(1999). Massachusetts Guide to Choosing and Using Curricular Materials on Genocide and Human Rights Issues. This guide, a response to Massachusetts legislation, makes recommendations on curricular materials and resources related to teaching about genocide and human rights. The guide stresses the importance of students acquiring knowledge about genocide and human rights issues to deepen their understanding of both past and current events. It emphasizes relevant material from the Massachusetts Curriculum Frameworks for History and Social Science and English Language Arts, as well as key documents that support the protection and preservation of human rights. The guide offers recommendations for locating, selecting, and teaching curriculum materials. Following an introduction, the guide is divided into these sections: "Background: The Education Reform Act of 1993"; "Teaching about Genocide and Human Rights Issues: Guiding Principle"; "Scope, Sequence, and Developmental Considerations"; "Academic Content: The Massachusetts History and Social Science… [PDF]

Farrell, Walter C., Jr.; And Others (1983). Genocide Fears in a Rural Black Community: An Empirical Examination. Journal of Black Studies, v14 n1 p49-67 Sep. Examines fears of race genocide and selected social background factors among a random sample of Blacks in a rural Texas community. Findings revealed substantial fear of genocide on six indicators. Degree of fear varied with age, sex, education, and usage of birth control. (CMG)…

Perry, Joseph M. (1973). Economic Genocide: A Study of the Comanche, Kowa, Cheyenne and Arapahoe: A Reaction. Negro Educational Review, 24, 1-2, 104-107, Jan-Apr 73. Argues that the distinction between discrimination and genocide made by the authors is a very slender reed upon which to hang an argument: economic genocide" reduces to two successive economic dislocations, generated by land hunger and supporting government policy. (Author/JM)…

Abowitz, Deborah A. (2002). Bringing the Sociological into the Discussion: Teaching the Sociology of Genocide and the Holocaust. Teaching Sociology, v30 n1 p26-38 Jan. Illustrates how to use sociological concepts and theory in teaching about genocide and the Holocaust. Offers three examples to demonstrate how sociology can be integrated into the study of genocide and the Holocaust. Relates topics addressed in examples, such as gender issues. (CMK)…

Fleming, Dan (1987). Genocide in World History Textbooks. Social Science Record, v24 n2 p48-51 Fall. Analyzes the treatment of genocide in secondary world history textbooks. Acknowledges that textbook space is limited, but argues that all should contain some reference to the subject. Concludes that the Armenian genocide, as well as the genocidal acts of Hitler, Stalin, and Mao Tse-tung should be presented in all survey texts. (GEA)…

Fernekes, William R. (1991). Defining Genocide: A Model Unit. Social Education, v55 n2 p130-31 Feb. Outlines a teaching unit, appropriate for grades seven through college, that helps students understand the nature of the United Nations definition of genocide. Questions the adequacy of that definition. Provides four classroom teaching scenarios for a cluster of five to eight class periods, culminating with students writing an essay about genocide. (NL)…

Charny, Israel W. (1985). Genocide: The Ultimate Human Rights Problem. Social Education, v49 n6 p448-52 Sep. The ongoing debate about what constitutes a genocidal act is analyzed. Discussed is a humanistic definition of genocide, i.e., the wanton murder of a group of human beings on the basis of any identity whatsoever that they share–national, ethnic, racial, religious, political, geographical, or ideological. Examples of genocide are provided. (RM)…

Pedersen, Jon, Ed.; Totten, Samuel, Ed. (2010). Teaching and Studying Social Issues: Major Programs and Approaches. Research in Curriculum and Instruction. IAP – Information Age Publishing, Inc. \Teaching and Studying Social Issues: Major Programs and Approaches\ focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: \Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education\ (Lexington, Books, 2006); \Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field\ (Information Age Publishing, 2007); and \Social Issues and Service at the Middle Level\ (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg's pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues… [Direct]

Parsons, William S.; Totten, Samuel (1991). Teaching and Learning about Genocide: Questions of Content, Rationale, and Methodology. Social Education, v55 n2 p84-90 Feb. Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item bibliography. (SLM)…

