Charny, Israel W. (1987). How to Avoid (Legally) Conviction for Crimes of Genocide: A One-Act Reading. Social Science Record, v24 n2 p89-93 Fall. Presents a dramatic reading which simulates a discussion between Talaat, Hitler, Stalin, Idi Amin, and Pol Pot with their lawyer, Satan. Explores some of the limitations of the United Nations Genocide Convention and the importance of its revision and expansion to include more events of mass murder of any group within or outside a country's political boundaries. (GEA)…

Furman, Harry, Ed.; And Others (1983). Holocaust and Genocide: A Search for Conscience. A Student Anthology. A collection of readings and activities on the Holocaust for secondary students is coordinated with a teacher's curriculum guide. Material is divided into units covering the nature of human behavior, views of prejudice and genocide, the rise of Nazi Germany, Nazi persecution and mass murder, resistance to the Nazis, and related issues of conscience and moral responsibility. Each unit contains 10 or more reading selections which include songs, personal accounts, essays, short stories, and examples of propaganda. Each reading is accompanied by a series of discussion questions or supplementary activities and relevant vocabulary. Artwork of the period is also included. (LP)…

French, Lawrence (1978). The Death of a Nation. American Indian Journal, 4, 6, 2-9, Jun 78. Describing events and legislation leading up to the removal of the Cherokee Nation from its eastern homelands to Oklahoma, this article details the Federal Government's role in what is termed the "cultural genocide" of the Cherokee Nation. (JC)…

Arens, Richard (1978). Death Camps in Paraguay. American Indian Journal, 4, 7, 2-13, Jul 78. Describing site visits to Paraguayan reservations created for purposes of "sedentarizing" the Indians (Ache, Moro, etc.) of Paraguay's forests, this article documents both cultural and physical genocide perpetrated by Paraguay government policy operating in support of economic development. (JC)…

Robertson, Judith P. (1997). Discourse, Power, Social Abuse and Vigilance: Learning about the "Holodomor" in English Studies Classrooms. English Quarterly, v29 n3-4 p33-56. Explores some of the possibilities and problems of teaching secondary school students about genocide through the study of language used to describe the event. Focuses on Eastern Europe during the Stalin era when a catastrophe known as the "Holodomor" occurred. (PA)…

Flaim, Richard F., Ed.; Reynolds, Edwin W., Jr., Ed. (1983). The Holocaust and Genocide: A Search for Conscience. A Curriculum Guide. Designed to facilitate teacher development of a secondary unit on the Holocaust and genocide, this multidisciplinary curriculum guide provides a wide variety of classroom-tested objectives, learning activities, and materials. The guide is organized into six units which may be taught in sequence or used in part as supplementary materials: the Nature of Human Behavior, Views of Prejudice and Genocide, the Rise of Nazism in Germany, From Persecution to Mass Murder, Resistance and Intervention, and Issues of Conscience and Moral Responsibility. For each unit, an overview precedes a list of terminal and performance objectives, a glossary, and list of activities. The latter consists of a three-column chart which matches performance objectives with learning activities, materials, and commentary. All reading materials listed are tagged to appropriate reading level: below average, average, and above average difficulty. Appendices consist of a bibliography, list of audiovisual materials and…

Gurr, Ted Robert; Harff, Barbara (1988). Toward Empirical Theory of Genocides and Politicides: Identification and Measurement of Cases since 1945. International Studies Quarterly, v32 n3 p359-71 Sep. Reporting a survey of cases of massive state repression since World War II, the authors develop a typology which distinguishes between two types of genocide and four types of politicide. Reports on 44 episodes that meet these guidelines, stating that they have occurred in all world regions and two or more began during each five year period since 1945. (GEA)…

Austin, B. William (1975). Misconception About Population Matters and Black Folks. Urban League Review, 1, 1, 12-17, Spr 75. Discusses family planning, genocide, policy implementation, blacks as human guinea-pigs, and the effect of liberalized abortion laws. Family-planning information and services are said to be abundant but comprehensive health care is badly needed. A series of recommendations are made. (AM)…

