Totten, Samuel (1999). Teaching the Holocaust: The Imperative To Move beyond Cliches. Canadian Social Studies, v33 n3 p84-87 Spr. 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)…

Totten, Samuel (2005). Does History Matter? Ask the Armenians. Social Education, v69 n6 p328 Oct. This article discusses the history of the Armenian genocide and the impact it brought on the Armenians. The author relates his experience attending a two-day memorial commemoration in the desert of Syria for the 90th anniversary of the Armenian genocide that he became fully aware of how profound the memory of that human disaster is for today's Armenians. He found that the most moving and thought-provoking talks were by Armenians who had lost family members in the genocide and who spoke about the profound hurt caused by the ongoing denial of the genocide, the importance of memory for a people who were once targeted for annihilation, and the stories of loss (family members, land, villages, towns, sacred areas–such as Mount Ararat, located only 40 kilometers from Yerevan, the capital of Armenia, but impossible to reach due to the closed border with Turkey–churches and other cultural monuments). (Contains 4 notes.)…

White, Jeanne (2008). Teachers Prepare to Integrate Social Justice into the Social Studies Curriculum. Social Studies, v99 n2 p83-84 Mar-Apr. Promoting Social Justice through Pre-K-12 Multicultural Literature is a graduate course at Elmhurst College in which social studies teachers learn to take a leadership role in their classrooms and communities by infusing social justice topics into their existing curricula. The study of multiculturalism alongside issues such as environmentalism, war, abuse, immigration, and genocide takes place weekly through the study of short stories, picture books, movies, articles, and journal reflections. The teachers create an annotated bibliography of picture books, related to a multicultural issue they have chosen, which they have analyzed for bias. The class culminates with the infusion of James A. Banks's social action approach into a unit of study designed to help elementary and middle school students disseminate their information to a wider audience and take a step toward the recognition of social injustice…. [Direct]

Gutierrez, Jose Angel (2010). Mexican Birthdays: Independence and Revolution, 1810 and 1910. Social Studies, v101 n6 p225-231. The latter decades of the eighteenth century and first decades of the nineteenth century were full or revolutions and births of new nations, particularly in the Americas. The period has been termed the Age of Revolution. In 2010, Mexico celebrated along with several other countries the two hundred-year celebration of their movement toward independence from Spain. Mexico also celebrated the centennial of their 1910 revolution. Revolutions are catastrophic in their altering of existing social institutions such as government, religion, education, media, labor, and land ownership. Revolutions are also costly in terms of human capital: Many people die, typically the leaders of the insurrection. Others flee the path of destruction and harm, while others eke out an existence until normalcy returns, often years into the future. By definition, a revolution radically changes what is and initiates a process of social change that evolves as the formal and official violence between government… [Direct]

(2007). Educating for a Safer, Saner World. Facing History and Ourselves 2006 Annual Report. Facing History and Ourselves For 30 years, Facing History and Ourselves has been engaging students in the study of the history of events that led to the Holocaust and other examples of genocide, leading students from diverse backgrounds to examine racism and prejudice, making a connection between history, and the moral choices they confront in their own lives in order to promote the development of a more human and informed citizenry. This annual report highlights accomplishments in research, development, and implementation. (Contains 2 charts.) [This document was produced by Facing History and Ourselves.]…

Coffer, William E. (1977). Genocide Among the California Indians. Indian Historian, 10, 2, 8-15, Spr 77. …

Frelick, Bill (1985). Teaching about Genocide as a Contemporary Problem. Social Education, v49 n6 p510-15 Sep. Practical advice on teaching about genocide is provided. Specific learning activities to help secondary students arrive at a more experiential awareness of such inhumanity are suggested. (RM)…

(1979). The Holocaust: A Study of Genocide. The teaching guide presents lesson plans, activities, and readings about the Holocaust for use in the secondary grades. It is divided into two parts. Part I consists of course outlines and lesson plans for classes in junior and senior high English, and social studies and world history. These vary in length and some are accompanied by literary selections. Part II, the major part of the book, presents lesson plans for 18 weeks of class time, arranged into an introduction and seven themes. The introduction focuses on how the study of the Holocaust can alert people to present and future dangers of racism and genocide. The seven themes are: 1) the position of Jews in Europe before the Holocaust, 2) how the Nazis rose to power, 3) how racism and anti-Semitism led to the debasement of modern society and to genocidal murder, 4) how the Nazis carried out their policies, 5) how the victims tried to maintain human dignity, 6) how the rest of the world responded to the plight of the victims,…

