Thomas, Nina K. (2001). Coming to Terms with the Past: Lessons from War-Torn Countries. Countries are increasingly facing the question of transgenerational transmission of trauma from their previous acts of war, ethnic cleansing, and genocide. How countries choose to confront that past has significance on the future course of their society. Truth commissions have been used in many countries as a means to collect accounts of torture, murder, and abduction committed against an identified enemy. Their aim is to write an historical record of the abuses of the past through the testimony of the survivor-victims. The fear and isolation that people have experienced is often replaced by restorative justice through the dealings of these commissions. With restorative justice the victims, rather than the state, are the focus of the healing. The problem remains of being able to offer a context to survivors for processing the trauma sufficiently and to have the words to describe what has occurred. (Contains 20 references.) (JDM)…

Cohen, Craig; Hendler, Noah (1997). No Home without Foundation (Nta Nzu Itagira Inkigi): A Portrait of Child-Headed Households in Rwanda. The genocide in Rwanda has resulted in that country having many child-headed households. This unusual phenomenon has set Rwanda apart from its neighboring countries. This book of photographic portraits and stories of Rwandan children and adolescents in families living without adult support or supervision conveys the complexity and diversity of their situations and their determination to remain together as siblings. The book is designed to use photography and writing to influence public policy affecting the lives of those living in marginalized communities. The book's introduction presents the purpose of this project as documenting the current situation of parentless children in Rwanda and their heroic efforts to rebuild the foundations of their families. A series of photographic and narrative portraits follows, describing how the children lost their parents, their views of family, their feelings of responsibility for siblings, and their efforts to support their families. (KB)… [PDF]

Brody, Eugene B. (1987). Mental Health and World Citizenship: The View from an International Nongovernmental Organization. The lecture discussed the following topics: (1) the beginnings in 1948 of the World Federation for Mental Health, a global nongovernmental organization which conceived of mental health in social terms, linking mental health of individuals with that of communities and nations; (2) the limited goal in the late 20th century of citizenship in a world community, rather than the inclusive one of allegiance to a single supraordinate government; (3) the role and functions of nongovernmental organizations (NGOs) affiliated with the United Nations, such as the United Nations Children's Emergency Fund (UNICEF); (4) the advocacy and educational activities of the World Federation of Mental Health, an NGO dedicated to concern with individual members of the human family, existing in an era increasingly marked by systematic genocide; and (5) the relationship of effective world citizenship, membership in a worldwide moral community, and mental health. (ABL)…

Harris, Ian M. (2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]

Monroe, Kristen Renwick (2006). Can Empathy Be Taught?. Academe, v92 n4 p58-63 Jul-Aug. Prejudice and discrimination are ugly cousins, haunting humankind like the evil fairy who appears unbidden to curse the young princess. Is education the good fairy, bestowing tools to overcome this curse? A course the author taught in winter 2006 at the University of California, Irvine–one of the most ethnically diverse campuses in the United States–addressed this question. The course, part of a pilot program funded by the Ford Foundation's Difficult Dialogues initiative, asked why some differences–ethnicity, race, religion–become politically significant while others–height, hair color, weight–do not. Why are linguistic differences sometimes politically relevant and sometimes not? What about gender or sexual orientation? What encourages respect for or tolerance of differences judged to be ethically and politically salient, leading some to reach out across divides that isolate others? These questions take on a poignant immediacy when news reports about continuing prejudice and… [Direct]

Nsengiyumva, Jean-Baptiste; Perrier, Frederic (2003). Active Science as a Contribution to the Trauma Recovery Process: Preliminary Indications with Orphans from the 1994 Genocide in Rwanda. International Journal of Science Education, v25 n9 p1111-1128 Sep. Constructivist, hands-on, inquiry-based, science activities may have a curative potential that could be valuable in a psychological assistance programme for child victims of violence and war. To investigate this idea, pilot sessions were performed in an orphanage located in Ruhengeri, Rwanda, with seven young adults and two groups of 11 children aged from 9 to 16 years. Despite a number of imperfections in this attempt, significant observations have been made. First, a sound communication was established with all, even with the young adults who at the beginning were not as enthusiastic as the children. Furthermore, some children, originally isolated, silent and sad, displayed a high degree of happiness during the activities, and an overall increasing positive change of attitude. In addition, they appropriated well some principles of experimental science. This suggests that a joint development of science literacy and joy may be an interesting approach, both in education and therapy…. [Direct]

