that are part of a video. Presentations include: (1) "The National Education Standards Movement" (Diane Ravitch); (2) "Why History?" (Kenneth T. Jackson); (3) "How We've Used 'Building a History Curriculum' to Revise Curriculum" (Paul Filio; John Arevalo); (4) "Developing Funding to Translate 'History's Habits of Mind' to the Classroom" (Marion C. Carter); (5) "Research on Children's Learning of History: Issues and Implications" (Beverly J. Armento); (6) "The Importance of Imagination in History Education" (David McCullough); (7) "Their Future Did Not Work–Will Ours? Thoughts on American Political History in the Wake of the Cold War" (N. B. Martin); (8) "A History of A History of US": Introduction of the Author by a Publisher" (Byron Hollinshead) and "The Author Reads and Discusses Her Work" (Joy Hakim); (9) "The Preparation of National Standards in World History" (Theodore K. Rabb); (10) handouts on the open meeting of the Bradley Commission on History in Schools that accompany the video of Theodore Rabb's remarks; and (11) "Historic Alliance: How We Made a $250,000 History Video for Less than $2,000" (George McDaniel). The document ends with a roster of the participants.   [More]  Descriptors: Academic Standards, Archaeology, Curriculum Development, Educational Research

BRENNAN, WILLIAM J., JR. (1963). TEACHING THE BILL OF RIGHTS. THERE ARE SEVERAL CAUSES FOR CONCERN ABOUT EDUCATION IN HUMAN RIGHTS. CONFLICTING VALUES ARE PLAYING AN INCREASING ROLE IN THE INTERNATIONAL COLD WAR. THERE IS A PRESENT DANGER THAT, IN THE ANXIETY TO WIN THE RACE OF SPACE AND TECHNOLOGY, THE U.S. MAY NEGLECT THE STRUGGLE OF VALUES WHICH IS SO CRUCIAL IN WINNING THE WAR FOR FREEDOM. THERE IS A RAPIDLY CHANGING RELATIONSHIP BETWEEN THE INDIVIDUAL CITIZEN AND THE GOVERNMENT. THE POSSIBILITIES FOR COLLISION OF GOVERNMENT ACTIVITY AND INDIVIDUAL RIGHTS INCREASE AS THE POWER OF THE GOVERNMENT ITSELF EXPANDS. EXAMPLES OF INDIVIDUAL AND MOB LAWLESSNESS AS WELL AS THE DANGERS OF BIASED OR IRRESPONSIBLE JURY MEMBERS MAKE CLEARER THE NEED FOR EVERY CITIZEN TO POSSESS A BASIC SENSITIVITY TO HUMAN AND CIVIL RIGHTS. SECONDARY SCHOOL SOCIAL STUDIES TEACHERS HAVE A MAJOR RESPONSIBILITY FOR INSTILLING AN APPRECIATION OF HUMAN RIGHTS IN THEIR STUDENTS. TEACHERS NEED TO DEMONSTRATE THE ESSENTIAL FLEXIBILITY OF CONSTITUTIONAL GUARANTEES THROUGH A KNOWLEDGE OF HISTORICAL COURT CASES. THE MOST USEFUL MATERIALS FOR THE TEACHING OF CIVIL RIGHTS ARE CASE STUDIES, EITHER REPORTS OF ACTUAL COURT CASES OR HYPOTHETICAL STUDIES, DESIGNED TO PRESENT UNSETTLED LEGAL QUESTIONS. Descriptors: Case Studies, Civil Rights, Court Litigation, Democratic Values

Stewart, Robert K. (1993). The Office of Technical Services: A New Deal Idea in the Cold War, Knowledge: Creation, Diffusion, Utilization. Reviews and analyzes a key legislative initiative following World War II which sought to assign to the federal government a role in gathering and communicating scientific and technical information to private industry. Creation of the Office of Technical Services and its eventual transformation to the National and Technical Information Service is described. (Contains 84 references.) Descriptors: Federal Legislation, Government Role, Industry, Information Dissemination

American Friends Service Committee, Philadelphia, PA. Peace Literature Service. (1972). Workbook to End War. A workbook, written for use in local churches and synagogues, suggests projects and programs for concerned individuals who wish to contribute to an effort to end war. An introduction presents the rationale of the workbook, the creation of a network to end war, and ways in which groups and individuals can become involved in this endeavor. A chapter on resources describes materials for projects based around literature tables, information centers, posters, pictures, books, newsletters, films, simulation games, speakers, and study groups. Programs on the draft, non-violence, cold and nuclear war, militarism, crisis areas, development and transnational actions are outlined. Techniques are provided which influence national policy, such as registering citizen opinion, visiting and writing congressmen, writing to the President, writing letters to the editor, and identifying and working in the community with opinion leaders. A final chapter contains an annotated list of films and literature arranged by topic. A related document is ED 075 286.   [More]  Descriptors: Annotated Bibliographies, Church Role, Community Action, Conflict Resolution

Minear, Larry; Weiss, Thomas G. (1995). Humanitarian Politics. Headline Series No. 304. This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, "Humanitarianism and Politics," examines prevailing understandings of humanitarianism and politics. Chapter 2, "Humanitarian and Political Actors," outlines the major actors in today's crises. Chapter 3, "Getting the Relationship Right," provides examples of different ways of responding to these crises. Chapter 4, "Looking to the Future," suggests changes in approach in response to crises. Chapter 5, "Implications for U.S. Policy," presents challenges to U.S. policy. The book concludes that humanitarian action needs to be clearer about its possibilities and limitations while politics needs to be infused with humanitarian dimensions. The volume includes an annotated reading list and a set of discussion questions for classroom use.   [More]  Descriptors: Altruism, Conflict, Cooperation, Foreign Countries

Schilling, Donald G. (1993). How Much War Should Be Included in a Course on World War II?, Teaching History: A Journal of Methods. Contends that end of Cold War increases need for students to understand causes and aftermath of World War II. Recommends spending less time on military aspects of the war and more time on the economic, social, and cultural impact of total war. Provides a selected list of resources to be used in a college level course on the war. Descriptors: Course Content, Course Descriptions, Curriculum Development, Educational Trends

