Totten, Samuel (2000). Diminishing the Complexity and Horror of the Holocaust: Using Simulations in an Attempt To Convey Historical Experiences. Social Education, v64 n3 p165-71 Apr. Discusses why and how teachers use simulations to teach about the Holocaust. Asserts that simulations constitute "poor pedagogy" and oversimplify Holocaust history. Argues that firsthand accounts from Holocaust survivors, bystanders, and victims be utilized when teaching Holocaust history. Includes excerpts from victims and survivors as examples. (CMK)…

Venables, Robert W. (1990). The Cost of Columbus: Was There a Holocaust? Commentary. Northeast Indian Quarterly, v7 n3 p29-36 Fall. Argues for comparative studies focusing on similarities between the Nazi Holocaust of Europe's Jews and the American Indian experience of five centuries of extermination policies. Suggests themes for such studies: causes, events, and consequences of holocausts; perceptions of survivors and outsiders; what holocausts destroy; and impact on traditional religions. (SV)…

Riley, Karen L. (1998). Historical Empathy and the Holocaust: Theory into Practice. International Journal of Social Education, v13 n1 p32-42 Spr-Sum. Considers the Holocaust as an area of study and the development of historical empathy as an outcome. Maintains that in order for students to develop historical empathy they must have access to authentic historical sources, employ interpretation and reason, engage in critical examination, and understand the nature of historical conclusions. (CMK)…

Albrecht, Terrance L.; Nelson, Carnot E. (2001). Teaching the Holocaust as an Interdisciplinary Course in Psychology. Teaching of Psychology, v28 n4 p289-91 Aut. Describes a course about the Holocaust that is taught through the psychology department. Explains that the team-taught course, "The Holocaust, Social Prejudice, and Morality," is also relevant to public health. States that the topics include but are not limited to stereotyping, prejudice and discrimination, and the language of domination and oppression. (CMK)…

Short, Geoffrey (2000). Holocaust Education in Ontario High Schools: An Antidote to Racism?. Cambridge Journal of Education, v30 n2 p291-305 Jun. Examines the teaching of the Holocaust in Ontario (Canada) high schools reporting the findings of a survey conducted among history staff in May 1998. Explains that suggestions are made to enable teachers to alter their teaching approach on the Holocaust to strengthen the contribution to anti-racist education. Includes references. (CMK)…

Ben-Bassat, Nurith (2000). Holocaust Awareness and Education in the United States. Religious Education, v95 n4 p402-23 Fall. Discusses the U.S. development of awareness about the Holocaust. Focuses on significant events that led to more public awareness, such as the creation of the Holocaust Memorial Museum. Explores the limits of the Holocaust that affected education on the topic and the development of Holocaust studies. (CMK)…

Tyrnauer, Gabrielle (1991). The Forgotten Holocaust of the Gypsies. Social Education, v55 n2 p111-13 Feb. Traces the systematic murder of 250,000-500,000 Gypsies by the Nazis in the 1930s. Concludes little scholarship has been completed on this incident. States that files documenting the systematic extermination of these people on the grounds of Nazi claims to national security, genetic health, racial purity, and crime prevention are now available at the Federal Archives in Koblenz (Germany). (NL)…

Allen, Rodney (2000). Springboards into Holocaust: Five Activities for Secondary Social Studies Students. Southern Social Studies Journal, v25 n2 p17-29 Spr. Explains that in a study of the Holocaust teachers must connect the stories of the Holocaust to the lives of their students. Provides five activities about the Holocaust that focus upon teaching tolerance. Addresses the children of the Holocaust, difference versus deviance, social identity, and The Night of Broken Glass. (CMK)…

Totten, Samuel (1999). Should There Be Holocaust Education for K-4 Students? The Answer Is No. Social Studies and the Young Learner, v12 n1 p36-39 Sep-Oct. Asserts that educators should not teach about the Holocaust to K-4 students. Addresses the purpose of teaching the Holocaust and whether it can be taught to young children; questions the use of the term "Holocaust education"; and discusses the future of Holocaust education at the K-4 level. (CMK)…