Curtis, Liz (1997). The Great Irish Famine. Between 1845 and 1850, more than a million Irish starved to death while massive quantities of food were being exported from their country. A half million were evicted from their homes during the potato blight. A million and a half emigrated to the United States, Britain, and Australia, often on board rotting, overcrowded "coffin ships." This is the story of how that immense tragedy came to pass. The necessary historical and political context for a study of the Irish Famine is provided in the teacher's synopsis. Following the synopsis is a student summary that provides a historical overview and concludes with seven questions. Six lessons follow the student summary: (1) Laws; (2) Racism; (3) Eviction; (4) Mortality; (5) Emigration; and (6) Genocide. A synopsis gives an overview of the relevant Irish and English history and contains 47 footnotes and a 15-item bibliography. Each unit of study begins with a list of performance objectives, teaching/learning strategies and…

Reardon, Christopher (2003). American Gothic. Teaching Tolerance, n23 p18-24 Spr. This article describes a new curriculum which explores a disturbing side of the Progressive Era. The national education program Facing History and Ourselves is a 25-year-old organization best known for its trenchant examination of the Holocaust and other genocide campaigns. Facing History discovered in the course of that work that many of the Nazis' ideas about superior and inferior human worth had origins outside Nazi Germany. To explore that development, the program has recently launched a new initiative focusing on the eugenics movement, an attempt in the early 20th century to solve social problems by "eliminating inferior racial traits." The project's centerpiece is the resource book Race and Membership in American History: the Eugenics Movement, compiled by Phyliss Goldstein and Alan Stoskopf, with assistance from Karen Murphy. An online instructional module and hands-on training workshops help middle and high school teachers weave the eugenics theme into existing… [Direct]

Dunn, Carolyn (2008). The Last Indian in the World. American Indian Culture and Research Journal, v32 n2 p79-84. In June 2004, the American national media spent a considerable amount of airtime revisiting the events of June 1964 when three civil rights workers were murdered near Philadelphia, Mississippi. On the fortieth anniversary of the murders. National Public Radio's \All Things Considered\ devoted airtime to a story, \Truth and Reconciliation in Neshoba County,\ in which reporter Debbie Elliot went to Philadelphia, Mississippi, the seat of the Mississippi Band of Choctaw Indians, to examine how \people in Neshoba, both black and white, are grappling with their community's legacy.\ The story goes on to look at the activities of the thirty-member Philadelphia Task Force and dissects the activities of this group as racial networking under the black-white binary that has become synonymous with the civil rights movements in the United States. The story overlooked the several members of the Philadelphia Task Force of Mississippi Band of Choctaw tribal members whose roots in Neshoba Country… [Direct]

Drew, Margaret A.; Rivo, Sharon P. (1978). Facing History and Ourselves: Holocaust and Human Behavior. Bibliography and Filmography. Intended to provide a wide range of reading for students and teachers, including a variety of both literary and historical perspectives, the bibliography section of this listing of Holocaust literature and films is organized into six categories: (1) children's books and the Holocaust: an overview; (2) suggested reading: general reading, history, the ghettos, the concentration camps, Nazi education, Hitler and Nazism, the Armenian genocide; (3) German culture; (4) the legacy of the Holocaust: a supplementary reading list; (5) human behavior: American history, America today, human differences, and conformity and cruelty; and (6) myth vs. reality: literature as history. All entries are annotated. The filmography section, prepared to accompany the junior high curriculum "Facing History and Ourselves: Holocaust and Human Behavior," lists available visual materials under three headings: moral dilemmas, documentaries, and interpretations and dramas. Date of film/filmstrip,…

