DOCUNEYT RESUME

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TITLE Ways and Means of Teaching About World Order.INSTITUTION World Law Fund, New York, N.Y. School Program.PUB DATE 72NOTE 16p.; Eight Newsletters, Fall 1969 to Winter 1972

EDRS PRICE MF -$0.65 HC-43.29DESCRIPTORS Developed Nations; Developing Nations; Disarmament;

Economic Development; For ign Relations;*International Education; Ibternational Law;*Newsletters; *Peace; Resource Guides; SecondaryGrades; Social Change; Social Studies; *TeachingTechniques; Technological Advancement; Values; War;*World Affairs; World Problems

IDENTIFIERS Futurism; World Order

ABSTRACTThese newsletters are a regular feature of the

edition of the Progress Report tent to teachers, and further,supplement the World Law Fund's catalcg of publications. Issuesprovide teachers with professional information on materials andtechniques for teaching about world order. Typical inclusions presentsample lesson plans and unit descriptions, announce new curriculummaterials and innovative teaching techniques, and list resources onorganizations, documents, selected bibliographies, and resourcecenters dealing with topics relating to teaching about world order.The eight issues, all dealing generally with world order, focus onforeign relations, peace, futurism, international education, racism,economic development, human rights, arms policy, and war. Thoseinterested in.receiving the mailings should request that their namebe placed on the mailing list. (SJM)

144,

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers pr' pared by the School Progrzrn of theNO. 8 World Law Fund, 1] West 42nd Street, New York, N. Y. 10036

U S DEPARTMENT OF . ALTHEDUCATION 8 WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR OR6ANIZATION ORIL,INATINL IT POINTS OF VIEK OR ()PINIONS STATED DO NOT NECESSARILNREPRESF NT OFFICIAL OFFICE OF ECK;CATION POSIT,ON OR POLICY

WINTER 1972

SIMULATING FOR PEACEGERALD 1.. THORPE

Associate Professor of Political Scie.ceIndiana Unit ersity, Indiana. Pennsylvania

In recent ycars educational simulations dealing with theinternational political and military system have becomewidely used as tools in secondary classrooms around theworld. The focus of most of these games has been uponthe past or present. In addition. her exists today very fewsimulation games specifically designed for use with theWorld Order approach. It is. however, possible to usetraditional international relations gamcs to ge. at 'WorldOrder values by systematically raising particular types ofdebriefing questions.

Five simulation games focusing on conflict in the inter-national system have been rather arbitrarily chosen forthose readers interested in using simulation experiencesoriented toward a World Order perspective. The first twogames are, however, specifically designed to get at WorldOrder values. Some suggested debriefing questions designedfor use with traditional international relations simulationsfor purposes of achieving a World Order orientation followthe descriptions of the five simulation games.

FIVE SIMULATION GAMES FOCUSING ONCONFLICT I\ THE INTERNATION AL SYSTEM

CONFLICT: (A SIMULATION OF ADISARMED WORLD)

Description:A simulation of a disarmed world. The game is specific-ally designed with a World Order perspective in mind.Students are placed in a rapidly escalating ( nsis situationarising out of violations of the World DisarmamentTreaty and are forced to not only come to grips withproblems that can arise in a disarmed world. bat to alsoassess the viability of the very model they arc simulating.Students are then encouraged to re-structure the modelin order to increase its viability as a peace keeping system.Suggested Grade Level: I I CollegeNumber of Participants: 24-40Playirg Time 5-10 hoursCosts: Preliminary version S75.00Publication date: Preliminary version. 1971Publication Source. Preliminary version available in lim-ited quantities. order now for Fall delivery from theWorld Law Fund 11 West 42nd Street. New York.New York 10036. To be published in finai version in thespring of 1973 by Simile II, LaJolla. California 92037.

CONFRONT ATION: THE CI 13.-tN MISSILE CRISISDescription:

A multi-media package based on original Soviet. Cuban,and American sources. Includes foui sound filmstrips,which present the crisis from the differing perspectives ofthe three major protagonists: Cuba. the U.S.A., and theU.S.S R. The core of the program is a decision makingexercise built upon the principles of World Order simu-lation. A tightly designed and highly structured model

A World Order approach to the study of the internationalsystem is futuristic in focus and process oriented Such anapproach involves an inquiry irto the ways and means ofachieving certain basic values: limiting and eliminat.ng inter-national violence, raising the standards of economic we" ,.cenjoyed by all mankind, expanding the degree of social jt,ticcwithin political cot imunities in world society, and maintainingthe environmental quality of planet Earth.

of the present international system is presented andstudents are placed in the position of either Soviet orAmerican decision makers, forced to deal with the rap-icily moving events of the crisis Students not only cometo grips with the problems of decision making within theconstraints of the present international system. but areled to a structural analysis of the simulation mod-1 andthe decision making operations upon which it is based.Suggested Grade Level: 8-CollegeNumber of Participants: 3-50Playing Time: 2-20 hours, depending on whether film-strips and press booklets are used in conjunction withthe simulation exercise.Cost: 5150.00 for complete set. which includes the simu-lation exercise, four sound filmstrips, 35 Press booklets.and a Teacher's Guide.Publication Date: 1971Publication Source: Current Affairs Films. 527 MadisonAvenue. New York. New York 10022.

CONFLICT IN THE MIDDLE EASTDescription:

A game dealing with power and policy making in theWorld today.. Nine nations are represented in thi., simu-lation: the U.S.S.R., Great Britain. France, Israel. Egypt.Syria. Jordan, and Lebanon. Students are provided withbackground materials describing the world setting andbackground of conflict in the Middle East. Each nationconsists of two to five member teams. The simulationseeks to induce from participants an understanding ofthe implications of decision making in the modern world.Teachers may also select games in this same series deal-ing with the Caribbean. Southeast Asia. and asternEurope.Suggested Grade Level: 9-12Number of Participants: 18-45Playing Time: 3-10 hoursCost: Teacher manual S2.00Student manuai S.25Publication Date: 1969Publication Soirce: Lincoln Filene Center. Tufts Uni-versity. Medford, Massachusetts 02155

CRISISDescription:

A simulation of international conflict in which studentsform teams to manage the affairs of six fictional nations.The nations. which vary in overall strength and militarycapacity. are faced with the problem of resolving a tensesituation in a mining area of enormous importance tothe world. At regular intervals the players receive feed-back regarding the consequences of their decision mak-ing activities. International alliances, world police forces.fact finding commissions, and summit conferences

goalss

be arranged, depending almost entirely on whatthe students decide they are after.Suggested Grade Level: 7-CollegeNumber of Participants: 18-36Playing Time: 3 -S hours

SPECIAL ISSUE OF SSR ONPEACE EDUCATION

The Winter 1972 issue of Social Science Record, ajournal of the New York State Council for the SocialStudies is devoted to peace education and contains 16articles on the subject. Single copies are available fromthe Fund at $2.f0.

Cost. S35 00 for 25 student kit. Sample kits sold for53.00Pi.blication Date: 1967.Publication Source: Western Behavioral Sciences In-stitute La Jolla. California 92037

IX VI %%,I)Description:

A very simple model of international relations. As aperhaps oversimplified model of the international system.the game can still ty effectively used to point out thecondition of international anarchy that has been an im-portant part of the affairs of people and nations through-oi their history. A fundamental pattern of internationalrelations. .he balance of ptwer concept. may also emergeclearly as a product of th. game. Effective as a way ofgetting students to look at their own competitiveness andto explore why they acted as they did during game Flay.Suggested Grade Level. 7-12Number of Participants: 7-30Playing Time. 2-5 hoursCost: FreePublication Date. 1966Publication Source: Social Education. November, 1966.

SELF:CTED DF:IIIIIF:EING ESTIONS FOR t SI:11'i "i II Ticturri( Es u.1.1 9RIF:NTED rsTER-

\ ATION SEMI. ATI° G1MESAnyone who has used simulation techniques in the class-

room will attest to the fact that the most important learn-ing pay-off in any simulation is not the simulation, but thedebriefing which follows game play. We now offer a fewsuggesrd debriefing questions in the hope that they mayhe of some use in helping students deal with the possibilitiesand problems of peace. as well as the clarificaticn of theirown bel,efs, attitudes and values.

A. Questions designed to get at the assumptions builtinto the model:1. What were the basic rules of the game?2. How did the rules and your designated role affect

your behavior in the game?3. Are there similar rules or constraints on behavior

in the "real" world?4. No simulation can hope to exactly reproduce the

real system or world it represents. What wasmissing in the simulation that is important inthe ":-ear world?

5. What kind of behavior was most rewarded in thegame?

6. What do you think was the basic purpose of thedesigner of this simulation?

7. Were you satisfied with the outcome? Why orwhy not?

13. Questions designed to g, t at student motives. beliefs,and attitudes manifested in the game:1. What major thoughts and feelings do you think

most governed your actions as you played outyour role In the game?

2. Do you think that your attitudes and feelingsaffected the game's conduct and its outcome'How? Wt y?

TEACHERS WORKSHOPS ON WORLDORDER tNI) PEACE sTunirs

April 8April 15

April 18or 19

April 20Apni 25April 19May 4-6May 15-26June 23-25

Rye, New YorkSan Francisco. California

Lakeland, New YorkRochester New YorkBuffalo, New YorkQueen's College. FlushingPhiladelphia, Pa.Portland, OregonStanstead, Canada

Write to the Fund for full details, giving the date andplace . the workshop in which you are interested.