Hernon, Peter, Ed.; And Others (1996). Federal Information Policies in the 1990s: Views and Perspectives. This book uses a cross-disciplinary approach to profile developments through November 1995 concerning important U.S. government information policy issues. Information policy analyses benefit from a historical perspective while seeking to identify current areas of agreement and disagreement, especially at a time when the United States is moving from traditional paper formats to electronic modes and the adoption of a national information infrastructure. Ideology, politics, and opinion must be tempered by empirical assessment and open public debate. The study of U.S. government information policy can identify options for policymakers and others attempting to better understand and address key issues. The book includes chapters on the following topics: (1) "Government Information Policy in a Time of Uncertainty and Change"; (2) "The Clinton Administration and the National Information Infrastructure (NII)"; (3) "Congress and Information Issues"; (4) "Access to the Judicial Branch"; (5) "An Executive Branch Perspective on Managing Information Resources"; (6) "Federal Information Resources Management: Integrating Information Management and Technology"; (7) "Privacy"; (8) "National Security Information Policy after the End of the Cold War"; (9) "Freedom of Information Revisited"; (10) "U.S. Scientific and Technical Information Policy"; (11) "Geographic Information Systems"; (12) "The Depository Library Program: Another Component of the Access Puzzle Shifting to Electronic Formats"; (13) "Managing Archival Records in the Electronic Age: Fundamental Challenges"; and (14) "Moving to the Networked Information Environment: New Challenges and Issues." Also contains biographical information about the contributors and author and subject indices. Descriptors: Access to Information, Archives, Depository Libraries, Electronic Text

American Journalism Historians' Association. (1996). American Journalism Historians Association Annual Convention (London, Ontario, Canada, October 3-5, 1996). Part II: Selecting Papers Covering the 20th Century. The 17 papers in this collection all deal with 20th-century journalism, journalists, and mass media. The papers and their authors are: "Building One's Own Gallows: The Trade Publications' Reaction to a Federal Shield Law, 1972-1974" (Karla Gower); "The Useful Ogre: Sweden's Use and Views of American Television, 1956-62" (Ulf Jonas Bjork); "Black or Negro? The Media's Dilemma of Racial Identifiers, 1967-1971" (Joey Senat); "Hostile Crowds, Homosexual Activists and AIDS Victims: Mainstream Newspapers Cover Gay Liberation" (Elizabeth M. Koehler); "Unhappy Events in Ireland: Irish-American Press Coverage of Dublin's 1916 Easter Rising" (Karen Patricia Potter); "'They're Talking about Us': Yellow Journalism and the Press of West Africa" (W. Joseph Campbell); "Same/Difference: The Media, Equal Rights and Aboriginal Women in Canada, 1968" (Barbara M. Freeman); "Literature, Propaganda and the First World War: The Case of 'Blackwood's Magazine'" (David Finkelstein); "Reasoned Protest and Personal Journalism: The Liberty and Death of 'The Intermountain Observer'" (James B. McPherson); "Measuring Jazz Journalism in Missouri Dailies of the 1920s" (Steven D. Koski); "Fighting for 'The Big Voices of the Air': A History of the Clear Channel Broadcasting Service"; "Rural Publicity in the Boilerplate Era: The Mt. Clemens News Bureau" (James C. Foust); "The Delightful Relationship: Presidents and White House Correspondents in the 1920s" (Stephen Ponder); "Construction of a Gay Image in the Washington Press: 1943-1970" (Edward M. Alwood); "Balancing Academic Freedom and Academic Image: The North Carolina Speaker Ban, 1963-1968" (Patricia Richardson); "The Vietnam War, the Cold War, and Protestants: How the 'Christian Century' and 'Christianity Today' Reflected American Society in the 1960s" (David E. Settje); and "News Pegs and the National Farmers Organization: Episodic and Life-Span Patterns of Press Coverage" (Jane S. McConnell).   [More]  Descriptors: Freedom of Speech, Homosexuality, Journalism, Journalism History

Reed, Lori (2000). Domesticating the Personal Computer: The Mainstreaming of a New Technology and the Cultural Management of a Widespread Technophobia, 1964-, Critical Studies in Media Communication. Uses discourses on "computer-phobia" and "computer addiction" to describe the cultural work involved and marketing strategies used between 1960s-1990s regarding management of computer fear. Draws on popular discourses, advertisements, and advice literature to explore how the personal computer was successfully connected to middle-class family ideals and was transformed from a (Cold) war machine into a socially (and family) "friendly" machine. Descriptors: Advertising, Communication Research, Computer Anxiety, Computer Attitudes

Keldorff, Soren (1991). The Image of the Enemy–from an External, Military to an Internal, Civilian Enemy, Educational and Psychological Interactions. As a part of a cross-national project this study examined enemy images among 200 Danish college students, using an associative technique. Students were given 2 minutes to write down quickly all the words that occurred to them after hearing a specific stimulus expression "enemies of our country." One of the main results noted was the few students searched for "enemies" outside of the country. Instead, civil and domestic problems inside Denmark were brought into focus, such as "social and economic problems" and "we ourselves," pointing to a certain polarized everyday consciousness among the respondents. Negative associations to the Soviet Union and the United States were almost negligible, as were the associations given to avoiding war by military means. Such use of the enemy concept (for an internal and non-military use mainly) is possibly caused by the retreat of cold war rhetoric in the late 1980s, but could also be interpreted along with other studies showing no stereotypes of nationality (East or West) among ordinary people concerning questions of peace and war. Preliminary comparative data from the Soviet Union and Sweden indicated that the neutral Swedes had the most intact image of an external enemy and the Danes seemed to react more like the Soviets, with both groups looking for the enemy in their own countries. The technique of written associations appeared to be a useful instrument. Descriptors: College Students, Cultural Differences, Foreign Countries, Higher Education

Burd, Gene (1983). The Co-Existence of Qualitative Studies and Social Science: Toward Parity and Detente?. Noting that there are signs of a relaxation in the long tension caused by the methodological "cold war" between quantitative and qualitative research proponents, this paper points to communications research as one area where the trend is developing. Placing communications studies in the framework of current public attitudes toward research and the evolution of academic research methods, the paper finds evidence of an eclectic consensus on research growing out of external needs in society and internal needs for communications theory. The paper closely examines the rediscovery of communications by sociologists using the critical approaches of participant/observation, and explores some unorthodox research tools such as use of media technology as a method, archeology as a part of the historical tradition, and the use of science fiction as a predictive technique for communications.   [More]  Descriptors: Communications, Comparative Analysis, Mass Media, Media Research

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Bibliography: The Cold War (page 32 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Penn Kemble, Martha L. McCoy, David Warren Saxe, Fred J. Kelley, Victoria Straughn, Sarah Cleveland Fox, Donald R. Browne, Hugh Murray, Allen A. Witt, and Louis W. Goodman.

