Teaching and Learning About Genocide and Crimes Against Humanity: Fundamental Issues and Pedagogical Approaches by Samuel Totten, a renowned scholar of genocide studies and Professor Emeritus, College of Education and Health Professions, University of Arkansas, Fayetteville, is a culmination of 30 years in the field of genocide studies and education. In writing this book, Totten reports that he "crafted this book along the lines of what he wished had been available to him when he first began teaching about genocide back in the mid-1980s. That is, a book that combines the best of genocide theory, the realities of the genocidal process, and how to teach about such complex and often terrible and difficult issues and facts in a theoretically, historically and pedagogically sound manner." As the last book he will ever write on education and educating about genocide, he perceives the book as his gift to those educators who have the heart and grit to tackle such an important issue in their classrooms.

A new emphasis in this edition of Spark the Brain, Ignite the Pen is writing to learn in the content areas. This edition of the work first published in 2006 includes a collection of classroom-tested quick writes designed to assist students in thinking and writing about significant content in the disciplines. Contributors to the book teach a wide array of grade levels (K through college) and subject areas e.g., English, social studies, math, science and health), and the quick writes included in the book are ideal for use in a variety of classroom subjects and settings. Given the current research validating the impact of using writing tasks to learn content, this volume should be useful to a wide range of teachers, teacher educators, and professional development trainers K-12.

Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research- and practice-oriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern. The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decision making Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curriculum model; Science Technology Society (STS); addressing social issues in the English classroom; genocide education; interdisciplinary approaches to incorporating social issues into the curriculum; critical pedagogy; academic freedom; and teacher education.

During a one-hundred-day period in 1994, Hutus murdered between half a million and a million Tutsi in Rwanda. The numbers are staggering; the methods of killing were unspeakable. Utilizing personal interviews with trauma survivors living in Rwandan cities, towns, and dusty villages, We Cannot Forget relates what happened during this period and what their lives were like both prior to and following the genocide.

Through powerful stories that are at once memorable, disturbing, and informative, readers gain a critical sense of the tensions and violence that preceded the genocide, how it erupted and was carried out, and what these people faced in the first sixteen years following the genocide.

Over the course of the past decade and a half, we, Samuel Totten and Jon E. Pedersen, have co-edited a series of books on teaching and learning about social issues. Our goal has been to build a series that would broadly represent the work that has been undertaken over the past 110 plus years related to the field of teaching and learning about social issues. As we created and added to the series (see for example: Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field; Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education; Teaching and Studying Social Issues: Major Programs and Approaches), we came to the conclusion that the development of an annotated bibliography of the key works (books, chapters, articles, reports, and research) on a wide-range of issues/topics germane to teaching and learning about social issues was a logical addition to the series. In Educating About Social Issues in the 20th and 21st Centuries Volume 1: A Critical Annotated Bibliography (which was published in early 2012), the focus was on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues. This new book constitutes Volume Two in the series entitled Educating About Social Issues in the Twentieth and Twenty First Centuries and picks up where Volume One left off. Included in this book are the pioneering works of the following: Boyd Bode, Alan F. Griffin, G. Gordon Hullfish, Richard Gross, Robert Yager, and James Banks. Collectively, their work on social issues spans the period between the late 1930s through the present (with James Banks and Robert Yager continuing to publish through today). As for the subjects/topics (other than pioneers of teaching about social issues) addressed in this volume, they are: Issues-Centered Approaches to Teaching Geography, Addressing Social Issues in Sociology and Anthropology Courses, Peace Studies, The Vietnam War, and LBGT.

Includes discussion on the rationale of teaching about genocide; the history of genocide; and 10 cases studies of genocide perpetrated in the 20th century.

Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. The authors (many of whom, themselves, are noted professors of education and who have done significant work in the field of social issues and education) delineate and analyze the efforts (e.g., theoretical work, research, curriculum development, and teaching) of such pioneers within the larger framework of their life-story. As a result, the reader is not only introduced to the significant work of each pioneer but valuable and often fascinating insights into how his/her life experiences informed his/her thinking, beliefs, goals and work. This book constitutes a rich and unusual record of the thinking and accomplishments of those luminaries who worked tirelessly in the belief that a well-educated and well-informed populace was absolutely imperative in a democracy if the latter were to remain healthy and vibrant. Beyond current scholars and students, we believe that this book will be of great interest to a wide spectrum of individuals: teacher educators who perceive the need to avail their students of the rich history, rationales and methods for incorporating the study of social issues across the curriculum; professors who teach history of curriculum courses and/or history of education courses are likely to be drawn to the book, both for the rich stories as well as the bounty of information found in each chapter; those who specialize in autobiographical studies in the field of education are likely to find the book to be remarkably rich and valuable both for their own research as well as in their teaching; secondary level teachers in science, social studies, and English who are interested in incorporating the study of social issues into the courses they teach will glean incredibly rich insights into why and how to go about such an endeavor; and future scholars and students who care deeply about how society impacts education, education impacts society, and how individuals and groups can have a positive impact on society through their collective efforts are bound to find the book both fascinating and instructive.

