Resources for Teaching about Peace and War

Recommendations from the University of Arizona College of Education Worlds of Words International Collection of Children’s and Adolescent Literature and the Jewish Federation of Southern Arizona.

Gevinson, S., Hammond, D., & Thompson, P. (2006). Increase the Peace. Portsmouth, NH: Heinemann.
Increase the Peace is a DVD-based learning experience that presents a safe, manageable environment, where students can grapple with violent situations and consider ways to prevent them.

Miller, R., & Eisler, R. (2006). Educating for a Culture of Peace. Portsmouth, NH: Heinemann.
Grounded in today's cultural realities, Educating for a Culture of Peace asks you to think globally, act locally, and fine-tune your practice by instilling every lesson you teach with the basic humane values that lead to greater interpersonal and intercultural understanding.

O’Reilley, M. R. (1993). The Peaceable Classroom. Portsmouth, NH: Boyton/Cook.
The Peaceable Classroom first defines a pedagogy of nonviolence and then analyzes certain contemporary approaches to rhetoric and literary studies in light of nonviolent theory. The pedagogy of Ken Macrorie, Peter Elbow, and the National Writing Project is examined. The author emphasizes that many techniques taken for granted in contemporary writing pedagogy— such as freewriting and journaling—are not just educational fads, but rather are ways of shaping a different human being.

Stern-Strom, M. (1994). Facing History and Ourselves: Holocaust and Human Behavior. Brookline, MA: Facing History and Ourselves National Foundation.
This Facing History and Ourselves core publication encompasses their scope and sequence methodology. Based on the latest scholarship, Facing History and Ourselves: Holocaust and Human Behavior provides an interdisciplinary approach to citizenship education. Students move from thought to judgment to participation as they confront the moral questions inherent in a study of violence, racism, anti-Semitism, and bigotry. The readings and activities explore the consequences of discrimination, racism, and anti-Semitism by holding up "the tarnished mirror of history" to one of the most violent times in world history—the 1930s and 1940s. Facing History and Ourselves National Foundation also has a website with additional educator resources and professional development opportunities.

Cowhey, M. (2006). Black Ants and Buddhists: Thinking critically and teaching differently in the primary grades. Portland, ME: Stenhouse Publishers.
Mary Cowhey gives readers insight into her Peace Class in Northampton, MA, where first and second graders view the entire curriculum through the framework of understanding the world, and trying to do their part to make it a better place. Her students learn to make connections between their lives, the books they read, and the larger world.

Weber, C. (2006). Nurturing the Peacemakers in Our Students. Portsmouth, NH: Heinemann.
Chris Weber, as well as contributors Peter Elbow, Bill Bigelow, and Jim Burke, demonstrates that through reading, discussing, and writing about narratives of children who have experienced war, students make connections between what they see, hear, and read through the media about military conflicts and their horrible human consequences.

Online Resources

Teaching Tolerance
An online resource and project of the Southern Poverty Law Center, the Teaching Tolerance website features a magazine, professional development tools, classroom activities, teaching kits, and a searchable database of recommended resources.

International Board of Books for Young People (IBBY)
The International Board on Books for Young People (IBBY) is a non-profit organization that represents an international network of people from all over the world who are committed to bringing books and children together and promote international understanding through children’s books.

International Collection of Children and Adolescent Literature
The Worlds of Words website maintains useful resources for building bridges between cultures. These resources include strategies for locating and evaluating culturally authentic international children’s and adolescent literature as well as ways of engaging students with these books in classrooms and libraries.

Tucson Survivors: a Holocaust Education Project
The Tucson Survivors website features testimonies by Holocaust survivors living in Tucson, lesson plans for teachers, and access to Why We Remember, a documentary about former victims of Nazism now living in Tucson.

Arizona Board of Regents