Shreve, Bradley Glenn (2006). Up against Giants: The National Indian Youth Council, the Navajo Nation, and Coal Gasification, 1974-77. American Indian Culture and Research Journal, v30 n2 p17-34. In the spring of 1977, members of the National Indian Youth Council (NIYC), along with the Coalition for Navajo Liberation, barraged the Secretary of the Interior and the chairman of the Navajo Nation with petitions calling for a halt to the proposed construction of several coal gasification plants on the Navajo Reservation in northwestern New Mexico. The petitions stated that the billion-dollar industrial venture would lead to "the inevitable genocide" of the local Navajo people whose culture and livelihood would "once again (be) trampled and ignored." The NIYC-led campaign to stop coal gasification began in 1974 and lasted through most of 1977. Their struggle was against not only the multinationals seeking to build and profit from the plants, but also the governments of both the United States and the Navajo Nation, which ignored the interests of the Burnham residents in their legislative wrangling over gasification. In this article, the author traces the history… [Direct]

Brust Nemet, Maja, Ed.; Bushati, Jozef, Ed.; Mlinarevic, Vesnica, Ed. (2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]

Francis, Greg; Inoue, Keiko; Orrick, Stefanie (2001). Examining Human Rights in a Global Context. The United Nations' founding in 1945 and the 1948 adoption of the Universal Declaration of Human Rights reflected the international community's growing commitment to the protection and recognition of what is now referred to as human rights. Despite increased international attention, human rights violations continue to occur at the local, regional, national, and global levels. This unit introduces students to the concept of human rights and adds issues to that concept to heighten their awareness of the complexities of protecting human rights. Students are encouraged to consider multiple perspectives when discussing case studies from around the world. The unit introduction contains a rationale and introduction to lessons; unit goals; connections to curriculum standards; materials needed; time required; subjects and suggested grade levels; simulation overview; and icons. Lesson 1, "What Are Human Rights?" considers an appropriate definition of human rights. Lesson 2,…

Frank, David A. (2007). A Traumatic Reading of Twentieth-Century Rhetorical Theory: The Belgian Holocaust, Malines, Perelman, and de Man. Quarterly Journal of Speech, v93 n3 p308-343 Aug. In this essay, I seek to read the rhetorical theories set forth by Belgians Chaim Perelman and Paul de Man as responses to the Holocaust. To accomplish this aspiration, I draw from Dominick LaCapra's framework for the analysis of trauma and its expression in historical and theoretical texts. Reading the rhetorical theories of Perelman and de Man, two of the most prominent of the twentieth century, through a lens of trauma theory allows critics to see them as post-war efforts to deal with the implications of the absence of meaning, the murder and loss of 25,257 Belgian Jews, Fascism, genocide, and de Man's collaboration with the Nazis. I argue that Perelman's rhetoric theory better "works-through" the Belgian Holocaust than the one offered by de Man because it offers a vision of reason that can yield justice and places collaborators in the "grey zone" of totalitarian societies and logical positivism, thereby offering de Man partial absolution for his endorsement of… [Direct]

(2002). 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. 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)… [PDF]

(1978). Human Rights. Selected Documents, No. 5 (Revised). General Foreign Policy Series 310, Report No. 8961. The booklet contains the text of eight selected documents on human rights. The documents are Excerpts from the UN Charter; Universal Declaration of Human Rights; Convention on the Prevention and Punishment of the Crime of Genocide; International Covenant on Economic, Social, and Cultural Rights; International Covenant on Civil and Political Rights; Optional Protocol to the International Covenant on Civil and Political Rights; and the American Convention on Human Rights. Each document is preceded by an introductory background statement which presents information on when and where the charter or declaration was signed, when it was accepted into U.S. law and practice, major objectives, and outstanding successes and failures of the treaties to date. The concluding section presents correspondence between President Carter, the Senate, and the Department of State regarding the treaties. (DB)… [PDF]