Gur-Ze'ev, Ilan (2001). The Production of Self and the Destruction of Other's Memory and Identity in Israeli/Palestinian Education on the Holocaust/Nakbah. Studies in Philosophy and Education, v20 n3 p255-66 May. Examines the reluctance of educational institutions in Israel and Palestine to acknowledge each other's suffering because of 'the otherness of the Other.' Suggests that educators, as agents of the system, should be dedicated to abolishing this otherness. Proposes a sort of counter-education that will encourage harmony and mutual respect toward others. (Contains 22 references.) (NB)…

Cargas, Harry James (1985). The Holocaust: An Annotated Bibliography. Second Edition. Approximately 500 titles about the Holocaust are presented from many fields: history, philosophy, religion, political science, psychiatry, fiction, and the arts. The bibliography encompasses all aspects of Holocaust scholarship, from the rise of Nazism to studies of survivors' offspring. Both primary and secondary sources, including oral histories and photo collections and films, are presented. The book is designed as a tool for upper-level high school students, college students, and the general public. The first fourteen chapters are: Anti-Semitism and the Rise of Nazism, Histories of the Third Reich and the Holocaust, Biographies and Memoirs of Hitler and Other Nazis, Ghetto and Regional Histories, The Camps, Memoirs of the Victims, Jewish Resistance, Assistance and Betrayal in the Nazi-Occupied Territories, International Indifference, Justice, Reflections on the Holocaust, Survivors and the Second Generation, The Arts, and Collections. The final chapter is an essay by Dan Sharon…

Belsky, Gilbert; And Others (1979). The Holocaust: A Teacher Resource. Tentative Edition. Information, activities, primary source materials, and other resources on the Nazi Holocaust are designed to help high school students examine and comprehend the catastrophic dimensions of the Holocaust. Objectives are for students to understand how a cultured society can become dehumanized; to realize that a Holocaust could happen again and that being apathetic in the face of evil is evil; and to feel compassion for all humanity. The guide contains 6 units. Unit 1, Stereotypes, Prejudice, and Violence, focuses on the origins and consequences of prejudice and groups of people who have been discriminated against throughout history. Units 2 through 5 deal with the history of anti-Semitism, the destruction of the Jews by the Nazis, world reaction to the Holocaust, and Jewish resistance to the Holocaust. Unit 6, Consequences of the Holocaust, focuses on punishments of Nazi war criminals, reparations to Jews for atrocities, and the beginning of the Zionist movement. Each unit contains…

Wilson, James (1976). The Original Americans: U.S. Indians. Confusion, fear, maladjustment, apathy and loss of self-respect are only some of the effects of the historically contemptuous and disparaging treatment of Native Americans by white people. Beginning with the original European colonization and continuing through often forceful attempts at absorption into the U.S. society as a whole, such treatment is based less on actual knowledge of the Indian than on the myth of the ignorant and incompetent savage. This is a view which conveniently assuages the guilt of white people over the continued use of the Indian to political advantage, the usurpation of well over 50% of his land and the near-extermination of a native people, and which significantly contributes to the "Indian Problem" today. It is the basis of an economic and political system, essentially represented by the poorly organized and unresponsive Bureau of Indian Affairs, that has made the Indians "the poorest and most depressed ethnic group in the United…

Gover, Kevin (2000). Remarks of Kevin Gover, Assistant Secretary–Indian Affairs, Department of the Interior, at the Ceremony Acknowledging the 175th Anniversary of the Establishment of the Bureau of Indian Affairs. Immediately upon its establishment in 1824, the Office of Indian Affairs was an instrument by which the United States enforced its ambition against the Indian nations. As the nation expanded West, the agency participated in the ethnic cleansing that befell the western tribes. War begets tragedy, but the deliberate spread of disease, the decimation of the bison herds, the use of alcohol to destroy mind and body, and the cowardly killing of women and children made for tragedy on a scale so ghastly that it cannot be dismissed as merely the inevitable consequence of the clash of competing ways of life. After the devastation of tribal economies, the BIA set out to destroy all things Indian by forbidding the speaking of Indian languages, prohibiting traditional religious activities, outlawing traditional government, and making Indians ashamed of who they were. Worst of all, the BIA committed these acts against the children entrusted to its boarding schools. The trauma of shame, fear, and… [PDF]

Totten, Samuel (2000). Student Misconceptions about the Genesis of the Holocaust. Canadian Social Studies, v34 n4 p81-84 Sum. Contends that before teaching about the Holocaust teachers must assess their students' understanding of this event. Considers five student misconceptions about the origins of the Holocaust. Includes responses by students in grades 10-12. Explains the inaccuracy of each misconception, using the work of Holocaust historians as supporting evidence. (CMK)…

