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40,217 results on '"genocide"'

1. Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (85th, Miami, Florida, August 5-8, 2002). Media Ethics Division.

Abstract

The Media Ethics division of the proceedings contains the following 6 papers: "A Masochist's Teapot: Where to Put the Handle in Media Ethics" (Thomas W. Hickey); "Stalker-razzi and Sump-pump Hoses: The Role of the Media in the Death of Princess Diana" (Elizabeth Blanks Hindman); "The Promise and Peril of Anecdotes in News Coverage: An Ethical Analysis" (David A. Craig); "Generation Y's Ethical Judgments of Sexual and Fear Appeals in Print Advertising" (Jeffrey J. Maciejewski); "The Effects of Visuals on Ethical Reasoning: What's a Photograph Worth to Journalists Making Moral Decisions?" (Renita Coleman); and "Rwanda, News Media, and Genocide: Towards a Research Agenda for Reviewing the Ethics and Professional Standards of Journalists Covering Conflict" (Kevin R. Kemper and Michael Jonathan Grinfeld). (RS)

Published
2002

2. Remarks of Kevin Gover, Assistant Secretary--Indian Affairs, Department of the Interior, at the Ceremony Acknowledging the 175th Anniversary of the Establishment of the Bureau of Indian Affairs.

Author

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. and Gover, Kevin

Abstract

Immediately upon its establishment in 1824, the Office of Indian Affairs was an instrument by which the United States enforced its ambition against the Indian nations. As the nation expanded West, the agency participated in the ethnic cleansing that befell the western tribes. War begets tragedy, but the deliberate spread of disease, the decimation of the bison herds, the use of alcohol to destroy mind and body, and the cowardly killing of women and children made for tragedy on a scale so ghastly that it cannot be dismissed as merely the inevitable consequence of the clash of competing ways of life. After the devastation of tribal economies, the BIA set out to destroy all things Indian by forbidding the speaking of Indian languages, prohibiting traditional religious activities, outlawing traditional government, and making Indians ashamed of who they were. Worst of all, the BIA committed these acts against the children entrusted to its boarding schools. The trauma of shame, fear, and anger has passed from one generation to the next, and manifests itself in the rampant alcoholism, drug abuse, and domestic violence that plague Indian country. The BIA expresses its profound sorrow for these wrongs, extends this formal apology to Indian people for its historical conduct, and makes promises for its future conduct. (TD)

Published
2000

3. Massachusetts Guide to Choosing and Using Curricular Materials on Genocide and Human Rights Issues.

Author

Massachusetts State Dept. of Education, Boston.

Abstract

This guide, a response to Massachusetts legislation, makes recommendations on curricular materials and resources related to teaching about genocide and human rights. The guide stresses the importance of students acquiring knowledge about genocide and human rights issues to deepen their understanding of both past and current events. It emphasizes relevant material from the Massachusetts Curriculum Frameworks for History and Social Science and English Language Arts, as well as key documents that support the protection and preservation of human rights. The guide offers recommendations for locating, selecting, and teaching curriculum materials. Following an introduction, the guide is divided into these sections: "Background: The Education Reform Act of 1993"; "Teaching about Genocide and Human Rights Issues: Guiding Principle"; "Scope, Sequence, and Developmental Considerations"; "Academic Content: The Massachusetts History and Social Science Framework"; "United States History"; "Selections from Core Knowledge"; "World History"; "Selections from Core Knowledge"; "Strands and Learning Strands"; "Reasoning, Reflection, Research, and Content in History and Social Science"; "Connections to English Language Arts"; "Choosing Instructional Materials and Programs on Genocide and Human Rights Issues"; "The Internet as a Tool for Researching Genocide and Human Rights Issues"; and "Resources for Teaching about Genocide and Human Rights Issues". Appendixes contain three key documents. (BT)

Published
1999

4. Teaching for a Tolerant World, Grades 9-12. Essays and Resources.

Author

National Council of Teachers of English, Urbana, IL., Danks, Carol, Rabinsky, Leatrice B., Danks, Carol, Rabinsky, Leatrice B., and National Council of Teachers of English, Urbana, IL.