What major thoughts and feelings did you sus-pect were harbored by those who occupied rolesin opposition to you? (Class discussion of thisquestion can lead to interesting explorations intothe accuracy of motive perception.)

4. By values, people generally refer to what shouldbe or ought to be, What major values do you feelthis game attempts to promote?

5. Which of these major salues do you tend toagree with? Disagree with

6. What values does the game neglect that you feelare important?

7 Should peace he one of these goals? Why or whynot?

8. What is peace? Can you define it? (Encouragestudents to bounce definitions off one anotherand to clarify what the term means. At this timeyou might wish to iatroduce the four WorldOrder value dimensions described earlier in thisarticle and ask students to discuss their useful-ness as a conceptual framework for thinkingabout the prerequisites for peace.)

9. Do you think it is possible to ever achieve peaceas you have defined it? (If the answer is no. ask"If not, what do you think is the best that can behumanly done?")

C. Questions designed to get at system change andmodeling preferred alternatives:1. Given your definition of peace. how effective is

this simulation model as a peacekeeping system?2 What specific strengths and weaknesses do you

see in the simulation when viewed as a peace-keeping system?

?. What specific changes in the system would berequired to turn it into one that could effectivelycarry into practice your definition of peace?

4. If you were called upon to design a model peacesystem as <n alternative to the system you havejust simulated (or the "real" world) what basiccharacteristics would it have?

5. What transitional steps would have to be takento get from where we are to where you want togo? Can you briefly outline a transitional strategy?What problems of transition would have to bedealt with? (What would have to be changed andhow would you go about effecting these changes?)

The last two question should be discussed in terms ofsystem goals. necessary institutions, sanction systems.operating characteristics, value and attitude changes, andgeneral structural characteristics. This is often best donein small working groups. each preparing their own descrip-tive model. Once ,oughed out the models can be presentedto the entire class for reaction. Diagrams often help otherclass members to understand the models more clearly.Many groups are capable of designing simulations to ex-plicate their models by having their classmates play thegame. A series of simple peace games which can be usedas models for this purpose are available from the WorldLaw Fund, as is an article suggesting a learning sequence,based on the use of simulation.

IMAGES OF THE FUTURE rs 111,31Sponsored by

THE CHRISTOPHER CENTER12 East 48th Street

New York, New York 10017

April 5Animal FarmJohn Helas and Joy BatchelorApril 12-1984 by Michael AndersonApril 19The Shape of Things to Come

Cameron MenziesApril 26Forbidden PlanetFred McLeod WilcoxTime. 5:30 p.m.Admission charge. $7 for entire series of 4 films

52 per filmS1 per film student rate

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers prepared by the School Program of theNO. 7 World Law Fund, 11 West 42nd Street, New York, N. Y. 10036 FALL 1971

FuturismFuturists use scenarios, speculative narratives of future

events, to create images of the future and from thoseimages attempt to derive strategies for influencing thefuture. We offer here for your classroom use a scenarioadapted from Saul Mendlovitz's presentation to the 1971Colgate World Order Workshop. It is not to be reproducedwithout permission. Additional copies are available fromthe Fund at 10e. each.

This scenario takes place within 24 hours on June 6and 7, 1992. The events occur in the following places.

New York CBS television interrupts s regular broad-cast at 9:35 p.m. and is followed withi.i 15 minutes by allother networks, telecasting nationwide. Within half anhour all major networks throughout the world are carryinga live report from a set of space satellites originallylaunched by the United Nations in 1989 for "securitysurveillance." The first repo- , indicate that shorty .forethe broadcast began. a large mass of Indians began crossingthe Chinese border* and appeared to he moving by thethousands into Chines:. territory. Long -range cameras withinstantaneous "blow up" projection flash on the T.V. screenphotos of Indians carrying placards reading "InvadersRetreat," "We Reclaim What Is Ours," and "Return IndianTerritory to India." Many are brandishing sticks, small agri-cultural tools and household implements and a few carrymace sprayers and short-range tranquiliizing guns. butotherwise they appear to be unarmed. Most of them areon foot. There are some old buses and a tew small auto-mobiles. Few children and no older people are seen in themob, which is composed mainly of teenagers and youngadults. They are met by local police and constabularyattempting to contain the onrush with small sidearms andpolice clubs. Many Indians are wounded: some may bedead; but by the thousands they continue to flood it to theland, overrunning the local forces. Minimum estimates oftheir number are given as a half-million.

The United Nations An announcement is made thatthe commander of the regional peace force has deputizedthe local police in all communities in a hundred-mile rangeon both sides of the border and has initiated an emergencypeace action. calling upon the Indian and Chinese govern-ments to use every effort to restrain their citizens. Peaceforce battalions are being airlifted to the border fromBurma and Indochina. At 10:15 p.m. New York time theSecretary-General speaks before the cameras of the World-wide Instantaneous Communications System: "It was withchock and sorrow that we received less than an hour agothe reports of events occurring at the Indian-Chineseborder. I have called an emergency meeting of the SecurityCouncil for noon Accra time in that city tomorrow. AnyCouncil member unable to arrive in Accra within theintervening time is to arrange television attendance.

"I have requested that the following action be taked

* Historical Note: The border in question i that between Indiaand Aksi Chin. This longdisputed territ g finally fell underChinese control in the late 1950's.

immediately: All deputized forces as well as those standingpeace forces arriving in the area are to use long-range.long-term tranquilizing equipment. There must he noescalation of the situation. Violence nit's* be contained.and every resource of the world organii in must feapplied to a rapid and equitable resolution of this crisisnow constituting so grave a threat to the peace."

New Delhi The Indian Prime Minister addresses thenation. "This government was brought forth as the conse-quence of non-violent struggle. This nation has abjuredand abhorred the use of violence as an ii strument of policy.We have bee constructive peace-makers and active peace-keepers. We have made great sacrifices to keep the peace.believing peace to be that condition in which justice isassured without violence. Do we not then deserve justice asmuch as any of the peoples for whose rights we havestruggled in the world forums? Indeed, the world mustunderstand how frayed the patience of those who havesought justice for over four decades may Lecome. 'Justicedelayed is justice denied; I call upon you, the citizens ofIndia, to refrain from actions which would violate ourtraditions: and we. the citizens of India. call upon ourfellow citizens of the world to join us in a suit for justice.Return to India: the lands taken from her by China!"

Peking The Chairman issues a statement in responseto the Prime Minister's broadcast: The People's Republicof China knows well the frustrations of justice denied andhas sought no more than justice. It is well know n even tothose who have falsely accused this nation of aggressionthat the lands in question are legally and by historic tradi-tion Chinese. We trust that the world organization will useits force and its authority to withdraw the invaders fromour lands and resolve this situation in tr,- justice."

The Chairman has made no public ppearance since theoutbreak of the crisis. He has been closeted with a groupof advisors and a number of party leaders who are believedto hold viev s on world politics very much opposed to thoseof the Chairman. There is some speculation that this eventmay lead to their forcing China's withdrawal from theGeneral and Compute Disarmament Agreement which theyopposed the Chairman signing in 1989. Correspondentsmost familiar with him hypothesize that the lack of seriousviolence in the present incident will serve to confirm theChairman's belief in the ne_d for the agreement and hisdependence upon the United Nations as wcrld peace-keeper.

Accra At the request of the Chinese government themeeting has been delayed until 12:30. In attendance atthe Security Council are the Foreign Ministers of themember states attended by the U.N. Ambassadors. TheSecretary of State of the United States in an opening state-ment asserts that the incident resulted from actionsfomented by a group of six "revanchist" Indian leaderswithout the sanction of their own government. He recom-mends that these leaders be arrested by the U.N. peaceforce, charged with violation of the Charter and triedbefore the World Court. He also suggests that the questionof the sovereignty over the land be opened by the Council,reinvestigated and settled once and for all.

The Soviet Foreign Minister, in a voice some obse-versbelieve to be edged with bitterness. first expresses sympathyfor the position of the American government caught be-tween old friends turned rival. He calls for the Councilto look squarely at the facts of this incident and to takethe actions to which they are hound by the Charter andby the General and Complete Disarmament Agreement. Ahalf-million people could not he roused, much less organ-ized, without the knowledge and at least implicit consentof their government. India is therefore clearly guilty ofaggression. Perhaps more significantly, the use of evensmall sidearms by police of one nation against citizens ofanother who were technically without arms is a flagrantviolation of the disarmament zgreement. If any personsare to be brought before the court, they obviiusly must bethe officers of the Chinese constabulary.

The Council hears statements from ban the Indian andChinese Ministers reminiscent of tho'.e made the nightbefore by the chiefs of state. The dekate begins and seemsto be leading toward an even split between the Americanand Soviet positions. As the Council adjourns for dinner,reports from the area indicate that all action has stopped.Several thousand Indians have limped back to their ownside of the border. while thousands and thousands morelie in temporary campsites i nder the custody of the peaceforces who will escort them over the border when thetranquilizers have worn off.

There is an air of tension emanating from the U.N.meeting, enveloping all world centers of power and press-ing into the minds of most thinking citizens. Not since"Confrontation II" in 1985, when China and the SovietUnion were "eyeball to eyeball" over Chinese missile in-stallations in Hokkaido, Japan, "The Asian Cuba," hasthere been so great a fear of large-scale warfare. The breakin the Council sessions seems interminably long.

Using the Scenario1. Ask the students to complete the scenario providing

an outcome for the crisis. This may be done individuallyas an outside assignment or in groups in class.