Pettit, Jenny; Singleton, Laurel; Starbird, Caroline (2004). Teaching International Law: Concepts in International Relations. Center for Teaching International Relations This book is designed to introduce students to public international law. Topics covered include international public organizations, such as the United Nations and World Trade Organization, international courts, international human rights law, international trade law, and international environmental law. The goal of each study is to examine how nation states cooperate to govern international affairs. There are 10 lessons: (1) There Ought to Be a Law! (The Problem of Enforcement); (2) What Is International Law?; (3) A Dispute Over Fish (A Case Study in How International Tribunals Work); (4) United Nations 101; (5) Regional Organizations: The European Union; (6) Genocide in Rwanda; (7) The International Criminal Court; (8) The International Court of Justice; (9) The Role of NGOs in International Law; and (10) Protecting Labor Rights: The Banana Plantation Battle…. [Direct]

Locke, Steven (2004). Reflections of Native American Teacher Education on Bear Ridge. Rural Educator, v26 n1 p15-23 Fall. This study examines an elementary teacher education certification program delivered by a state university to Native American teacher aides on the reservation. Data were collected over two semesters using a Freirean critical theory framework to analyze the data and to explicate the problematic nature of Native American education. Analysis of the data indicated that the program reproduced Euro-American cultural values, was insensitive to Native American history or values, and did little to support individual teachers. Suggestions include the need for the program to acknowledge and address the historical cultural genocide that occurred in the education of Native Americans and the cultural and political hegemony of the teacher education program. More focus needed to be placed on supporting individual participants and their academic and cultural struggles in becoming teachers. (Contains 1 footnote.)… [PDF]

Coulby, David (2006). Intercultural Education: Theory and Practice. Intercultural Education, v17 n3 p245-257 Aug. The paper examines the theoretical position of intercultural educational studies. It begins by stressing the vital importance of intercultural education and the progress that has been made in recent times. It then turns to the terminological shift that occurred two decades ago, from multicultural to intercultural education, which was accepted unquestioningly at the time. Retrospectively, we might ask what was the discursive strategy of this lexical change. Did it not serve to disguise the realities of much cultural interaction: conquest, slave trade, genocide? What are the theoretical (as distinct from the moral) premises of intercultural education? Is the aspiration realistically for an education able to negotiate between cultures rather than to show that there is more than one culture? As the subject appears not to be tightly focused, so the context is also under-theorized and effectively de-politicized. The international political, economic and cultural contextualization… [Direct]

Akhonzada, Rym; Dillenburger, Karola; Fargas, Montserrat (2006). Post-Trauma: Is Evidence-Based Practice a Fantasy?. International Journal of Behavioral Consultation and Therapy, v2 n1 p94-106. Trauma, bereavement, and loss are universal human experiences. Much has been written about the process that the bereaved go through following the loss of a loved one. Recent events such as 9/11, earthquakes in Turkey, genocides in Rwanda, community conflict in Northern Ireland, and the Asian Tsunami Disaster have drawn unprecedented public attention to the subject of traumatic bereavement. Increasingly, it is recognised that while most people are able to cope with loss generally by eventually restructuring their lives, those bereaved in traumatic circumstance often find it extremely difficult. As a consequence, a plethora of interventions have emerged, however, to-date, little is known about their actual effectiveness in helping the bereaved. With the emphasis of health and welfare professions on evidence-based practice (EBP) greater than ever and a raising awareness of accountability as key element of ethical practice, the call for EBP in traumatic bereavement is compelling. Using… [PDF]

Donnelly, Mary Beth (2006). Educating Students about the Holocaust: A Survey of Teaching Practices. Social Education, v70 n1 p51-54 Jan-Feb. More than half a century has passed since the horrific events of the Holocaust took place, but images of the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany are no less shocking than they were 60 years ago. Any discussion of the Holocaust inevitably leads to questions not only of how and why this event occurred in the modern era but, more importantly, how the legacy of the Holocaust can continue to raise international awareness of human rights abuses and genocide. One way of achieving this awareness is by providing holocaust education to the nation's young people. While this objective has obtained widespread support, there has been an absence of reliable nationwide information on how the Holocaust is actually taught in U.S. schools. This article attempts to fill that gap by presenting the results of a yearlong study commissioned by the United States Holocaust Memorial Museum of teaching practices in Holocaust education in the nation's… [Direct]

