(1998). The Start Is as Important as the Finish: Establishing a Foundation for Study of the Holocaust. Social Education, v62 n2 p70-76 Feb. Describes a series of opening activities for the study of the Holocaust in order to discover: (1) students' current knowledge base about the Holocaust; (2) students' depth of knowledge about the Holocaust; and (3) students' crucial questions and concerns about the Holocaust. (CMK)…
(2000). Remarks of Kevin Gover, Assistant Secretary-Indian Affairs: Address to Tribal Leaders. Journal of American Indian Education, v39 n2 p4-6. Assistant Secretary Gover apologizes for the Bureau of Indian Affairs' (BIA) actions in the ethnic cleansing of American Indian tribes and the destruction of Indian cultures. He asserts the agency's moral responsibility of putting things right and proposes that a healing process begin and that the BIA work to reinvent itself as an instrument of Native prosperity. (TD)…
(1998). What Lessons Are There From the Holocaust For My Generation Today? Perspectives on Civic Virtue From Middle School Youth. Journal of Curriculum and Supervision, v13 n2 p167-83 Win. The profound moral questions raised by the Holocaust present teachers and students with daunting challenges. A recent study evaluated eighth-grade students' writings on lessons for their generation, based on learnings from an interdisciplinary course stressing roles of perpetrator, victim, bystander, and rescuer. Although most students saw concentration camps as alarm signals for the present, 12% did not move beyond recorded factual information. (32 footnotes) (MLH)…
(2003). Beyond "Discovery": Lewis & Clark from an Indigenous Perspective. Tribal College Journal, v14 n3 p10-13 Spr. Recontextualizes the history of the Lewis and Clark expedition from a Native American perspective. Argues that the success of the expedition hastened killing of American Indians and more firmly entrenched U.S. government policies toward indigenous peoples. Stresses that education, particularly at tribal colleges, is the key to success for contemporary indigenous populations. (NB)…
(1990). Reflections on Antecedents of the Holocaust. History Teacher, v23 n2 p161-79 Feb. Examines the influence of Karl Marx's writings on Adolf Hitler, and asks whether there was a causal nexus between Russian and Nazi atrocities. Uses primary sources as a method for historical comparison. Compares Hitler's writings on antisemitism with those of Marx. (NL)…
(2003). Can Money Undo the Past? A Canadian Example. Comparative Education, v39 n3 p331-43 Aug. In Canada, more than 9,000 lawsuits have been filed by American Indians and Inuits seeking reparations for the mistreatment Indigenous children suffered in residential schools operated by four religious groups and financed by the Canadian government. Although most suits allege "cultural damage" caused by schooling practices, little of the money spent and awarded in litigation will go toward maintaining or revitalizing plaintiffs' cultures. (Contains 22 references.) (Author/SV)…
(2001). A Teacher's Guide to the Holocaust: An Online Resource. Social Education, v65 n3 p140-42 Apr. Discusses the Web site, "A Teacher's Guide to the Holocaust," created to assist Florida teachers in educating students about the Holocaust. Describes each section of the Web site (Timeline, People, Arts, Student Activities, and Teacher Resources) and also discusses the responses of teachers and others about the Web site. (CMK)…
(2002). Language, Violence, and Indian Mis-education. American Indian Culture and Research Journal, v26 n4 p97-112. Traces the history of institutionalized violence–both physical and symbolic–within American Indian education; the legacy of shame and guilt from the boarding school era, when oppression was internalized; and the relationship of such "mis-education" to the decline of Tlingit language and culture in southwestern Alaska. Discusses prospects for linguistic and cultural revitalization. (SV)…
(1993). Naming Our Destiny: Toward a Language of American Indian Liberation. This essay provides teachers and others with an awareness of the social and political implications of words used to designate indigenous peoples of North America. How a group is seen by others and how it sees itself in many ways define the conditions under which the group will live, and the options it can exercise to affect these conditions. The distinction between identifying American Indians as members of "peoples" that constitute "nations" in their own right, and casting them as members of groups that comprise something less–a community, a clan, a "minority group," or a "tribe"–incurs a decisive meaning. Words such as "nation" and "tribe" are not interchangeable in either political or legal contexts, all protestations of government officials and "responsible tribal leaders" notwithstanding. Evidence drawn from dictionaries, Native-language terminology, historical documents, treaties, federal legislation,… [PDF]