2. Present the various outcomes of the scenario as out-lined by Mendlovitz to the class, and have the authorsexplain the reasons for their postulations. Then take avote on what the class believes to be the most likely out-come and another on the most desirable. If the results aredifferent, discuss the reasons for the differences and en-courage speculation on steps which could be taken toassure the most desirable outcome.

3. Discuss the criteria for determining the most likelyoutcome and the most desirable. Identify specifically thosefactors which will determine likeliness. Which ones shouldbe changed? How? How might the changes be effected?What values underlie the criteria for desirability? Whoholds these values? Why? Which of them can be related tothe five world order values and how?

4. Ask the students to note the major differences betweenthe present world political system and the system describedin the scenario. What events or conditions could havebrought about these differences? Suppose the crisis hap-pened within the present system. How would the outcomeshe different? Comparing the least desirable of the outcomespredicted under the system in the scenario with outcomesexpected under the present system, which are preferableand why?

5a. If this is the beginning of a world order unit, havethe students write a private paper, to be shared at the endof tile unit if they wish to do so. The paper should be adescription of the world to come. how it will be and how

1 want it to he. Attached to the paper should be a list ofpersonally held values which the student believes tounderlie his preferred world. At the end of the unit sec ifthey wish to change 'heir predictions. preferences or values,noting how their leunings in the unit produced the changes.These, too. shoulJ be shared only by those who wish todo so.

5b. Alternative culminating exercise: Have the student,list strategies for achieving changes in the world politicalsystem. Categorize them according to who might carry outthe strategies: actors within the system such as the greatpowers: transnational non-governmental organizations suchas the World Council of Churches an the United WorldFederalists: movements not yet formally organized likeyouth, pacifists or world educators: and individuals. Inwhich strategies would they like to take part? In which dothey really think they could take parr.

For additional scenarios and alternative teaching de-vices for the use of scenarios, write to Betty Reardon atthe Fund.

Resources on FuturismBibliographies: A world order bibliography which in-

cludes sections on "Futurism" and Forecasting, Futuris-tics and Systems Analysis" is available for $1.00 from theFund. Also available is "Futurism for the Classroom," abibliography by Jonathan Weil. 15e per copy: please sendstamps.

Reprint: "The Case for Futurism in the Social Studies.by Betty Reardon, from the Social Science Record. Singlecopies free from the World Law Fund.

Trend: A Journal of Educational Thought & Action.School of Education. University of Massachusetts. Am-herst, Massachusetts 01002. $1.50 per copy. Spring 1971issue is devoted to "Futuristics in Education." It containsarticles and information on other resources.

The Social Science Record, the Journal of the New YorkState Council for the Social Studies. spring issue alsofocuses on futuristics and the future of the social studies.$2 00 per copy. Social Science Record. 412 Maxwell Hall,Syracuse University, Syracuse, New York 13210.

The UNESCO Courier. April 1971; "What Future forFuturology," P. 0. Box 433. New York, New York 10016.50c per copy. Articles by futurists from various nations.

"Peace Games," a sequence of simulations based on afuturistic scenario, played against a background of thehistory of U.N. peacekeeping operations. Comes in apacket with a sound filmstrip depicting the history. book-lets outlining alternative models, directions for the gamesequence and a note to the teacher. Order from SocialStudies School Service, 10.000 Culver Blvd., Culver City,California 90230.

Periodicals on FuturologyFutures, the Journal of Forecasting & Planning, pub-

lished by the IPC Science & Technology Press Ltd., U.K.,in cooperation with the Institute for the Future, USAReprints Department, FUTURES. IPC (America), Inc..300 East 42nd Street, New York, New York 10017. $7.50per copy.

The Futurist. A Journal of Forecasts. Trends & IdeasAbout the Future. $1.25, World Future Society, P. 0. Box19285, Twentieth Street Station. Washington. D. C. 20036.

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers prepared by the School Program of theNO. 6 World Law Fund, 11 West 42nd Street, New York, N. Y. 10036

'ties llaterial- AN ailable FromThe World Law Fund

ReprintsWilliam Boyer, "Education for Survival," Phi DeltaKappan. January 1971. A version of a paper deliveredto the 1969 annual meeting of the National Council forthe Social Studies. Single copies free; multiple copies,100 each.

"What Kids Should Learn about War and Peace," War/Pe..ce Report, January 1971. A panel discussion amonga group of educators involved in world order and peaceedt.cation outlining the goals and problems of launchingpeace education programs in public schools and theurgent need for peace studies. Single copies free; multiplecopies, 200 each.

Course OutlinesOrders may be placed now for course outlines availablein September at 500 per copy:Disarmament and Aggre.mion. A course for seniors de-vised at the United Nations International School in NewYork City as part of their special United Nations StudiesProgram.Learning about War and Peace. The newly revised coursefor 11 th and 12t1. grades now offered at Nathan HaleHigh School in Seattle, Washington. It includes, amongother things, excerpt!, from literature, the theater, andscience fiction.Junior High School Course. In its third year at ChiefJoseph Junior High School, Richland, Washington, thiscourse for grades 8-10 involves a large component ofstudent participation. It culminates in a sound-and-lightshow on war and peace designed and presented by thestudents.Revised Thorpe Syllabus. A revision of the course astaught at Jericho High School, Long Island, N.Y. Theoriginal Thorpe syllabus is, of course, still available.Fluid Geography. A transnationally devised unit with aglobal perspective, for middle school level.

TapeWar Crimes. A one-hour tape of two speeches by Law-rence Kohlberg, of Harvard, and Richard Falk, ofPrinceton, presented in November 1970 at the WorldLaw Fund War Crimes Seminar for members of theNational Council for the Social Studies. $5.

IntercomIti light of the intense public interest in the problemof individual rights and responsibilities in time of wargenerated by the Calley case, teachers may find usefulThe Human Person and the War System, the January1971 issue of Intercom. It includes case studies, filmguides, and statements on teaching methodology rele-vant to the Nuremburg principles, the rights of in-dividuals under international law, and the basicproblem of war in an emerging world society. $1.50from the Fund or from Intercom, Center for War/Peace Studies, 218 East 18th Street, NewXork. NewE7 Arlrt.r.

SPRING 1971wow

,...1011P004- _.=

A drawing from the catalogue of The Garland Library of Warand Peace, a collection of 360 titles edited by Blanche WiesenCoo,!:, Charles Chatfield, and Sandi Cooper, designed to makeac alable a significant body of out-of-print literature dealingwith man's efforts to cope with war and violence. Published byGarland Publishing, Inc., 24 West 45th Street, New York, N.Y.10036.

International Education Nesz.In the spring of 1970 the U.N.A. and Yale University

sponsored a half-year college-level seminar on the UnitedNations for 15 specially qualified seniors from public andindependent schools. For a description and evaluation ofthis seminar or for information about other projects inthe international field, write to Mrs. John Kernochan,Special Educational Projects, U.N.A. Center, 833 U.N.Plaza, New York, N. Y. 10017.

The Center for War/Peace Studies is planning a cur-riculum collection project for elementary and secondaryschool teachers dealing with war, peace, conflict andchange. They will collect, list and catalogue curriculummaterials, disseminate information, and build a broad baseof support for wide! and intensified use of such materialsin all schools. For further information, write to the Center,218 East 18th Street, New York, N. Y. 10003.

In March 1971 the U.N.A. inaugurated the School Re-source Center, which will bring together materials on theUnited Nations recommended for scnool use. The addressis U.N.A., 833 U.N. Plaza, New York, N. Y. 10017.

A paper entitled "Pop.ilation Education: A WorldwideReview of Programs in Pi oces,. and Planned" is availablefrom Stephen Viederman, Assistant Director, DemographicDivision, The Population Council, 245 Park Avenue, NewYork, N.Y. 10017. It describes school programs through-out the world for teaching about population problems.

Teaching Sugg..tion.. From Our ReaderThe World Law Fund welcomes ,uggestions to help the

readers of Ways and Means in teaching about world order.We are particularly interested in receiving contributionsfor forthcoming issues on international education andfuturism.

Edward J. Shaughnessy. of the College of New Rochelle,plans to do some work on using popular music and folksongs to analyze attitudes toward war and peace and worldorder values. He suggests Music for Peace. City Universityof New York, as a useful resource for educators interestedin this approach. Their address is 33 West 42nd Street, NewYork, N. Y. 10036.

Lillian Genser. director of the Center for TeachingAbout Peace and War, Wayne State University, Detroit,Michigan 48202, has written a "Pledge to Space ShipEarth" for young children: "I pledge allegiance to theworld/ to cherish every living thing,/ to care for earth,and seas, and air/ with Peace and Freedom everywhere."She would welcome your comments.

James M. Oswald, editor of the Social Science Record,suggests another pledge: "I pl..dge allegiance to mankind/and to the universe in which we dwell/ one people onPlanet Earth/ striving for justice for all."

Most of us who have taught world order or war andpeace studies have been accused of failing to present "bothsides of the issue." Arthur J. Newman, assistant professorof education at the University of Florida, suggests a wayboth to meet the criticism that we fail to present the casefor nationalism and, more important, foster student com-mitment to universal man. He suggests assigning studentsreadings representative of nationalistic orientations andthen structuring the learning experience so that thesenation-state models can be compared and contrasted withalternative global models. Possible sources for such ma-terial are the National Review, newspaper editorials, VitalSpeecimr of the Day, and The Conscience of a Conserv-ative, hapter 10, by Barry Goldwater.