Reynolds, Edwin W. (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 p24-27 Fall. Discusses a curriculum on the Holocaust and genocide. Expresses the belief that Martin Luther King, Jr.'s dream of human equality can be a world dream. Argues that the curriculum is not a "Jewish" one, because it addresses examples of genocide from many cultures, and its authors are educators of various faiths. (SG)…

Walsh, Joseph A. (2009). The Struggle for Existence: 1859 & Today. American Biology Teacher, v71 n2 p74-76 Feb. The theory that natural selection is the key to adaptive evolution, and the reasoning for his conclusions, were Darwin's contributions to science. However, only half of Americans accept the fact of evolution as true (Gallup, 2008). Walsh contends that there are three reasons that students today find life's existential struggle less apparent. First, popular books suggest that modern American children suffer from \Nature Deficit Disorder\ brought on by children's lack of exposure to unstructured play in unstructured natural environments (Louv, 2005). Second, children in developed countries do not feel that they themselves are in a struggle for existence. Third, it is difficult to reconcile the \Golden Rule\ or the idea of an omnipotent and beneficent Creator with genocide, famine, and epidemics. The notions of good and evil in Nature arise only when one anthropomorphizes predator and prey intentions, but it is difficult for students to avoid this pattern of thinking. Teachers should be… [Direct]

Fernekes, William R. (1987). Authority and Liberty in Conflict: Genocide in Argentina, 1976-1983. A Unit for Study. Social Science Record, v24 n2 p84-88 Fall. Explores questions raised in discussions of genocide and reviews ways in which the topic can be investigated. Argues that no matter what the outcome of student inquiry, it is essential that schools carefully and comprehensively include the study of genocide in social studies curricula as a means of reducing the potential for its occurrence. (GEA)…

Patton, Larry T. (1987). An Interview with U.S. Senator William Proxmire on U.S. Ratification of the Genocide Convention. Social Science Record, v24 n2 p42-43 Fall. Details Senator Proxmire's persistence, over 19 years, to achieve congressional ratification of the United Nations Genocide Convention. Explains his views on its strengths and weaknesses and his conviction that the topic of genocide should be included in the secondary curriculum. Stresses his support for the convention and assesses current attempts to revise it. (GEA)…

Salazar, Egla Martinez (2008). State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala. International Journal of Lifelong Education, v27 n2 p201-216 Mar. Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted negatively or positively by external factors and conditions. Implicitly there is also a disconnection of learning from teaching. This article aims to open up a possibility to reflect and study learning-teaching as an articulated process that is not intrinsically peaceful and positive by using the socio-political and cultural phenomenon of state terror, including genocide, in Guatemala. Three state strategies are chosen to demonstrate how state terror was made a political culture of terror: the racialization of space-place, the invention of a sanctioned Guatemalan, and the criminalization of progressive social agency. To explore state terror as a… [Direct]

Kleg, Milton (1987). Genocide: A Concept Action Model. Social Science Record, v24 n2 p68-73 Fall. Presents a concept action model utilizing the topic of genocide to facilitate understanding of social phenomena and provide experience in dealing with complex issues. Concludes that effective learning of this concept requires involvement beyond traditional classroom lectures and calls upon both students and teachers to become personally involved in the process. (Author/GEA)…

(1987). A Brief Listing of Some of the Genocidal Acts that Have Occurred during the 20th Century. Social Science Record, v24 n2 p94 Fall. Lists 17 acts of genocide occurring between 1904 and the present. Includes dates and estimates of the numbers of people killed. Indicates which acts are considered to be genocide by the more narrow United Nations definition. (GEA)…

Darity, William; Turner, Castellano B. (1971). Attitudes Toward Family Planning and Fears of Genocide as a Function of Race Consciousness. Demographic information, attitudes toward family planning and family planning agencies, fears of race genocide, and degree of race consciousness were elicited, by interviews, from a random sample of residents within several black communities of an urban area. A significant, positive relationship was found between race consciousness and the number of children desired, but not between race consciousness and agreement with the notion of family size limitation for black people generally. Moreover, reported use of birth control did not relate to race consciousness. Finally, race consciousness was not found to relate to endorsement of any of a series of statements concerning race genocide. An interpretive discussion indicates, among other things, the probable complex origins of race genocide fears. (Author/TL)… [PDF]

