(1991). The Nature of the Genocide in Cambodia (Kampuchea). Social Education, v55 n2 p114-15 Feb. Gives an historical overview of Cambodia during the Pol Pot regime. Describes the genocide that attempted to eradicate Buddhist monks, Vietnamese, Chinese, and Muslim Chams between 1975 and 1979. Argues the regime should still be held accountable and that the case should be tried in the World Court. (NL)…
(1991). Through the Looking Glass: Press Responses to Genocide. Social Education, v55 n2 p116-20,129 Feb. Examines press coverage of the Holocaust to analyze the response of the United States and the world to the Jewish extermination. Compares this coverage to earlier press responses to the Armenian genocide and Ukraine famines. Argues the press was unwilling to face the Holocaust's magnitude. Urges teachers to teach about the Holocaust and similar events. (NL)…
(1995). Anti-Semitism: A Warrant for Genocide. Social Education, v59 n6 pC4-C6 Oct. Presents a high school lesson plan illustrating the breadth and scope of German anti-Semitism before and during World War II. Includes four lists describing anti-Semitic and German Jewry laws. Includes student objectives, instructional procedures, and instructions for students. (CFR)…
(2007). Applications for Technology in Faith Literacy in Contemporary Society in the UK. TechTrends: Linking Research and Practice to Improve Learning, v51 n2 p7-12 Mar. Dr. Deirdre Burke is a Senior Lecturer in Religious Studies at the University of Wolverhampton's School of Humanities, Languages and Social Sciences, specializing in religious and genocide studies. She was a 2005 National Teaching Fellow of the Higher Education Academy that recognized and rewarded her individual excellence in teaching in higher education in England and Northern Ireland. This article presents an interview with Deirdre Burke. In this interview, Burke shares how her interest in religious studies began and how it became an academic pursuit. She also discusses the use of technology in her classroom and her interest in supporting students in developing skills to realize their full potential as part of their higher education learning journey…. [Direct]
(1999). Teaching for a Tolerant World, Grades 9-12. Essays and Resources. The essays and resources in this book are designed to help high school English teachers adapt their own classroom lessons for teaching about genocide and intolerance. Beginning with guidelines developed by the National Council of teachers of English's Committee on Teaching about Genocide and Intolerance, the 16 essays present approaches to teaching various works as literature. Essays include: (1) "Struggling with the Meaning of Tolerance" (Caroline E. Heller and Joseph A. Hawkins Jr.); (2) "After Freedom: Jim Crow in Life and Literature" (Milton Kleg and Celia Bard); (3) "Noticing 'The Color Purple': Personalizing the Invisible" (Mari M. McLean and Christine M. Gibson); (4) "The Foreigner at Home: Faces of Asian Diaspora in Tan and Nunez" (Toming Jun Liu); (5) "Teaching Chinua Achebe's 'Things Fall Apart'" (Carol Danks); (6) "The Salem Witch Trials: History Repeats Itself" (Bonnie R. Albertson); (7) "Teaching… [PDF]
(1985). Teaching about the Holocaust and Genocide: Introduction. The Human Rights Series, Volume I. Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the first of two volumes serves as an introduction to the concept of human rights. Divided into a rationale and two units, each unit includes a statement of purpose, a list of objectives, and a group of learning activities and student materials. Because the guide is not a textbook, but rather a collection of materials and activites about the Holocaust and other examples of genocide, the learning activites are not arranged in a developmental order and may be taught in any sequence. A chart presenting a model for a two-week course of study provides lesson topics objectives, and questions. Following a rationale for studying about the Nazi Holocaust and genocide, Unit I deals with the roots of intolerance and persecution, denial of reality, indifference, prejudicial attitudes, conformity, and obedience to authority. Unit II, "Precursors of the…
(2009). Teaching Community, Praxis, and Courage: A Foundations Pedagogy of Hope and Humanization. Educational Studies: Journal of the American Educational Studies Association, v45 n1 p59-79 Jan. America's sense of community is broken down; its sense of connectedness and the collective is "collapsing." That these senses ever existed is a matter for considerable debate. But, as the new millennium gains momentum and neoliberalism seeks expansion, the author argues that a focus on rekindling these concepts of community, connectedness, and the collective is central to the thesis of social justice. That is, a hopeful path toward justice depends on the extent to which Americans can (re)invigorate solidarity and a more active, participatory democracy. Recently, the author has posited a "hopeful curriculum", which pivots around three vertices: community, praxis, and courage. As a way of making this hopeful curriculum more practical, joining a conversation that Paulo Freire (1970) started decades ago and using Klein's (2007a) new discourse, the author offers five 21st century "shocks" (the Iraq War, the genocide in Darfur, Hurricane Katrina, NCLB, and… [Direct]