Abstract

The essays and resources in this book are designed to help high school English teachers adapt their own classroom lessons for teaching about genocide and intolerance. Beginning with guidelines developed by the National Council of teachers of English's Committee on Teaching about Genocide and Intolerance, the 16 essays present approaches to teaching various works as literature. Essays include: (1) "Struggling with the Meaning of Tolerance" (Caroline E. Heller and Joseph A. Hawkins Jr.); (2) "After Freedom: Jim Crow in Life and Literature" (Milton Kleg and Celia Bard); (3) "Noticing 'The Color Purple': Personalizing the Invisible" (Mari M. McLean and Christine M. Gibson); (4) "The Foreigner at Home: Faces of Asian Diaspora in Tan and Nunez" (Toming Jun Liu); (5) "Teaching Chinua Achebe's 'Things Fall Apart'" (Carol Danks); (6) "The Salem Witch Trials: History Repeats Itself" (Bonnie R. Albertson); (7) "Teaching Conflict-Resolution Strategies through Multiethnic Literature" (Belinda Yun-Ying Louie and Douglas H. Louie); (8) "Young People Respond to the Elderly" (Leatrice B. Rabinsky); (9) "Peer Dialogue Journals: An Approach to Teaching Tolerance" (Kate Kessler); (10) "Defining Genocide: Words Do Matter" (Samuel Totten); (11) "Teaching the 'Holodomor' (Ukraine Famine): Issues of Language, Literary Pedagogy, and Learning" (Judith P. Robertson); (12) "Teaching about Women in Twentieth-Century Genocides" (Marjorie Bingham); (13) "Academic and Pedagogical Issues in Teaching the Holocaust" (Sandra Stotsky); (14) "Teaching the Holocaust in the English Classroom: Hearing the Voices, Touching the History" (Grace M. Caporino); (15) "Incorporating Poetry into a Study of the Holocaust" (Samuel Totten); and (16) "It's Not Just What You Teach, But Who You Teach" (Sallie M. Fine). In addition to general resources for teaching about genocide and intolerance, the book presents annotations of African American, Asian American, Chicano/Chicana, Native American, Gay and Lesbian, and Holocaust resources. (RS)

Published
1999

5. Teaching for a Tolerant World, Grades K-6: Essays and Resources.

Author

National Council of Teachers of English, Urbana, IL., Robertson, Judith P., Robertson, Judith P., and National Council of Teachers of English, Urbana, IL.

Abstract

This book presents essays and resources that address crucial questions regarding how children should learn about genocide and intolerance and the literature used in teaching these topics. Part 1 (Guidelines on Teaching about Genocide and Intolerance through Language Arts/English Studies Education) includes the following 2 essays: "Editor's Introduction: On Constructing Memory and Hope in Childhood" (Judith P. Robertson); and "General Guidelines for Teaching about Intolerance and Genocide" (Grace M. Caporino and Rose A. Rudnitski). Part 2 (Learning about Intolerance and Genocide: Questions of Pedagogy) includes 12 essays: "Defining Genocide: Words Do Matter" (Samuel Totten); "A Letter to My Children: Historical Memory and the Silences of Childhood" (Timothy J. Stanley); "To Know Me, Read My Story. To Respect Me, Read It Well" (Yeuk Yi Pang); "Life Ties: Disrupting Anthropocentrism in Language Arts Education" (Anne C. Bell and Constance L. Russell); "Inviting/Supporting Critical Praxis through Picture Books: 'Possibility' in Monica Hughes's 'A Handful of Seeds'" (Christine D. Connelly); "Re-Reading the Bad Guys: Sixth Graders' Understanding of Nazi Soldiers in 'Number the Stars'" (April D. Nauman); "Tolerance and Intolerance for African American Children and Families: Lessons from the Movie 'Crooklyn'" (Michelle R. Dunlap); "Educating beyond Tolerance: Reading Media Images of the 'Hijab'" (Sharon Todd); "Nightmare Issues: Children's Responses to Racism and Genocide in Literature" (Vicki Zack); "Daniel Pinkwater's 'Wingman': Exploring Conflict-Resolution Strategies through Multiethnic Literature" (Belinda Yun-Ying Louie and Douglas H. Louie); "Rights, Respect, and Responsibility: Toward a Theory of Action in Two Bilingual (Spanish/English) Classrooms" (Beth Yeager, Irene Pattenaude, Maria E. Franquiz, and Louise B. Jennings); and "Classroom Conversations: Young Children Discuss Fairness and Justice, Intolerance and Prejudice" (Debbie Miller and Anne K. Goudvis). Part 3 (On Facing Uncertainty in Teaching) includes the following 4 chapters: "South African Teachers' and Students' Resiliency in Combating Apartheid Violence" (P. J. Nomathemba Seme); "Teaching Risky Stories: Remembering Mass Destruction through Children's Literature" (Roger I. Simon and Wendy Armitage Simon); "Teaching about Worlds of Hurt through Encounters with Literature: Reflections on a Pedagogy" (Judith P. Robertson); and "'Dimensions of a Lonely Discovery': Anne Frank and the Question of Pedagogy" (Deborah P. Britzman). Part 4 (Additional Resources) includes the following 6 chapters: "Uncloseting the Classroom Library: An Annotated Bibliography of Teacher Resources" (Sarah-Hope Parmeter); "Mirror, Mirror on the Wall, Who Is the Fairest One of All? Using Children's Literature to Teach about Aging" (Dona J. Helmer); "African American Resources" (Joseph A. Hawkins, Jr. and Glenda K. Valentine); "How Long Will Dennis Still Be a Menace? Teacher Resources for Deregulating Gender Roles in Elementary Classrooms" (Judith P. Robertson and Bernard W. Andrews); "From Cupboard to Classroom: First Nations Resources" (Elspeth Ross); and "What Should They Read, and When Should They Read It? A Selective Review of Holocaust Literature for Students in Grades 2 through 6" (Karen Shawn). (EF)

Published
1999

6. 'Telogology' as a Rhetorical Basis for Holocaust Education.