Witt, Allen A.; And Others (1994). America's Community Colleges: The First Century. Tracing the nationwide development of the American community college from initial concept to its present position as the largest and fastest-growing sector of higher education, this book relates the development of the colleges to social and economic conditions in the country. Following a foreword and preface, the first two chapters examine the roots of the "people's colleges" and review the ideas of such founders of the community college movement as William Rainey Harper, John Grant, and J. Stanley Grant. Chapter 3 tracks the movement's expansion from the Midwest to the West and describes the first national study of community colleges in 1918. Chapters 4 and 5 review the socioeconomic influences on community colleges from 1920-29 and describe the status of the colleges in California, Texas, Illinois, Missouri, North Carolina, Iowa, Kansas, Michigan, Arkansas, and Oklahoma in 1929. The founding of the American Association of Junior Colleges is detailed in chapter 6, as well as the American Council on Education's adoption of standards for junior college accreditation in 1922. Chapters 8, 9, and 10 chart the effects of the Second World War, the GI Bill, and the Cold War on community colleges, while chapter 11 provides a state-by-state status report on junior colleges in 1959. Chapters 12 and 13 discuss urban expansion, open door admission policies, faculty recruitment, the incorporation of new technologies, minority programs, international expansion, federal aid and private funding, and college responses to the "baby boomers" from 1960-69. Chapter 14 reviews college responses to declining enrollment and new, non-traditional student populations in the 1970's, while the final chapter examines efforts to attract new students in the face of dropping enrollment from 1980-1992. Contains approximately 500 references. Descriptors: Accreditation (Institutions), College Role, Community Colleges, Educational History

Straughn, Victoria (2003). Hollywood "Takes" on Domestic Subversion: The Role of Women in Cold War America, OAH Magazine of History. Discusses the role Hollywood and films had in defining the image of women in post-World War II in the United States. Focuses on the film, "Mildred Pierce," and offers a discussion of the content of this film. Includes a film based lesson plan and three accompanying handouts. Descriptors: Communism, Educational Strategies, Females, Films

Kemble, Penn (1993). Resisting the Isolationist Temptation. Public and congressional opinion of U.S. involvement in world affairs has begun shifting from support to opposition. Recent public opinion polls and congressional decisions such as the one to re-direct $100 million of the United States Information Agency's (USIA) budget to Midwest flood relief indicate waning advocacy for internationalism and a growing tendency toward isolationism. Lack of a clear understanding about the impact of international affairs programs has led to ebbing enthusiasm for such projects. The United States must maintain the international relations cultivated during and following the Cold War; the nation cannot separate its domestic economy and foreign policy by decreasing world involvement because it depends too much on foreign trade and resources. The notion that to rebuild the domestic economy the United States must direct its attention away from the outside world is challenged by several facts, including: (1) 1991 imports and exports comprised nearly one quarter of the Gross National Product; (2) 50 percent of overall growth since the mid-70s has been in exports; (3) one of every six manufacturing jobs in this country depends on exports; and (4) of all articles published recently in research and scientific journals worldwide, half were co-authored by people from countries other than the United States. Engagement with other countries is vital not only economically, but also because of the threat of other countries' ballistic missile, bacterial, and chemical weapons capabilities; migrations of large groups of people; and environmental threats such as global warming and acid rain. The mission of USIA and similar organizations is largely educational–specifically, to promote and spread democracy–and because a world of democratic nations is a more harmonious and thus safer one, continued support of internationalism by the United States is critical.   [More]  Descriptors: Foreign Policy, Global Approach, Global Education, Higher Education

McCoy, Martha L., Ed. (1993). Going to War? Bosnia and Beyond. A Study Circle Discussion Program. Designed to help people engage in constructive dialogue on whether the plight of the people of Bosnia calls for military intervention, the package provides the basis for three distinct and self-contained discussions that move conversation from general questions about what justifies the use of military force to specific questions about what to do in Bosnia. Session 1, "Are There Reasonable Grounds for War?" focuses on the ethical questions that arise when a nation considers military action. Brief text and four positions provide a starting point, and questions assist participant discussion. Section 2, "World Conflicts: Whose Responsibility?" present the post-Cold War debate over the role of the United Nations, the United States, and other nations in resolving world conflicts. Text and discussion questions aid participants in weighing various options. Session 3, "Bosnia: What Should Be Done? Who Should Do It?" lays out four options for intervention in Bosnia and provides the pros and cons to consider. This session includes a brief background piece on the history of the former Yugoslavia, leading up to the current conflict in Bosnia. Basic information on conducting a study circle follows the three sections. Descriptions outline a typical study circle, explain how to organize and lead a study circle, and provide suggestions for participants. A list of publications presents information on topical discussion programs and other resources from the Study Circles Resource Center.   [More]  Descriptors: Conflict, Conflict Resolution, Decision Making, Discussion Groups

Boehm, Richard G.; Saxe, David Warren; Rutherford, David J. (2003). The Best of Both Worlds: Blending History and Geography in the K-12 Curriculum. This report shows how the study of U.S. history can be enriched by blending geography into the curriculum. Because the fields of history and geography have not been melded together in terms of curricula, often history is not taught in relation to geography and geography has tended to be taught primarily as location/place information. The report summarizes the results of a project designed to address this problem through the development of a high school U.S. history curriculum framework that offers teachers the opportunity to teach a traditional U.S. history course enriched by a consistent injection of the geographical aspects of the interaction of people, events, and ideas. It notes that the elements of the framework serve as suggestions for lessons that are rich in content drawn from both disciplines. The report is divided into four sections: (1) "Foreword"; (2) "Why History and Geography Should Be Taught Together"; (3) "How to Use This Framework"; and (4) "U.S. History and Geography Curriculum Framework" (Period 1. Setting the Stage: Before 1492; Period 2. Discovery and Exploration: 1492 to 1607; Period 3. Colonial Period: 1607 to 1763; Period 4. Revolutionary America: 1763 to 1789; Period 5. Early Republic: 1789 to 1820; Period 6. Economic Growth and Expansion: 1820 to 1861; Period 7. The Union in Crisis: 1861 to 1877; Period 8. Emergence of Modern America: 1877 to 1890; Period 9. Rise of America as World Power and World War I: 1890 to 1920; Period 10. Time between the Wars: 1920 to 1939; Period 11. World War II and American Global Preeminence: 1939 to 1957; Period 12. Technological Advances, Vietnam, and Social Upheaval: 1957 to 1973; Period 13: Cold War Climax and New World Order: 1973 to Present). Related papers are appended.   [More]  Descriptors: Curriculum Enrichment, Elementary Secondary Education, Experimental Curriculum, Fused Curriculum