(2000). Why Is the Twentieth Century the Century of Genocide?. Journal of World History, v2 n2 p305-36 Fall. Relates the phenomenon of genocide to broader processes that have created and shaped modern international society. Argues that the emergence of a western-led international system of national states has caused many states to attempt shortcuts to development or to become empowered by distinguishing themselves from the dominant states. (CMK)…
(2001). An End to Intolerance: Exploring the Holocaust and Genocide. English Journal, v91 n2 p100-03 Nov. Notes that one teacher's experiences in project-based online learning initiatives have informed her thinking about classroom-based learning and teaching practices and her work with students. Notes that, nine years later, their Holocaust/genocide theme-based Internet project involves students in over 16 countries. (SG)…
(1987). Justice, Punishment and Genocide: A Heuristic Example for Secondary Classroom Discussion. Social Science Record, v24 n2 p81-83 Fall. Presents a method to stimulate discussion about justice and punishment and their relation to genocide. Involves the use of film, essays, and poems to stimulate interest, followed by questions based on each item. Includes a poem written by the author and a series of discussion questions. (GEA)…
(1990). Fetal Alcohol Syndrome "Chemical Genocide.". In the Northern Plains of the United States, 100% of Indian reservations are affected by alcohol related problems. Approximately 90% of Native American adults are currently alcohol users or abusers or are recovering from alcohol abuse. Alcohol consumption has a devastating effect on the unborn. Fetal Alcohol Syndrome (FAS) is an irreversible birth defect that is most likely to occur when a pregnant woman abuses alcohol. A child with FAS is born mentally retarded with deformed facial features and some physical malformations. FAS is detected at birth and affects about 1 in every 100 Native Americans born in the Northern Plains. A related disorder is Fetal Alcohol Effected (FAE) which affects 1 in 50 Native Americans. FAE is a lesser degree of birth defect, with the effects being below average IQ, learning disabilities, hyperactivity, short attention span, and possibly the same physical malformations as FAS. FAE children are usually not detected until they enter school and are often…
(2005). The Argument for Genocide in Nazi Propaganda. Quarterly Journal of Speech, v91 n1 p37-62 Feb. The Nazis justified their attempt to exterminate the Jews by claiming that they were only defending themselves against Jewish plans to destroy Germany and its population. I show how the Nazis used the same words to discuss both claims, and how they argued that just as the Jews were serious about exterminating Germany, they were equally serious about exterminating the Jews. Since the argument for annihilating the Jews was hard to make in the mass media, the Nazis put it most strongly in word-of-mouth propaganda using speakers and public meetings. (Contains 108 end notes.)… [Direct]
(1981). Black Family Planning: Attitudes of Leaders and a General Sample. Attitudes of black leaders and a general black population sample toward birth control and family planning issues were "Pro Birth Control" and "Genocide Fears." The leaders questioned held positions in twenty national black organizations, while the general population samples were taken from Philadelphia, Pennsylvania, and Charlotte, North Carolina. A significant difference was found on the "Pro Birth Control" scale, indicating that black leaders were more favorable toward birth control, a conventional vehicle for black improvement. Lack of difference on the "Genocide Fears" scale may indicate the pervasiveness of black alienation from the larger society. (Author/APM)… [PDF]
(2007). Living without Freedom: A History Institute for Teachers. Footnotes. Volume 12, Number 14. Foreign Policy Research Institute On May 5-6, 2007, FPRI's Marvin Wachman Fund for International Education hosted 41 teachers from 17 states across the country for a weekend of discussion on Living Without Freedom. The Institute was held at and co-sponsored by the National Constitution Center and the National Liberty Museum in Philadelphia. Individual sessions included; (1) The Soviet Gulag (David Satter); (2) China: The Cultural Revolution and Beyond (Wei Jingsheng); (3) Living Without Freedom in China (Edward Friedman); (4) North Korea: The Nadir of Freedom (Kondgan Oh); (5) Cuba: Repression Disguised as Social Justice (Carlos Eire); (6) Marxist-Leninist Totalitarianism (Michael Radu); (7) Genocide and Living Without Freedom (Alan J. Kuperman); and (8) Freedom: The History of an Idea (J. Rufus Fears.)… [PDF]
(2007). School Voices: Challenges Facing Education Systems after Identity-Based Conflicts. Education, Citizenship and Social Justice, v2 n1 p41-71. We describe our research on the role of education in the social reconstruction of countries after mass conflict. Our studies focus on the voices of those least heard in the discourse–teachers, students, administrators and parents. We examine schools in four societies that experienced profound violence, ethnic cleansing and genocide during the 1990s–Croatia, the UN-administered province of Kosovo in Serbia-Montenegro, Bosnia and Herzegovina and Rwanda. We question the assumptions that underlie current practice such as a narrow focus on emergency interventions, conflict resolution, peace education and textbook reform. Societal repair must involve a comprehensive set of interventions that recognizes the integrated nature of a society's institutions. Schools are a unique component of building a long-term future. (Contains 9 notes.)… [Direct]