Consulting ServicesThe Fund's field staff has been very much in demandby schools and school systems eager to learn aboutways and means of introducing world order intogrades 7 th7ough 12. We hope to provide all of theservices requested by all educators interested in thesubject. We thercfore urge that you send in yourrequests for consultation services, in-service programs,and workshops as early as possible and, if you can,please suggest several alternate dates.

The World law Fund's sole purpose is ti forward theworld educational effort that is the pre.equisite of afuture system of international relations in which war hasbeen eliminated and worldwide economic welfare andsocial justice have been achieved. Believing that only anenlightened and educated citizenry can develop thepolicies and transition steps for such a system of worldorder, the Fund seeks to introduce the subject of worldorder into the curricula of all major educational systemsthroughout the world on the graduate, undergraduate,and secondary-school levels and to encourage studyof this subject by organizations, adult education groups,and all concerned persons.

The Fund is not a foundation with capital resourcesof its own. Its program of research, publication, andteacher training is entirely supported by contributions.

New Resources For TeachingAbout Worli Order

Fii:-.6"Is It Always Right to be Right?" A parable that surveysthe divisiveness in our society: the generation gap, war,poverty, discrimination. Winner of a 1971 AcademyAward. For junior-senior high, 8 minutes, color, $130from King Screen Productions, 320 Aurora Avenue N.,Seattle, Wash. 98109."The Court Martial of William Calley: The Mind of aJuror." A CBS News Special featuring Major Harvey G.Brown. Thirty minutes, black-and-white, 16 mm. $200plus shipping from Mr. Murray Benson, CBS Educationand Publishing, 383 Madison i venue, New York, N. Y.10017.United Nations 16mm Film Catalogue. An annotated list-ing of nearly a hundred films chosen for current andhistorical value. Available from Office of Public Infor-mation, United Nations, United Nations, N. Y. 10017.

Miscellaneous"A Selected Bibliography on International Education"is available from School Services, Foreign Policy Asso-ciation, 345 East 46th Street, New York, N. Y. 10017."The Road Game" is an interdisciplinary game that com-bines social psychology and art to illustrate the implica-tions of a competitive mind-set for interpersonal andinternational relations, for grades 4-14. Order from thepublisher, Herder and Herder, 232 Madison Avenue,New York, N. Y. 10016. 95g."The Hiroshima Declaration," a discussion and statementof "Conditions for Peace in the Nuclear Age" by both aninternational group and a group of citizens of the Cityof Hiroshima, is available from the Committee ofHiroshima Conference, c/o Peace Memorial Hall, PeacePark, Hiroshima, Japan. 12 pages, in English and Jap-anese. 10g.

WORLDLAWFUND

11 West 42nd StreetNew York, N. Y. 10036ADDRESS CORRECTION

REQUESTED

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers prepared by the School Program of theNO. 5 World Law Fund, 11 West 42nd Street, New York, N. Y. 10036 WINTER 1971AOLI

International Year for Action to CombatRacism and Racial Discrimination

The United Nations has designated 1971 as a specialinternational year to combat all forms of racial discrimina-tion. For those of us involved in world order education,this year should have special meaning. Violations of humanrights on the basis of race pose a major threat to worldpeace, and we will not progress toward the world ordervalues of economic welfare and social justice for all man-kind if we do not make every effort to exorcise the scourgeof racism from human society. Racism presents a veryspecial challenge to education, and this issue of Ways (tr.:Means offers suggestions on modes and resources for meet.ing the challenge.

Integration has long been espoused as one effective wayin which education might aid in combatting racism. In theUnited States, problems of school integration are familiarand perplexing. However, American'. u-. not alone infacing this problem. and in some areas of the world itssolution appears even more difficult. The Waterford Schoolin Swaziland therefore offers real hope. Waterford is ofspecial inter':.[ to us because they participated in the test-ing of some World Law Fund curriculum materials. In thisissue, the Headmaster tells of the goals and history of thisunique, experiment. There is also useful material basedupon the American experience with integration prepared bythe Constitutional Rights Foundation.

We have noted, as well, a few of the school programsbeing conducted in various countries throughout the world.We hope that our suggestions will help readers of theProgress Report to make some special efforts in observanceof this international year.

Education For IntegrationM A. STERN*

Atop a hill outside Mbabane, the capital of the newly-independent kingdom of Swaziland, stands a small schoolcalled Waterford-Kamhlaba. With a multi-racial studentbody and a non-racial educational policy, it is unusualbecause it is so near the borders of race-conscious SouthAfrica.

We have moved a long way since our early foundationsin 1962 and our early founder members in 1963 from16 multi-colored pioneers to a total enrollment of 240.

"Kamhlaha" was the King's name for the school, and itmeans "in or of the world," or "a world in miniature," inwhich all races and religions are welcome. This makes usinternational and cosmopolitan, yet part of Swaziland, be-cause we willingly share this country's problems and acceptthe challenge of its development.

One third of our enrollment comes from Swaziland(half of these are African Swazis), one third from theRepublic of South Africa (Indians. Africans, and so-calledEuropeans). and the remaining third, of many races andof mixed race, from Lesotho, Botswana, Mozambique,Rhodes:a, Malawi, Zambia, Tanzania, and Kenya. and thechildren of missionaries and diplomats from Britain,America. and the United Nations--many shades of brown,pink and amber.

Such is the mixture. We believe this is a strength, not

only because of the health) variety within the school, butbecause it is a bette preparation for the multiracial inter-national world of the future. Even in South Africa thingswill eventually change. Young and old both know this.

You don't have to he a radical young Black Panther inthe United States or a reactionary, middle-aged, whitepolitician at Westminster to realize that the burning ssuesof our time are race prejudice and war. We believe thatviolence is not the answer. We believe in peaceful pro-gress and understanding. with opportunities for ail. But toachieve this, there must be effort. and time is limited. AtWaterford - Kamhlaha, we believe in mixing as a meansa mixture of race, nation. religion. language. background,income, and sexin a particularly race-conscious andracially divided part of the world.

We believe in bridges rather than harriers, which youngpeople can cross if they wishand we find they do wish,when they choose their dormitory compar or make upparties for an expedition, or vote for a auCCer captain(black) or a cricket captain (white) or representatives onthe School Committee (mixed). We find that race is irrele-vant here because it does not matter. It would be absurd toimagine otherwise with young people who eat, work, andplay together, without the prejudices of the adult world.

Life means change, nowbae more than in Africa, am.failure to come to terms with this surely means eventualextinction of the group. We are running Waterford-Kam-hlaba not as an experiment, but as one small step in hedirection of fully- integrated liberal education, which mayhave an influence quite out of proportion to its size onthe affairs of Southern Africa. This at least is our hope,and time alone will show whether our faith is justified.* M. A. Stern is headmaster of the Waterford-KamhlabaSchool.

Resources For Teaching About RacismThe January/February issue of Intercom on "The Human

Person and the War System" has several helpful items. Inaddition to suggested readings, two articles constituteunits which can be used to teach about the topic. Theseare "The battle of Algiers," by Margaret Carter, and"Michael Scott, an Individual in the International System,"by Betty Reardon.

There are a number of excellent feature films nowavailable 'n 16mm which can provide a provocative basisfor classroom or group discussion. Among these are "TheDefiant Ones" (United Artists 16, 729 7th Avenue, NewYork, N.Y. 10019), "Nothing But a Man" (BrandonFilms, 221 W. 57th Street, New York, N.Y. 10017), "OnePotato. Two Potato" (check your local film library), and"Raisin in the Sun" (check your local film library). Thebest single source of films on racism is American Docu-mentary Films. Write to them at 336 W. 84th Street, NewYork, N.Y. 10024, or 379 Bay Street, San Francisco. Cal.94133, for their latest catalogue.

The "Bill of Rights Newsletter," published by the Con-stitutional Rights Foundation, devoted its Fall 1970 issueto "Race and Education". It contains much useful informa-tion for teacher background and a center section for stu-dent use containing cartoons with discussion questions andcase studies for analysis of civil rights issues. These may

he ordered in quantity from the Foundation at 609 SouthGrand Avenue. Los Angeles. California 90017.

"Sixty Minutes". the monthly program broadcast byCBS. televised on December 8. 1970 a provocative segmenton racial tensions in the United States Army. Write tothe network for information on the availability of this film.

One Unit of Roily on RacismOrder limn the United Nations Office of Public Infor-

mation copies of the Universal Declaration cf HumanRights (A/Res 1904 ()wild) and the International Con-vention on the Elimination of all Forms of Racial Discrimi-nation i A/ Res 2106 fxx]). Have the class read bothdocuments in preparation for a discussion on "Racism andWorld Order." Here are some questions which might beraised in such a discussion:

1. It h..s often been said that you cannot legislate tol-erance. To what degree can the problems of racial dis-criminatior, he treated by legislative methods? Do youbelieve that there is any relationship between legislation.ind attituJes? If so. explain it and note whether attitudechange must precede legislation or if. on the other hand,legislation can lead to attitude change.

In deaiing with this topic, it might be useful to reviewthe ',istory of civil rights legislation and parallel socialdevelopments in the United States. Ask the group to reflectupon the role of law as a leader in social change and asan agent through which social values may be achieved.

2. In what specific ways does the Convention on RacialDiscrimination attempt to fulfill the Universal Declarationof Human Rights? Why was a convention deemed necessaryto carry out the purposes of the Declaration? What is theprocess whereby the United Nations ratifies conventionsand puts them into effect? Which nations supported andwhich opposed the Convention on Racial Discrimination?What specific domestic circumstances influenced the po-sitions of those who opposed it? Can you draw any con-clusion about the possibilities of enforcement from theseconditions? Review the case of Southwest Africa. Does this.case provide any lessons about the possibilities for supra-national enforcement of human rights protections?