Samuelson, Keith (2007). Welcome to the Land of the Ideas: The Goethe Institute Fellowship Tour of Germany. International Journal of Whole Schooling, v3 n2 p39-52 Sep. There are many valid reasons for participating in an educators' tour of Germany. It is a nation that has a legacy of literary and political thought that has had a profound impact on the evolution of Western civilization. Germany has offered the world artistic and scientific genius and been the source of devastating war and unprecedented genocide. The historic opening of the Berlin Wall in 1989 and the unification of Germany in 1990 underscore the importance of understanding the geopolitical role of modern Germany in the world community. Today, Germany is one of the world's leading export countries, a major contributor to the European Union and an internationally respected member of the United Nations. The Transatlantic Outreach Program (TOP) supports teachers by disseminating teaching materials about modern Germany to K-12 Canadian and American teachers, program coordinators and university "methods" professors, promoting in-service teacher training, and offering… [PDF]

Singer, Alan, Ed. (2003). The Holocaust and History. Social Science Docket, v3 n1 Win-Spr. This theme based journal issue consists of articles and teaching ideas focusing on the Holocaust and history. This publication contains the following materials: (1) "Multiple Perspectives on the Holocaust?" (Alan Singer); (2) "Responses to 'Multiple Perspectives on the Holocaust'"; (3) "Escape to Cuba: Story of Laura Kahn, a Holocaust Survivor" (Jaimee Kahn); (4) "Guidelines for Teaching about the Holocaust" (U.S. Holocaust Memorial Museum); (5) "Facing History and Ourselves"; (6) "Using 'Facing History and Ourselves' to Teach about the Holocaust" (Michelle Sarro); (7) "Choices for the 21st Century" (introduction Jay Kreutzberger); (8) "Teaching about the Holocaust Using Literature" (Tammy Manor); (9) "Book Review" (John Osborne); (10) "Anne Frank, Diary of a Young Girl" (Gayle Meinkes-Lumia); (11) "New Jersey Mandate to Teach about the Holocaust and Genocide" (Barbara… [PDF]

(1993). Annotated Videography. This annotated list of 43 videotapes recommended for classroom use addresses various themes for teaching about the Holocaust, including: (1) overviews of the Holocaust; (2) life before the Holocaust; (3) propaganda; (4) racism, anti-Semitism; (5) "enemies of the state"; (6) ghettos; (7) camps; (8) genocide; (9) rescue; (10) resistance; (11) responses; (12) perpetrators; (13) liberation; (14) post-Holocaust; (15) Anne Frank; (16) Janusz Korczak; and (17) related films. The introduction contains a rationale for the use of videotapes as a teaching tool. A key to the guide describes the type of video, including whether the film is a documentary, survivor testimony, a docu-drama, animation, or drama, as well as whether the film is in color or black and white. Availability information also is provided with the source, address, and telephone number. (EH)… [PDF]

van Driel, Barry (2005). Coming to Justice: A Program for Youth around Issues of International Justice. Intercultural Education, v16 n2 p161-169 May. In this article I describe the origins, aims and content of a program developed by the Anne Frank House around issues of international justice. The program, designed for high school and university students who are 17-years-old and older, and entitled "Coming to Justice", takes the betrayal of Jews during the Holocaust as its starting point. Students from different countries critically examine through interactive exercises the history of the Nuremberg trials and then shift their focus to a genocide that took place during their lifetime: the conflict in Bosnia. Part of the program involves attending an actual trial at the International War Crimes Tribunal for the former Yugoslavia in the Hague. Internal evaluations show that attending a trial leaves a lasting impression on the student and a desire to remain focused on human rights issues…. [Direct]

