Adams, Clayton; And Others (1985). Teaching about the Holocaust and Genocide. The Human Rights Series, Volume II. Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the second of two volumes serves as a continuing introduction to the concept of human rights. Building on the first volume, which dealt with the roots of intolerance and persecution and precursors of the Holocaust, this volume focuses primarily on the Nazi Holocaust and its implications for our future. Because the guide is not a textbook, but rather a collection of materials and activities about the Holocaust and other examples of genocide, the learning activities are not arranged in a developmental order and may be taught in any sequence. This second volume, beginning with Unit III, examines anti-Semitism–traditional, religious, and racial; Nazi thought; the Nazi rise to power; "The Final Solution"; perpetrators and victims; responses by individual institutions and nations; and judgment, justice, and survivors. Unit IV, "Implications for Our…

Chrisjohn, Roland D; Maraun, Michael; Young, Sherri L. (1997). The Circle Game: Shadows and Substance in the Indian Residential School Experience in Canada. 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…

(2004). Crimes Against Humanity and Civilization. Facing History and Ourselves Facing History and Ourselves is a nonprofit educational organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote a more humane and informed citizenry. As the name Facing History and Ourselves implies, the organization helps teachers and their students make the essential connections between history and the moral choices they confront in their own lives by examining the development and lessons of the Holocaust and other examples of genocide. It is a study that helps young people think critically about their own behavior and the effect that their actions have on their community, nation, and the world. It is based on the belief that no classroom should exist in isolation. Facing History programs and materials involve the entire community: students, parents, teachers, civic leaders, and other citizens. The Chapters are listed in the Table of Contents as follows: Chapter I, Identity and History;…

Klein, Thomas (1993). "Facing History" at South Boston High School. English Journal, v82 n2 p14-20 Feb. Describes how the "Facing History" social studies curriculum (which moves students from literary and historical examples of genocide back to present-day experiences of intolerance and racism) is taught in an English class at South Boston High School. Describes various activities undertaken in the class related to this curriculum. Sketches the role and behavior of the classroom teacher. (HB)…

Kunczt, Kim (1993). Beyond Anne Frank. Educational Leadership, v51 n3 p35 Nov. According to a former junior high school teacher, eighth graders–inquisitive and opinionated–are not too young to grasp the impact of the Holocaust. This teacher went beyond "The Diary of Anne Frank" to push deeply into topics of genocide, racism, prejudice, and persecution. Students approached this discussion by considering examples of human rights violations in the news. (MLH)…

Lopez-Varela, Asuncion, Ed. (2012). Social Sciences and Cultural Studies–Issues of Language, Public Opinion, Education and Welfare. InTech This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Are the Social Sciences Really- and Merely-Sciences? (Jeffrey Foss); (2) Karl Popper and the Social Sciences (Sylvain K. Cibangu); (3) Historicism, Hermeneutics, Second Order Observation: Luhmann Observed by a Historian (Jaap den Hollander); (4) The Significance of Intermediality in the Immortalization of the French Republican Nation (1789-1799) (Montserrat Martinez Garcia); (5)… [Direct]

Strout, Erin (2008). Universities Try to Serve a Generation of Those Who Seek to Do Good. Chronicle of Higher Education, v54 n30 pA23 Apr. The young adults choosing careers today watched as the Twin Towers fell, as Katrina swept onto land, and as the Asian tsunami left devastation in its path. They have led protests against the genocide in Darfur. And they spent most of their teen years with the United States at war. Those same young adults–many of them college students–have seen nonprofit organizations step in to help during times of turmoil. Combine that with service-learning requirements and a rise in volunteerism during high school, an extraordinary increase in the number of charities created over the past two decades, and the anticipated retirement of baby-boomer nonprofit executives, and it adds up to high demand for undergraduate programs in nonprofit management. For many years, the only way to earn the credentials needed to lead a nonprofit organization was to get a graduate degree or enroll in a certificate program. Not so anymore. A handful of colleges, including Arizona State and the University of… [Direct]

Turner, Castellano B.; Wilson, William J. (1976). Dimensions of Racial Ideology: A Study of Urban Black Attitudes. Journal of Social Issues, 32, 2, 139-152, Spr 76. Six dimensions of racial ideology were analyzed based on interview data from 1934 blacks in a large northeastern city and a southern city. Blacks who favor separatism tend to be more alienated, fearful of race genocide, race conscious, and supportive of racial violence than those who endorse cooperation. Younger persons and males are substantially more in favor of racial violence than older persons and females. (Author/JM)…