Ochonu, Moses (2008). The Dilemmas of Explaining Africa. Chronicle of Higher Education, v54 n32 pB28 Apr. African professors are often asked by Americans at academic gatherings, campus events, and informal social gatherings what they think of the never-ending civil war in the Democratic Republic of the Congo, the genocide in Sudan, anarchy in Somalia, last year's disastrous elections in Nigeria, the Kenyan political crisis, and other problems. Whether they like it or not, Americans see them as knowledgeable about every political crisis torturing their continent and about all its countries–not just the one where they were born. Many Americans take liberties with African realities, generalizing recklessly and clinging to prejudiced preconceptions. Intellectual dialogue about Africa and its travails is almost impossible with that kind of Westerner. In this article, the author discusses the moral dilemmas of explaining Africa…. [Direct]

White-Stevens, Lillian (1980). On Teaching the Lessons of the Holocaust. NJEA Review, v53 n8 p18-20 Apr. Citing current events such as genocide in Cambodia, the author stresses the importance of teaching students about genocide and the Holocaust. She discusses current curriculum development efforts in this area, particularly a high school course developed by New Jersey teachers. (SJL)…

Rosenberg, Alan; Zevin, Jack (1981). Teaching about the Holocaust as Part of a Genocidal Universe. Social Studies, v72 n3 p107-10 May-Jun. Suggests that if the concept of genocide is not integrated into our mental and moral world, we become passive or active participants in processing people for destruction. Provides definitions of the terms genocide and holocaust and eight classroom strategies to help develop understanding. (Author/KC)…

Waghid, Y. (2009). Towards a Cosmopolitan African University. South African Journal of Higher Education, v23 n5 p845-851. In this article I offer a defence of cosmopolitanism as an enabling condition for university education in Africa. Recent xenophobic outbursts in South Africa suggests that the enactment of defensible virtues in societies remain distant from the practices of many people. My contention is that university education ought to take seriously the teaching of virtues such as cosmopolitanism to ensure that societal ills in some African communities such as perpetual genocide, rape, mass enslavement, political dictatorships, xenophobic violence and religious intolerance are combated and even eradicated. In the main my argument is that universities in Africa ought to cultivate the virtue of cosmopolitanism in order to enact justifiable educational change–a situation which can potentially contribute towards achieving a renewed African university. In tackling the main research question of my project, I firstly provide a cursory critical analysis of challenges faced by higher education in Africa,… [Direct]

(2004). Crimes Against Humanity and Civilization: The Genocide of the Armenians. Facing History and Ourselves While focusing on the Armenian Genocide during World War I, this book considers the many legacies of the Armenian Genocide including Turkish denial and the struggle for the recognition of genocide as a "crime against humanity." The book can be integrated into courses dealing with multiple genocides, human rights, as well as history courses covering the late 19th century and World War I as well as U.S. international relations. This book contains six chapters. Chapter one, Identity and History, contains the following readings: (1) What's in a Name?; (2) Multiple Identities; (3) Am I Armenian?; and (4) Generations. Chapter two, We and Why, contains the following readings: (1) The Ottoman Armenians; (2) Iron Ladles for Liberty Stew; (3) Organizing for Change; (4) Humanity on Trial; (5) The Sultan Responds; (6) Seeking Civil Rights; (7) Humanitarian Intervention; (8) Showdown at Bank Ottoman; and (9) The Rise of the Young Turks. Chapter three, The Young Turks in Power, contains… [Direct]

(1987). Facing History and Ourselves: A Unique Educational Organization. Social Science Record, v24 n2 p44-47 Fall. Details the founding and growth of the Facing History and Ourselves National Foundation. Begun as a local organization, the Foundation now helps teachers and administrators bring education about 20th century genocide, specifically the Holocaust and the genocide of the Armenian people, to students and communities across the nation. (GEA)…