3. In reviewing various cases of extreme racial tensiondue to discrimination, do you come to any conclusionsabout the likelihood of major wars resulting from thesetensions? If you believe there is a serious likelihood ofsuch consequences. do you believe that the present systemof international relations can prevent large-scale violencefrom erupting as the result of racial discrimination? Howmight it do so9

4. If you believe that changes must be made in theinternational system to prevent such wars and to enforcesuch guarantees of human rights as the Convention onRacial Discrimination, what form should these changestake? Would an international ombudsman be a usefuldevice? If so, how should he function? Who should appointhim? How long should he serve? To whom should hereport? How should his charges he verified? How shouldthe verified violations of human rights he corrected? Whatother legal and/or political devices can you think of whichmight help to eradicate racial discriminatior?

5. What actions can you personally take, in favor ofracial justice? When do you plan to take them?

Observation of International Year forAction to Combat Racism

A number of nations have reported their plans forschool activities during this International Year in UnitedNations Document A/8061 and aedenda, available fromthe U.N. Office of Public Information. These include:

Federal Republic of Germany: the International Text-book Institute sees to it that textbooks remain free of anyform of racial prejudice:

Greece: the Ministry of Education will send students

to villages in rural areas to speak on the subject:Netherlands the government will make available "infor-

mation and project sets" to secondary schools and willhold a conference for high school students on "A LivableWorld" to draw attention to the problems of racism, andthe U N.A. will give the greatest possible nublicity to theConvention on the Elimination of All Forms of RacialDiscrimination:

Kuwait. the Ministry of Education will proclaim a weekin schools for combating racism and racial discrimination,including seminars, essay competitions, and the inclusionof racism as a subject in social studies:

Austria: the UNICEF Committee will organize an essaycompetition on racial discrimination.

New Curriculum MaterialsThe Amherst Project series of historical materials, edited

by Richard Brown and Van R. Halsey. contains three unitsof special interest to teachers of world order "Koreaand the Limits of Limited War," "Hiroshima. a Study inScience, Politics. and the Ethics of War," and "CollectiveSecurity in the 1930's: The Failure of Men or the Failureof a Principle?" The Fund will publish a study guideproviding a world order perspective for discussion cf theissues raised in these units in a later issue of Ways andMeans To order the units. write to Addison-Wesley Pub-lishing Co.. Inc.. Sand Hill Road, Menlo Park. California94025.

The Public Issues Series of the Harvard Social StudiesProject has puhhsheu two more unit booklets related toworld order. In addition to "The Limits of War," teachersmay now use the series to introduce i_aw and Diplomacy"and "Organizations Among Nations." The Fund acted asconsultant in the preparation of these units. They may beordered from American Education Publications, Educa-tion Center, Columbus. Ohio 43216.

The New York Times series of filmstrips on contem-porary problems and current affairs will issue a filmstrip ondisarmament in early 1971. It will provide a useful comple-ment to "The Age of Megaton." produced by the WorldLaw Fund and distributed by Doubleday MultiMedia. Forinformation on the Times filmstrip, write to New YorkTimes Book and Educational Division, 229 West 43rdStreet. New York, N.Y. 10036.

IntercomIntercom. a useful resource guide to war/peace prob-

lems, is publisning during the 1970-1971 academic yearthree issues of special interest to educators.

The Fall 1970 issue focuses on "Education on War,Peace, and Change" and provides an overview of devel-opments in the field and notations on various projects.

The January/February 1971 issue features "The HumanPerson and the War System." This issue. edited by BettyReardon and written by several World Law Fund consult-ants, offers a framework of inquiry into issues related towar crimes, suggests procedures for classroom study. andprovides annotations on teaching resources. We will beeager to learn how it is used by teachers and discussionleaders. Their comments and suggestions regarding publi-cation needs in international education will be most helpfulto the Fund, the editor of Intercom, and the NationalTas.. Force on International Education.

The March/April issue, "Teaching About War, Peace,Confl;ct, and Change." will report on materials, techniques,and projects.

Individual copies of each issue of Intercom may beordered from the Center for War/ Peace Studies, 218 East18th Street. New York. N. Y. 10003, for S1.5C. Theeditors would like comments and suggestions to make forth-cem;ng issues at useful as possible to classroom teachers.Please write yobr comments after reading the issues to theeditor. Mr. Charles Bloomstcin, at the Center.

A

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers prepared by the School Program of theNO. 4 World Law Fund, 11 West 42nd Street, New York, N. Y. 10036 FALL 1970

A Parable for Teaching About EconomicDevelopment

A parable, as we all know, is "a short, simple story fromwhich a moral lesson may be drawn." Although there isstill some dispute about the appropriateness of "morallessons" in our classrooms, teachers of world order prettymuch agree that an examination of values is not only anappropriate but a necessary part of the discussion of publicissues. The problems of poverty and world developmentpose many sharp issues and value questions. Kin Mason,who teaches at the Mount Elizabeth Secondary School inKitimat, British Columbia, chose to introduce these issuesto his class with this exercise: "Read the following parable.Tell what this parable means. Do you agree that thingsand events could reach the point described in the last twoparagraphs? How could the world avoid the events de-scribed there? Be specific. Once you have researched andwritten your answer, rewrite the last two paragraphs insuch a way that they will reflect your thinking."

Parable*There was once a man who had a rich property. He gave

it to his children to care for. Because the father loved hischildren, he left on a long journey and gave then; realfreedom to organize his property their own way.

Now part of that property war cultivated and anotherpart was not. The sons who lived on the richer part builtfences to defend their section from the others who livedon the wild parts. They led a good life themselves, andonce in a while threw food ever the fence so that the otherchildren at least knew life could be good.

Then tile children on the other side of the fence sent adelegation to their brothers and said: "Teach us how tocultivate our soil, and while we learn, share your richeswith us so that we do not d,e." But the Brothers replied,"Go away; there la not enough for all of us. Learn to tillthe soil yourselves."

The Others: "We wit t'o that, but we have no tools totill the soil. Help us with ,ur tools."

The Brothers: "We cannot do that, because we need allwe have if we want to keep our standard of living. We'llgive you a few tools, and with them you can make yourown."

The Others: In order to make tools we need money.Buy what we have reaped on our land and we shall buyour own tools from you."

The Brothers: "But we don't need products. If you sellthen; to us our economy will be disrupted."

The Others: But then what shall we do; our wives andour children are dying?"

The Brothers: "It will take time."The Others, seeing that their brothers did not really

want to help them, stormed the fence, broke it down, tookthe food they needed and killed all the brothers who re-sisted them.

Then the owner of the property returned, and was bothangry and sad. To the surprise of the children who hadlived behind their fences, he put The Others in charge ofthe whole property and forgave them their violence.

Albert Van Den Heuvel

The following are excerpts from the interpretation andconclusion reached by Adnana Ferreira, Grade X:

"The man spoken of in the parah.e is God. He left allmen ... to decide for themselves how to live Althoughall men were left free and equal, their areas of living werenot all equal in productivity and size. Some areas ... couldnot support the large number of people who soon inhabitedthem. Those who lived on the less desirable land graduallybecame poorer while those who lived on the fertile landbecame prosperous and selfish.

"When the poor people asked for help they were givena bit of help here and a little there, like crumbs fallingfrom the rich man's table. The rich people, scared of aruined economy and equally terrified of being labelledselfish, continued to "aid" these poor countries. . . . (MissFerreira here gave examples of various dcnciencies in U.S.and Canadian foreign aid programs, citing the sources sheused.) .

"Most of the rich countries' aid programs are tied totheir own economies to increase their own sales. Likewisemuch of the aid given by Canada to foreign countries hasstrings attached to it. . . .

"I am certain that unless drastic action is taken therecould very well be a world wide revolution. In that case Idoubt whether there would be anything for the "Father"in the parable to come back to.

"POSSIBLE SOLUTIONS. I think the idea of a globalvillage is the ideal anrwer. To start with, the U.N. shouldbe composed of every country in the world. Each one witha single vote so that each would be equal in power. TheU.N. should have a large army capable of enforcing thedecisions of the majority. The ideas of nationalism shop 4dbe done away with and globalism or earthism . . . shouldtake its place. The members of the U.N. would be morelike states or provinces rather than nations. There shouldbe no individual economies but a world-wide bank caringfor tne distribution of food and money to all parts of theworld. . . . An unrestricted foreign aid program by allcountries is in order. After all, what's more important, ourdomestic economy or the destruction of mankind? . . ."

Before opening discussion of the issues and values in-volved in the complex problems of world development, ateacher must be equipped with much more than "a short,simple story." Among usetul pieces of equipment are:

Educational Sheets on International Development, 200,Oxfam of Canada, 97 Eglinton Ave. East, Toronto 12,Ontario.

Intercom, Vol. 12, "From Aid to Development," Si,218 East 18th St., New York, N.Y. 10003.

Gunnar Myrdal, The Challenge of World Poverty, Pan-tl e..m Books. $8.95.

Lester Pearson, The Crisis of Development, Praeger,$4,95.

The Parable appeared in the Spring publication ofOxfam of Canada.

Programme f or Third World St tune.: inI lie of Scarborough.