Fenelon, James V. (2003). Indians Teaching about Indigenous: How and Why the Academy Discriminates. American Indian Quarterly, v27 n1-2 p177-188 Win-Spr. The \academy\ of scholars in United States institutions of higher education generally do not like hearing about genocide in the Americas, especially if it implies or states that this country willingly participated in and benefited from genocidal policies. Well, that about sums up the primary problems that Native scholars have in writing about Indian nations or Indigenous peoples. Five hundred years of dancing around a central fact that European powers came to the Western Hemisphere, militarily and underhandedly \conquered\ the peoples already living there, and then built their powerful \democratic\ societies on \taken land\ does not bode well for an Indigenous history. In this article, the author identifies some of the major structures put into place to deny, revise, suppress, and subordinate American Indian scholars and their supporters when they tackle these difficult topics. The author uses his own experience with discriminatory practices from academic institutions to illustrate… [Direct]

Braham, Randolph L., Ed. (1987). The Treatment of the Holocaust in Textbooks: The Federal Republic of Germany, Israel, The United States of America. Holocaust Studies Series. This book presents an overview of the treatment of the Holocaust in the textbooks used in the Federal Republic of Germany, Israel, and the United States. Selection of these three countries was based on historical, political, and state administration criteria. All three countries are democratic but vary in terms of history, heritage, and educational system. Each section in this volume presents an overview of the country's postwar system of education with emphasis on the agencies and authorities responsible for the selection, production, and distribution of textbooks. A special effort is made to differentiate among the textbooks used at the various levels of education in the treatment of anti-Semitism, Nazism, and the Holocaust. The bibliographies appended to each of the three essays provide additional sources for the interested reader. The book is divided into three parts with 12 chapters. The parts include: (1) "Federal Republic of Germany: Germans, Jews and Genocide"…

Cap, Orest; Harvey, Dexter (1987). Elderly Service Workers' Training Project. Block B: Cultural Gerontology. Module B.3: French Culture. This learning module, which is part of a three-block series intended to help human service workers develop the skills necessary to solve the problems encountered in their daily contact with elderly clients of different cultural backgrounds, deals with French culture. The module begins with background information about the importance of French-speaking Canadians in Manitoba and with a list of the module's general objectives. The next section, which deals with the importance of French Canadian culture for older adults, covers the positive and negative effects of being a member of a minority group in Manitoba and the importance of the French Canadian sense of humor. Examined next are the perceptions and values of older French Canadians with respect to sociability, the family, traditions, and the influence of religion. Intermarriage, discrimination, and cultural genocide are discussed in a section on the feelings and concerns that older French Canadian adults experience within a diverse… [PDF]

Willie, Charles V., Ed. (1977). Black/Brown/White Relations: Race Relations in the 1970s. The collection of papers in this book present an analysis of the effects of institutional racism on all races. The first part of the book deals with seeking definitions of the race problem and explores the various facets of race relations in the 1970s, including: (1) the black view of a national population policy and the fear of racial genocide; (2) the problems and prospects of black students at integrated colleges; (3) a literary analysis of the black vision of despair; (4) black liberation and women's liberation; (5) ethnic resentment of Federal programs; (6) the attribution of prejudice to self and others; (7) racial attitudes of native American preschoolers; and (7) institutional racism. The second part of the book is devoted to the discovery of strategies for institutional change, and includes discussions of: (1) community development and social change; (2) a historical framework for multicultural education; (3) the political scenes in Gary, Indiana, and in the urban South;…

Mullin, James (1999). The Great Irish Famine. 2nd Edition. Between 1845 and 1850, more than a million Irish starved to death while massive quantities of food were being exported from their country. A half million were evicted from their homes during the potato blight. A million and a half emigrated to the United States, Britain, and Australia, often on board rotting, overcrowded "coffin ships." This is the story of how that immense tragedy came to pass. The necessary historical and political context for a study of the Irish Famine is provided in the teacher's synopsis. Following the synopsis is a student summary that provides an historical overview and concludes with seven questions. Six lessons follow the student summary: (1) Laws; (2) Racism; (3) Eviction; (4) Mortality; (5) Emigration; and (6) Genocide. A synopsis gives an overview of the relevant Irish and English history and contains 47 footnotes and a 15-item bibliography. Each unit of study begins with a list of performance objectives, teaching/learning strategies and… [PDF]

