Miller, Virginia P. (1975). Whatever Happened to the Yuki?. Indian Historian, 8, 2, 6-12, Fall 75. It is argued that a campaign of genocide launched by white settlers in Northern California accounts for discrepancies in population estimates relative to the Yuki Indians of Round Valley, California. (JC)…

Asquith, Christina (2006). Demanding Divestment from Sudan. Diverse: Issues in Higher Education, v23 n10 p14-17 Jun. Bowing to student demands to "stop supporting genocide," the University of California regents voted earlier this year to divest millions of dollars from companies working in the war-torn African nation of Sudan, the first major public university in the nation to take such action. Since student protests on the subject began at Harvard University in late 2004, almost a dozen public and private universities have withdrawn their investments in companies doing business with Sudan. The students argue that these businesses are helping to prop up a government accused of genocide. The states of New Jersey, Illinois and Oregon have also joined the movement by approving divestment measures, and college students are actively trying to persuade workers' unions to divest as well. The student-led campaign stands as an example of university administrations taking financial action as a result of student pressure. Most agree that in order to be effective, the tactic must be adopted by a… [Direct]

Zack, Vicki (1996). Nightmare Issues: Children's Responses to Racism and Genocide in Literature. New Advocate, v9 n4 p297-308 Fall. 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)…

Garrett, H. James (2010). Difficult Knowledge and Social Studies (Teacher) Education. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Social studies education is a field in which those involved–teachers and students–encounter what can be called \difficult knowledge\. Difficult knowledge is a theoretical construct suggesting that when an individual encounters representations of social and historical trauma in a learning situation there exists a host of emotional and pedagogical complications. This dissertation investigates difficult knowledge, its complications and implications, within the field of social studies teacher education. When learning to teach, the student/teacher is already going through incredibly complex learning environments. But in social studies education, where the curriculum is often marked by studies of war, famine, genocide, slavery and lynching (to name a few), learning to teach becomes complicated by dealing with these traumas. There becomes a layered problem: making sense of the traumatic essence of history and then helping others do the same through curricular and pedagogical practice…. [Direct]

Colwell-Chanthaphonh, Chip (2005). When History Is Myth: Genocide and the Transmogrification of American Indians. American Indian Culture and Research Journal, v29 n2 p113 Spr. The genocide of American Indians over the last five centuries is documented by the persecutors in myriad historical media: diaries, audiotapes, autobiographies, photographs, books, essays, and newspaper accounts. Many authors believe that their stories convey an objective reality but scholarship has illustrated that writers construct history more than uncovering it….

Willhelm, Sidney M. (1986). The Economic Demise of Blacks in America: a Prelude to Genocide?. Journal of Black Studies, v17 n2 p201-54 Dec. The Center on Budget and Policy Priorities' findings are used to support the theory that the interplay between technology, economics, race relations, and power has always guided white treatment of blacks, and that blacks are being forced into ghetto reservations to suffer \conditional genocide\ and be exterminated if they cause trouble. (PS)…

Gur-Ze'ev, Ilan (1998). The Morality of Acknowledging/Not-Acknowledging the Other's Holocaust/Genocide. Journal of Moral Education, v27 n2 p161-77 Jun. 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)…

(1974). Supysaua: A Documentary Report on the Conditions of Indian Peoples in Brazil. Given in this documentary report are 4 reports which discuss American Indian policy and practice in Brazil since 1970. They factually document what is happening to Brazilian Indian tribes in the name of "progress", "integration", and "growth". The articles are entitled: (1) "Genocide"; (2) "Y-Juca-Pirama"; (3) "The Policy of Genocide Against the Indians of Brazil"; and (4) "The Rape of Indian Territory: Foreign Aid and Investment in the Brazilian Amazon". The first report is an abridged version of Norman Lewis's article on "Genocide" which created the original international scandal about Indian policy in Brazil. "Y-Juca-Pirama", written by a group of Brazilian bishops and clerics, documents the contemporary nature of Indian policy in Brazil. The third report is an abridged version of a report presented at the XLI International Congress of Americanists in Mexico City, September 1974. The final…

Thomas, Arthur E. (1972). The Student Rights Issue: The Strategy for the Prevention of Genocide. Position Paper No. 2. Education for black children in the United States is still an education for slavery. Public education for the oppressed has one objective: to destroy the positive self-image of black children. The destruction of self-image is necessary to destroy motivation in black children. This makes the climate ripe for genocide. The core of the student rights issue is that students have a right to like themselves and to believe they are important. Destructive school policies, be they suspensions, corporal punishment, denial of freedom of expression, tracking, or an irrelevant curriculum all contribute to the denial of a student's confidence in his own worth. These and other practices of school systems around the country promote a disease among students and their parents which is called mindlessness. Mindlessness is a precursor to fascism and genocide. It promotes dependence on and acceptance of decision making by government officials, teachers, and schools, when, by all rights, decisions should…