Frelick, Bill (1987). Iranian Baha'is and Genocide Early Warning. Social Science Record, v24 n2 p35-37 Fall. Describes the genocidal tendencies of Iran's Khomeini government in dealing with members of the Baha'i religion. States that world outcry may have been a contributing factor in the decline in executions. Concludes that discrimination against Baha'i institutions may lead to destruction of the faith and that averting mass execution does not mean success in avoiding "cultural genocide." (GEA)…

Litynsky, Walter; And Others (1986). Case Studies: Persecution/Genocide. The Human Rights Series. Volume III. A continuation of the study of those factors that lead to persecutions and acts of genocide is presented. As students read the materials included in the case studies, they should be referred to the organizing concepts discussed in "Teaching about the Holocaust and Genocide: Introduction. The Human Rights Series, Volume I." Unit 1 in that volume defines the following five concepts as they apply to the roots of intolerance and persecution: denial of reality, indifference, prejudicial attitudes, conformity, and obedience to authority. Students reapply these concepts as they study about the forced famine in the Ukraine and the actions of the Khymer Rouge in Cambodia. (Author/BZ)…

Cohan, Sara (2005). A Brief History of the Armenian Genocide. Social Education, v69 n6 p333 Oct. This article features a brief history of the Armenian genocide. The Armenians are an ancient people who have existed since before the first century C.E. Armenia has gained and lost a tremendous amount of territory throughout its long and turbulent history. Boundaries of the past have extended from that of the present-day Republic of Armenia and through most of modern day Turkey. The name "Armenia" was actually given to the country by its neighbors; inhabitants of Armenia refer to it as "Hayastan" derived from the name Haik, a descendent of Noah (from the Bible), and "stan" which means "land" in Persian. The Armenian language is unique from other Indo-European languages, with its own distinct letters and grammar. Although Armenia was at times a kingdom, in modern times, Armenia has been an independent country for only a few years. It first gained independence in 1918, after the defeat of the Ottoman Empire in World War I, but this ended when…

Schulz, Steven M. (1987). Recollection of the Cambodian Genocide: An Interview with Pich Hout, Survivor. Social Science Record, v24 n2 p32-34 Fall. Offers an excerpt from a young refugee's recorded account of life during the Cambodian genocide. Describes treatment of his family by government soldiers and their relocation from camp to camp. (GEA)…

Karis, Daniel Gerald (2010). Preparing Peacekeepers: An Analysis of the African Contingency Operations, Training, and Assistance Program Command and Staff Operational Skills Course. ProQuest LLC, Ph.D. Dissertation, Kansas State University. The United States (U.S.) response to events in Africa in the 1990s–warlords in Somalia, the genocide in Rwanda, the crisis in Burundi, and the destruction of the U.S. embassies in Kenya and Tanzania–was the development of the African Crisis Response Initiative (ACRI) followed by the African Contingency Operations Training and Assistance (ACOTA) program. This study examined the impact of the command and staff operational skills portion of the ACOTA program to determine how well it prepared Ghanaian commanders and staff officers to conduct peace support operations under the auspices of a legitimate mandate. The importance of this program was revealed in its wide acceptance by the African leaders of 24 participating nations, by its ongoing support by the U.S. State Department, and by the budgetary increases it has received from the U.S. Congress over the years. This case study used qualitative methods to capture and analyze the self-reported perceptions of the course participants…. [Direct]

Drew, Margaret A. (1991). Merging History and Literature in Teaching about Genocide. Social Education, v55 n2 p128-29 Feb. Delineates the difficulties of teaching about genocide. Suggests literature helps students understand atrocities as real events affecting individuals. Claims literature reflects deep historical truths, whereas history provides the perspective for placing individual tragedy in larger context. Includes suggestions for recommended reading for children and young adults. (NL)…

Nelson, Jack L. (1987). Critical Thinking in Social Education: The Genocide Example. Social Science Record, v24 n2 p60-62 Fall. Provides several ways to evaluate the topic of genocide in order to stimulate critical thinking. For example, the teacher provides controversial information and then encourages student agreement or disagreement. Concludes that critical thinking is a major educational goal and that it can be fostered by posing contradictory views to stimulate discussion on any topic. (GEA)…

