Blum, Lawrence (2004). The Poles, the Jews and the Holocaust: Reflections on an AME Trip to Auschwitz. Journal of Moral Education, v33 n2 p131-148 Jun. Two trips to Auschwitz (in 1989 and 2003) provide a context for reflection on fundamental issues in civic and moral education. Custodians of the Auschwitz historical site are currently aware of its responsibility to humanity to educate about the genocide against the Jews, as a morally distinct element in its presentation of Nazi crimes at Auschwitz. Prior to the fall of Communism in 1989, the site's message was dominated by a misleading civic narrative about Polish victimization by, and resistance to, Naziism. In this article, I discuss the attempts of many Polish intellectuals during the past twenty-five years to engage in an honest and difficult civic project of facing up to their history, as it is entwined with anti-Semitism, with the centuries-long presence of Jews in Poland, and with their current absence. An interaction with a tour guide who took me to be criticizing Poles for their failure to help Jews during the Holocaust prompts further reflections on the difficulties of… [Direct]

Margolis, Peppy; And Others (1990). Caring Makes a Difference: Responding to Prejudice, Genocide, and The Holocaust: A K-8 Curriculum. The goal of this teaching guide is to help students develop a positive self-image, behave as responsible individuals, and accept differences in order to have the tools to challenge the forms of prejudice and discrimination that confront society. The Holocaust and continuing genocides are prejudice in its most extreme form. The Holocaust raises the most serious questions and concerns about the nature of human behavior; the role of the perpetrator; the bystander; and the victim. The goals of the lessons and activities are to raise the level of awareness, critical thinking skills, and problem solving techniques through dilemmas, readings, and discussions. Teachers can decide which lessons to use based on the level of maturity of the students. The guide consists of lesson plans and activities, professional resource materials, and suggested resources for obtaining additional materials. The units are developed by grade levels and topics and include: (1) Grades K-2: "Learning How to… [PDF]

Bender, Albert M. (1981). The Trail of Tears Continues: Dispossession and Genocide of the Native American Indians. Freedomways, v21 n4 p247-56. Describes the high cultural level of native American Indian populations at the time of conquest. Illustrates how cultural breakdown and demographic decimation have resulted from systematic policies that focused on exploiting natural resources at the expense of native peoples. (GC)…

Flaim, Richard F. (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 p19-23 Fall. Suggests that special interest groups have disrupted efforts to implement curriculum programs on human rights issues. Argues that history cannot be tailored to allow people to hide from the past. Identifies the challenges of battling those who attempt to revise history and of approaching teaching about the Holocaust. Recommends extensive teacher training regarding human rights. (SG)…

Russell, William Benedict, III (2005). Teaching about the Holocaust–A Resource Guide. Social Studies, v96 n2 p93 Mar-Apr. Teaching about the Holocaust is an emotional process that can be extremely difficult, especially without the proper resources. Most teachers spend one or two class periods on the Holocaust and usually cram the lesson into a unit on World War II. As a teacher, the author understands that time is short and that it is impossible to spend the appropriate amount of time on each topic. The magnitude of the Holocaust, however, deserves more than a brief side note during a World War II lesson. Furthermore, the authority used by most teachers when teaching the Holocaust is usually a textbook, which oftentimes provides only a bleak overview of the horrific event. Textbooks tend to leave out details about other catastrophic genocides, such as the Spanish and English slaughter of the Native Americans or the Belgian atrocities against the Congolese people or the genocide occurring presently in Sudan. The resources that the author provides in this article are not to be used as a single authority…

Hoover, Mary E. Rhodes (1984). Teacher Competency Tests as Educational Genocide for Blacks: The Florida Teacher Certification Examination. Negro Educational Review, v35 n2 p70-77 Apr. Argues that the Florida Teacher Certification Examination is culturally, linguistically, and philosophically biased against minorities. Suggested alternatives to testing are implementation of knowledge about effective schools, teacher workshops on effective techniques and attitudes for teaching nonachievers, and improved early education. (CMG)…

Chandler, Prentice; McKnight, Douglas (2009). The Failure of Social Education in the United States: A Critique of Teaching the National Story from \White\ Colourblind Eyes. Journal for Critical Education Policy Studies, v7 n2 p217-248 Nov. The curriculum discipline of Social Studies in the United States has historically been the field charged with preparing democratic citizens to participate in a complex political landscape that will serve to perpetuate the US national story of democracy, freedom and equality. However, it is our contention that the field of social education has failed to engage in a direct confrontation with one of the most significant and complicated themes in the US historical narrative–race. Race, simply, has been a defining problematic in the story of what it means to be an US citizen. The social studies must become the subject position to critically analyze and address this historical condition, especially when teaching and exploring with students the national narrative of what it means to be a democratic citizen. In an effort to address these issues, this article will explore the failure of social education research and practice to confront the issue of race, instead relying on a colourblind… [Direct]