Cargas, Harry James (1987). An Interview with Vahakn N. Dadrian: An Expert on the Armenian Genocide. Social Science Record, v24 n2 p23-27 Fall. In an interview format, Dadrian discusses his views on the Holocaust and the Armenian genocide. Analyzing topics such as "victimology," he demonstrates how outside countries and the victimized group actually facilitate the genocidal process. Concludes that world concern must be generated so that events similar to those in Armenia are not repeated. (GEA)…

Lewis, Norman (1978). The White Promised Land. American Indian Journal, 4, 7, 14-22, Jul 78. Describing Bolivia's interest in encouraging Caucasian immigrants from South Africa, for purposes of settling and developing traditionally Indian lands, this article details the miserable conditions of slavery and cultural/physical genocide currently operative in Bolivia. (JC)…

Scott, John Anthony (1987). Learning About a Scourge of Civilization: The Experience of a Teacher and His Class. Social Science Record, v24 n2 p56-59 Fall. Describes how the author became involved in teaching about genocide and the ways in which his approach to the subject has changed. Demonstrates how student involvement in research and discussion can stimulate interest on the topic. (GEA)…

Handsfield, Lara J. (2002). Teacher Agency and Double Agents: Reconceptualizing Linguistic Genocide in Education. Harvard Educational Review, v72 n4 p542-60 Win. This review of "Linguistic Genocide in Education or Worldwide Diversity and Human Rights?" by Tove Skutrabb-Kangas (Erlbaum 2002) finds the book a useful guide for examining language policies in education but suggests its argument is weakened by the invisibility of teachers in the analysis and the loaded and inflammatory language used. (Contains 40 references.) (SK)…

Totten, Samuel (1987). The Personal Face of Genocide: Words of Witnesses in the Classroom. Social Science Record, v24 n2 p63-67 Fall. Argues that while the study of genocide is not a pleasant one, it cannot be ignored. Advocates the use of the \words of witnesses\ as the most effective and powerful method of teaching the subject. Concludes that through written materials, guest speakers, and video presentations, this \human dimension\ makes the topic \real\ and important to students. (Author/GEA)…

Friedlander, Henry (1991). Nature of Sources for the Study of Genocide. Social Education, v55 n2 p91 Feb. Discusses the availability and utility of the various types of documentation that historians and students can use to research the German government's systematic extermination of the Jews, the Gypsies, and the handicapped during the 1930s and 1940s. Available documents include government records, private agency records, trial records, and eyewitness accounts. (NL)…

Charny, Israel W. (1987). How to Avoid (Legally) Conviction for Crimes of Genocide: A One-Act Reading. Social Science Record, v24 n2 p89-93 Fall. Presents a dramatic reading which simulates a discussion between Talaat, Hitler, Stalin, Idi Amin, and Pol Pot with their lawyer, Satan. Explores some of the limitations of the United Nations Genocide Convention and the importance of its revision and expansion to include more events of mass murder of any group within or outside a country's political boundaries. (GEA)…

Furman, Harry, Ed.; And Others (1983). Holocaust and Genocide: A Search for Conscience. A Student Anthology. A collection of readings and activities on the Holocaust for secondary students is coordinated with a teacher's curriculum guide. Material is divided into units covering the nature of human behavior, views of prejudice and genocide, the rise of Nazi Germany, Nazi persecution and mass murder, resistance to the Nazis, and related issues of conscience and moral responsibility. Each unit contains 10 or more reading selections which include songs, personal accounts, essays, short stories, and examples of propaganda. Each reading is accompanied by a series of discussion questions or supplementary activities and relevant vocabulary. Artwork of the period is also included. (LP)…

French, Lawrence (1978). The Death of a Nation. American Indian Journal, 4, 6, 2-9, Jun 78. Describing events and legislation leading up to the removal of the Cherokee Nation from its eastern homelands to Oklahoma, this article details the Federal Government's role in what is termed the "cultural genocide" of the Cherokee Nation. (JC)…

Arens, Richard (1978). Death Camps in Paraguay. American Indian Journal, 4, 7, 2-13, Jul 78. Describing site visits to Paraguayan reservations created for purposes of "sedentarizing" the Indians (Ache, Moro, etc.) of Paraguay's forests, this article documents both cultural and physical genocide perpetrated by Paraguay government policy operating in support of economic development. (JC)…

Robertson, Judith P. (1997). Discourse, Power, Social Abuse and Vigilance: Learning about the "Holodomor" in English Studies Classrooms. English Quarterly, v29 n3-4 p33-56. Explores some of the possibilities and problems of teaching secondary school students about genocide through the study of language used to describe the event. Focuses on Eastern Europe during the Stalin era when a catastrophe known as the "Holodomor" occurred. (PA)…