Kiernan, Ben (1991). The Nature of the Genocide in Cambodia (Kampuchea). Social Education, v55 n2 p114-15 Feb. Gives an historical overview of Cambodia during the Pol Pot regime. Describes the genocide that attempted to eradicate Buddhist monks, Vietnamese, Chinese, and Muslim Chams between 1975 and 1979. Argues the regime should still be held accountable and that the case should be tried in the World Court. (NL)…

Lipstadt, Deborah E. (1991). Through the Looking Glass: Press Responses to Genocide. Social Education, v55 n2 p116-20,129 Feb. Examines press coverage of the Holocaust to analyze the response of the United States and the world to the Jewish extermination. Compares this coverage to earlier press responses to the Armenian genocide and Ukraine famines. Argues the press was unwilling to face the Holocaust's magnitude. Urges teachers to teach about the Holocaust and similar events. (NL)…

Wieser, Paul (1995). Anti-Semitism: A Warrant for Genocide. Social Education, v59 n6 pC4-C6 Oct. Presents a high school lesson plan illustrating the breadth and scope of German anti-Semitism before and during World War II. Includes four lists describing anti-Semitic and German Jewry laws. Includes student objectives, instructional procedures, and instructions for students. (CFR)…

Landsberger, Joe (2007). Applications for Technology in Faith Literacy in Contemporary Society in the UK. TechTrends: Linking Research and Practice to Improve Learning, v51 n2 p7-12 Mar. Dr. Deirdre Burke is a Senior Lecturer in Religious Studies at the University of Wolverhampton's School of Humanities, Languages and Social Sciences, specializing in religious and genocide studies. She was a 2005 National Teaching Fellow of the Higher Education Academy that recognized and rewarded her individual excellence in teaching in higher education in England and Northern Ireland. This article presents an interview with Deirdre Burke. In this interview, Burke shares how her interest in religious studies began and how it became an academic pursuit. She also discusses the use of technology in her classroom and her interest in supporting students in developing skills to realize their full potential as part of their higher education learning journey…. [Direct]

Danks, Carol, Ed.; Rabinsky, Leatrice B., Ed. (1999). Teaching for a Tolerant World, Grades 9-12. Essays and Resources. 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… [PDF]

Adams, Clayton; And Others (1985). Teaching about the Holocaust and Genocide: Introduction. The Human Rights Series, Volume I. Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the first of two volumes serves as an introduction to the concept of human rights. Divided into a rationale and two units, each unit includes a statement of purpose, a list of objectives, and a group of learning activities and student materials. Because the guide is not a textbook, but rather a collection of materials and activites about the Holocaust and other examples of genocide, the learning activites are not arranged in a developmental order and may be taught in any sequence. A chart presenting a model for a two-week course of study provides lesson topics objectives, and questions. Following a rationale for studying about the Nazi Holocaust and genocide, Unit I deals with the roots of intolerance and persecution, denial of reality, indifference, prejudicial attitudes, conformity, and obedience to authority. Unit II, "Precursors of the…

Renner, Adam (2009). Teaching Community, Praxis, and Courage: A Foundations Pedagogy of Hope and Humanization. Educational Studies: Journal of the American Educational Studies Association, v45 n1 p59-79 Jan. America's sense of community is broken down; its sense of connectedness and the collective is "collapsing." That these senses ever existed is a matter for considerable debate. But, as the new millennium gains momentum and neoliberalism seeks expansion, the author argues that a focus on rekindling these concepts of community, connectedness, and the collective is central to the thesis of social justice. That is, a hopeful path toward justice depends on the extent to which Americans can (re)invigorate solidarity and a more active, participatory democracy. Recently, the author has posited a "hopeful curriculum", which pivots around three vertices: community, praxis, and courage. As a way of making this hopeful curriculum more practical, joining a conversation that Paulo Freire (1970) started decades ago and using Klein's (2007a) new discourse, the author offers five 21st century "shocks" (the Iraq War, the genocide in Darfur, Hurricane Katrina, NCLB, and… [Direct]

Levene, Mark (2000). Why Is the Twentieth Century the Century of Genocide?. Journal of World History, v2 n2 p305-36 Fall. 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)…

Kern, Honey (2001). An End to Intolerance: Exploring the Holocaust and Genocide. English Journal, v91 n2 p100-03 Nov. Notes that one teacher's experiences in project-based online learning initiatives have informed her thinking about classroom-based learning and teaching practices and her work with students. Notes that, nine years later, their Holocaust/genocide theme-based Internet project involves students in over 16 countries. (SG)…