Fish, Mary; Reese, Jim E. (1973). Economic Genocide: A Study of the Comanche, Kowa, Cheyenne and Arapaho. Negro Educational Review, 24, 1-2, 86-103, Jan-Apr 73. Examines the destruction of the economic world of the Comanche, Kowa, Cheyenne and Arapaho, focusing on some of their capacities and early achievements in relationship to their economic base, and viewing the impact of the changes brought by the white man. (Author/JM)…

New Breast, Theda (1990). Stop Contributing to Our People's Genocide. The Role of Community Prevention. Winds of Change, v5 n3 p41-44,46-47 Sum. Outlines a community action process that American Indian communities could use to develop their own drug and alcohol abuse prevention programs. Describes a community prevention system framework developed by the Office of Substance Abuse Prevention. Compares the community empowerment system with the agency-directed service delivery model. (SV)…

Short, Geoffrey (2005). Learning from Genocide? A Study in the Failure of Holocaust Education. Intercultural Education, v16 n4 p367-380 Oct. The importance of learning lessons from the Holocaust and from the mass slaughter in Rwanda was recognised in the theme underpinning Britain's Holocaust Memorial Day in 2004. This article is principally concerned with the lessons learnt from the Holocaust by a culturally diverse group of students aged 14 to 16. They all attended schools in an outer London borough and were interviewed after taking part in a local event held to mark the 2004 commemoration. The article concludes with a discussion of the main findings of the investigation…. [Direct]

Moore, Dennis (1994). Moving beyond the Black Legend: Chicano/a and Latino/a Literature. According to a footnote in the 1990 book "The Noble Savage,""The Spanish Black Legend is the view of Spain's genocide in The New World, as accounted for by Bartolome de las Casas and the European historians who, during the sixteenth and seventeenth centuries, denounced this genocide, often utilizing it as an anti-Spanish propaganda tool" used by the English. This anti-Spanish feeling is more than evident in De Crevecoeur's "Letters from an American Farmer," in which, for instance, narrator James points out the decadence of Lima (Peru). Unfortunately, the legacy of this Black Legend remains with the American culture today. Consider the distaste the dominant culture feels for the stereotype of the "pachuco," the cocky young Chicano male. Or consider this anecdote: during a portion of the Penn State Conference on Chicano/a and Latino/a literature, Paul Lauter pointed out that when he, as a Jewish child growing up in Brooklyn, had to decide which… [PDF]

Nick, Ann L. (1977). Teachers' Guide to the Holocaust. The teaching guide is designed to aid high school history and social studies teachers as they develop and implement programs on the Holocaust. The document is presented in four chapters. Chapter I explains that Holocaust refers to the persecution and genocide of Jews and political opponents of the Nazi regime in Germany in the 1930s and 1940s. Chapter II presents a rationale for teaching about the Holocaust, outlines objectives, explains how the unit can be integrated into history courses, and suggests parallels of the Jews' experience in Europe with minority groups' experience in the United States. Chapter III provides background information on Germany, Adolph Hitler, anti-Semitism, genocide, and the Nuremberg trials and outlines lessons on anti-Semitism, the extent of the Holocaust, concentration camps, and student reactions to the study of the Holocaust. For each lesson, information is given on activities, concepts, and objectives. Activities involve students in role playing,…

Waghid, Y. (2007). Educating for Democratic Citizenship and Cosmopolitanism. South African Journal of Higher Education, v21 n5 p584-595. Over the past century our world has witnessed much uncertainty and ambivalence as a consequence of inhumane acts perpetrated against humanity such as murder, extermination, enslavement, deportation, persecution on political, racial or religious grounds, war crimes (mistreatment of civilians and non-combatants as well as one's enemy in combat), and genocide (through ethnic cleansing, mass executions, rape and cruel punishment of the enemy). These \crimes against humanity\ once again require the emergence of norms which ought to govern relations among individuals in a global civil society (Benhabib 2006, 20). Drawing on the seminal ideas of Amy Gutmann (1996) and Seyla Benhabib (2006), I want to offer some ways democratic citizenship and cosmopolitanism can enhance the educational project of ensuring universal justice for all individuals and not just members of our own societies. Firstly, I shall argue that educating for cosmopolitanism is conditional upon the cultivation of democratic… [Direct]

Lindquist, David H. (2007). A Necessary Holocaust Pedagogy: Teaching the Teachers. Issues in Teacher Education, v16 n1 p21-36 Spr. The Holocaust is perhaps the most compelling topic studied in American schools today. Many educators who consider teaching the Holocaust feel deterred from doing so for several reasons: (1) They lack the confidence needed to develop a Holocaust unit; (2) They feel that the subject's complexity is overwhelming historically and pedagogically because the Holocaust is a thorny subject; and (3) They worry about whether or not they can present such an emotionally charged subject in a way that does justice to the topic while observing the sensitivities that must be considered in planning a course of study for middle, junior high, or senior high school students. Planning a unit of study on the subject must involve a highly developed understanding of the complexities that are central to both the history and the pedagogy of the event. This article describes how a midwestern public university developed a course on the Holocaust while taking into consideration the issues concerning this… [PDF] [Direct]