Author

Schwartzman, Roy

Abstract

Pointing out that the growing body of literature on the Holocaust has been accompanied by concern about how knowledge of the Holocaust may be conveyed, this paper argues that elucidating links between terminology and policy invites reconsideration of what Holocaust studies should accomplish. Close textual analysis of historical artifacts is used as a prelude to constructing alternatives to rhetoric that culminates in destructive action. Using Kenneth Burke's concepts of "telos" and "logology," it traces the biologically rooted terminology of anti-Semitism in Nazi Germany as it built toward a crescendo of eliminating populations deemed racially inferior. The paper contends that identification of key metaphors--in this case, biological and medical terms--can reveal how linguistic resources that foster bigotry and genocide persist without necessarily becoming manifest in overt acts of violence. Topics discussed include: the philosophy and method of telogology and its roots in classical Greek rhetoric; the unfolding rhetorical telos toward genocide; and pedagogical applications and exercises--concrete methods for constructing responses to the terminological and ideological choices presented via the rhetorical telos, i.e., metaphorical redirection and comic reframing. The paper concludes that the challenge facing those who engage in Holocaust studies is to cultivate an accurate understanding of the past while trying not to relive it, and that telogology, by concentrating on evolving patterns of language use, offers a way to appreciate how momentum built toward a mentality that would treat genocide as a logical outcome and necessary consequence of racial doctrines. Contains 40 references. (NKA)

Published
1997

7. Accommodating Difference: Native American English Education--Reexamining Past Assumptions and Recognizing Socio-Political Influences.

Author

Oesch, Debbie

Abstract

J.D.C. Atkins, Commissioner of Indian Affairs from 1885-88, asserted, "No unity or community of feeling can be established among different peoples unless they are brought to speak the same language, and thus become imbued with like ideas of duty." Educators at government-operated Native American boarding schools embraced this assumption and heralded English as the key to assimilating Indian children into an Anglo society. Therefore, language became the lens used to modify the student's vision, and rhetorical theory influenced which lens was prescribed. A need for nationwide conformance to Standard American English practices was implied with the claim that this would insure access by all to the stereotypical "American Dream." Educators in the 1880s seem to have been influenced by the work of rhetoricians George Campbell and Hugh Blair. Blair emphasized memorizing and translating in the practice of speaking and writing English. The Carlisle Indian School's General Richard Henry Pratt's views of Native American education were tinted by his own limited experiences; he required students to participate in classroom regimentations where they repeated English phrases and copied English words from examples provided. Pratt attempted to force his perspectives onto a divided and oppressed people--his vision contributed to the blinding confusion inherent amidst cultural genocide and destitute poverty. Approaches to pedagogy--the way usage and style are undertaken, or not--are often determined by socio-politically or culturally charged assumptions which generally proceed unexamined. (A chronology and 7 references are appended.) (CR)

Published
1996

8. Preventing Contemporary Intergroup Violence.

Author

Carnegie Corp. of New York, NY. and Hamburg, David A.

Abstract

In this introductory essay to the Carnegie Corporation's 1993 report, David A. Hamburg urges nations, during this time of increased ethnic violence, to cooperate in developing effective international systems of nonviolent conflict resolution. Promoting genuinely free civil societies within a democratic framework will resolve the current epidemic of civil and intranational conflict. There should be mutual accommodation through nonviolent agreed secession, peaceful border revisions, and a respected, cultural pluralism. Solutions must satisfy the reasonable claims of most citizens and allow diverse groups to sort out their differences. Established democracies, the United Nations, organizations of the international community, and scientists must all work together with a sense of urgency to address these divisive ethnic conflicts. Countries should move away from a world model based on power balances and coercion toward one that is more complex and in which mutually beneficial political and economic relations are of growing importance. The paper lists specific ways that an international approach may prevent and resolve intergroup conflict and he lists the benefits such a plan would derive. The world of the next century will differ profoundly from any that has ever been known; everyone must work to achieve decent, fair, and peaceful relations among diverse groups. (RJM)