Goodman, Louis W.; And Others (1994). Undergraduate International Studies on the Eve of the 21st Century. This study seeks to examine the manner and extent to which the United States' leading higher education institutions are adapting their undergraduate international studies and area studies degree programs to the realities of the post Cold War world. The study used data provided by a 1994 survey of nearly 800 undergraduate international and area studies degree programs and recommends steps to strengthen these programs and make them more responsive to the demands of the 21st Century. The study looked at a wide range of programs including 171 international studies degree programs and 102 degree programs focused on specific geographic areas of the world. Also included were case studies of 10 progressive programs that offer innovative curricula and teaching. Analysis found trends that show modest but significant alterations to undergraduate international studies and area studies curricula, robust growth in undergraduate international and area studies degree programs, and increases in the number of courses within disciplines and specializations and in student enrollments. Recommendations that arose from the findings include 22 suggestions for international and area studies programs, 3 recommendations for the higher education community, and 5 recommendations for further study. Appendixes contain a list of survey respondents, the survey instruments, a list of participants at a related workshop, and a selected bibliography. (Contains 70 references.)   [More]  Descriptors: Area Studies, Colleges, Curriculum Design, Curriculum Development

Fox, Sarah Cleveland (2002). Charting Russia's Future in the Post-Soviet Era. Eighth Edition. Teacher Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century. Russia struggle with questions of identity and economic stability sine ending its Cold War relationship with the United States. In this unit students are asked to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The unit focuses on three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a well defined philosophy about Russia's place in the world and offers broad guidelines in fundamental policy issues in Russia. The Teacher Resource Book contains a day-by-day lesson plan and student activities. Day one, the "Introduction and Part 1: "Lessons from Russia's Past," has students role playing the six historical figures featured in the background reading. "Part 2: Exploring the New Russia," on the second day asks students to consider how Russian television programming reflects the values and tastes of viewers in the new Russia. The third and fourth days of the lesson plan involve students in a simulation in which they act as advocates for the three futures taking on the role of Russian voters. The three futures consist of: (1) restore state control; (2) proceed with firmness; and (3) look to the west. On the fifth day, students draft a campaign platform for Russia based on their own values and beliefs. An optional lesson offers the opportunity to explore Russia's constitution. Teachers may also find the "Alternative Three-Day Lesson Plan" useful. Lesson plans are designed for traditional class periods of approximately 50 minutes. Using the student text, students are asked to step into Russian shoes and consider Russia's future. They are confronted with questions that Russians are now debating: What principles should guide the development of Russia's economy? Which political system is best for Russia? What role should Russia play in international affairs? To prepare for the challenge, students begin with a brief survey of Russian history, focusing in particular on part efforts to change Russian society. The second part of the background reading deals with the events that have occurred since the Soviet Union came to an end on December 25, 1991. In this section students learn how Russia has changed in terms of its economic development, political thinking, and international relations. Contains four relevant supplementary documents. Lists 11 supplementary resources. Descriptors: Area Studies, Critical Thinking, Economic Factors, Foreign Countries

Butler, Stephen L. (1995). Toward the Twenty-first Century: Air Command and Staff College Curriculum from Theory to Practice. Responding to a perceived need resulting from the collapse of the Soviet Union, the dismantling of the Berlin Wall, and the end of the Cold War, the Air Command and Staff College (ACSC) at Maxwell Air Force Base (Alabama) revised its curriculum. Data for the descriptive study were gathered through interviews of the leadership of the school and questionnaires sent to the 75 instructors and 580 students. Responses were received from 44 instructors (59 percent) and 134 students (23 percent). The survey instrument was developed around Grundy's (1987) three fundamental human interests–technical interest, practical interest, and emancipatory interest–to see which of these interests the respondents considered most appropriate to the curriculum. From the interviews, the underlying theory behind the new curriculum was found to be heavily influenced by the practical and emancipatory disposition. From results of the questionnaire, the instructors tend to lean toward a curriculum informed by practical interest. About the same number of students think the curriculum should be informed by the emancipatory disposition as think it is actually technical in the way it is practiced. Most of the students who think the curriculum should be practical in design also think it is practical in practice. A far smaller percentage of students than faculty think the curriculum is actually designed in an emancipatory way. The curriculum of the school was changed as a result of the efforts of Colonel Warden, the Commandant of ACSC, who functioned as a change agent to overcome the dogma that had been established over a long time. As the school's new curriculum nears the end of its second year, there is a gap between theory and practice but it is not a large one. To satisfy faculty and students, the practical interest should be developed more thoroughly, and the faculty should eventually become more emancipatory in their practice. (The school's vision, mission statement, and objectives and the survey document are included in the report.)   [More]  Descriptors: Change Agents, Curriculum Development, Educational Improvement, Higher Education

Flaherty, Sean L. (1994). School of the Americas: At War With Democracy? Study Guide. Episode #804. America's Defense Monitor, Educational TV for the Classroom. This program examines the 50-year practice of the U.S. training of Latin American soldiers at the School of the Americas. Originally designed as a jungle warfare training center in the 1950s, the program evolved into a Cold War program to promote stability and democracy in Latin America. Human rights abuses have been charged against these elite trained soldiers. The study guide offers questions to use before viewing the video, questions to follow the video, classroom activities to focus student thinking on the problem, topics for further research, and a list of 13 resources.   [More]  Descriptors: Developed Nations, Developing Nations, Higher Education, International Relations

Douglass, John Aubrey (2006). Universities and the Entrepreneurial State: Politics and Policy and a New Wave of State-Based Economic Initiatives. Research & Occasional Paper Series: CSHE.14.06, Center for Studies in Higher Education. The convergence of US federal science and economic policy that began in earnest in the Reagan administration formed the first stage in an emerging post-Cold War drive toward technological innovation. A frenzy of new state-based initiatives now forms the Second Stage, further promoting universities as decisive tools for economic competitiveness. State governments have largely become the political environment in which new policy ideas are emerging, influenced by a sense of increased competition among states and other international economies for economic growth. The paper outlines the characteristics of this Second Stage, and offers short case studies of two influential HT initiatives in California–a leading HT state. Among the author's conclusions: HT economic activity is already relatively widespread among the various states (more so than perhaps previously thought); leading HT states rely heavily on their university sectors and a highly educated workforce, yet are increasingly importing talent and neglecting investment in the education and skills of their native populations; the long-term commitment of states to financially support the frenzy of HT initiatives is unclear; and state initiatives are rationalized by lawmakers as filling a need not currently met by the private sector or universities and, in part, as a response to a sense of competition between states, and thus far with only a minor concern for global competition. As this paper explores, the politics of HT–including the focus on university-industry collaboration and neo-conservative religious/moral controversies over stem cell research–is a significant factor for understanding how and why most states are pursuing the Second Stage.   [More]  Descriptors: Technological Advancement, Research and Development, Higher Education, State Government