Elliott, Wendy (2006). The Audiocast Diaries: Reflections on Radio and Podcasting for Delivery of Educational Soap Operas. International Review of Research in Open and Distance Learning, v7 n3 p1-11 Dec. While studying Gender Issues in Distance Education at Athabasca University, the author has read about nomadic Fulbe women in Nigeria who learned by radio. She became inspired to explore the idea of serial drama as education. She began searching the Internet for ideas. She discovered a striking example of entertainment-education–an educational soap opera called "Urunana." Urunana was created to provide specific information on sexual and reproductive health to the remaining 70 percent of the Rwanda after the 1994 genocide. In this article, the author presents in a diary-style manner all the information she learned about various technology that can be used effectively for delivering entertainment education to learners. She shares how the convergence of radio, podcasting, and mobile phones will provide learners with the convenience of listening to serial educational dramas…. [PDF]

(1979). Report to the President: President's Commission on the Holocaust. On November 1, 1978, President Carter established the President's Commission on the Holocaust and charged it with the responsibility of deciding what might constitute an appropriate national memorial to all those who had perished in the Holocaust. This publication is the report of that Commission which consisted of 34 members including survivors, lay and religious leaders of all faiths, historians, scholars, and congressmen. The Holocaust was a crime unique in the annals of human history, different not only in the quantity of violence–the sheer numbers killed–but in its manner and purpose as a mass criminal enterprise organized by the state against defenseless civilian populations. Remembering the Holocaust can instill caution, fortify restraint, and protect against future evil or indifference. The Commission made recommendations for memorials. First, a National Holocaust Memorial Museum which will present the Holocaust through pictorial accounts, films, and other visual exhibits… [PDF]

Frazier, Louise; And Others (1981). Elementary School Guide for Teaching about Human Rights. This is an elementary school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of races, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Todorov, Karen; And Others (1981). Middle School Guide for Teaching about Human Rights. This is a middle school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific objectives in the area of human rights. Each objective is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Nash, Evelyn; And Others (1981). High School Guide for Teaching about Human Rights. This is a high school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Gonzales, Rodolfo (1972). I am Joaquin. Yo Soy Joaquin. An Epic Poem with a Chronology of People and Events in Mexican and Mexican American History. Both Spanish and English versions of the epic poem \I Am Joaquin\ are given in this book. \I Am Joaquin\ is the first work of poetry to be published by Chicanos for Chicanos. It is a historical essay of the greatness and weakness of the Chicano people. Their psychological wounds, cultural genocide, social castration, nobility, courage, determination, and fortitude to move on to make new history are depicted in this epic poem. A chronology of people and events from Mexican and Mexican American history is given for use primarily as a guide to references made in the poem. (NQ)…

Delugan, Robin Maria (2006). "South of the Border" at the NMAI. American Indian Quarterly, v30 n3-4 p558-573 Sum-Fall. This essay specifically examines how the NMAI engages Native peoples from Latin America. In this article, the author argues that more than showcasing the diversity of Native cultures the museum is an important platform for reporting Indian and nation-state tensions and other struggles and victories. By situating the realities of Native peoples from "south of the border" in local, transnational, and global matrices, the NMAI highlights factors and conditions that unite Native North, Central, and South America. Because a broad lens on the conditions that affect Native communities invites a critique of U.S. Geopolitical engagements with Latin America, the limits of the NMAI as a federal institution to wholly represent Native realities are tested. Here, he features the three main halls of the NMAI, namely: (1) Our Universes; (2) Our People; and (3) Our Lives, which focuses on specific South American Native communities. The author also discusses wars, genocide, and displacement,… [Direct]

Jones, Bruce Anthony (2005). Forces for Failure and Genocide: The Plantation Model of Urban Educational Policy Making in St. Louis. Educational Studies: Journal of the American Educational Studies Association, v37 n1 p2-24. This article is about policy decision making and racial politics in the St. Louis, Missouri, school district. From a research standpoint, traditional policymaking models are inadequate for explaining the evolution of school reform events in St. Louis over the past year. Teachers, principals, school staff, and parents perceive themselves to be under siege by an external corporate entity. Within a 4-week period, this corporate entity shut down 16 schools (14 were in the predominantly northside African American neighborhoods); laid off teachers and principals, terminated maintenance, security, and food service staff; and outsourced whole service divisions. One high-performing African American school was shut down and sold to St. Louis University so that the university could bulldoze the school to build a basketball stadium. According to one parent interviewee, "We did not know what hit us." Table top theory and the plantation model of policy design, development, and… [Direct]

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]