(1985). Teaching about the Holocaust and Genocide. The Human Rights Series, Volume II. Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the second of two volumes serves as a continuing introduction to the concept of human rights. Building on the first volume, which dealt with the roots of intolerance and persecution and precursors of the Holocaust, this volume focuses primarily on the Nazi Holocaust and its implications for our future. Because the guide is not a textbook, but rather a collection of materials and activities about the Holocaust and other examples of genocide, the learning activities are not arranged in a developmental order and may be taught in any sequence. This second volume, beginning with Unit III, examines anti-Semitism–traditional, religious, and racial; Nazi thought; the Nazi rise to power; "The Final Solution"; perpetrators and victims; responses by individual institutions and nations; and judgment, justice, and survivors. Unit IV, "Implications for Our…
(1997). The Circle Game: Shadows and Substance in the Indian Residential School Experience in Canada. This book develops an alternative account of Canada's operation of Indian residential schools and provides recommendations for undoing what has been done. Derived from a report on residential schooling submitted to the Royal Commission on Aboriginal Peoples in October 1994, the book discusses the language and rhetoric surrounding residential schools and argues that existing accounts in various media obscure and misinform about the facts and their interpretation. Rather than undoing the harm done by Indian residential schools, present-day accounts maintain and extend that abominable era. Chapters are: (1) Unanswered Questions/Unquestioned Answers (the "standard" account); (2) Ground Sternly Disputed (critical analysis of "slippery language" related to motives, "mistakes," and apologies); (3) The Events (testimony before Royal Commissions, physical and psychological abuses in Indian residential schools, unsuitable living conditions, church and…
(2004). Crimes Against Humanity and Civilization. Facing History and Ourselves Facing History and Ourselves is a nonprofit educational organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote a more humane and informed citizenry. As the name Facing History and Ourselves implies, the organization helps teachers and their students make the essential connections between history and the moral choices they confront in their own lives by examining the development and lessons of the Holocaust and other examples of genocide. It is a study that helps young people think critically about their own behavior and the effect that their actions have on their community, nation, and the world. It is based on the belief that no classroom should exist in isolation. Facing History programs and materials involve the entire community: students, parents, teachers, civic leaders, and other citizens. The Chapters are listed in the Table of Contents as follows: Chapter I, Identity and History;…
(1993). "Facing History" at South Boston High School. English Journal, v82 n2 p14-20 Feb. Describes how the "Facing History" social studies curriculum (which moves students from literary and historical examples of genocide back to present-day experiences of intolerance and racism) is taught in an English class at South Boston High School. Describes various activities undertaken in the class related to this curriculum. Sketches the role and behavior of the classroom teacher. (HB)…
(1993). Beyond Anne Frank. Educational Leadership, v51 n3 p35 Nov. According to a former junior high school teacher, eighth graders–inquisitive and opinionated–are not too young to grasp the impact of the Holocaust. This teacher went beyond "The Diary of Anne Frank" to push deeply into topics of genocide, racism, prejudice, and persecution. Students approached this discussion by considering examples of human rights violations in the news. (MLH)…
(2012). Social Sciences and Cultural Studies–Issues of Language, Public Opinion, Education and Welfare. InTech This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Are the Social Sciences Really- and Merely-Sciences? (Jeffrey Foss); (2) Karl Popper and the Social Sciences (Sylvain K. Cibangu); (3) Historicism, Hermeneutics, Second Order Observation: Luhmann Observed by a Historian (Jaap den Hollander); (4) The Significance of Intermediality in the Immortalization of the French Republican Nation (1789-1799) (Montserrat Martinez Garcia); (5)… [Direct]
(2008). Universities Try to Serve a Generation of Those Who Seek to Do Good. Chronicle of Higher Education, v54 n30 pA23 Apr. The young adults choosing careers today watched as the Twin Towers fell, as Katrina swept onto land, and as the Asian tsunami left devastation in its path. They have led protests against the genocide in Darfur. And they spent most of their teen years with the United States at war. Those same young adults–many of them college students–have seen nonprofit organizations step in to help during times of turmoil. Combine that with service-learning requirements and a rise in volunteerism during high school, an extraordinary increase in the number of charities created over the past two decades, and the anticipated retirement of baby-boomer nonprofit executives, and it adds up to high demand for undergraduate programs in nonprofit management. For many years, the only way to earn the credentials needed to lead a nonprofit organization was to get a graduate degree or enroll in a certificate program. Not so anymore. A handful of colleges, including Arizona State and the University of… [Direct]
(1976). Dimensions of Racial Ideology: A Study of Urban Black Attitudes. Journal of Social Issues, 32, 2, 139-152, Spr 76. Six dimensions of racial ideology were analyzed based on interview data from 1934 blacks in a large northeastern city and a southern city. Blacks who favor separatism tend to be more alienated, fearful of race genocide, race conscious, and supportive of racial violence than those who endorse cooperation. Younger persons and males are substantially more in favor of racial violence than older persons and females. (Author/JM)…