Kelley, Fred J. (1950). Toward Better College Teaching. Bulletin, 1950, No. 13, Office of Education, Federal Security Agency. There is a widespread demand in this country today for greater effectiveness in college teaching. Three facts help to account for this. The maturity and settled purposes of the veteran students is one. The rapid increase in the proportion of young people attending college is another. Finally, the cold war is highlighting the need for a change in both materials and methods of college education to prepare better for the social, economic, and civic problems of tomorrow. To help meet this demand for better college teaching, this publication is issued. It is based primarily upon returns from checklists dealing with certain devices which have as their purpose the improvement of college teaching. One checklist concerns practices in the graduate schools which prepare college teachers; the other, practices in the undergraduate colleges to strengthen the work of already employed college teachers. The checklist returns here reported are preliminary to later studies of how satisfactory the colleges and universities are finding the several devices to improve college teaching. The data are helpful also in planning and holding both Nation-wide and local conferences dealing with the various aspects of college teaching. The present report, one of many efforts emanating from various sources to swell the wave of interest in better college teaching, is divided into five chapters, as follows: (1) The Case for Improving the Preparation of College Teachers; (2) The Controversy between Graduate Schools and Undergraduate Colleges; (3) The Checklist Study of Graduate Schools; (4) Examples of Graduate School Practices; and (5) The Checklist Study of Undergraduate Colleges. The following are appended: (1) The University of Chicago Inquiry; (2) The Graduate School Checklist with Tabulation of Replies; and (3) A List of References to Bibliographies. [Best copy available has been provided.]   [More]  Descriptors: College Instruction, College Faculty, Educational Improvement, Teacher Education

Murray, Hugh (1987). Review Essay: Du Bois and the Cold War, Journal of Ethnic Studies. This critique of Gerald Horne's book, "Black and Red," points out the confusion, disorganization, errors, and omissions which make itdifficult to read and understand. However, the importance of the book is its contribution of raw material to the knowledge about Du Bois during his last fifteen years. Descriptors: Activism, Bias, Black History, Black Leadership

Johnson, Marcia L. (1998). Trends in Peace Education. ERIC Digest. This ERIC Digest reviews the development and current status of peace education in the United States. After briefly surveying the peace education movement from its origins with a small group of educators in New England in the 1800s through its stigmatization as being anti-American during periods of hot and cold war, the Digest devotes more attention to recent trends of the 1980s and 1990s. During this period, peace education has taken on a number of forms, including conflict resolution aiming at reducing youth violence, anti-nuclear education, and role playing games, cultural exchanges, and other programs to promote global awareness. Most recently, e-mail and the World Wide Web have been used to promote the exchange of information and ideas. The Digest includes a list of online resources for peace education and a 10-item bibliography of references and ERIC resources.   [More]  Descriptors: Conflict Resolution, Elementary Secondary Education, Environmental Education, Global Education

Browne, Donald R. (1976). The Voice of America: Policies and Problems. Journalism Monographs No. 43, Journalism Monographs. This issue of "Journalism Monographs" is devoted to a discussion of the Policies and problems of the international broadcasting operation "The Voice of America" (VOA). The monograph begins with an examination of the origins of America's entry into international broadcasting and the creation of the Office of War Information in 1942. The VOA's activities during the second world war are discussed, as are postwar activities, the International Broadcasting Foundation Proposal, and the Smith-Mundt Bill passed in 1948. The next section of this monograph discusses the activities of the VOA during the "cold war" years. The next section discusses the activities of the VOA from 1961 to the present. The final section makes conclusions about the VOA: it appears to possess the necessary flexibility to cope with the changes that are likely to take place in world broadcasting over the next ten or twenty years; and VOA will continue to serve a useful role as a conveyer of life in America to the rest of the world. The appendix discusses the audience for VOA broadcasts.   [More]  Descriptors: Broadcast Industry, Educational Media, Federal Government, Journalism

Brown, Jeffrey L., Ed. (1995). Sustaining the Future: Activities for Environmental Education in U.S. History. This volume provides methods and resources for teachers to integrate global issues and sustainable development concepts into high school U.S. history classes. The focus of the lessons is problem solving by examining development issues in U.S. history. The resource book contains two sections. Section 1 provides overview lessons on the following: (1) "Problem Solving: A Generic Model" (Jeffrey Brown); (2) "What is Sustainable Development? The Chair" (Jeffrey Brown); and (3) "How is Sustainable Development Like a Seed?" (William Luderer). Section 2, "Historical Lessons," provides these examples: (1) "Early Encounters Inevitable Conflict between English Settlers and Native Americans?" (Richard LoPinto; Nancy Wallace); (2) "Belief in Self-Sufficiency: Living off the Environment"  (Thomas Crop; Jeffrey Brown); (3) "Choices for Development: Hamilton versus Jefferson" (Linda Murchio); (4) "The Hudson River and the Erie Canal" (Paula Gotsch); (5) "Slave Spirituals and the American Spirit" (Linda Murchio); (6) "How Does War Impact on the Environment?" (Jeffrey Brown); (7) "The Mining Frontier: Boom and Bust" (Paula Gotsch); (8) "Environmental Impacts of the Transcontinental Railroad" (Joseph Moore; Jeffrey Brown); (9) "Energy Transitions and U.S. History" (William Luderer); (10) "Save the Earth! But How?" (Linda Murchio); (11) "'The Grapes of Wrath:' A Study in Contrasts" (Peter Krais); (12) "How Do the Preparations for War Impact on the Environment? The Case of Picatinny Arsenal" (Jeffrey Brown); (13) "The Contributions of Major Religions and Philosophies to a Universal Environmental Ethic" (William Luderer); (14) "Nuclear Threat at Home: The Cold War's Lethal Leftovers" (Jeffrey Brown); (15) "Business and the Environment" (Paula Gotsch); (16) "Save the Earth II!–Organizations' Approaches" (Linda Murchio); and (17) "Model Senate Hearing on the Environment" (Linda Murchio; Terry Vaiti; Nancy Wallace). Suggestions are offered for student assessment on the activities. Descriptors: Culture, Economic Development, Environmental Education, Global Approach

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Bibliography: The Cold War (page 31 of 39)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Peter Lyman, John F. Cragan, George Perkovich, David E. Weischadle, Edward Herman, Jonathan N. Fore, WILLIAM ELLENA, James W. Chesebro, Lee Ellis, and Association for Education in Journalism and Mass Communication.