Published
1993

9. Naming Our Destiny: Toward a Language of American Indian Liberation.

Author

Churchill, Ward

Abstract

This essay provides teachers and others with an awareness of the social and political implications of words used to designate indigenous peoples of North America. How a group is seen by others and how it sees itself in many ways define the conditions under which the group will live, and the options it can exercise to affect these conditions. The distinction between identifying American Indians as members of "peoples" that constitute "nations" in their own right, and casting them as members of groups that comprise something less--a community, a clan, a "minority group," or a "tribe"--incurs a decisive meaning. Words such as "nation" and "tribe" are not interchangeable in either political or legal contexts, all protestations of government officials and "responsible tribal leaders" notwithstanding. Evidence drawn from dictionaries, Native-language terminology, historical documents, treaties, federal legislation, Supreme Court decisions, and international law is used to demonstrate: (1) the inappropriate emphasis on blood lines suggested by "tribe"; (2) the lack of a Native-language equivalent to "tribe"; (3) the animalistic and subordinate connotations of "tribe," as opposed to the strictly human meaning of "people"; (4) the meaning of "nation" and implications for government-to-government relations; and (5) how these words relate to the rhetoric of extermination. Pursuing a language of liberation is the first step in ensuring that indigenous peoples are accorded the inherent rights of self-determination possessed by peoples and nations. Contains 116 endnotes. (SV)

Published
1993

10. Teaching about Genocide. A Guidebook for College and University Teachers: Critical Essays, Syllabi, and Assignments.

Author

Institute for the Study of Genocide, New York, NY., Ottawa Univ. (Ontario). Human Rights Center., Freedman-Apsel, Joyce, and Fein, Helen

Abstract

This guidebook is an outgrowth of a 1991 conference on "Teaching about Genocide on the College Level." The book is designed as an introduction to the subject of genocide to encourage more teachers to develop new courses and/or integrate aspects of the history of genocide into the curriculum. The book is divided into two parts. Part 1, "Assumptions and Issues," contains the essays: (1) "The Uniqueness and Universality of the Holocaust" (Michael Berenbaum); (2) "Teaching about Genocide in an Age of Genocide" (Helen Fein); (3) "Presuppositions and Issues about Genocide" (Frank Chalk); and (4) "Moral Education and Teaching" (Mary Johnson). Part 2, "Course Syllabi and Assignments," contains materials on selected subject areas, such as anthropology, history, history/sociology, literature, political science, psychology, and sociology. Materials include: "Teaching about Genocide" (Joyce Freedman-Apsel); (2) "Destruction and Survival of Indigenous Societies" (Hilda Kuper); (3) "Genocide in History" (Clive Foss); (4) "History of Twentieth Century Genocide" (Joyce Freedman-Apsel); (5) "Comparative Study of Genocide" (Richard Hovannisian); (6) "The History and Sociology of Genocide" (Frank Chalk; Kurt Jonassohn); (7) "Literature of the Holocaust and Genocide" (Thomas Klein); (8) "Government Repression and Democide" (R. J. Rummel); (9) "Human Destructiveness and Politics" (Roger Smith); (10) "The Politics of Genocide" (Colin Tatz); (11) "Genocide and 'Constructive' Survival" (Ron Baker); (12) "Kindness and Cruelty: The Psychology of Good and Evil" (Ervin Staub); (13)"Genocide and Ethnocide" (Rhoda Howard); (14) "The Comparative Study of Genocide" (Leo Kuper); (15) "Moral Consciousness and Social Action" (Margi Nowak); and (16) "Selected List of Comparative Studies on Genocide" (Helen Fein). (EH)

Published
1992

11. Caring Makes a Difference: Responding to Prejudice, Genocide, and The Holocaust: A K-8 Curriculum.

Author

Brookdale Community Coll., Lincroft, NJ. Center for Holocaust Studies. and Margolis, Peppy

Abstract

The goal of this teaching guide is to help students develop a positive self-image, behave as responsible individuals, and accept differences in order to have the tools to challenge the forms of prejudice and discrimination that confront society. The Holocaust and continuing genocides are prejudice in its most extreme form. The Holocaust raises the most serious questions and concerns about the nature of human behavior; the role of the perpetrator; the bystander; and the victim. The goals of the lessons and activities are to raise the level of awareness, critical thinking skills, and problem solving techniques through dilemmas, readings, and discussions. Teachers can decide which lessons to use based on the level of maturity of the students. The guide consists of lesson plans and activities, professional resource materials, and suggested resources for obtaining additional materials. The units are developed by grade levels and topics and include: (1) Grades K-2: "Learning How to Be Friends"; (2) Grades 3-4: "Communities Are People"; (3) Grades 5-6: "People Are People"; and (4) Grades 7-8: "Choosing to Make a Better World." (EH)

Published
1990

12. Beyond 'Discovery': Lewis & Clark from an Indigenous Perspective.

Author

Littlebear, Richard

Abstract

Recontextualizes the history of the Lewis and Clark expedition from a Native American perspective. Argues that the success of the expedition hastened killing of American Indians and more firmly entrenched U.S. government policies toward indigenous peoples. Stresses that education, particularly at tribal colleges, is the key to success for contemporary indigenous populations. (NB)