Cain, Ruby (2012). Courageous Learning about Race, Self, Community, and Social Action. Adult Learning, v23 n4 p201-205 Nov. Three of the most emotionally charged terms in this era are \race,\ \racism,\ and \White privilege.\ Definitions for these terms vary by individual experiences, beliefs, opinions, and perceptions. K-20 students are rarely exposed to a detailed coverage and critical analysis of the part of U.S. history that includes genocide, territorial acquisition, and displacement of Native Americans; differing immigration policies and quotas by ethnicity; and involuntary enslavement of and brutality toward Africans. It is not enough for curriculum content to address one or more of these issues. The cultural heritage not consistent with the majority cultural lens is essential in the understanding of the multidimensional aspects of cultural groups. Racism is a process, condition, and relationship that \violates its victims physically, socially, spiritually, materially, and psychologically.\ The facets that come under attack are those that define culture. The damage from racism is entrenched in the… [Direct]

Totten, Samuel (2004). The Darfur Atrocities Documentation Project. Social Education, v68 n7 p438 Nov-Dec. One of the many important aspects of the Darfur Atrocities Documentation Project was that it set a precedent for what the U.S. and/or other nations can, and should do, when future cases of potential genocide arise. Far too often in the recent past, the international community (the United Nations, individual governments, many nongovernmental agencies, and the general public) has relied on journalistic accounts to gain a sense of whether genocide was being carried out in a particular region of the world. However, the latter reports were often sporadic and contradictory. The author of this article was a member of the Darfur Atrocities Documentation Project that recently conducted research among refugees in Chad to determine whether genocide was being perpetrated in Darfur. He paints a very grim picture of atrocities and ethnic cleansing in the region, and urges immediate international action to prevent genocide….

Santoni, Ronald E. (1987). Genocide, Nuclear Omnicide, and Individual Responsibility. Social Science Record, v24 n2 p38-41 Fall. Claims that the arms race is genocidal in intent given the fact that the United States and the Soviet Union are knowingly preparing to destroy each other as viable national and political groups. Cites Falk's "Responsibility Model" in support of an argument calling for all people to rise above government affairs and resist nuclear genocide. (GEA)…

Frelick, Bill (1987). Teaching Genocide as a Contemporary Problem. Social Science Record, v24 n2 p74-77 Fall. Discusses methods of teaching about the history of genocide and the potential for its occurrence today. Encourages students to confront commonly-held beliefs in order to understand human rights abuses. Studies current genocidal tendencies, such as those in Iran, to demonstrate the \latent potential in all of us to allow such evil to occur.\ (Author/GEA)…

Charny, Israel W. (1987). Genocide: The Ultimate Human Rights Problem. Social Science Record, v24 n2 p4-7 Fall. Argues for a more humanistic definition of genocide; one that includes the intentional murder of a group of human beings on the basis of any shared identity. Identifies the Holocaust as the world's major genocidal event but urges recognition of the Armenian, Cambodian, and similar tragedies. Proposes an early-warning organization to monitor and publicize genocidal tendencies. (GEA)…

(1987). The United Nations Convention on the Prevention and Punishment of the Crime of Genocide. Social Science Record, v24 n2 p98-99 Fall. Presents all 19 articles of the United Nations Genocide Convention and its opening statement. (GEA)…

Kanner, Elisabeth Fieldstone (2010). Teaching "The Reckoning": Understanding the International Criminal Court. A Facing History and Ourselves Study Guide. Facing History and Ourselves Facing History and Ourselves has developed "Teaching The Reckoning" to help classrooms explore essential questions about judgment by studying the creation of the International Criminal Court. Ever since the Nuremberg Trials, individuals around the world have imagined how an international judicial body could be used to prevent genocide, crimes against humanity, and other violations of civil and human rights. In 2002, more than 100 nations made this vision a reality with the establishment of the International Criminal Court in The Hague. To help classrooms explore some of the successes and challenges this new court has faced, Facing History has partnered with Skylight Pictures, the producers of the film "The Reckoning: The Battle for the International Criminal Court to" create three short video modules–each one focusing on an important dilemma raised by the court related to issues of sovereignty, impunity, and peace. These resources help students confront the… [Direct]