OntarioKENNETH TANCOCK*

The Chinese have an old and polite blessing for theirenemies. "May you live in interesting times." By this theyreally mean. "May all the troubles of the world pour downupon your head." Many a bewildered and battered historyteacher must feel blessed with just such a wish, judgingfrom the criticism and disgust for his subject expressed inrecent years. The crowning insult is that we and our subjectare irrelevant Perhaps our fury is heightened by the sus-picion that the charge may be at least partly true.

Granting that one man's relevance is another man's bore-dom. there is a strong case for the study of a past thatilluminates the present and for a projection of the presentinto the future, posing alternative world programs forstudents to evaluate and choose. This, of course, is the aimof the World Law Fund program centered on the valuesof warlessness, economic welfare, and social justice.

For the past three years the history departments ofthirtezn Scarborough secondary schools have held a SpringConference on world affairs for 1000 11th and 12th gradestudents, affording them an opportunity to hear and ques-tion experts and to exchange views among themselves.Preparations consisted of from one to three months ofstudy before the conference. In 1969. 52 American studentsjoined us, and in 1970, over 100.

The Spring Conference for April 1971 will deal with"The Third World." We hope to have 1000 students fromthe Scarborough Collegiate Institutes plus 100 English-speaking students from across Canada, 30 Frenchspeakingstudents from Quebec, 150 to 200 American students, 30students from Great Britain. and 30 students from theCommonwealth West Indian Islands, providing a total ofaround 1400 participants and a more globalized approachto their discussions.

The discussions will center largely on topics. related tothe world order values of economic welfare and socialjustice. The participants will inquire into such questionsas: How is the world's wealth distributed within the presentinternational system? Does this system provide the besthope of a better future for the peoples of the poor nations?Are present trade and aid practices of the rich nationscapable of building a world econor community basedon justice? Can the problems of world ,,velopment be dealtwith better by unilateral, reg:onal, or global efforts?

Such a gathering of young people presents many oppor-tunities The first is the sheer impact of people from differ-ent cultures living tog' her for four or f days. Thestimulus can be harrie,.ed to the study of rel it problemsfacing the countriec these people represelit in a globalcontext, both at the conference itself and during the monthsspent preparing for it. Such an opportunity encourageshope that our students will at least realize that a global gameis being played and that they can and should participate.Our traditional high school courses can rarely claim somuch. To this extent the Spring Conference is a big stepforward towards student involvement in the world, andthis may make our courses (arid perhaps even us) relevantto the minds and lives of our students. May we live ininteresting times indeed.

Kenneth Tancock is a teacher of history at Sir WilfridLaurier Collegiate Institute and the organizer of the Scar-borough Student Conferences. He would be happy toreceive inquiries about participation in the Conferences.

Resource (:enter. for World Order andWorld .1ffairs Teaching

The following is a listing of national and regional or-ganizations that can be of help to teachers interested inmaterials and techniques for teaching world order. We asthat readers knowing of similar projects send informationabout them to the Fund.

California The Diablo Valley Education Project, 50Vashell Way, Orinda, Cal. 94563. combines local academicand organizational resources with in-service teacher train-ing to develop and test new units on war. peace, conflictand social change.

Colorado the Center for Teaching Inkmational Rela-tions, University of Denver, Denver. Colo. 80210, is fundedunder a grant from the U.S. Office of Education. Activitiesinclude pre-service and in-service programs for secondarysocial studies teachers and librarians; developing newinstructional materials; and serving as a clearing house forthe dissemination of currently available internationally-oriented teaching materials and information through aMaterials Distributior Center and a quarterly Newsletter.

Hawaii A War/Peace Library for Teachers has been es-tablished in the College; of Education, t Iniversity of Hawaii,Honolulu, Hawaii 96822. A course for teachers entitled"Education for a World Without War" is being taught.The course and the library will be incorporated within aproposed Program for the Teaching of Problems of Warand Peace. For information contact William Boyer.

Michigan The Centel for Teaching About Peace andWar, 784 University Center Building, Wayne State Uni-versity, Detroit, Mich. 48202, provides resources, curricu-lum materials, and innovative programs for kindergartenthrough univesity teaching. The Center conducts seminarsand conferences for elementary and secondary schoolteachers, and for high school students in the Detroit area.

New Jersey Center for Social Education, Graduate Schoolof Education, Rutgers University, New Brunswick, N.J.08903. will undertake programs to assist in teaching aboutthe major social issues.

New York The Ad Hoc Committee for introducing Peace-Related Material at the Secondary School Level, c/oNathaniel F. Glidden, the Horace Mann School, 231 W.246th St., Riverdale, N.Y. I 047 l, consists of social studiesand natural science educators in the New York City area.They are avalable to discuss proposals for c urriculumreform, to develop bibliographies, and to speak at educa-tional meetings. Also available is the Peace Course News-letter.

The Foreign Policy Association, through its School Serv-ices, offers consultative services, conferences and work-shops, pilot classroom materials, and other pubiicaitonsdesigned to give students an adequate understanding of theinternational problems facing them as ft .ire voters. TheAssociation has two regional offices:

Colorado 2141 14th St., Boulder, Colo. 80302.New York 345 E. 46th St., New York, N.Y. l0n17.

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers prepared by the School Program of theNO. 3 World Law Fund, 11 West 42nd Street, New York, N. Y. 10036 SPRING 1970

Who Speaks for Man?The 25th anniversary of the United Nations is an

appropriate occasion to examine the possibilities for thefuture of "the last best hope" of mankind. At present it isthe only institut:nn whose purpose is to serve all humanity.rather than certain segments of H. he they organizations.nations, or even muiti-national regional agencies. Nor isthere any other worldwide organization capable of dealingwith the three potentially lethal problems of the planet:wars of mass destruction. oser-population. and environ-mental pollution. Does the United Nations provide man-kind with adequate machinery for dealing with these prob-lems? Or must we look to the f"rmation of completely newworld institutions?

One of the most effective devices for initiating discus-sion of these questions is a film first shown on N.E.T. lastNovember. Who Speaks for Man?* is a powerful docu-mentary record of human suffering which only an effect,veworld organization might have prevented or reduced. Itdepicts the starvation, mistreatment and executions whichrecent political conflicts have inflicted on human beings,against a background of U.N. discussion and debates.Highlighted by intervii-ws with U.N. leaders and individu-als attempting to make the U.N. act on behalf of humanrights, the film demands an analysis not only of the re-sponsibilities of the United Nations, but even more im-portantly of the motives of e member states and of thehuman values held by ti representatives.

Who Speaks for Man? has won first prize in the categoryof International Affairs and World Peace at a recentInternational Film Festival and was screened in Londonat the House of Commons on May 5. The film opened aconference for California teachers held April 10-12 underthe co-sponsorship of the World Law Fund and the Con-stitutional Rights Foundation or Southern California.Under the leadership of Professor Donald Oliver, theReverend Michael Scott, Professor Carl Christcl. ProfessorJack Fraenkel, and Mr. Michael Rossman, the participantsexplored human rights issues ranging from student rightsto the U.N. Draft Convention on Human Rights.

A viewing of Who Speaks for Man? will enable you toexplore these issues and some others suggested by thefollowing questions:

I. What factors caused the gross violations of humanrights depicted in the film? Which political units inthe present international system have the pc .er todeal with the problems depicted? Which have theresponsibility to do so? Which have the desire todo so?

2. Do the lines of argumentation which the film presentsseem reasonable? Which particular arguments? Why?Does the U.N. Charter enable it to act dirzctly toimprove fife and lessen human suffering? What action

"This 56-minute film is available from N.E.T. Film Services.Audiovisual Ceoter, Indiana University, Bloomington, Indiana,47401. Rental: $18.00. It will be rebroadcast nationwide cnMonday night, June 15. Check your local N.E T. station fortime.

has the U N. taken'? Through which U N organshave these actions been taken? Where have theyoccurred? Who has provided the resources?

3. What is the purpose of the Universal Declarationof Human Rights? Has this Declaration been en-forced? What 's the relationship of the Dec !orationto the International Covenants cm Human Rights?How many nations have ratified the Covenants?Which Covenants has the United States failed toratify? Why? Do you agree with these reasons?Should the Coverants he enforced? If so. how?

4. What recourse uo individnals have when th_irrights are violated by their on or other govern-ments? Should the U.N. provide such recourse? If so.how? What opportunities has the U.N. had to dealwith specific human rights cases?

5. Is there a relationship between world peace andhuman rights? Should the U.71. he given more powerto deal with problems of human rights? If so, whatforms should these powers take? How should they'be enacted? How will the future of the U.N. heaffected by human rights?

"6. ti

Don McDonald (left). an habitue of the UN garden who sawa Columbia student immolate himself on UN grounds as aprotest against the suffering of the people in Biafra, is inter-viewed by NET producer Arthur Zegart. "Now here's a boywho took his life for someone elseyet it's condi:mined,"McDonald commented in an interview for NET Journal--Who Speaks for Man?"

Other resourcesYou will note that exploraCon of the issues raised in

the foregoing questions requires more information aboutthe United Nations and human rights than could beprovided in a single film. Who Speaks for Man? poses :heissues in a dramatic and effective manner which will helpto motivate students ta further inquiry. You will find thefollowing resources useful in gathering materials for suchstudy.

Organizations

The International League for the Rights of Man, 156Fifth Avenue, New York, N. Y. 10010, publishes aperiodic report on their work for human rights.

The International Institute of Human Rights (ReneCassin Foundation), Strasbourg, 6, Place de Bordeaux,France. organizes seminars and publishes papers. TheUnited States Institute of Human Rights, Inc., 200 ParkAvenue, New York, N. Y. 10017, was organized tocarry out in the United States the same purposes asthose of the International Institute.