Thomas, Nina K. (2001). Coming to Terms with the Past: Lessons from War-Torn Countries. 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)…

Cohen, Craig; Hendler, Noah (1997). No Home without Foundation (Nta Nzu Itagira Inkigi): A Portrait of Child-Headed Households in Rwanda. The genocide in Rwanda has resulted in that country having many child-headed households. This unusual phenomenon has set Rwanda apart from its neighboring countries. This book of photographic portraits and stories of Rwandan children and adolescents in families living without adult support or supervision conveys the complexity and diversity of their situations and their determination to remain together as siblings. The book is designed to use photography and writing to influence public policy affecting the lives of those living in marginalized communities. The book's introduction presents the purpose of this project as documenting the current situation of parentless children in Rwanda and their heroic efforts to rebuild the foundations of their families. A series of photographic and narrative portraits follows, describing how the children lost their parents, their views of family, their feelings of responsibility for siblings, and their efforts to support their families. (KB)… [PDF]

Brody, Eugene B. (1987). Mental Health and World Citizenship: The View from an International Nongovernmental Organization. The lecture discussed the following topics: (1) the beginnings in 1948 of the World Federation for Mental Health, a global nongovernmental organization which conceived of mental health in social terms, linking mental health of individuals with that of communities and nations; (2) the limited goal in the late 20th century of citizenship in a world community, rather than the inclusive one of allegiance to a single supraordinate government; (3) the role and functions of nongovernmental organizations (NGOs) affiliated with the United Nations, such as the United Nations Children's Emergency Fund (UNICEF); (4) the advocacy and educational activities of the World Federation of Mental Health, an NGO dedicated to concern with individual members of the human family, existing in an era increasingly marked by systematic genocide; and (5) the relationship of effective world citizenship, membership in a worldwide moral community, and mental health. (ABL)…

Harris, Ian M. (2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]

Monroe, Kristen Renwick (2006). Can Empathy Be Taught?. Academe, v92 n4 p58-63 Jul-Aug. Prejudice and discrimination are ugly cousins, haunting humankind like the evil fairy who appears unbidden to curse the young princess. Is education the good fairy, bestowing tools to overcome this curse? A course the author taught in winter 2006 at the University of California, Irvine–one of the most ethnically diverse campuses in the United States–addressed this question. The course, part of a pilot program funded by the Ford Foundation's Difficult Dialogues initiative, asked why some differences–ethnicity, race, religion–become politically significant while others–height, hair color, weight–do not. Why are linguistic differences sometimes politically relevant and sometimes not? What about gender or sexual orientation? What encourages respect for or tolerance of differences judged to be ethically and politically salient, leading some to reach out across divides that isolate others? These questions take on a poignant immediacy when news reports about continuing prejudice and… [Direct]

Nsengiyumva, Jean-Baptiste; Perrier, Frederic (2003). Active Science as a Contribution to the Trauma Recovery Process: Preliminary Indications with Orphans from the 1994 Genocide in Rwanda. International Journal of Science Education, v25 n9 p1111-1128 Sep. Constructivist, hands-on, inquiry-based, science activities may have a curative potential that could be valuable in a psychological assistance programme for child victims of violence and war. To investigate this idea, pilot sessions were performed in an orphanage located in Ruhengeri, Rwanda, with seven young adults and two groups of 11 children aged from 9 to 16 years. Despite a number of imperfections in this attempt, significant observations have been made. First, a sound communication was established with all, even with the young adults who at the beginning were not as enthusiastic as the children. Furthermore, some children, originally isolated, silent and sad, displayed a high degree of happiness during the activities, and an overall increasing positive change of attitude. In addition, they appropriated well some principles of experimental science. This suggests that a joint development of science literacy and joy may be an interesting approach, both in education and therapy…. [Direct]