(1997). War: The Impact on Minority and Indigenous Children. MRG International Report 97/2. In today's internal armed conflicts that pitch one group against another, minority and indigenous children are often seen as "legitimate targets" despite the wealth of international law to the contrary. This report focuses on three recent or current armed conflicts, drawing on interviews with children and others to piece together the effects these wars have had on the Jumma children of the Chittagong Hill Tracts of Bangladesh, the Maya children of Guatemala, and minority children of Somalia. Each case study provides the following: (1) background information on the conflict and intergroup relations; (2) details of violence and abuses against children (murder, torture, rape and other gender-based violence, forced recruitment as combatants, witnessing of human rights violations, loss of family and community, displacement as refugees, disruption of family and community life and infrastructure); (3) children's needs for education, health services, and rehabilitation support;…
(1999). Ten Suggestions for Teaching the Holocaust. History Teacher, v32 n4 p547-65 Aug. Presents ten guidelines, discussing each in detail, for teaching about the Holocaust in middle or high school. Includes topics such as encouraging active learning and a "minds-on" approach, inviting Holocaust survivors as guest speakers, and providing a base of historical knowledge. Contains references. (CMK)…
(2000). Designing a Holocaust Institute for Educators: Opportunities and Problems. Teaching History: A Journal of Methods, v25 n2 p69-79 Fall. Considers the development of the Holocaust Institute at Florida State University, addressing its subject content and various problems. Describes how the Institute enables teachers by providing direction and examples to integrate Holocaust material into their school curriculum. (CMK)…
(1998). Addressing the Concept of Historical Empathy: With "Frauen: German Women Recall the Third Reich.". International Journal of Social Education, v13 n1 p43-48 Spr-Sum. Contends that Alison Owings' book, "Frauen: German Women Recall the Third Reich," makes an important contribution toward helping students develop historical empathy. Explains that she strives to understand why the women she interviewed behaved the way they did during the Holocaust by situating the womens stories in the context of their times. (CMK)…
(1982). Holocaust Literature: Our Hope for Understanding. Until recently the Holocaust was largely ignored in history books and literature, leaving most students without even the basic knowledge of an event that can and should have meaning for them. Nothing can really "explain" it, but literature, because it is concerned with feelings and conveys emotions, can move young people to an empathetic awareness of the subject. Through literature, students can gain both an understanding of those nearly incomprehensible events that took place between 1933 and 1945 and a sensitivity to the plight of the victims. Recently a large number of adult books about the Holocaust have appeared and this interest is now being reflected in books for children and teenagers. Although teaching students about the Holocaust can be a formidable task, possible instructional strategies include focusing on: (1) individuals, so students can meet the people who went through this experience; (2) racism and prejudice, so students can consider the origins of racism…
(1977). John Collier's Crusade for Indian Reform: 1920-1954. For many years federal government policy sought to break up Indian communal land holdings, destroy tribal communities, and absorb Indians into the mainstream of American Society. This policy changed dramatically in the 1920's and 30's, and John Collier stands at the forefront of those responsible. Collier questioned the wisdom of a policy which tried to turn the Indian into a white man; he felt tribal institutions should be preserved and studied because there was much that they could teach modern man in an industrialized society. An advocate of native rights, Collier crusaded to help the Pueblo Indians defeat the Bursum Bill. He founded the American Indian Defense Association, and as its executive director defended Indian religious dances and tribal self government, helped prevent the confiscation of oil and water power sites on the Navajo and Flathead reservations, and pushed for a Senate investigation of the Indian Bureau. As Commissioner of Indian Affairs under Roosevelt, he…