Published
2003

13. Can Money Undo the Past? A Canadian Example.

Author

Thomas, R. Murray

Abstract

In Canada, more than 9,000 lawsuits have been filed by American Indians and Inuits seeking reparations for the mistreatment Indigenous children suffered in residential schools operated by four religious groups and financed by the Canadian government. Although most suits allege "cultural damage" caused by schooling practices, little of the money spent and awarded in litigation will go toward maintaining or revitalizing plaintiffs' cultures. (Contains 22 references.) (Author/SV)

Published
2003

14. Violence and the American Landscape: The Challenge of Public History.

Author

Linenthal, Edward T.

Abstract

Focuses on the author's experiences with projects covering the topics of Little Bighorn, Pearl Harbor, the U.S. Holocaust Memorial Museum, the Enola Gay exhibition at the National Air and Space Museum, and the Oklahoma City bombing. Each helped him to understand the challenge of public history, specifically memorializing sites of violence. (CMK)

Published
2002

15. Teaching the Holocaust as a Lesson in Remembering and Saying 'No' to Hate: A Testimonial.

Author

Alsip, Emily

Abstract

Reflects on a personal experience that occurred when listening to a Holocaust survivor informally speak. Discusses the importance of teaching about the Holocaust to promote understanding and collective remembrance about this historical event. Addresses the reasons why remembering the Holocaust is vital. (CMK)

Published
2002

17. Language, Violence, and Indian Mis-education.

Author

Russell, Caskey

Abstract

Traces the history of institutionalized violence--both physical and symbolic--within American Indian education; the legacy of shame and guilt from the boarding school era, when oppression was internalized; and the relationship of such "mis-education" to the decline of Tlingit language and culture in southwestern Alaska. Discusses prospects for linguistic and cultural revitalization. (SV)

Published
2002

18. Coming to Terms with the Past: Lessons from War-Torn Countries.

Author

Thomas, Nina K.

Abstract

Countries are increasingly facing the question of transgenerational transmission of trauma from their previous acts of war, ethnic cleansing, and genocide. How countries choose to confront that past has significance on the future course of their society. Truth commissions have been used in many countries as a means to collect accounts of torture, murder, and abduction committed against an identified enemy. Their aim is to write an historical record of the abuses of the past through the testimony of the survivor-victims. The fear and isolation that people have experienced is often replaced by restorative justice through the dealings of these commissions. With restorative justice the victims, rather than the state, are the focus of the healing. The problem remains of being able to offer a context to survivors for processing the trauma sufficiently and to have the words to describe what has occurred. (Contains 20 references.) (JDM)

Published
2001

19. The Production of Self and the Destruction of Other's Memory and Identity in Israeli/Palestinian Education on the Holocaust/Nakbah.

Author

Gur-Ze'ev, Ilan

Abstract

Examines the reluctance of educational institutions in Israel and Palestine to acknowledge each other's suffering because of 'the otherness of the Other.' Suggests that educators, as agents of the system, should be dedicated to abolishing this otherness. Proposes a sort of counter-education that will encourage harmony and mutual respect toward others. (Contains 22 references.) (NB)

Published
2001

20. Diminishing the Complexity and Horror of the Holocaust: Using Simulations in an Attempt To Convey Historical Experiences.

Author

Totten, Samuel

Abstract

Discusses why and how teachers use simulations to teach about the Holocaust. Asserts that simulations constitute "poor pedagogy" and oversimplify Holocaust history. Argues that firsthand accounts from Holocaust survivors, bystanders, and victims be utilized when teaching Holocaust history. Includes excerpts from victims and survivors as examples. (CMK)

Published
2000

21. Recent Scholarship on Memory and History.

Author

Hutton, Patrick

Abstract

Focuses on the relationship between memory and history in historiography. Addresses research in three broad areas: (1) the relationship between collective memory and national identity; (2) the memory of the Holocaust and the issue of narrative; and (3) the debate called the "end of history." (CMK)

Published
2000

22. Designing a Holocaust Institute for Educators: Opportunities and Problems.

Author

Betten, Neil, Allen, Rodney, and Waddell, Cynthia

Abstract

Considers the development of the Holocaust Institute at Florida State University, addressing its subject content and various problems. Describes how the Institute enables teachers by providing direction and examples to integrate Holocaust material into their school curriculum. (CMK)

Published
2000

23. Student Misconceptions about the Genesis of the Holocaust.

Author

Totten, Samuel

Abstract

Contends that before teaching about the Holocaust teachers must assess their students' understanding of this event. Considers five student misconceptions about the origins of the Holocaust. Includes responses by students in grades 10-12. Explains the inaccuracy of each misconception, using the work of Holocaust historians as supporting evidence. (CMK)