Curtis, Liz (1997). The Great Irish Famine. Between 1845 and 1850, more than a million Irish starved to death while massive quantities of food were being exported from their country. A half million were evicted from their homes during the potato blight. A million and a half emigrated to the United States, Britain, and Australia, often on board rotting, overcrowded "coffin ships." This is the story of how that immense tragedy came to pass. The necessary historical and political context for a study of the Irish Famine is provided in the teacher's synopsis. Following the synopsis is a student summary that provides a historical overview and concludes with seven questions. Six lessons follow the student summary: (1) Laws; (2) Racism; (3) Eviction; (4) Mortality; (5) Emigration; and (6) Genocide. A synopsis gives an overview of the relevant Irish and English history and contains 47 footnotes and a 15-item bibliography. Each unit of study begins with a list of performance objectives, teaching/learning strategies and…

Reardon, Christopher (2003). American Gothic. Teaching Tolerance, n23 p18-24 Spr. This article describes a new curriculum which explores a disturbing side of the Progressive Era. The national education program Facing History and Ourselves is a 25-year-old organization best known for its trenchant examination of the Holocaust and other genocide campaigns. Facing History discovered in the course of that work that many of the Nazis' ideas about superior and inferior human worth had origins outside Nazi Germany. To explore that development, the program has recently launched a new initiative focusing on the eugenics movement, an attempt in the early 20th century to solve social problems by "eliminating inferior racial traits." The project's centerpiece is the resource book Race and Membership in American History: the Eugenics Movement, compiled by Phyliss Goldstein and Alan Stoskopf, with assistance from Karen Murphy. An online instructional module and hands-on training workshops help middle and high school teachers weave the eugenics theme into existing… [Direct]

Dunn, Carolyn (2008). The Last Indian in the World. American Indian Culture and Research Journal, v32 n2 p79-84. In June 2004, the American national media spent a considerable amount of airtime revisiting the events of June 1964 when three civil rights workers were murdered near Philadelphia, Mississippi. On the fortieth anniversary of the murders. National Public Radio's \All Things Considered\ devoted airtime to a story, \Truth and Reconciliation in Neshoba County,\ in which reporter Debbie Elliot went to Philadelphia, Mississippi, the seat of the Mississippi Band of Choctaw Indians, to examine how \people in Neshoba, both black and white, are grappling with their community's legacy.\ The story goes on to look at the activities of the thirty-member Philadelphia Task Force and dissects the activities of this group as racial networking under the black-white binary that has become synonymous with the civil rights movements in the United States. The story overlooked the several members of the Philadelphia Task Force of Mississippi Band of Choctaw tribal members whose roots in Neshoba Country… [Direct]

Drew, Margaret A.; Rivo, Sharon P. (1978). Facing History and Ourselves: Holocaust and Human Behavior. Bibliography and Filmography. Intended to provide a wide range of reading for students and teachers, including a variety of both literary and historical perspectives, the bibliography section of this listing of Holocaust literature and films is organized into six categories: (1) children's books and the Holocaust: an overview; (2) suggested reading: general reading, history, the ghettos, the concentration camps, Nazi education, Hitler and Nazism, the Armenian genocide; (3) German culture; (4) the legacy of the Holocaust: a supplementary reading list; (5) human behavior: American history, America today, human differences, and conformity and cruelty; and (6) myth vs. reality: literature as history. All entries are annotated. The filmography section, prepared to accompany the junior high curriculum "Facing History and Ourselves: Holocaust and Human Behavior," lists available visual materials under three headings: moral dilemmas, documentaries, and interpretations and dramas. Date of film/filmstrip,…