Caballero, Diana (1986). Puerto Ricans and Bilingual Education. Interracial Books for Children Bulletin, v17 n3-4 p15-16. The Puerto Rican community's fight for bilingual education is a political struggle against linguistic and cultural genocide. Outlining the history of Puerto Ricans in the U.S., argues that bilingual education is essential and efforts to ensure it must be intensified. (LHW)…

Sullivan, Edward T. (1998). The Holocaust in Literature for Youth: A Guide and Resource Book. Voice of Youth Advocates, v21 n5 p337-39 Dec. Presents an excerpt from this forthcoming title which will be a comprehensive Holocaust resource for children and young adults. Topics include the importance of remembering the past; the goal of Holocaust education; and teaching other instances of hate, genocide, prejudice, and persecution. (LRW)…

Robertson, Judith P., Ed. (1999). Teaching for a Tolerant World, Grades K-6: Essays and Resources. This book presents essays and resources that address crucial questions regarding how children should learn about genocide and intolerance and the literature used in teaching these topics. Part 1 (Guidelines on Teaching about Genocide and Intolerance through Language Arts/English Studies Education) includes the following 2 essays: "Editor's Introduction: On Constructing Memory and Hope in Childhood" (Judith P. Robertson); and "General Guidelines for Teaching about Intolerance and Genocide" (Grace M. Caporino and Rose A. Rudnitski). Part 2 (Learning about Intolerance and Genocide: Questions of Pedagogy) includes 12 essays: "Defining Genocide: Words Do Matter" (Samuel Totten); "A Letter to My Children: Historical Memory and the Silences of Childhood" (Timothy J. Stanley); "To Know Me, Read My Story. To Respect Me, Read It Well" (Yeuk Yi Pang); "Life Ties: Disrupting Anthropocentrism in Language Arts Education" (Anne C. Bell… [PDF]

Howe, Tasha R. (2004). Lessons Learned From Political Violence and Genocide in Teaching a Psychology of Peace: An Interview With Linda Woolf. Teaching of Psychology, v31 n2 p149-153 May. Tasha R. Howe got her BA in psychology from the University of California at Santa Barbara. She received her MA and PhD in developmental psychology from the University of California, Riverside. After doing an NIMH-sponsored postdoctoral fellowship in developmental psychopathology at Vanderbilt University, she served as assistant professor of psychology at Transylvania University in Lexington, Kentucky. Currently as assistant professor of psychology at Humboldt State University in California, Dr. Howe specializes in child abuse, family violence, developmental psychopathology, community violence, and ecological factors affecting normal and atypical child development. She teaches a wide variety of courses, including human development, the history of psychology, family violence, assessment and treatment of child abuse and neglect, children's cognitive development, and developmental psychopathology. She is married and has two sons, ages 6 and 1.Linda M. Woolf is the Coordinator of…

Sharp, Gene (1982). Investigating New Options in Conflict and Defense. Teachers College Record, v84 n1 p50-64 Fall. Institutionalized political violence underlies world problems such as war, genocide, dictatorship, and social oppression. Alternatives to political violence should be evaluated to determine their applicability. Educational institutions can contribute through research and through educational activities ranging from public awareness campaigns to curriculum reform. (PP)…

Payne, Diane (1979). A Brief History of Leonard Peltier vs. US: Is there Recourse for Justice?. American Indian Journal, v5 n3 p2-6 Mar. Asserting the fact that Leonard Peltier is a contemporary element in a stream of Native American genocide, this article outlines the events and presents a picture of the abuses which precipitated a continuous 24 hour vigil at the U.S. Supreme Court. (Author/RTS)…