Published
2000

24. Springboards into Holocaust: Five Activities for Secondary Social Studies Students.

Author

Allen, Rodney

Abstract

Explains that in a study of the Holocaust teachers must connect the stories of the Holocaust to the lives of their students. Provides five activities about the Holocaust that focus upon teaching tolerance. Addresses the children of the Holocaust, difference versus deviance, social identity, and The Night of Broken Glass. (CMK)

Published
2000

25. Race and Human Rights Violations in the United States: Considerations for Human Rights and Moral Educators.

Author

Duncan, Garrett Albert

Abstract

States that moral educators can learn from North Americans who have challenged U.S. human rights violations, especially violations within the United States. Uses race as an analytical tool to illustrate human rights abuses. Concludes by discussing the implications for crossing boundaries between human rights work and moral education. (CMK)

Published
2000

27. Holocaust Awareness and Education in the United States.

Author

Ben-Bassat, Nurith

Abstract

Discusses the U.S. development of awareness about the Holocaust. Focuses on significant events that led to more public awareness, such as the creation of the Holocaust Memorial Museum. Explores the limits of the Holocaust that affected education on the topic and the development of Holocaust studies. (CMK)

Published
2000

28. Holocaust Education in Ontario High Schools: An Antidote to Racism?

Author

Short, Geoffrey

Abstract

Examines the teaching of the Holocaust in Ontario (Canada) high schools reporting the findings of a survey conducted among history staff in May 1998. Explains that suggestions are made to enable teachers to alter their teaching approach on the Holocaust to strengthen the contribution to anti-racist education. Includes references. (CMK)

Published
2000

29. Why Is the Twentieth Century the Century of Genocide?

Author

Levene, Mark

Abstract

Relates the phenomenon of genocide to broader processes that have created and shaped modern international society. Argues that the emergence of a western-led international system of national states has caused many states to attempt shortcuts to development or to become empowered by distinguishing themselves from the dominant states. (CMK)

Published
2000

30. The Holocaust, Human Rights, and Democratic Citizenship Education.

Author

Shiman, David A. and Fernekes, William R.

Abstract

Believes that there are connections among the study of the Holocaust, genocide, and human rights that support a vision of democratic citizenship. Provides three themes that focus on human rights issues by exploring the Holocaust: (1) constructing the other; (2) rationalizing injustice; and (3) courage and resistance to patterns of oppression. (CMK)

Published
1999

31. Teaching the Holocaust: The Imperative To Move beyond Cliches.

Author

Totten, Samuel

Abstract

Asserts that when people use the cliches "Remember" and "Never Again" in reference to the Holocaust, they must step back and realize that genocide has been perpetuated time and again since 1945. Provides activities that stress contemporary acts of genocide when studying the Holocaust in order to understand these terms. (CMK)

Published
1999

32. Should There Be Holocaust Education for K-4 Students? The Answer Is No.

Author

Totten, Samuel

Abstract

Asserts that educators should not teach about the Holocaust to K-4 students. Addresses the purpose of teaching the Holocaust and whether it can be taught to young children; questions the use of the term "Holocaust education"; and discusses the future of Holocaust education at the K-4 level. (CMK)

Published
1999

33. Ten Suggestions for Teaching the Holocaust.

Author

Glanz, Jeffrey

Abstract

Presents ten guidelines, discussing each in detail, for teaching about the Holocaust in middle or high school. Includes topics such as encouraging active learning and a "minds-on" approach, inviting Holocaust survivors as guest speakers, and providing a base of historical knowledge. Contains references. (CMK)

Published
1999

34. The Scourge of Genocide: Issues Facing Humanity Today and Tomorrow.

Author

Totten, Samuel

Abstract

Reveals the many barriers to ending genocide and introduces the different methods the United Nations intends to use as early-warning systems to stop genocide. Believes that when teaching about genocide, students must concentrate on (1) learning about unknown genocides and the Holocaust; and (2) remembering that the victims are people, not statistics. (CMK)

Published
1999

35. Teaching Genocide Awareness in Multicultural Education. Ethnic Studies Bulletin Number Six.

Author

Connecticut Univ., Storrs. Thut (I.N.) World Education Center. and Stone, Frank Andrews

Abstract

Rationales, approaches, and constraints on genocide awareness education at all school levels are discussed. It is critical that students, especially U.S. students who live in a culturally pluralistic society, be made aware of how genocide was perpetrated in the past and of the fact that it is still happening today. A basic genocide awareness glossary is provided. Seven approaches to genocide awareness education are discussed: (1) an international law and world order theme; (2) socio-economic inquiries concerning the causes of genocide; (3) historical studies; (4) affective interpretations based on first-hand accounts; (5) human rights activism; (6) recognition of those who refuse to take part in genocide; and (7) the development of theoretical models of genocide prevention. Four constraints on genocide awareness education are examined: it is uncomfortable and unpopular to teach children about death and destruction; it is politically controversial; there is an ambivalence about U.S. government policies toward minorities; and it is difficult to find a manageable way of teaching the topic. The conclusion, however, is that genocide awareness education must be integrated into the entire curriculum. (RM)

Published
1984

37. The American Indian Holocaust: Healing Historical Unresolved Grief.

Author

Brave Heart, Maria Yellow Horse and DeBruyn, Lemyra M.