Fenelon, James V. (2003). Indians Teaching about Indigenous: How and Why the Academy Discriminates. American Indian Quarterly, v27 n1-2 p177-188 Win-Spr. The \academy\ of scholars in United States institutions of higher education generally do not like hearing about genocide in the Americas, especially if it implies or states that this country willingly participated in and benefited from genocidal policies. Well, that about sums up the primary problems that Native scholars have in writing about Indian nations or Indigenous peoples. Five hundred years of dancing around a central fact that European powers came to the Western Hemisphere, militarily and underhandedly \conquered\ the peoples already living there, and then built their powerful \democratic\ societies on \taken land\ does not bode well for an Indigenous history. In this article, the author identifies some of the major structures put into place to deny, revise, suppress, and subordinate American Indian scholars and their supporters when they tackle these difficult topics. The author uses his own experience with discriminatory practices from academic institutions to illustrate… [Direct]

Braham, Randolph L., Ed. (1987). The Treatment of the Holocaust in Textbooks: The Federal Republic of Germany, Israel, The United States of America. Holocaust Studies Series. This book presents an overview of the treatment of the Holocaust in the textbooks used in the Federal Republic of Germany, Israel, and the United States. Selection of these three countries was based on historical, political, and state administration criteria. All three countries are democratic but vary in terms of history, heritage, and educational system. Each section in this volume presents an overview of the country's postwar system of education with emphasis on the agencies and authorities responsible for the selection, production, and distribution of textbooks. A special effort is made to differentiate among the textbooks used at the various levels of education in the treatment of anti-Semitism, Nazism, and the Holocaust. The bibliographies appended to each of the three essays provide additional sources for the interested reader. The book is divided into three parts with 12 chapters. The parts include: (1) "Federal Republic of Germany: Germans, Jews and Genocide"…

Cap, Orest; Harvey, Dexter (1987). Elderly Service Workers' Training Project. Block B: Cultural Gerontology. Module B.3: French Culture. This learning module, which is part of a three-block series intended to help human service workers develop the skills necessary to solve the problems encountered in their daily contact with elderly clients of different cultural backgrounds, deals with French culture. The module begins with background information about the importance of French-speaking Canadians in Manitoba and with a list of the module's general objectives. The next section, which deals with the importance of French Canadian culture for older adults, covers the positive and negative effects of being a member of a minority group in Manitoba and the importance of the French Canadian sense of humor. Examined next are the perceptions and values of older French Canadians with respect to sociability, the family, traditions, and the influence of religion. Intermarriage, discrimination, and cultural genocide are discussed in a section on the feelings and concerns that older French Canadian adults experience within a diverse… [PDF]

Willie, Charles V., Ed. (1977). Black/Brown/White Relations: Race Relations in the 1970s. The collection of papers in this book present an analysis of the effects of institutional racism on all races. The first part of the book deals with seeking definitions of the race problem and explores the various facets of race relations in the 1970s, including: (1) the black view of a national population policy and the fear of racial genocide; (2) the problems and prospects of black students at integrated colleges; (3) a literary analysis of the black vision of despair; (4) black liberation and women's liberation; (5) ethnic resentment of Federal programs; (6) the attribution of prejudice to self and others; (7) racial attitudes of native American preschoolers; and (7) institutional racism. The second part of the book is devoted to the discovery of strategies for institutional change, and includes discussions of: (1) community development and social change; (2) a historical framework for multicultural education; (3) the political scenes in Gary, Indiana, and in the urban South;…

Mullin, James (1999). The Great Irish Famine. 2nd Edition. Between 1845 and 1850, more than a million Irish starved to death while massive quantities of food were being exported from their country. A half million were evicted from their homes during the potato blight. A million and a half emigrated to the United States, Britain, and Australia, often on board rotting, overcrowded "coffin ships." This is the story of how that immense tragedy came to pass. The necessary historical and political context for a study of the Irish Famine is provided in the teacher's synopsis. Following the synopsis is a student summary that provides an historical overview and concludes with seven questions. Six lessons follow the student summary: (1) Laws; (2) Racism; (3) Eviction; (4) Mortality; (5) Emigration; and (6) Genocide. A synopsis gives an overview of the relevant Irish and English history and contains 47 footnotes and a 15-item bibliography. Each unit of study begins with a list of performance objectives, teaching/learning strategies and… [PDF]