The United Nations Association, 833 U.N. Plaza, NewYork. N. Y. 10017, provides lists of films and bibliogra-phies on the United Nations and world problems. Inquireabout their National Policy Panel publications.

Documents

The Charter of the United Nations, including theStatute of the International Court of Justice, is availablefrom UNA-USA, Publication Orders, 833 U.N. Plaza,New York, N. Y. 10017. $.25; 20 for $1.00; 100 for$4.00.

The International Covenants on Human Rigls areavailable from the United Nations Office of PublicInformation, Doc. No. OPI/ 289.

The Universal Declaration of Human Rights is availablefrom UNA-USA. $.25; 20 for $1.00; 100 for $4.00.

All of these documents are reprinted, along with histori-cal and critical notes, in Commission to Study the Or-ganization of Peace, The United Nations and HumanRights, Oceana Publications. Inc., Dobbs Ferry, N. Y.$2.50.

Selected Bibliography

Basic Facts about the United Nations, UNA-USA, 69pp., $.50.

Carnegie Endowment for International Peace, Issuesbefore the 24th General Assembly, available fromUNA-USA, $1.25. Pages 90-114 deal specifically withhuman rights issues and provide references to U.N.documents.

Commission to Study the Organization of Peace, TheUnited Nations: The Next Twenty-Five Years, availablefrom the Commission, 866 U.N. Plaza, New York, N.Y.10017, $1.50.

Intercom, "The U.N. at Twenty-Five," Center forWarlPeace Studies, 218 East 18th Street, New York,N.Y. 10003. $1.50.

United Nations Structure Sheet, UNA-USA. 20 for$1.00.

Tape:

Clyde Ferguson, "World Order and Human Rights,"World Law Fund, 11 West 42nd Street, New York,N.Y. 10036. $3.50.

Cartoon by Al Ross from the SaturdayReview (1970) omitted for reproduction

purposes.

What Are You Doing About The Future?A forthcoming Ways and Means will be devoted to

Futuristics in the school curriculum. Do you have a unitor course of study you would like to share with otherteachers?

The United Nations and PeacekeepingA reprint of an article from the American Association

of University Women Journal, May 1970, describingprocedure.; for a sequence of games for learning about theUnited Nations' peacekeeping potential, is available fromthe Fund. The article, "Peace Games," describes threemodels for U.N. peacekeeping procedures and a scenariofor testing the models. Single copies 100 (please sendstamps).

Elementary and Junior High School TeachersAll issues of Way: and Means to date have been devoted

exclusively to senior Iligh school materials and techniques.Please let us know what you are doing to teach aboutworld order in your dames. We have many requests forinformation and suggestions for programs in the middleand lower grades.

PEACEKEEPING: PROBLEMS AND POSSIBILI-TIES, a be Dklet for grades 8-10 by Jack R. Fraenkel,Margaret Carter and Betty Reardon, compares throughactual case studies the U.N.'s peacekeeping procedureswith those procedures provided by th.: League of Nations,mutual deterrents, and world law. The booklet is cur-rently being field tested in classrooms in the UnitedStates and other countries and will be published for gen-eral distribution in 1971.

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service to teachers prepared by the School Program of theNO. 2 World Law Fund, 11 West 42nd Street, New York, N. Y. 10036 VCNTER 1970

Teaching About Arms PolicyDuring the 1960's, mankind's scientific and technologi-

cal progress took "a gi it leap," but only the mostfaltering steps were taken in the area of human andsocial progress. At this point it is almost cliché to observethat man's creative skill has enabled him to destroy in vir-tually one stroke all that he has previously created. Theissue, however, is far from cliché in cur classrooms In fact,there is pitifully little disciplined treatment of the problemsof weaponry and arms policy. Consequently, informedunderstanding of the nature of our weapons systems andthe probable consequences of their use is minimal.

The effects of nuclear weapons have been well illus-trated on film. The Peter Brook film The War Game,' a

simulation of an atomic attack on Britain so realistic thatit was banned from Brit:sh television, has recently beensupplemented by one which depict--; the actual effects ofthe atomic bombing of Hiroshima a ad Nagasaki.'

It is quite possible to get a fa ply real grasp of thephysical consequences of the use of nuclear weapons.Understanding the evolution of the system and possibleways of dealing with the problems it imposes, however,IS a far more difficult question for teachers to deal with.This issue of Ways and Means offers a few suggestions injust that area.

New Materials Relating toWeapons Problems

"Confrontation: The Cuban Missile Crisis." A mixedmedia program created by School Marketing Incorporated,1414 Sixth Avenue, New York, N. Y. 10019 with theWorld Law Fund, offers a unique opportunity to analyzethe most severe threat of nuclear war to date.

'Contemporary Film< McGraw-Hill Book Co , 330 West 42nd StreetNew York. N. Y 10036; 47 minutes, rental, 575 for restricted audi-ence, 5125, unrestricted

"HiroshimaVagasaki, August 1945, Center tor Mass Communica-tion, Columbia University Press, 440 West 110th Street, New York,N Y. 10025; 16-17 minutes, purchase, 596.00.

Some tense moments as teachers play Confrontation, a new worldorder game, at a seminar .n Des Moines, Iowa. The residentialseminar co- sponsored with the Fund by Drake University and theForeign Policy Association was conducted over the week-end ofOctober 15.

"The Age of Megaton." The World Law fund commis-sioned Robert Ham ey, expeneoced in the production ofcurriculum materials for the Anthropology CurriculumProject, to produce a sound filmstrip entitled The Ageof Megaton." This strip, twenty minutes in length, madeup of photographs and original art work in color andblack-and-white, very clearly outlines the progress ofweapons development from the first nuclear test throughthe ABM and MIRV. It is an excellent device for providingbasic information and provoking discussion on the trendsand issues in weapons development. It will be distributedby Doubieday, Multi-media DI .ion, New York, N.Y.

"First Tuesday," NBC's monthl; magazine-format pro-gram, telecast on January 6 an excellent review of nucleartesting and development. They also produced an out-standing segment on chemical and biological warfare onFebruary 4, 1969. Transcripts of both are available from"First Tuesday," NBC, 30 Rockefeller Plaza, New York,N. Y. The 16mm color film of the CBW segment runs 47minutes and is available from NBC for a rental of 521.75.The film on the nuclear testing program, which runs 45minutes, will be available in March.

Thirteen Days: A memoir of the Cuban missile crisis, byRobert F. Kennedy, has been published in paperback bySignet Books, 950.

"Conflict," the futuristic simulation game iisted in thelast Progress Report, may now be purchased by teacherswilling to test and evaluate it for S15 plus postage.

One Teacher's Technique

Mr. John Rossi of El Cerrito High School in Californiahad his 12th grade students participate in a mock SenateForeign Relations Committee hearing on the Anti-BallisticMissile System as a follow-up activity to reading Let UsExamine Our Attitude Toward Peace. There were .eightmembers on the Committee, and :he rest of the studentsworked on testimony to be delivered by the DefenseDepartment, the State Department, the scientific com-munity, and a group of concerned citizens.

The students did an incredible amount of research onthe subject, and the hearings were impressive. Theirenthusiasm for the hearings was extremely high.

The ABM unit showed beautifully the role of attitudesin our current foreign policy. The students were able tosee the effect of the very attitudes mentioned by JohnKennedy, Jerome Frank, George Kennan and NikitaKhrushchev :n their articles in Let Us Examine Our Atti-tude Toward Peace The theory was shown in practice

Talking About CartoonsOne simple, effective, and inexpensive way to start

classroom discussion on weaponry and technology issuesis to use cartoons from newspapers and maPazines. Byprojecting a series of cartoons for the class the teachercan qu.ckly present a variety of opinions, encourage stu-dents to exa-nine them, and let students explore theirown positions on the issues depicted If a projector is notavailable, the teacher can arrange a cartoon bulletinboard reflecting the same variety of views.

A third simple technique (useful for written work be-cause it relieves the teacher of the burden of readingnearly identical answers over and over again) is a grabbag of assorted cartoons Each student can write aboutone cartoon drawn from the bag. His assignment mightbe to describe both the view of the cartoonist and hisown view.

The cartoons reprinted here are two of the 1968 win-ners of the Grenville Clark Editorial Page Award spon-sored by The Stanley Foundation (Booklets containing allthe award-winning cartoons and editorials are availablefrom The Stanley Foundation, Stanley Building, Musca-tine, Iowa 52761.)

Both these cartoons point out the disparity betweenthe investment of resources physical, financial, andintellectualin the arts and sciences of peace and theinvestmen: in the technology of war.

To improve understanding of the issues involved, theteacher might lead a discussion by asking questions suchas these:

1. What statements do the cartoons make about theJse of technology?

2. Do you agree with these statements? What otherinformation have you acquired that leads you to agreeor disagree?

3. Have technological advances made the outbreak ofinternational violence easier or harder to control?

4. Do you believe that technological advances shouldcause us to change the way we conduct internationalrelations?

5. What do you think the technological achievementsof the Apollo moon landings will mean for mankind?What do you hope they will mean? What can be done tomake your hopes a reality?

For continuing discussions on science and technologyboth students and teachers might find these items inter-esting and useful:

The Andromeda Stain (fiction), by Michael Crichton,Knopf, 1969, 295 pp., $5.95

The Biological Time Bomb, by Gordon Rattray Taylor,World, 1968, 240 pp., $5.50; Signet Books, 1969, $1.25(paper).