Abstract

Argues for the existence of historical unresolved grief among American Indians. Outlines the historical legacy of war, genocide, and boarding schools resulting in intergenerational trauma and a host of associated social problems. Suggests healing strategies that integrate modern and traditional approaches to healing at the individual, family, and community level. (Contains 95 references.) (SV)

Published
1998

38. The Role of Radio in the Rwandan Genocide.

Author

Kellow, Christine L. and Steeves, H. Leslie

Abstract

Examines and interprets the role of the government-controlled radio-television station in the 1994 Rwandan genocide. Considers historical and political contexts of the genocide and analyzes excerpts from radio broadcasts and observational accounts. Interprets, via several strands of communication, scholarship related to collective reaction effects and dependency theory, the role played by radio in inciting the genocide. (SR)

Published
1998

39. Addressing the Concept of Historical Empathy: With 'Frauen: German Women Recall the Third Reich.'

Author

Stern, Barbara Slater

Abstract

Contends that Alison Owings' book, "Frauen: German Women Recall the Third Reich," makes an important contribution toward helping students develop historical empathy. Explains that she strives to understand why the women she interviewed behaved the way they did during the Holocaust by situating the womens stories in the context of their times. (CMK)

Published
1998

40. Historical Empathy and the Holocaust: Theory into Practice.

Author

Riley, Karen L.

Abstract

Considers the Holocaust as an area of study and the development of historical empathy as an outcome. Maintains that in order for students to develop historical empathy they must have access to authentic historical sources, employ interpretation and reason, engage in critical examination, and understand the nature of historical conclusions. (CMK)

Published
1998

41. The Morality of Acknowledging/Not-Acknowledging the Other's Holocaust/Genocide.

Author

Gur-Ze'ev, Ilan

Abstract

Evaluates the issue of producing and controlling the memories of the Holocaust as an example of the struggle over self-identity and the recognition of "the other" as a moral subject. Analyzes Israeli refusals to acknowledge the genocides/holocausts of other peoples as a test case for a humanist-oriented moral education. (DSK)

Published
1998

42. What Lessons Are There From the Holocaust For My Generation Today? Perspectives on Civic Virtue From Middle School Youth.

Author

Wegner, Gregory

Abstract

The profound moral questions raised by the Holocaust present teachers and students with daunting challenges. A recent study evaluated eighth-grade students' writings on lessons for their generation, based on learnings from an interdisciplinary course stressing roles of perpetrator, victim, bystander, and rescuer. Although most students saw concentration camps as alarm signals for the present, 12% did not move beyond recorded factual information. (32 footnotes) (MLH)

Published
1998

43. War: The Impact on Minority and Indigenous Children. MRG International Report 97/2.

Author

Minority Rights Group, London (England)., United Nations Children's Fund, New York, NY., Barnes, Catherine, Chakma, Suhas, Mohamed, Mohamed Hamud Sheikh, Thulin, Kristina Hedlund, Monzon, Ana Silvia, Stockman, Lorne, and Sunderland, Judith

Abstract

In today's internal armed conflicts that pitch one group against another, minority and indigenous children are often seen as "legitimate targets" despite the wealth of international law to the contrary. This report focuses on three recent or current armed conflicts, drawing on interviews with children and others to piece together the effects these wars have had on the Jumma children of the Chittagong Hill Tracts of Bangladesh, the Maya children of Guatemala, and minority children of Somalia. Each case study provides the following: (1) background information on the conflict and intergroup relations; (2) details of violence and abuses against children (murder, torture, rape and other gender-based violence, forced recruitment as combatants, witnessing of human rights violations, loss of family and community, displacement as refugees, disruption of family and community life and infrastructure); (3) children's needs for education, health services, and rehabilitation support; and (4) recommendations to the national government, indigenous organizations, and the international community. Final sections sum up the findings and offer general recommendations to the international community. (Contains 63 references, notes, maps, an explanation of abbreviations, and text of United Nations resolutions on minority rights and children's rights.) (SV)

Published
1997

45. Racial Research and Final Solutions.

Author

Rushton, J. Philippe and Rushton, J. Philippe

Abstract

Presents descriptions, and critiques seven books that cover racism, primarily from the hermeneutical viewpoint. Suggests that all seven were written in response to the "Bell Curve" (Herrnstein and Murray, 1994) and that they collectively argue that any new evidence of genetic determinism is inadmissible on the grounds that empirical work on race is morally equivalent to Nazi research. (GR)