ELLENA, WILLIAM (1967). A LOOK AT THE SCHOOLS OF TOMORROW–A SPEECH GIVEN TO THE 1ST ANNUAL SCHOOL ADMINISTRATORS SEMINAR OF THE AMERICAN SCHOOL FOOD SERVICE ASSOCIATION (VAIL VILLAGE, COLO., DEC. 6-8, 1967). (TITLE SUPPLIED). IN AN EFFORT TO POINT OUT FUTURE TRENDS IN EDUCATION THE SPEECH NOTES THAT THE MOST SIGNIFICANT CHARACTERISTIC OF AMERICAN SOCIETY TODAY IS THE CHANGE IN THE RATE OF CHANGE–NOT CHANGE IN ARITHMETIC BUT GEOMETRIC PROPORTIONS. OTHER CHARACTERISTICS OF TODAY'S SOCIETY ARE–(1) WE LIVE IN AN ERA IN WHICH THE ONLY STABILITY IS SOME KIND OF STABILITY IN MOTION, (2) NEW JOBS ARE GOING UNFILLED IN SPITE OF CONTINUED UNEMPLOYMENT, (3) COMPUTERS ARE HAVING A PROFOUND EFFECT ON EDUCATION, (4) MAJOR PORTIONS OF THE WORLD ARE IN A VIOLENT STATE OF REVOLUTION, AND (5) POPULATIONS ARE SHIFTING AND INTERDEPENDENCE AMONG CITIZENS IS GREATLY INCREASING. FORERUNNERS OF FUTURE CHANGES ARE–(1) A POPULATION OF 265 MILLION PEOPLE IN 1985, (2) ABUNDANCE AND SCARCITY IN THE WORLD, (3) EFFECTS OF THE COLD WAR ON OUR NATIONAL PRIORITIES, (4) AUTOMATION, (5) GROWING MILITANCY OF TEACHERS, (6) SHIFT FROM USE OF MANPOWER FOR PRODUCTION OF MATERIAL GOODS TO PRODUCTION OF SERVICE, (7) ETHNIC AND RELIGIOUS DIVERSITY, AND (8) ERADICATION OF DISEASE. PREDICTIONS ARE–(1) INCREASED EXPENDITURES FOR EDUCATION, (2) EXTENDED EDUCATIONAL OPPORTUNITIES FOR YOUNGER CHILDREN, (3) ASSUMPTION BY THE FEDERAL GOVERNMENT OF THE PRIMARY RESPONSIBILITY FOR EDUCATION, (4) INCREASED SHARING OF UNIVERSITY AND LIBRARY RESOURCES, (5) INCREASED ATTENTION TO THE AVERAGE STUDENT, (6) INCREASED PROFESSIONAL COMPETENCE OF EDUCATIONAL STAFFS, (7) RAPID OBSOLESCENCE OF TEXTBOOKS, AND (8) CHANGING CHARACTERISTICS OF BUILDING REQUIREMENTS.   [More]  Descriptors: Educational Innovation, Food Service, Population Trends, Social Change

Chesebro, James W., Ed.; Cragan, John F., Ed. (1971). Political Rhetoric of Our Times, Moments in Contemporary Rhetoric and Communication. This student published, quarterly journal is a forum for student thought on contemporary issues in rhetoric and communication. This issue focuses on the "Political Rhetoric of Our Times." The articles in this issue focus on the following topics: application of fantasy themes to individual role identification in the small group setting; an analysis of the use of the "Cold-War Phantasy" themes that Johnson and Goldwater identified with in their 1964 presidential campaigns; examination of President Nixon's rhetoric of withdrawal; and investigation of the rhetorical strategies of radical movement groups such as the "Political Revolutionary,""Cultural Revolutionary,""Superstar,""Urban Guerilla," and "Political Anarchist."   [More]  Descriptors: Group Dynamics, Group Membership, Individual Power, Political Attitudes

Jensen, Dwight William (1989). Magazine Coverage of Issues of Nuclear Warfare. To see whether the subject matter of magazines of general circulation and the subject matter of public concern coincide, a study examined the volume of coverage of United States-Soviet relations, communism, and issues of nuclear warfare between the two nations in twentieth century popular magazines. The "Reader's Guide to Periodical Literature" in its 1945-47 volume and the August volumes for each fifth year before and after 1945, extending from 1900 through 1985, yielded the raw material for the study. The numbers of entries listed under each of the selected references were counted, and subject headings that applied were selected and organized into graphs. Findings showed that, as far as the American public is concerned, communism long ago ceased to be a threat; the cold war ended many years ago except as a matter of political rhetoric; and the primary issue today is the cessation of nuclear tension. (Two tables of data, 117 graphs, and 15 notes are included.) Descriptors: Content Analysis, Mass Media Effects, Mass Media Role, Media Research

Illinois State Board of Education, Springfield. (1984). Financial Aids to Illinois Students, 1983-84. Information on financial aid is provided for college-bound students in Illinois. Sources of educational assistance for veterans and their dependents are covered, including military service professional scholarships, appointments to the military academies, and educational opportunities through military service. Other financial assistance sources are described, including those authorized by survivors' and dependents' education legislation, as well as financial compensation and pension programs available to children of deceased or disabled veterans. Scholarships and other forms of financial aid available to all students are also described: federal programs, assistance programs for undergraduates only and graduate students only, assistance programs for graduates and undergraduates, and other private and state sources of loans. Sources of information on the Guaranteed Student Loan Programs and State Scholarship Programs are identified by state. The names and addresses of approved schools under the Cold War G.I. Bill are provided, along with the text of Illinois laws concerning scholarships. Information for each school is also presented, including enrollment, tuition, coed status, and dormitory capacity. Groups that provide career information by field are identified and annotations of career education materials are included.   [More]  Descriptors: College Students, Federal Aid, Graduate Students, Higher Education