Flaim, Richard F., Ed.; Reynolds, Edwin W., Jr., Ed. (1983). The Holocaust and Genocide: A Search for Conscience. A Curriculum Guide. Designed to facilitate teacher development of a secondary unit on the Holocaust and genocide, this multidisciplinary curriculum guide provides a wide variety of classroom-tested objectives, learning activities, and materials. The guide is organized into six units which may be taught in sequence or used in part as supplementary materials: the Nature of Human Behavior, Views of Prejudice and Genocide, the Rise of Nazism in Germany, From Persecution to Mass Murder, Resistance and Intervention, and Issues of Conscience and Moral Responsibility. For each unit, an overview precedes a list of terminal and performance objectives, a glossary, and list of activities. The latter consists of a three-column chart which matches performance objectives with learning activities, materials, and commentary. All reading materials listed are tagged to appropriate reading level: below average, average, and above average difficulty. Appendices consist of a bibliography, list of audiovisual materials and…

Gurr, Ted Robert; Harff, Barbara (1988). Toward Empirical Theory of Genocides and Politicides: Identification and Measurement of Cases since 1945. International Studies Quarterly, v32 n3 p359-71 Sep. Reporting a survey of cases of massive state repression since World War II, the authors develop a typology which distinguishes between two types of genocide and four types of politicide. Reports on 44 episodes that meet these guidelines, stating that they have occurred in all world regions and two or more began during each five year period since 1945. (GEA)…

Austin, B. William (1975). Misconception About Population Matters and Black Folks. Urban League Review, 1, 1, 12-17, Spr 75. Discusses family planning, genocide, policy implementation, blacks as human guinea-pigs, and the effect of liberalized abortion laws. Family-planning information and services are said to be abundant but comprehensive health care is badly needed. A series of recommendations are made. (AM)…

Caballero, Diana (1986). Puerto Ricans and Bilingual Education. Interracial Books for Children Bulletin, v17 n3-4 p15-16. The Puerto Rican community's fight for bilingual education is a political struggle against linguistic and cultural genocide. Outlining the history of Puerto Ricans in the U.S., argues that bilingual education is essential and efforts to ensure it must be intensified. (LHW)…

Sullivan, Edward T. (1998). The Holocaust in Literature for Youth: A Guide and Resource Book. Voice of Youth Advocates, v21 n5 p337-39 Dec. Presents an excerpt from this forthcoming title which will be a comprehensive Holocaust resource for children and young adults. Topics include the importance of remembering the past; the goal of Holocaust education; and teaching other instances of hate, genocide, prejudice, and persecution. (LRW)…

Robertson, Judith P., Ed. (1999). Teaching for a Tolerant World, Grades K-6: Essays and Resources. 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… [PDF]

Howe, Tasha R. (2004). Lessons Learned From Political Violence and Genocide in Teaching a Psychology of Peace: An Interview With Linda Woolf. Teaching of Psychology, v31 n2 p149-153 May. Tasha R. Howe got her BA in psychology from the University of California at Santa Barbara. She received her MA and PhD in developmental psychology from the University of California, Riverside. After doing an NIMH-sponsored postdoctoral fellowship in developmental psychopathology at Vanderbilt University, she served as assistant professor of psychology at Transylvania University in Lexington, Kentucky. Currently as assistant professor of psychology at Humboldt State University in California, Dr. Howe specializes in child abuse, family violence, developmental psychopathology, community violence, and ecological factors affecting normal and atypical child development. She teaches a wide variety of courses, including human development, the history of psychology, family violence, assessment and treatment of child abuse and neglect, children's cognitive development, and developmental psychopathology. She is married and has two sons, ages 6 and 1.Linda M. Woolf is the Coordinator of…

Sharp, Gene (1982). Investigating New Options in Conflict and Defense. Teachers College Record, v84 n1 p50-64 Fall. Institutionalized political violence underlies world problems such as war, genocide, dictatorship, and social oppression. Alternatives to political violence should be evaluated to determine their applicability. Educational institutions can contribute through research and through educational activities ranging from public awareness campaigns to curriculum reform. (PP)…

Payne, Diane (1979). A Brief History of Leonard Peltier vs. US: Is there Recourse for Justice?. American Indian Journal, v5 n3 p2-6 Mar. Asserting the fact that Leonard Peltier is a contemporary element in a stream of Native American genocide, this article outlines the events and presents a picture of the abuses which precipitated a continuous 24 hour vigil at the U.S. Supreme Court. (Author/RTS)…

(1979). The Yanomamo Indians: Victims of Genocide, Candidates for Extinction. American Indian Journal, v5 n12 p2-7 Dec. Brazil's Yanomamo Indians seem doomed to extinction by a government policy that seeks to develop and exploit their ancestral lands. This article describes the health, economic, and cultural dangers confronting the Yanomamo and discusses a proposed 16 million acre park to protect them from non-Indian encroachment. (DS)…