Totten, Samuel (1998). The Start Is as Important as the Finish: Establishing a Foundation for Study of the Holocaust. Social Education, v62 n2 p70-76 Feb. Describes a series of opening activities for the study of the Holocaust in order to discover: (1) students' current knowledge base about the Holocaust; (2) students' depth of knowledge about the Holocaust; and (3) students' crucial questions and concerns about the Holocaust. (CMK)…

Gover, Kevin (2000). Remarks of Kevin Gover, Assistant Secretary-Indian Affairs: Address to Tribal Leaders. Journal of American Indian Education, v39 n2 p4-6. Assistant Secretary Gover apologizes for the Bureau of Indian Affairs' (BIA) actions in the ethnic cleansing of American Indian tribes and the destruction of Indian cultures. He asserts the agency's moral responsibility of putting things right and proposes that a healing process begin and that the BIA work to reinvent itself as an instrument of Native prosperity. (TD)…

Wegner, Gregory (1998). What Lessons Are There From the Holocaust For My Generation Today? Perspectives on Civic Virtue From Middle School Youth. Journal of Curriculum and Supervision, v13 n2 p167-83 Win. The profound moral questions raised by the Holocaust present teachers and students with daunting challenges. A recent study evaluated eighth-grade students' writings on lessons for their generation, based on learnings from an interdisciplinary course stressing roles of perpetrator, victim, bystander, and rescuer. Although most students saw concentration camps as alarm signals for the present, 12% did not move beyond recorded factual information. (32 footnotes) (MLH)…

Littlebear, Richard (2003). Beyond "Discovery": Lewis & Clark from an Indigenous Perspective. Tribal College Journal, v14 n3 p10-13 Spr. Recontextualizes the history of the Lewis and Clark expedition from a Native American perspective. Argues that the success of the expedition hastened killing of American Indians and more firmly entrenched U.S. government policies toward indigenous peoples. Stresses that education, particularly at tribal colleges, is the key to success for contemporary indigenous populations. (NB)…

Fritz, Stephen G. (1990). Reflections on Antecedents of the Holocaust. History Teacher, v23 n2 p161-79 Feb. Examines the influence of Karl Marx's writings on Adolf Hitler, and asks whether there was a causal nexus between Russian and Nazi atrocities. Uses primary sources as a method for historical comparison. Compares Hitler's writings on antisemitism with those of Marx. (NL)…

Thomas, R. Murray (2003). Can Money Undo the Past? A Canadian Example. Comparative Education, v39 n3 p331-43 Aug. In Canada, more than 9,000 lawsuits have been filed by American Indians and Inuits seeking reparations for the mistreatment Indigenous children suffered in residential schools operated by four religious groups and financed by the Canadian government. Although most suits allege "cultural damage" caused by schooling practices, little of the money spent and awarded in litigation will go toward maintaining or revitalizing plaintiffs' cultures. (Contains 22 references.) (Author/SV)…

Barron, Ann E.; Winkelman, Roy (2001). A Teacher's Guide to the Holocaust: An Online Resource. Social Education, v65 n3 p140-42 Apr. Discusses the Web site, "A Teacher's Guide to the Holocaust," created to assist Florida teachers in educating students about the Holocaust. Describes each section of the Web site (Timeline, People, Arts, Student Activities, and Teacher Resources) and also discusses the responses of teachers and others about the Web site. (CMK)…

Russell, Caskey (2002). Language, Violence, and Indian Mis-education. American Indian Culture and Research Journal, v26 n4 p97-112. Traces the history of institutionalized violence–both physical and symbolic–within American Indian education; the legacy of shame and guilt from the boarding school era, when oppression was internalized; and the relationship of such "mis-education" to the decline of Tlingit language and culture in southwestern Alaska. Discusses prospects for linguistic and cultural revitalization. (SV)…

Churchill, Ward (1993). Naming Our Destiny: Toward a Language of American Indian Liberation. This essay provides teachers and others with an awareness of the social and political implications of words used to designate indigenous peoples of North America. How a group is seen by others and how it sees itself in many ways define the conditions under which the group will live, and the options it can exercise to affect these conditions. The distinction between identifying American Indians as members of "peoples" that constitute "nations" in their own right, and casting them as members of groups that comprise something less–a community, a clan, a "minority group," or a "tribe"–incurs a decisive meaning. Words such as "nation" and "tribe" are not interchangeable in either political or legal contexts, all protestations of government officials and "responsible tribal leaders" notwithstanding. Evidence drawn from dictionaries, Native-language terminology, historical documents, treaties, federal legislation,… [PDF]