Duques, Matthew (2004). Revisiting the Regenerative Possibilities of Ortiz. Studies in American Indian Literatures, v16 n4 p96-98 Win. The author of this article revisits Simon Ortiz's poem, \From Sand Creek,\ in which the latter can in so few words convey both the horrific tragedy of conquest and colonization, while at the same time find a space for possibility, a means for recovery that is never about forgetting but always occurs as a kind of recuperative remembering. Ortiz speaks of \bad things\ which are so pervasive in the past, detrimental ideologies that persist today, pain that lingers, yet with a remarkably powerful sense of courage and optimism. The author opines that people must immerse themselves in the simple beauty of Ortiz's words, remembering what they often forget, acknowledging, as Ortiz tells, that \repression works like a shadow,\ choosing not to overlook what is destroyed and beaten down amidst those mentalities that operate under dichotomies that desecrate difference, learning not only from people's own past genocides and massacres, but also recognizing the arduous yet fruitful process,… [Direct]

Johnston, Trevor (2005). In One's Own Image: Ethics and the Reproduction of Deafness. Journal of Deaf Studies and Deaf Education, v10 n4 p426-441 Fall. The ethics of the use of genetic screening and reproductive technologies to select against and for deafness is presented. It is argued that insofar as deafness is a disability it is ethical to act in such a way as to avoid the conception or birth of children with genetic or congenital deafness. The discovery and recognition of signing deaf communities as cultural and linguistic communities (minorities) does not alter this basic ethical position, although the consequences of widespread application of this technology appears destined to lead to the eventual disappearance of these communities. The argument that acting to avoid deafness is unethical because it will lead to the elimination of a linguistic or cultural group (genocide or ethnocide) or conversely that acting to ensure deafness is ethical, if not praiseworthy, can only be sustained if deafness is not regarded as a disability at all. I argue that the premise that deafness is not a disability of some sort is false and thus the…

Ritchie, Annabelle (2004). The Ecology of French in Australia. Babel, v38 n3 p24-28, 38 Sum 2003-2004. Language ecology, a term developed by Haugen (2001), describes the relationship between languages and the environment in which they exist; that is, how they grow, change, interact and adapt in a Darwinian-like quest for survival. Of the 6000 or so languages in existence today, some are spoken by vast numbers of people, but others are used by very few. Such endangered languages face the risk of extinction due to natural disasters, cultural assimilation, or genocide. Their loss represents a loss of cultural diversity, and for this reason is a matter of concern. English is the official and dominant language in Australia. Despite this dominance, however, many Australians use a language other than English in their daily activities. Such a "minority language" is one used in fewer settings and by fewer people than English. This article discusses the status and survival of French as a minority and foreign language in Australia. In particular, it describes the domains of usage of… [Direct]

McRoy, James J. (1982). Content Analysis of Essays from a Cross-National Survey: Implications for Teaching Strategies in Holocaust Studies. The content of essays written by randomly selected samples of 1500 U.S. and 500 British secondary students on the topic "What have I learned about Adolf Hitler?" were partitioned into theme-related assertions and analyzed. An experimental group of 150 9th- and 11th-grade male students who had studied the Holocaust also contributed papers that were compared with those in a control sample of U.S. males. General awareness of the meaning of the Holocaust was relatively high for both British and American students, although the former possessed a broader range of knowledge of historical phenomena associated with the event. Students who had studied the Holocaust had a more sophisticated understanding of the topic. Questionnaires soliciting views on curricular issues pertinent to the Holocaust were also completed by 84 voluntarily participating U.S. teachers. Findings suggest that Holocaust curricula should be introduced at the ninth grade and should stress the interplay of…

Hartley, William L. (1998). The Holocaust in Hungary and Poland: Case Studies of Response to Genocide. Curriculum Project. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland). This curriculum project was designed primarily to be incorporated into a larger world history unit on the Holocaust and World War II. The project can be adapted for a lesson on 'situational ethics' for use in a philosophy class. The lesson requires students to examine a historical case and to write and discuss that particular case. The project's lesson aims to get students to examine critically such issues as "Man's inhumanity to man"; and "How could this happen?" These issues would be framed against the backdrop of the organized resistance to Nazi occupation that took place in the Warsaw Ghetto in the spring of 1943. The project is organized along the traditional lines of a lesson plan, and includes summary notes, questions to be answered both in writing and group discussion, as well as references to several general works on the Holocaust. (Contains 15 references of books and videos.) (BT)… [PDF]