(1979). The Yanomamo Indians: Victims of Genocide, Candidates for Extinction. American Indian Journal, v5 n12 p2-7 Dec. Brazil's Yanomamo Indians seem doomed to extinction by a government policy that seeks to develop and exploit their ancestral lands. This article describes the health, economic, and cultural dangers confronting the Yanomamo and discusses a proposed 16 million acre park to protect them from non-Indian encroachment. (DS)…

Tatz, Colin (1991). Australia's Genocide: "They Soon Forget Their Offspring.". Social Education, v55 n2 p97-98 Feb. Provides an overview of the decimation of the Aborigines in Australia since 1806. Describes extent of the acts of persecution, discrimination, and victimization of these people. Says governmental policy and practice spread throughout all colonies and states and was premeditated and deliberate. Maintains Aborigines are still denied needed services. (NL)…

Sheppard, Maia G. (2010). Difficult Histories in an Urban Classroom. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Academic standards for history in all states require students to learn about deeply troubling events, such as war, genocide, and slavery. Drawing on research and theories related to trauma studies and history education, this ethnographic study aims to better understand what happens when teachers and students examine the pain and suffering of others in the shared social place of an urban U.S. history classroom. In order to clarify how such troubling events are co-constructed and experienced in the classroom, I first outline a framework for conceptualizing difficult histories as histories where three interrelated components are present: (a) content centered on traumatic events; (b) a sense of identification between those studying the history and those represented in history; and (c) a moral response to these events. Analysis revealed that only two of the histories addressed over the course of one semester were co-constructed by the teacher and her students as difficult histories:… [Direct]

Bigelow, William (1992). Once upon a Genocide: Christopher Columbus in Children's Literature. Language Arts, v69 n2 p112-20 Feb. Reviews several children's biographies of Columbus and challenges the image of Columbus portrayed in these books. Calls upon educators to be more critical when having elementary school students read about Columbus. (MG)…

Thornton, Russell (1989). The Native American Holocaust. Winds of Change, v4 n4 p23-24,27-28 Fall. Describes the American Indian \Holocaust,\ decimation of Indian populations following European discovery of the Americas. European and African diseases, warfare with Europeans, and genocide reduced native populations from 75 million to only a few million. Discusses population statistics and demographic effects of epidemics, continuing infection, and forcible removal of tribes. (DHP)…

Burtonwood, Neil (2002). Holocaust Memorial Day in Schools–Context, Process and Content: A Review of Research into Holocaust Education. Educational Research, v44 n1 p69-82 Spr. Reviews research on Holocaust education in terms of (1) curriculum context (subjects, age phase); (2) curriculum process (micro-history, empathy, neutrality); and (3) curriculum content (existing knowledge of Judaism, history of antisemitism, bystander response, other genocides). Makes suggestions for teachers observing Britain's Holocaust Memorial Day. (Contains 42 references.) (SK)…

Staub, Ervin (1996). Cultural-Societal Roots of Violence: The Examples of Genocidal Violence and of Contemporary Youth Violence in the United States. American Psychologist, v51 n2 p117-32 Feb. Presents a conception of the origins of genocide and mass killing, as illustrated by the Holocaust and violence in the former Yugoslavia, and relates these experiences to youth violence in the face of difficult living experiences in the United States, stressing the role of unfulfilled or frustrated human needs. (SLD)…

Staub, Ervin (1990). Moral Exclusion, Personal Goal Theory, and Extreme Destructiveness. Journal of Social Issues, v46 n1 p47-64 Spr. Describes how certain motives can combine with the exclusion of people from the moral universe, leading to torture, genocide, and mass killing. Personal goal theory is presented as a framework that guides moral conduct. Discusses the psychological bases of exclusion and inclusion. Discusses the power and obligation of bystanders. (JS)…

Kuper, Leo (1991). When Denial Becomes Routine. Social Education, v55 n2 p121-23 Feb. Claims denial of genocide has become a routine defense as a result of the United Nations definition of international crimes. Describes grounds for denial by various governments and list arguments they have made to justify genocidal policies. Argues some academics assist in the process of denial by using revisionist strategies. (NL)…

