At the first independent meeting of the National Council for the Social Studies in 1935, Henry Johnson of Teachers College, Columbia University, delivered a speech entitled "The Place of History in Education for International Peace." What Henry Johnson said and the value of his ideas for today's teachers are discussed. (RM)

Reviews world conditions which support the development of a new, global "manifest destiny" for the United States. Lists five major threats to international security, in addition to positive signs of cooperation. Concludes with seven "attitudinal learnings" for American students, and are the hallmarks of future global leaders. (JDH)

Explains that economics is the science of choice based on the limited resources of the world, and that teaching about how the world's people make those choices creates better global understanding. Advocates teaching economics with an international perspective because most national economies are no longer self-contained but internationally…

A robust and distinctive society of over 15 million people, Australia today is a nation of increasing influence in the international community. Phases in the evolution of Australia's attitude to the outside world are examined and how the country views its international role is discussed. (RM)

Changes in the scale of destructive power have fundamentally altered the nature of the threat to the security of nations and so demand a corresponding adjustment in our perceptions of the realm of peace and security affairs. There can be no national security without world security in the real world. (RM)

Considers ways to make the complex subjects of conflict and conflict resolution meaningful and manageable in the classroom. Recommends rigorous planning, clear definitions, and classifications of the different kinds of conflict. Includes a problem-solving lesson, list of lesson ideas, and teaching approaches. (MJP)

Asserts that the expansion of the United Nations' peacekeeping commitments has strained the organization's ability to intervene in violent local conflicts before they get out of hand. Discusses efforts to create a permanent peacekeeping force early in United Nations history and how such a force might operate. (CFR)

Presents two interviews with soldiers assigned to United Nations peacekeeping efforts. Outlines nine steps in any UN peacekeeping operation. Includes 13 quotes gathered from soldiers and UN officials involved in peacekeeping in Europe, Africa, and the Middle East. (CFR)

Maintains that, over the past 50 years, the United States has had an unusually close and tumultuous relationship with the United Nations. Provides an historical review of world events since the beginning of the United Nations and describes the U.S. role in the organization. (CFR)

Describes a trip to Vietnam and conversations with Vietnamese educators and veterans. Discusses the Vietnamese view of the war, the United States, and their own country. Urges the restructuring of U.S. social studies to emphasize positive learning about the Vietnamese from their own perspective. (DK)

Introduces a special theme issue on the 50th anniversary of the founding of the United Nations. Asserts that the anniversary comes at a time when increasing demands are being made upon the UN to play a leading role in world affairs. Calls for teachers to incorporate the United Nations into courses throughout the curriculum. (CFR)

Maintains that, although the United Nations and its New York headquarters is well-known, the location and activities of the World Court in the Hague, Netherlands, are seldom mentioned in the news. Discusses the origins, structure, and composition of the International Court of Justice, better known as the World Court. (CFR)