(2006). A Year in Review 2006. Diverse: Issues in Higher Education, v23 n23 p30-35 Dec. "Summers To Step Down, Ending Tumult at Harvard" kicked off in 2006 as one of the most talked about news stories in higher education. Only a few months later, an event involving another elite institution would grab even more headlines, and with more serious ramifications. Three Duke University men's lacrosse players were indicted on rape charges. The alleged rape would raise issues of race, gender and class, as the accuser was an African-American female student at historically Black North Carolina Central University, also located in Durham. Students across the country came together to pressure their university administrations to divest from companies conducting business in the African nation of Sudan, where an estimated 2 million people have been displaced and between 200,000 and 400,000 have died in what has been called state-sponsored genocide. More than 100 students participated in a "Solidarity Die-In" in March at the University of California, Los Angeles. The… [Direct]

Fine, Mike (1977). The Institution of Carlisle School: A Microcosm of 500 Years of Indian Policy. The history of the Carlisle Indian Boarding School is a microcosm of 500 years of Indian policy. Established through the efforts of career military man Richard Pratt in 1879, the school symbolized the emerging view of assimilation, an important change from earlier attempts at genocide and prior militant attitudes towards the Indians. Long interested in Indian education, Pratt established the school's goal of assimilative education and sought to achieve it by totally immersing Indian students in the white world. He changed the name, appearance, language, clothes, and manners of every student through a three-phase program of work programs, European classroom instruction and shop education, and a live-in program with white American families. The initial supposed success of Carlisle led to the government's founding of 25 more off-reservation boarding schools. White-Indian relations, federal Indian policies, and Pratt's own Indian theories were prevailing elements in the school's…

(1999). CNN Newsroom Classroom Guides. September 1999. These guides, designed to accompany the daily Cable News Network (CNN) Newsroom broadcasts for September 1-30, 1999, provide program rundowns, suggestions for class activities and discussion, links to relevant World Wide Web sites, and a list of related news terms. Top stories include: Venezuela constitutional crisis, Panama's first female president, and the Internet's 30th birthday (September 1-3); unrest in East Timor, Viacom buys CBS, earthquake in Greece, and the international community's response to reports of genocide by pro-Indonesian militia (September 7-10); President Habibie and the military role in East Timor, Hurricane Floyd and preparations in coastal Florida, forecasts for Hurricane Floyd, factors that "feed" a hurricane, and effects of Hurricane Floyd (September 13-17); hardships for victims of Hurricane Floyd, earthquake in Taiwan, Operation Warden in East Timor, aftershocks and damage from the earthquake in Taiwan, cause of violence in East Timor…

Bailey, Harold (1975). Institutional and Societal Effects on the Black Student Athlete. This dissertation explores the role of blacks in the field of organized athletics. From the institution of slavery, to vocational education, to unequal educational opportunity, to exploitation for profit, the white ruling class has been successful in maintaining control of the lives and destiny of the black community, particularly in the field of education. Educational institutions are guilty of exploitation of the black student athlete at the expense of his education, and, in many cases, guilty of psychological genocide. It is noted that one area of importance in a discussion of the black student athlete must include the mass media. Many believe that racism does not exist in the area of mass communication. It is a proven fact that the black colleges suffer in many ways from lack of adequate news coverage of athletic events. On the other hand, the predominantly white educational institutions receive not only more than adequate publicity but reap monetary benefits from such…