Blum, Lawrence (2004). The Poles, the Jews and the Holocaust: Reflections on an AME Trip to Auschwitz. Journal of Moral Education, v33 n2 p131-148 Jun. Two trips to Auschwitz (in 1989 and 2003) provide a context for reflection on fundamental issues in civic and moral education. Custodians of the Auschwitz historical site are currently aware of its responsibility to humanity to educate about the genocide against the Jews, as a morally distinct element in its presentation of Nazi crimes at Auschwitz. Prior to the fall of Communism in 1989, the site's message was dominated by a misleading civic narrative about Polish victimization by, and resistance to, Naziism. In this article, I discuss the attempts of many Polish intellectuals during the past twenty-five years to engage in an honest and difficult civic project of facing up to their history, as it is entwined with anti-Semitism, with the centuries-long presence of Jews in Poland, and with their current absence. An interaction with a tour guide who took me to be criticizing Poles for their failure to help Jews during the Holocaust prompts further reflections on the difficulties of… [Direct]

Margolis, Peppy; And Others (1990). Caring Makes a Difference: Responding to Prejudice, Genocide, and The Holocaust: A K-8 Curriculum. 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… [PDF]

Bender, Albert M. (1981). The Trail of Tears Continues: Dispossession and Genocide of the Native American Indians. Freedomways, v21 n4 p247-56. Describes the high cultural level of native American Indian populations at the time of conquest. Illustrates how cultural breakdown and demographic decimation have resulted from systematic policies that focused on exploiting natural resources at the expense of native peoples. (GC)…

Flaim, Richard F. (1989). Human Rights through Holocaust and Genocide Studies: Achievement and Challenges. (Daniel Roselle Lecture). Journal of the Middle States Council for the Social Studies, v11 p19-23 Fall. Suggests that special interest groups have disrupted efforts to implement curriculum programs on human rights issues. Argues that history cannot be tailored to allow people to hide from the past. Identifies the challenges of battling those who attempt to revise history and of approaching teaching about the Holocaust. Recommends extensive teacher training regarding human rights. (SG)…

Russell, William Benedict, III (2005). Teaching about the Holocaust–A Resource Guide. Social Studies, v96 n2 p93 Mar-Apr. Teaching about the Holocaust is an emotional process that can be extremely difficult, especially without the proper resources. Most teachers spend one or two class periods on the Holocaust and usually cram the lesson into a unit on World War II. As a teacher, the author understands that time is short and that it is impossible to spend the appropriate amount of time on each topic. The magnitude of the Holocaust, however, deserves more than a brief side note during a World War II lesson. Furthermore, the authority used by most teachers when teaching the Holocaust is usually a textbook, which oftentimes provides only a bleak overview of the horrific event. Textbooks tend to leave out details about other catastrophic genocides, such as the Spanish and English slaughter of the Native Americans or the Belgian atrocities against the Congolese people or the genocide occurring presently in Sudan. The resources that the author provides in this article are not to be used as a single authority…

Hoover, Mary E. Rhodes (1984). Teacher Competency Tests as Educational Genocide for Blacks: The Florida Teacher Certification Examination. Negro Educational Review, v35 n2 p70-77 Apr. Argues that the Florida Teacher Certification Examination is culturally, linguistically, and philosophically biased against minorities. Suggested alternatives to testing are implementation of knowledge about effective schools, teacher workshops on effective techniques and attitudes for teaching nonachievers, and improved early education. (CMG)…

Chandler, Prentice; McKnight, Douglas (2009). The Failure of Social Education in the United States: A Critique of Teaching the National Story from \White\ Colourblind Eyes. Journal for Critical Education Policy Studies, v7 n2 p217-248 Nov. The curriculum discipline of Social Studies in the United States has historically been the field charged with preparing democratic citizens to participate in a complex political landscape that will serve to perpetuate the US national story of democracy, freedom and equality. However, it is our contention that the field of social education has failed to engage in a direct confrontation with one of the most significant and complicated themes in the US historical narrative–race. Race, simply, has been a defining problematic in the story of what it means to be an US citizen. The social studies must become the subject position to critically analyze and address this historical condition, especially when teaching and exploring with students the national narrative of what it means to be a democratic citizen. In an effort to address these issues, this article will explore the failure of social education research and practice to confront the issue of race, instead relying on a colourblind… [Direct]