Kirman, Joseph M. (1987). Justice, Punishment and Genocide: A Heuristic Example for Secondary Classroom Discussion. Social Science Record, v24 n2 p81-83 Fall. Presents a method to stimulate discussion about justice and punishment and their relation to genocide. Involves the use of film, essays, and poems to stimulate interest, followed by questions based on each item. Includes a poem written by the author and a series of discussion questions. (GEA)…

Asetoyer, Charon (1990). Fetal Alcohol Syndrome "Chemical Genocide.". In the Northern Plains of the United States, 100% of Indian reservations are affected by alcohol related problems. Approximately 90% of Native American adults are currently alcohol users or abusers or are recovering from alcohol abuse. Alcohol consumption has a devastating effect on the unborn. Fetal Alcohol Syndrome (FAS) is an irreversible birth defect that is most likely to occur when a pregnant woman abuses alcohol. A child with FAS is born mentally retarded with deformed facial features and some physical malformations. FAS is detected at birth and affects about 1 in every 100 Native Americans born in the Northern Plains. A related disorder is Fetal Alcohol Effected (FAE) which affects 1 in 50 Native Americans. FAE is a lesser degree of birth defect, with the effects being below average IQ, learning disabilities, hyperactivity, short attention span, and possibly the same physical malformations as FAS. FAE children are usually not detected until they enter school and are often…

Bytwerk, Randall L. (2005). The Argument for Genocide in Nazi Propaganda. Quarterly Journal of Speech, v91 n1 p37-62 Feb. The Nazis justified their attempt to exterminate the Jews by claiming that they were only defending themselves against Jewish plans to destroy Germany and its population. I show how the Nazis used the same words to discuss both claims, and how they argued that just as the Jews were serious about exterminating Germany, they were equally serious about exterminating the Jews. Since the argument for annihilating the Jews was hard to make in the mass media, the Nazis put it most strongly in word-of-mouth propaganda using speakers and public meetings. (Contains 108 end notes.)… [Direct]

Harris, William G.; And Others (1981). Black Family Planning: Attitudes of Leaders and a General Sample. Attitudes of black leaders and a general black population sample toward birth control and family planning issues were "Pro Birth Control" and "Genocide Fears." The leaders questioned held positions in twenty national black organizations, while the general population samples were taken from Philadelphia, Pennsylvania, and Charlotte, North Carolina. A significant difference was found on the "Pro Birth Control" scale, indicating that black leaders were more favorable toward birth control, a conventional vehicle for black improvement. Lack of difference on the "Genocide Fears" scale may indicate the pervasiveness of black alienation from the larger society. (Author/APM)… [PDF]

Kuehner, Trudy (2007). Living without Freedom: A History Institute for Teachers. Footnotes. Volume 12, Number 14. Foreign Policy Research Institute On May 5-6, 2007, FPRI's Marvin Wachman Fund for International Education hosted 41 teachers from 17 states across the country for a weekend of discussion on Living Without Freedom. The Institute was held at and co-sponsored by the National Constitution Center and the National Liberty Museum in Philadelphia. Individual sessions included; (1) The Soviet Gulag (David Satter); (2) China: The Cultural Revolution and Beyond (Wei Jingsheng); (3) Living Without Freedom in China (Edward Friedman); (4) North Korea: The Nadir of Freedom (Kondgan Oh); (5) Cuba: Repression Disguised as Social Justice (Carlos Eire); (6) Marxist-Leninist Totalitarianism (Michael Radu); (7) Genocide and Living Without Freedom (Alan J. Kuperman); and (8) Freedom: The History of an Idea (J. Rufus Fears.)… [PDF]

Freedman, Sarah Warshauer; Hughson, Holly; Weinstein, Harvey M. (2007). School Voices: Challenges Facing Education Systems after Identity-Based Conflicts. Education, Citizenship and Social Justice, v2 n1 p41-71. We describe our research on the role of education in the social reconstruction of countries after mass conflict. Our studies focus on the voices of those least heard in the discourse–teachers, students, administrators and parents. We examine schools in four societies that experienced profound violence, ethnic cleansing and genocide during the 1990s–Croatia, the UN-administered province of Kosovo in Serbia-Montenegro, Bosnia and Herzegovina and Rwanda. We question the assumptions that underlie current practice such as a narrow focus on emergency interventions, conflict resolution, peace education and textbook reform. Societal repair must involve a comprehensive set of interventions that recognizes the integrated nature of a society's institutions. Schools are a unique component of building a long-term future. (Contains 9 notes.)… [Direct]