(1973). The Third Reich in Perspective: A Resource Unit for Teachers and Group Leaders. A brief history of the Nazi rise to power and genocide of Jews is contained in this pamphlet. The pamphlet was designed to supplement secondary social studies textbooks when it was found that most texts omit or skim over the treatment of the Jews by the Nazis. The document begins with a brief overview of historical content which the developers feel constitutes the minimum amount of information that teachers and students need to understand the meaning of the events in Germany that preceded and occurred during the Nazi era. Information is presented on unification of German states into one nation under Otto von Bismarck; Prussian militarism; social collapse following Germany's defeat in World War I; democracy during the Weimar period from 1918-1933; background of Adolph Hitler; Hitler's rise to power; and Nazi treatment of Jews. The second part of the pamphlet contains suggested learning activities and an annotated list of films and books. Activities involve students in word study,…

Friedlander, Henry (1973). On the Holocaust: A Critique of the Treatment of the Holocaust in History Textbooks Accompanied by an Annotated Bibliography. The booklet reviews the largely inadequate treatment of Nazi persecution of the Jews in history textbooks and presents an annotated list of other books which treat the Holocaust in depth. Studies of texts commonly used in high school, college freshman survey of Western civilization courses, and advanced university history courses show that discussion of the Holocaust is bland and superficial. Some texts, such as R. R. Palmer's survey of modern Europe, briefly mention the murder of Jews and identify the extermination camps, but they do not provide detailed discussion. Even more recently published paperback history "essay" books skim over the persecution and killing. The author concludes that this reticence is due to the fact that scholars have been unwilling to recognize and acknowledge the fact of genocide. For students who want to study the Holocaust on their own, the bibliography lists approximately 150 resources. These are categorized as (1) reference materials…

McHarg, Ian L. (1971). Man: Planetary Disease. The 1971 B. Y. Morrison Memorial Lecture. The 1971 B.Y. Morrison Memorial Lecture by Ian L. McHarg, noted landscape architect, planner, and lecturer, is presented in this pamphlet. His expose is two-fold. \Man is an epidemic, multiplying at a superexponential rate, destroying the environment upon which he depends, and threatening his own extinction. He treats the world as a storehouse existing for his delectation; he plunders, rapes, poisons, and kills this living system, the biosphere, in ignorance of its workings and its fundamental value.\ In contrast, \survival of man is contingent upon categorical rejection of this cultural inferiority complex that is the Western view, and its replacement with the ecological view–man in nature. This reveals the ways of the working world and shows our ignorant interventions as self-mutilation, leading to suicide, genocide, biocide.\ To determine if man can survive, he concludes with the question, \Are you healthy? If you find any system which is healthy, you have found a system which… [PDF]

Harris, Ian M. (2002). Peace Education Theory. During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a corresponding growth in the field of peace education where educators from early child care to adult use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to… [PDF]

Lambert, David (2004). Geography in the Holocaust: Citizenship Denied. Teaching History, n116 p42-48. In this article David Lambert argues powerfully for teachers of the humanities to place citizenship at the centre of their work. He seeks to demonstrate that the division between subject-boundaries needs to be broken through if students are not to be denied what they are entitled to: an understanding of what it is to be human. Lambert argues that geography in schools has not, traditionally, been seen as having much of a part to play in achieving this. By examining the Holocaust, perhaps the most extreme example of human brutality of the twentieth century, he makes the point that all subjects have something to contribute to the wider goals of education. Until now, the Holocaust has been located in time, but not in space: Lambert shows how this lost dimension can be restored by focusing on the human geography of the genocide. Ultimately, of course, such an approach raises fundamental questions with which all teachers need to deal. What, he asks, is the purpose of teaching? "When… [Direct]

(1975). Family Size and the Black American. Population Bulletin, v30 n4. In the past, many family planning and population organizations have paid relatively little attention to black fears of birth control coercion and to the writings, speeches, and attitudes that have resulted. Nor have they considered the history and reasons for black sensitivity on the subject of planned family size. This bulletin puts some of these issues and concepts into context within the American scene. It explores the present spectrum of opinion among black leaders and the cultural and political backgrounds that have influenced current thought. The responses of blacks in putting family planning into practice are also outlined, together with some probable trends in family size. It is concluded that, at present, black women are more influenced in the practice of rejection of family planning methods by the practical considerations of bearing and raising children than by any abstract political and philosophical questions on either side. But, some black men may look at issues… [PDF]