The Cassiopeia Affair (fiction), by Chloe Zerwick andHarrison Brown, Doubleday, 1968, 235 pp., $4.50 (alsoavailable in paper).

The Future of the Strategic Arms Race: Options for the1970's, by George W. Rathjens, Taplinger Publishing Co.,Inc., 29 East 10th Street, New York, N. Y. 10003, 53 pp.,,600; or 10-24 copies 500 each; 25-99 copies, 400 each;100-499 copies, 300 each.

Man An Endangered Species?, U S. GovernmentPrinting Office, Catalog No. I 1.954, 100 pp., $1.50.

The Ultimate Folly. War by Pestilence, Asphyxiationand Defoliation, by Cong. Richard D. McCarthy, Knopf,1969, 176 pp., $5.95.

Technology.

TechnologyDon Wright, Miami News, August 19, 1968

"""9111ft

Progress ReportBob Taylor, Dallas Times Herald, December 31, 1968

NO. 14111N

WAYS AND MEANSOF TEACHING ABOUT

WORLD ORDER

A service tc teachers prepared by the School Program of theWorld Law Fund, 11 West 42nd Street, New York, N. Y. 10036

This introductory number of Ways and Means is sentto all recipients of the special School Program issue ofthe World Law Fund Progress Report. In the future,Ways and Means will be a regular feature of the editionof the Progress Report sent to teachers. Its purpose isto give teachers professional information on materialsand techniques for teaching about world order. Itsupplements the World Law Fund's catalog of publications.

Ways and Means will frequently present sample lessonplans and unit descriptions. The first of these describesa unit using feature films as devised by David J.

Powell for his junior and senior students at North Read-ing High School, North Reading, Massachusetts.

"WAR IS . . ."David J. Powell

Director, North Reading Screen Education Project

Systems of world order and the concept of worldlaw are often unknowns to our non-college-bound hibhschool student. Such students are often from a back-ground where the concept of world peace is synonymouswith appeasement, cowardice, and lack of patriotism. Intheir younger years they have been devotees of televisionviolence as depicted in Westerns and "war movies." Tobring such students toward a reasonable consideration ofconcepts of world order and world law often seemsimpossible if not downright foolish. Thus when I wasconfronted with trying to examine the relationships thatexist betwen war and society and the possibility ofalternatives, it seemed necessary to provide for the groupof students we were working with some experiencesthat faced both war and their probable attitude to ithead on.

Accordingly, I decided to build the unit of studyaround the uncompleted phrase "War is . . ." The ideawas both to screen a number of films, features, andshorts and to provide a number of projects using filmor mixtures of other media. Each film was screened andthen discussed from the point of view of trying to com-plete the phrase "War is . . ." as either the film-makeror some of the major characters in the film might.

After each major film or grouo of films a project wasassigned. These projects were also designed to completethe phrase as the students wished at that time. Projectsincluded collages based on news photographs drawnfrom newspapers and mag'azines; sound collages ontape using effects and dialogue found or created by thestudents themselves; graffiti on war using the ideathat war had replaced sex as the subject for scribblingon lavatory walls; war poems derived from ideas offree verse created by juxtaposing attitudes; and finally,

FALL 1969

short Super 8 films As might be expected, a great dealof the material produced by the students focused onviolence, both actual and created. However, it is true tosay that the frequency of statements, either verbal orvisual, that questioned war rose as the unit proceeded.There also seemed to be an increased tolerance for andoccasionally an interest in sentiments other than thosethat glorified war. The most marked change, though, washow clear it became to the students that the realities ofwar as seen in still photographs and documentary footagewere quite other than the routine, tired glories offictional wars.

Some of the films used were: The Red Badge ofCourage, Reach for Glory, The Bedford Incident, TheHill, Toys, I Miss Him So, The Language of Faces, andFrom Ages Ten to Adult. A more extensive list of filmsis to be found in the December 1967 issue of Mediaand Methods; among these is The Battle of Culloden,undoubtedly one of the most powerful of all filmsraising questions about conventional attitudes to war.

Although little mention was made of world order assuch, this approach to these students can succeed increating the atmosphere in which discussions of suchalternatives to war become more possible. In particular,such an approach, using films selected for this purpose,can bring out the need to understand both what wardoes to mankind and how we might control this bysystems other than uncontrolled national power.

Note. Teachers interested in preparing a feature film unit willfind the directory published by the Educational Film LibraryAssociation, Inc., 250 West 57th Street, New York, N. Y. 10019,most useful. The price for this extensive listing of 8mm and16mm films is $7.50.

A source for documentary films is American Docum,:ntaryInc., 336 West 84th Street, New York, N. Y 10024, or 379 BayStreet, San Francisco, California 94133. This nonprofit educationalorganization specializes in films on social and political issues suchas foreign policy, war, racism, and poverty.

Forthcoming Curriculum Materials

This is a selected listing of new instructional materialson world order announced for publication during thisacademic year .

"Conflict." A futuristic simulation game for from 24 to 36players, based on the disarmament plan outlined byArthur Waskow in Keeping the World Disarmed, apamphlet published by the Center for the Study ofDemocratic Institutions. The conflict erupts in the year1990 over a violation of a ten-year-old disarmamentagreement. Inquire: World Law Fund, 11 West 42ndStreet, New York, N. Y. 10036.

"Confrontation: The Cuban Missile Crisis." A multimedianackage based on original Soviet and Cuban as well asAmerican sources includes sound filmstrips, slides, read-ings, and a simulation exercise. Inquire: School Market-ing incorporated, 1414 Sixth Avenue, New York, N. Y.10019.

The Limits of War Crimes Against Humanity. A new unitbook in the Public issues Series prepared under ProfessorDonald Oliver of the Harvard Social Studies Project.Employs brief narrative cases and "persistent questions"for analysis of the issues. Inquire: American EducationPublications, 55 High Street, Middletown, Connecticut06457.

AIL

r-

High school teachers in the metropolitan New York area playinga preliminary version of "Conflict," one of the new instructionaldevices developed by the School Program This workshop is oneof many similar programs for teachers which the Fund has orga-nized in various parts of the country.

Developed for classroom use by Gerald Thorpe of Wayne StateUniversity, the game's purpose is to involve students in freshand unbiased thinking about alternatives to the present inter-nationa. system

Resource Centers for World Orderand World Affairs Teaching

The following is a listing of national and regionalorganizations that can be of help to teachers interestedin materials and techniques for teaching world order.We request that readers knowing of similar projects sendinformation about them to the Fund.

California The Diablo Valley Education Project, 1730Grove Street, Berkeley, California 94709,, combines re-search by teachers colleges with actual experience in theclassrooms of the Diablo Valley School District. Thisthree-year-old project is concerned with basic educa-tional questions underlying education for peace. It alsodeals directly with the question of enlisting communitysupport for needed changes in the schools.

Colorado The Center for Teaching International Rela-tions, University of Denver, Denver, Colorado 80210, hasreceived funds under the Education Professions Develop-ment Act to conduct during the 1969-70 school yearseveral three-day in-service training institutes for highlichool social studies teachers. The institutes, to be held

at various locations throughout the Rocky Mountainarea, will explore ways of introducing concepts of inter-national politics into already existing courses. TheCenter's other programs include distribution of teachingmaterials not readily available in many school districts.

Hawaii A Center for Teaching of Problems of War andPeace has been proposed for the College cc Education,University of Hawaii, Honolulu,, Hawaii 96822. Prospec-tive social studies teachers from Asia as well as fromNorth America may work with the Center as part of theirprofessional preparation.

Michigan The Center for Teaching About Peace andWar, 784 University Center Building, Wayne State Univer-sity, Detroit, Michigan 48202, provides resources, cur-riculum materials, and innovative programs for kinder-garten through university teaching. The Center con-ducts seminars and conferences for elementary andsecondary school teachers, and for high school studentsin the Detroit area.

New jersey Center for social Education, GraduateSchool of Education, Rutgers University, New Brunswick,New Jersey 08903, will undertake programs to assist inteaching about major social issues.New York The Ad Hoc Committee for IntroducingPeace-Related Material at the Secondary School Level,do Nathaniel F. Glidden, 3850 Hudson Manor Terrace,Riverdale, N.Y. 10463, consists of social studies incnatural science educators in the New York City area whoare available to discuss proposals for curriculum reform,to develop bibliographies, and to speak at educationalmeetings on bridging the gap between physical andsocial technology.

The Foreign Policy Association, through its SchoolServices, offers consultath e services, conferences andworkshops, pilot classroom materials, and other publica-tions designed to give stu cents an adequate understand-ing of the international problems facing them as futurevoters .The Association has five regional offices:California 1537 A Shattuck Avenue, Berkeley, California94709Colorado 2141 14th street, Boulder, Colorado 80302Georgia 127 Peachtree Street, Atlanta, Georw, 30303Illinois 104 East Washington, West Chicago, Illinois60185New York 345 East 46th Street, New York, N. Y. 10017

Suggestions andRequests invited

The Fund hopes to make Ways and Means useful toteachers and responsive to their special needs in worldorder education. We will be happy to receive suggestionsand requests for inclusion of specific types of informationand techniques.

Please let us know of your colleagues who should begetting our mailings. In addition to the Progress Reportand Ways and Means, the School Program sends out theFund's catalog of publications and other announcementsof new teaching materials.

When writing, please give name, school name andaddress (including zip code), grades and subjects taught,and world order topics covered.