Published
1997

46. Belief in AIDS as a Form of Genocide: Implications for HIV Prevention Programs for African Americans.

Author

Quinn, Sandra Crouse

Abstract

Surveyed black church members nationwide to examine factors associated with beliefs that AIDS is a form of genocide, trust in federal government reports on AIDS, and level of AIDS knowledge. Substantial numbers of respondents believed AIDS was a form of genocide and confirmed that belief in genocide is not accounted for by AIDS knowledge level. (SM)

Published
1997

47. The Circle Game: Shadows and Substance in the Indian Residential School Experience in Canada.

Author

Chrisjohn, Roland D, Young, Sherri L., Maraun, Michael, Chrisjohn, Roland D, Young, Sherri L., and Maraun, Michael

Abstract

This book develops an alternative account of Canada's operation of Indian residential schools and provides recommendations for undoing what has been done. Derived from a report on residential schooling submitted to the Royal Commission on Aboriginal Peoples in October 1994, the book discusses the language and rhetoric surrounding residential schools and argues that existing accounts in various media obscure and misinform about the facts and their interpretation. Rather than undoing the harm done by Indian residential schools, present-day accounts maintain and extend that abominable era. Chapters are: (1) Unanswered Questions/Unquestioned Answers (the "standard" account); (2) Ground Sternly Disputed (critical analysis of "slippery language" related to motives, "mistakes," and apologies); (3) The Events (testimony before Royal Commissions, physical and psychological abuses in Indian residential schools, unsuitable living conditions, church and governmental inaction); (4) ...and They Call It Peace (genocide in Canada, cultural genocide as an answer to the "Indian problem"); (5) Residential School Syndrome (education as a political weapon, residential schools as "total institutions," long-term consequences of the residential school experience, the invalid notion of a diagnosable "residential school syndrome"); (6) The Forest and the Trees (methodological individualism--focusing blame on individual perpetrators and "therapy" on individual victims); and (7) Recommendations (concerning truthful investigation, education of the Canadian public, settlement of claims, Aboriginal control of public agencies impacting them). Contains references in extensive notes. Appendices contain the United Nations Genocide Convention and six papers by Roland Chrisjohn and others about residential schooling, related research, psychological assessment, psychological imperialism, authentic resistance, and intelligence research. (SV)

Published
1997

49. Nightmare Issues: Children's Responses to Racism and Genocide in Literature.

Author

Zack, Vicki

Abstract

Explains why it is important for children to learn about racism and genocide, and why literary treatments of these topics constitute an important source of questions and discussions that speak to the heart as well as to the mind. Concentrates on the European Holocaust and the African American experience. (TB)

Published
1996

50. No End of Grief: Indian Residential Schools in Canada.

Author

Grant, Agnes and Grant, Agnes

Abstract

This book documents and comments on what is known about the Indian residential school era in Canada. The aftermath of this era has exacted a huge toll, both in the human suffering of First Nations and on Canadian society in general, but understanding the impact of residential schools can aid the healing process. Chapters are: (1) "Examining the Past" (reflections on pursuing painful history); (2) "Traditional Education" (aboriginal societies, education of early and middle-years children, adolescence, discipline and testing, missionary perceptions); (3) "Early History" (United States 1568-1934, Canada prior to 1870, Canada 1870-1900); (4) "Canada: The 20th Century" (questioning the system, Canadian Welfare Council System, the Federation of Saskatchewan Indians Study); (5) "The Church and the State" (colonialism, government policies, bureaucrats, federally funded church schools for Natives); (6) "Health" (facilities, food, tuberculosis, school health care, illnesses in the schools, professional health care, treatment of sick students, death statistics); (7) "Staff" (staffing patterns, qualifications, turnover, children's concerns, Indian staff, parental visits, staff at farm schools, positive recollections); (8) "Curriculum" (reading and language arts, social studies, arithmetic, music and dancing, religion, physical activities and recreation, age-grade placement, record keeping, high school); (9) "Language" (school policies, impact of language suppression on culture, implications for child development, school practices, English instruction, aftermath of language suppression); (10) "Resistance" (appeals to the government, challenges to the school, student resistance); (11) "Abuse" (roots of the problem, human rights abuses, physical abuse, sexual abuse, spiritual abuse, psychological abuse); (12) "Aftermath" (leaving the schools, inability to express feelings, feelings of inferiority, apathy and unwillingness to work, values confusion and culture shock, antireligion attitudes, impacts on children of survivors, changes in roles of elders, Indian education today); and (13) "Conclusion" (boarding school practices as genocide, benefits of the residential school era, present discussion and future healing). An appendix includes writings of residential school inspectors and students. Contains references, a bibliography, numerous quotes from former students, and photographs. (SV)

Published
1996

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