Elliott, Wendy (2006). The Audiocast Diaries: Reflections on Radio and Podcasting for Delivery of Educational Soap Operas. International Review of Research in Open and Distance Learning, v7 n3 p1-11 Dec. While studying Gender Issues in Distance Education at Athabasca University, the author has read about nomadic Fulbe women in Nigeria who learned by radio. She became inspired to explore the idea of serial drama as education. She began searching the Internet for ideas. She discovered a striking example of entertainment-education–an educational soap opera called "Urunana." Urunana was created to provide specific information on sexual and reproductive health to the remaining 70 percent of the Rwanda after the 1994 genocide. In this article, the author presents in a diary-style manner all the information she learned about various technology that can be used effectively for delivering entertainment education to learners. She shares how the convergence of radio, podcasting, and mobile phones will provide learners with the convenience of listening to serial educational dramas…. [PDF]

(1979). Report to the President: President's Commission on the Holocaust. On November 1, 1978, President Carter established the President's Commission on the Holocaust and charged it with the responsibility of deciding what might constitute an appropriate national memorial to all those who had perished in the Holocaust. This publication is the report of that Commission which consisted of 34 members including survivors, lay and religious leaders of all faiths, historians, scholars, and congressmen. The Holocaust was a crime unique in the annals of human history, different not only in the quantity of violence–the sheer numbers killed–but in its manner and purpose as a mass criminal enterprise organized by the state against defenseless civilian populations. Remembering the Holocaust can instill caution, fortify restraint, and protect against future evil or indifference. The Commission made recommendations for memorials. First, a National Holocaust Memorial Museum which will present the Holocaust through pictorial accounts, films, and other visual exhibits… [PDF]

Frazier, Louise; And Others (1981). Elementary School Guide for Teaching about Human Rights. This is an elementary school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of races, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Todorov, Karen; And Others (1981). Middle School Guide for Teaching about Human Rights. This is a middle school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific objectives in the area of human rights. Each objective is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Nash, Evelyn; And Others (1981). High School Guide for Teaching about Human Rights. This is a high school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Gonzales, Rodolfo (1972). I am Joaquin. Yo Soy Joaquin. An Epic Poem with a Chronology of People and Events in Mexican and Mexican American History. Both Spanish and English versions of the epic poem \I Am Joaquin\ are given in this book. \I Am Joaquin\ is the first work of poetry to be published by Chicanos for Chicanos. It is a historical essay of the greatness and weakness of the Chicano people. Their psychological wounds, cultural genocide, social castration, nobility, courage, determination, and fortitude to move on to make new history are depicted in this epic poem. A chronology of people and events from Mexican and Mexican American history is given for use primarily as a guide to references made in the poem. (NQ)…

Delugan, Robin Maria (2006). "South of the Border" at the NMAI. American Indian Quarterly, v30 n3-4 p558-573 Sum-Fall. This essay specifically examines how the NMAI engages Native peoples from Latin America. In this article, the author argues that more than showcasing the diversity of Native cultures the museum is an important platform for reporting Indian and nation-state tensions and other struggles and victories. By situating the realities of Native peoples from "south of the border" in local, transnational, and global matrices, the NMAI highlights factors and conditions that unite Native North, Central, and South America. Because a broad lens on the conditions that affect Native communities invites a critique of U.S. Geopolitical engagements with Latin America, the limits of the NMAI as a federal institution to wholly represent Native realities are tested. Here, he features the three main halls of the NMAI, namely: (1) Our Universes; (2) Our People; and (3) Our Lives, which focuses on specific South American Native communities. The author also discusses wars, genocide, and displacement,… [Direct]

Jones, Bruce Anthony (2005). Forces for Failure and Genocide: The Plantation Model of Urban Educational Policy Making in St. Louis. Educational Studies: Journal of the American Educational Studies Association, v37 n1 p2-24. This article is about policy decision making and racial politics in the St. Louis, Missouri, school district. From a research standpoint, traditional policymaking models are inadequate for explaining the evolution of school reform events in St. Louis over the past year. Teachers, principals, school staff, and parents perceive themselves to be under siege by an external corporate entity. Within a 4-week period, this corporate entity shut down 16 schools (14 were in the predominantly northside African American neighborhoods); laid off teachers and principals, terminated maintenance, security, and food service staff; and outsourced whole service divisions. One high-performing African American school was shut down and sold to St. Louis University so that the university could bulldoze the school to build a basketball stadium. According to one parent interviewee, "We did not know what hit us." Table top theory and the plantation model of policy design, development, and… [Direct]