Abdi, Ali A.; Ellis, Lee; Shizha, Edward (2005). Democratic Development and the Role of Citizenship Education in Sub-Saharan Africa with a Case Focus on Zambia, International Education Journal. In addressing issues related to problems of democratisation in Africa, this paper attempts to relate the issue to the need for citizenship education and the role that can play in social development. Citizenship should be central to the formation of viable civil societies that claim a tangible stake in national public spaces in post-Cold War Africa. These and related topics are discussed relative to new possibilities that could lead to the full realisation of the concept as well as the practice of enfranchised citizenship and inclusive social development in aspiring democracies in the Sub Saharan African context. The complexity of the development "problematique" that Sub-Saharan Africa is facing is unique in that it is multi-dimensional, but above all else, politically located. It is, therefore, central to our discussions here that to correct the continent's current schemes of underdevelopment, pragmatic schemes of governance must be achieved. To do that, we are suggesting, new possibilities of citizenship education should be formulated for the general African scene in general, and for democratising but still both institutionally and economically weakened Zambia.   [More]   [More]  Descriptors: Citizenship Education, Foreign Countries, Social Development, Social Change

Austill, Chris, Ed. (1983). Decision Making in a Nuclear Age. These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can choose from among activities that can be used in a variety of courses, including American literature, science, civics, U.S. history, legal education, and ethics. The activities in the first three sections–"Learning to Learn about Nuclear Weapons,""On Violence," and "Constructing a Value System"–are designed to help students struggle with issues and dilemmas that complicate their thinking and keep them from accepting simple solutions. The next three sections–"Nuclear Weapons and the Arms Race,""The Cold War," and "Negotiating"–help students become familiar with science, history, and technical information about nuclear weapons and the arms race. In the section, "Complexities of the 80's," connections are made with world issues that are intimately related to the arms race. In the final section, "Making a Difference," students are asked to think about prevention. A reference list of 20 films is included. Descriptors: Civics, Critical Thinking, Decision Making, Decision Making Skills

Weischadle, David E. (1977). The Carnegie Corporation of New York and American Educational Policy 1945-1970. Foundation involvement in policy development for public education raises basic questions concerning the control of a prime societal function. During the Cold War era (1945-1970) the Carnegie Corporation of New York funded projects according to its philosophical interests, using its financial and organizational prominence and cooperative strategies to capture a national policy-making role. The power or influence levied by the Corporation rested with its financial wealth, and the ability of its founder to place it in a trust fund with special privileges, such as tax exemption. The managerial class that has developed around these special trust funds holds no special talent, ability, education, or competence that is not found elsewhere. They do, however, have a unique quality of influence deriving from access to the Carnegie wealth. The Corporation was in no sense a benevolent, impartial, independent broker of innovation and experimentation. Indeed, Carnegie had a cause and sought to establish that cause as national policy for the schools. Without public debate or national referendum the Corporation and its president over a 25-year period sought to achieve dominance in policy-making. The issue now faces American education: Should any group of individuals with special privileges and resources be able to influence education as Carnegie did in the postwar era? Descriptors: Educational Economics, Educational Finance, Educational Policy, Foundation Programs

Herman, Edward (1979). Samuel Eliot Morison: The Man, the Historian, the Literary Artist and the Educator. Seeking to augment previous accounts of Samuel Eliot Morison's life (1887-1976), the document considers Morison not only as historian and literary artist but also as educator. A prolific writer, Morison's main interest was naval history and his books, "Admiral of the Ocean Seas: A Life of Christopher Columbus" (1942) and "John Paul Jones: A Sailor's Biography" (1959) won him Pulitzer Prizes. However, he also authored histories of the United States. Morison considered the major qualities of an historian to be intellectual honesty, balance, and skepticism. His writing nonetheless reflected prejudiced accounts of slavery and the Cold War. Furthermore, his socioeconomic interpretations were sometimes weak because he did not apply social science methodology to his work, and in this respect he differs from his contemporaries. Morison's concern was that his work would attract both general and specific audiences; he was disturbed by the loss of literary style when the history discipline became professionalized. The segment of Morison's life that is most overlooked by historians is his teaching career, although it contributed to his excellence in historical research and writing. He saw parallels between motivating students and readers. He believed that constant research was vital to quality instruction and often published his findings. Descriptors: Authors, Biographies, Educational History, Educational Philosophy

Fore, Jonathan N.; Hursh, Heidi (1993). Global Issues for the '90s. This document is an activity book on global issues to be used as a supplement to existing curricula, and to offer varied and different information, perspectives, and teaching methods. The book is divided into 10 units. Each contains learning activities, handouts, and a list of additional resources. Unit 1, "Introducing the Concept of Global Awareness," examines what a global issue is and how global issues affect things in the students' everyday lives. Unit 2, "U.S. International Policy," discusses global issues for a new president. The third unit, "The Cold War," examines both the Soviet and U.S. perspectives. Unit 4, "Post-Cold War Issues: Life After the Wall," explores the changes in Eastern Europe in the 1990's and the spread of democracy and free markets. In the fifth unit,"World Trade and Economic Interdependence," the activities focus on international trade and the U.S. trade deficit. Unit 6, "The Global Environment," discusses the balance of nature in the global environment, and the problem of transnational pollution. In unit 7, "Indigenous Peoples," the student learns who indigenous peoples are and what their rights are. The activities in the "Population" unit examine population growth, its links to other global issues, and population programs that work. In the ninth unit on food, sections focus on the myths of hunger, and the effects of the Green Revolution. The last unit, "Development," discusses U.S. opinion of developing nations' development, sustainable development, and literacy and development. Descriptors: Curriculum Enrichment, Demography, Development, Elementary Secondary Education

Association for Education in Journalism and Mass Communication. (1994). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (77th, Atlanta, Georgia, August 10-13, 1994). Part IX: Magazines. The Magazines section of this collection of conference presentations contains the following 15 papers: "'National Geographic Magazine' and the Vietnam War: Did We Just Get Pretty Pictures?" (John W. Williams); "Free Speech at All Costs: A Short History of 'The Masses'" (Chris Lamb); "Newspapers Locally Edited Magazines Seek Ways to Maintain Place in Market" (Ernest C. Hynds); "Patriotism and Profits: A Content Analysis of World War II Magazine Advertising Containing War Themes" (Mike Sweeney); "Journalistic Standards Reflected in Letters to the Editor, News Articles, and Editorials of the Muckraking Era" (Brian Thornton); "Effects of Exemplification in Magazine Journalism on the Perception of Social Issues" (Dolf Zillmann and others); "Economic Coverage of China before and after the Cold War in 'Time,"Newsweek' and 'U.S. News & World Report.'" (Shang-Fen Huang); "The Information Society under Construction: Retail Credit and the Mythos of Technology" (Joe Arena); "'Atlanta' Magazine Has Reported, Reflected, Influenced Its City's Remarkable Growth" (Ernest C. Hynds); "Women and the 'Larger Household': An Examination of Muckraking in Women's Magazines" (Kathleen L. Endres); "The Obsession with Thinness in the Ballet World: An Analysis of How 'Dance Magazine' Addresses the Issue" (Alexis Moor); "Teenagers Get 'Sassy': An Analysis of the Current Teen Magazine Market" (Debra Ceffalio); "How News Magazines Frame Coverage When Presidents Want to Tax and Spend" (Hugh J. Martin); "The Performance of Black Music on 'Billboard' Magazine's Pop Music Charts" (Jim Sernoe); and "Is the Cover a Mirror?: An Analysis of Changes in Economic News Contents in 'Time' and 'Newsweek'" (David Abels).   [More]  Descriptors: Audience Awareness, Content Analysis, Mass Media Role, Media Research