Barnes, Catherine; Chakma, Suhas; Mohamed, Mohamed Hamud Sheikh; Monzon, Ana Silvia; Stockman, Lorne; Sunderland, Judith; Thulin, Kristina Hedlund (1997). War: The Impact on Minority and Indigenous Children. MRG International Report 97/2. In today's internal armed conflicts that pitch one group against another, minority and indigenous children are often seen as "legitimate targets" despite the wealth of international law to the contrary. This report focuses on three recent or current armed conflicts, drawing on interviews with children and others to piece together the effects these wars have had on the Jumma children of the Chittagong Hill Tracts of Bangladesh, the Maya children of Guatemala, and minority children of Somalia. Each case study provides the following: (1) background information on the conflict and intergroup relations; (2) details of violence and abuses against children (murder, torture, rape and other gender-based violence, forced recruitment as combatants, witnessing of human rights violations, loss of family and community, displacement as refugees, disruption of family and community life and infrastructure); (3) children's needs for education, health services, and rehabilitation support;…

Glanz, Jeffrey (1999). Ten Suggestions for Teaching the Holocaust. History Teacher, v32 n4 p547-65 Aug. Presents ten guidelines, discussing each in detail, for teaching about the Holocaust in middle or high school. Includes topics such as encouraging active learning and a "minds-on" approach, inviting Holocaust survivors as guest speakers, and providing a base of historical knowledge. Contains references. (CMK)…

Allen, Rodney; Betten, Neil; Waddell, Cynthia (2000). Designing a Holocaust Institute for Educators: Opportunities and Problems. Teaching History: A Journal of Methods, v25 n2 p69-79 Fall. Considers the development of the Holocaust Institute at Florida State University, addressing its subject content and various problems. Describes how the Institute enables teachers by providing direction and examples to integrate Holocaust material into their school curriculum. (CMK)…

Stern, Barbara Slater (1998). Addressing the Concept of Historical Empathy: With "Frauen: German Women Recall the Third Reich.". International Journal of Social Education, v13 n1 p43-48 Spr-Sum. Contends that Alison Owings' book, "Frauen: German Women Recall the Third Reich," makes an important contribution toward helping students develop historical empathy. Explains that she strives to understand why the women she interviewed behaved the way they did during the Holocaust by situating the womens stories in the context of their times. (CMK)…

Ganz, Barbara C. (1982). Holocaust Literature: Our Hope for Understanding. Until recently the Holocaust was largely ignored in history books and literature, leaving most students without even the basic knowledge of an event that can and should have meaning for them. Nothing can really "explain" it, but literature, because it is concerned with feelings and conveys emotions, can move young people to an empathetic awareness of the subject. Through literature, students can gain both an understanding of those nearly incomprehensible events that took place between 1933 and 1945 and a sensitivity to the plight of the victims. Recently a large number of adult books about the Holocaust have appeared and this interest is now being reflected in books for children and teenagers. Although teaching students about the Holocaust can be a formidable task, possible instructional strategies include focusing on: (1) individuals, so students can meet the people who went through this experience; (2) racism and prejudice, so students can consider the origins of racism…

Philp, Kenneth R. (1977). John Collier's Crusade for Indian Reform: 1920-1954. For many years federal government policy sought to break up Indian communal land holdings, destroy tribal communities, and absorb Indians into the mainstream of American Society. This policy changed dramatically in the 1920's and 30's, and John Collier stands at the forefront of those responsible. Collier questioned the wisdom of a policy which tried to turn the Indian into a white man; he felt tribal institutions should be preserved and studied because there was much that they could teach modern man in an industrialized society. An advocate of native rights, Collier crusaded to help the Pueblo Indians defeat the Bursum Bill. He founded the American Indian Defense Association, and as its executive director defended Indian religious dances and tribal self government, helped prevent the confiscation of oil and water power sites on the Navajo and Flathead reservations, and pushed for a Senate investigation of the Indian Bureau. As Commissioner of Indian Affairs under Roosevelt, he…