(1973). Economic Genocide: A Study of the Comanche, Kowa, Cheyenne and Arapaho. Negro Educational Review, 24, 1-2, 86-103, Jan-Apr 73. Examines the destruction of the economic world of the Comanche, Kowa, Cheyenne and Arapaho, focusing on some of their capacities and early achievements in relationship to their economic base, and viewing the impact of the changes brought by the white man. (Author/JM)…
(1990). Stop Contributing to Our People's Genocide. The Role of Community Prevention. Winds of Change, v5 n3 p41-44,46-47 Sum. Outlines a community action process that American Indian communities could use to develop their own drug and alcohol abuse prevention programs. Describes a community prevention system framework developed by the Office of Substance Abuse Prevention. Compares the community empowerment system with the agency-directed service delivery model. (SV)…
(2005). Learning from Genocide? A Study in the Failure of Holocaust Education. Intercultural Education, v16 n4 p367-380 Oct. The importance of learning lessons from the Holocaust and from the mass slaughter in Rwanda was recognised in the theme underpinning Britain's Holocaust Memorial Day in 2004. This article is principally concerned with the lessons learnt from the Holocaust by a culturally diverse group of students aged 14 to 16. They all attended schools in an outer London borough and were interviewed after taking part in a local event held to mark the 2004 commemoration. The article concludes with a discussion of the main findings of the investigation…. [Direct]
(1994). Moving beyond the Black Legend: Chicano/a and Latino/a Literature. According to a footnote in the 1990 book "The Noble Savage,""The Spanish Black Legend is the view of Spain's genocide in The New World, as accounted for by Bartolome de las Casas and the European historians who, during the sixteenth and seventeenth centuries, denounced this genocide, often utilizing it as an anti-Spanish propaganda tool" used by the English. This anti-Spanish feeling is more than evident in De Crevecoeur's "Letters from an American Farmer," in which, for instance, narrator James points out the decadence of Lima (Peru). Unfortunately, the legacy of this Black Legend remains with the American culture today. Consider the distaste the dominant culture feels for the stereotype of the "pachuco," the cocky young Chicano male. Or consider this anecdote: during a portion of the Penn State Conference on Chicano/a and Latino/a literature, Paul Lauter pointed out that when he, as a Jewish child growing up in Brooklyn, had to decide which… [PDF]
(1977). Teachers' Guide to the Holocaust. The teaching guide is designed to aid high school history and social studies teachers as they develop and implement programs on the Holocaust. The document is presented in four chapters. Chapter I explains that Holocaust refers to the persecution and genocide of Jews and political opponents of the Nazi regime in Germany in the 1930s and 1940s. Chapter II presents a rationale for teaching about the Holocaust, outlines objectives, explains how the unit can be integrated into history courses, and suggests parallels of the Jews' experience in Europe with minority groups' experience in the United States. Chapter III provides background information on Germany, Adolph Hitler, anti-Semitism, genocide, and the Nuremberg trials and outlines lessons on anti-Semitism, the extent of the Holocaust, concentration camps, and student reactions to the study of the Holocaust. For each lesson, information is given on activities, concepts, and objectives. Activities involve students in role playing,…
(2007). Educating for Democratic Citizenship and Cosmopolitanism. South African Journal of Higher Education, v21 n5 p584-595. Over the past century our world has witnessed much uncertainty and ambivalence as a consequence of inhumane acts perpetrated against humanity such as murder, extermination, enslavement, deportation, persecution on political, racial or religious grounds, war crimes (mistreatment of civilians and non-combatants as well as one's enemy in combat), and genocide (through ethnic cleansing, mass executions, rape and cruel punishment of the enemy). These \crimes against humanity\ once again require the emergence of norms which ought to govern relations among individuals in a global civil society (Benhabib 2006, 20). Drawing on the seminal ideas of Amy Gutmann (1996) and Seyla Benhabib (2006), I want to offer some ways democratic citizenship and cosmopolitanism can enhance the educational project of ensuring universal justice for all individuals and not just members of our own societies. Firstly, I shall argue that educating for cosmopolitanism is conditional upon the cultivation of democratic… [Direct]
(2007). A Necessary Holocaust Pedagogy: Teaching the Teachers. Issues in Teacher Education, v16 n1 p21-36 Spr. The Holocaust is perhaps the most compelling topic studied in American schools today. Many educators who consider teaching the Holocaust feel deterred from doing so for several reasons: (1) They lack the confidence needed to develop a Holocaust unit; (2) They feel that the subject's complexity is overwhelming historically and pedagogically because the Holocaust is a thorny subject; and (3) They worry about whether or not they can present such an emotionally charged subject in a way that does justice to the topic while observing the sensitivities that must be considered in planning a course of study for middle, junior high, or senior high school students. Planning a unit of study on the subject must involve a highly developed understanding of the complexities that are central to both the history and the pedagogy of the event. This article describes how a midwestern public university developed a course on the Holocaust while taking into consideration the issues concerning this… [PDF] [Direct]