Chibucos, Pamela E. (1986). U.S.-Soviet Relations Teacher's Guide: Special Focus. This teacher's guide provides student objectives, motivational devices, terms and concepts to know, student activities, evaluation ideas, and suggestions for using an accompanying four-part videotape series. An activity for chapter 1, "Differing World Views," divides the class into groups that list U.S.-Soviet differences in economic systems, population size and makeup, location and geography, political systems, and natural resources. The groups share their findings with the class. In chapter 2, "Evolution of U.S.-Soviet Relations," students work in pairs to assume the roles of a Soviet and U.S. citizen engaged in correspondence between the years 1920-1986. Students exchange letters based upon specified topics, such as the Cuban Missile Crisis and the Cold War. An activity for chapter 3, "A Critical Issue: The Arms Race" helps students better understand the serious effects that perceptions and misperceptions have on one nation's dealings with another. For example, students discuss the shock and fright felt in the United States after the Sputnik launch in 1957. In chapter 4, "In Pursuit of Peace," there is an opportunity for students to participate in a mock summit meeting. The class is divided into small work groups that prepare position papers explaining their country's position on an issue. Then, the issue groups come together and negotiate on concessions or compromises that are consistent with the nation's past actions and philosophy. Realism is encouraged in the role play. Descriptors: Class Activities, Diplomatic History, Disarmament, Foreign Countries

Lyman, Peter (1997). Digital Documents and the Future of the Academic Community. This paper examines the dynamics of change in scholarly publishing and the impact of technological innovation upon the academic community for which the system of scholarly communication serves as an infrastructure. For the purposes of this discussion, what is of immediate interest is the way the productivity issue frames the possible dimensions of the dynamics of technological innovation, thereby setting a research agenda for the future. From the perspective of academic publishing, the academic community consists of two markets in which "gift" exchanges are governed by contract, that of authors and that of the consumers, the largest of which are academic research libraries. Higher education is both the producer and consumer of scholarly publications. Three new factors define the conditions within which a system of scholarly communication may evolve: (1) the emergence of a global economy in which intellectual property is an important source of wealth; (2) the end of the cold war as a stimulus for national information policy which took the form of federal funding for research; and (3) the cultural diversity of society, and the replacement of a melting pot idea by a transnational culture, which may create new social contexts for education. The remainder of this paper examines issues related to digital documents and academic productivity, and digital documents and the academic community.   [More]  Descriptors: Academic Libraries, Computer Mediated Communication, Educational Change, Educational Development

Brown Univ., Providence, RI. Thomas J. Watson, Jr. Inst. for International Studies. (1995). Defining Our Role in a Changing World: What Is America, and What Do We Want It To Be? Library Reader 1995. Choices for the 21st Century Education Library Series. This reader provides background information for a public policy discussion program about the nation's future at this critical point in history. Through a non-partisan discussion format, citizens are encouraged to deliberate about the direction in which the nation should head in the years to come. This reader employs a multi-disciplinary approach and a humanities-centered methodology. The volume includes the following chapters: (1) "The End of the Cold War: Challenges of a New Era"; (2) "Considering Four Futures"; (3) "The Search for Peace in an Age of Conflict: Debating the U.S. Role"; (4) "U.S. Trade Policy: Competing in a Global Economy"; (5) "Global Environmental Problems: Implications for U.S. Policy"; (6) "Russia's Uncertain Transition: Challenges for U.S. Policy"; (7) "U.S.  Immigration Policy in an Unsettled World"; and (8) "Charting Our Future: Balancing Priorities." A ballot for voting on the suggested course of action also is included, along with a participation evaluation form. Descriptors: Economics, Foreign Culture, Foreign Policy, Futures (of Society)

Perkovich, George (1989). Thinking about the Soviet Union. In the United States, educators have had difficulty teaching about the Soviet Union. Students are often ignorant of the historical circumstances that have affected the U.S./Soviet relationship, and they are often miseducated by stereotypes they encounter in popular culture. This curriculum explores the government and economy of the Soviet Union, the nature of communism, human rights, Glasnost and Perestroika, and U.S. schools of thought about the Soviet Union. The pedagogical emphasis is on dialogue, critical thinking, and informed decision making. Students analyze political cartoons, media reports, philosophical and political writings, and government documents to achieve a new understanding of the Soviet Union, and so develop alternatives to the Cold War view of U.S./Soviet relations. A broad range of U.S. and Soviet perspectives is provided, allowing students to form their own opinions and enabling teachers and students to remain flexible in the face of dramatic, fast-breaking changes in the Soviet Union. Black and white photographs are included. Descriptors: Area Studies, Civil Liberties, Communism, Critical Thinking

Brooks, Kevin (1996). Understanding the Absence of Composition in Western Canada: A Brief History. Understanding the absence of composition in western Canada is predicated upon understanding the presence of composition in the United States, the only country in the world with a highly visible tradition of composition. This absence in western Canada, between 1900 and 1950, is largely a matter of appearance–composition in both countries was an institutional requirement. The blending of composition and literature, however, was the dominant pattern of instruction in western Canada, a pattern inherited from Harvard, where many professors had studied. After 1950 the two federal governments' responses to the Cold War and subsequent funding of postsecondary education differed. Canada established the Massey Commission which, after hearing presentations from art groups, university representatives, and others, resulted in federal funding of universities in 1952, and, in 1957, in funding of the humanities. American federal support for the arts has consistently been a practical, rather than a philosophical issue. For Canadian scholars in the 1960s to have turned to composition and rhetoric as a research agenda would simply have been to Americanize the curriculum and to pursue a low art rather than a high culture. Rhetoric and composition have not yet made, and may never make, a significant impact in western Canadian English departments and universities as long as researchers continue to pursue and governments continue to fund high culture. (Contains 24 references.)   [More]  Descriptors: Comparative Analysis, Curriculum Development, Educational Development, Educational History

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