Allen, William Sheridan; Solkoff, Norman (1978). Teaching the Holocaust at the University Level. Teaching of Psychology, v5 n4 p189-91 Dec. Outlines an interdisciplinary university course, Historical and Psychological Analyses of Genocide, which dealt with the Nazi treatment of Jews during World War II. The course examines psychological and sociohistorical principles which could result in mass murder. Concludes that such an approach promotes a thorough explanation of such an event. (KC)…

Brooks, Diane L. (1987). Sacramento Review. Social Studies Review, v26 n2 p63-66 Win. Describes the California Humanities Project, an attempt to bring advanced research and scholarship in the humanities into the curriculum at all levels. Also reports on legislation which requires the California State Department of Education to develop a model curriculum on human rights with particular attention to inhumanity and genocide. (JDH)…

Melnick, Leah (1990). Cambodians in Western Massachusetts and Bronx, New York. Migration World Magazine, v18 n2 p4-9. Cambodian refugees in the United States, in addition to suffering loss of homeland, culture, and families, are survivors of a holocaust that has affected every Khmer family. Summarizes the history of Cambodian conflict and genocide, and describes its lingering effects on refugees attempting to rebuild their lives in this country. (AF)…

Skutnabb-Kangas, Tove (2001). The Globalisation of (Educational) Language Rights. International Review of Education, v47 n3-4 p201-219 Jul. Argues that global English usage is triggering linguistic genocide in many areas of the world. Equates globalization with war and colonization, and with power structures taking control of natural resources–including land, water, and humans. Asserts that education in a mother tongue must be a human right. (Contains 50 references.) (NB)…

Schwartzman, Roy (1997). "Telogology" as a Rhetorical Basis for Holocaust Education. Pointing out that the growing body of literature on the Holocaust has been accompanied by concern about how knowledge of the Holocaust may be conveyed, this paper argues that elucidating links between terminology and policy invites reconsideration of what Holocaust studies should accomplish. Close textual analysis of historical artifacts is used as a prelude to constructing alternatives to rhetoric that culminates in destructive action. Using Kenneth Burke's concepts of "telos" and "logology," it traces the biologically rooted terminology of anti-Semitism in Nazi Germany as it built toward a crescendo of eliminating populations deemed racially inferior. The paper contends that identification of key metaphors–in this case, biological and medical terms–can reveal how linguistic resources that foster bigotry and genocide persist without necessarily becoming manifest in overt acts of violence. Topics discussed include: the philosophy and method of telogology and… [PDF]

Fernekes, William R.; Shiman, David A. (1999). The Holocaust, Human Rights, and Democratic Citizenship Education. Social Studies, v90 n2 p53-62 Mar-Apr. Believes that there are connections among the study of the Holocaust, genocide, and human rights that support a vision of democratic citizenship. Provides three themes that focus on human rights issues by exploring the Holocaust: (1) constructing the other; (2) rationalizing injustice; and (3) courage and resistance to patterns of oppression. (CMK)…

Stone, Frank A. (1989). Doing Intercultural Literary Sociologies of Education: An Analysis of Four Case Studies. Multicultural Research Guides Series, Number Eleven. When authors portray social perspectives and address the themes of growing up and schooling, their books become potential literary sociologies of education. Four case studies are presented that demonstrate how materials of this kind can contribute to intercultural teacher education. Case study 1, "Educational Perspectives in Modern West Indian Novels," is based on a 1984 study of 16 authors from the Commonwealth Caribbean. Their portrayal of growing up in five English-speaking Caribbean societies presents insights into the educational adjustments emigrants from these societies must make. Case study 2, "Young People Caught Up in a Catastrophe: Experiences of Children and Youth Who Survived the Armenian Genocide of 1915," is based on a study of six survivors' accounts. It suggests that if today's youth read such accounts and reflected upon the impact of genocide on people their age, they would be more committed to preventing genocide in the future. Case study 3,… [PDF]