Contributors to the book teach a wide array of grade levels (K through college) and subject areas (e.g., English, social studies, math, science and health), and the quick writes included in the book are ideal for use in a variety of classroom subjects and settings. We believe that the book will find an extremely receptive audience among K-12 teachers, teacher educators preparing future teachers, and teachers and trainers of trainers involved in inservice programs and summer writing institutes. Many published resources offer lists of writing topics for classroom use; however, they lack the pedagogical approach that informs the quick write concept. Although one published quick write resource offers literary prompts for grades 5-12, we know of no other book that provides such varied examples of this particular strategy, particularly our inclusion of a wide variety of "stimuli" (versus the common and sole use of literary texts), and their use for a wide array of content areas (versus the usual and sole focus of English/Language Arts).

A volume in Research in Curriculum and Instruction Series Editor: O. L. Davis, Jr. The University of Texas at Austin Teaching and Studying Social Issues: Major Programs and Approaches focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education (Lexington, Books, 2006); Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field (Information Age Publishing, 2007); and Social Issues and Service at the Middle Level (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg's pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues in the classroom) to the relatively new efforts over the last 20 to 30 years, including global education, environmental education, Science/Technology/Society (STS), and genocide education. This book provides the readers with details about the innovators their innovations so they can (1) learn from past efforts, particularly in regard to what worked and didn't work and why, (2) glean new ideas, methods and approaches for use in their own classrooms, and (3) craft new methods and approaches based on the strengths of past innovations.

A volume in Research in Curriculum and Instruction Series Editor: O. L. Davis, Jr. The University of Texas at Austin This volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volumes I and Volume 2 focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-a-vis addressing social issues in the classroom. Volume 3 addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

At the heart of the field of Genocide Studies lies an active core of vigorous debate that has led to both heated disagreements and productive disputes. This new volume in the Genocide: A Critical Bibliographic Review series focuses on these, as well as other significant issues. Chapters in this volume focus on a number of issues: Did Peru's Ache suffer genocide? What was the role of media propaganda in the Rwandan Genocide, and what more, if anything, could have been done about it? Have Rwanda's post-genocide gacaca courts successfully promoted reconciliation? How has denial affected governmental recognition around the world of the Armenian, Hellenic, and Assyrian genocides? Why have some left-wing "progressives" engaged in denial of the Rwandan Genocide? Has anti-genocide activism had a meaningful effect in prevention of or intervention against genocide? In the pages of this book, readers can explore the various debates that have defined the study of genocide and that are redefining it today. This insightful and provocative volume will entice further discussion on the concept of genocide and will be a must-read for the field of genocide studies.

A volume in Research in Curriculum and Instruction Series Editor: O. L. Davis, Jr. The University of Texas at Austin EDUCATING ABOUT SOCIAL ISSUES IN THE 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

Last Lectures on the Prevention and Intervention of Genocide is a collection of hypothetical 'last lectures' by some of the top scholars and practitioners across the globe in the fields of human rights and genocide studies. Each lecture purportedly constitutes the last thing the author will ever say about the prevention and intervention of genocide. The contributions to this volume are thought-provoking, engaging, and at times controversial, reflecting the scholars' most advanced thinking about issues of human rights and genocide. This book will be of great interest to professors, researchers, and students of political science, international relations, psychology, sociology, history, human rights, and genocide studies.

This book presents the insights, advice and suggestions of secondary level teachers and professors in relation to teaching about various facets of genocide. The contributions are extremely eclectic, ranging from the basic concerns when teaching about genocide to a discussion as to why it is critical to teach students about more general human rights violations during a course on genocide, and from a focus on specific cases of genocide to various pedagogical strategies ideal for teaching about genocide.

Secondary level teachers and professors from various disciplines present their best advice and insights into teaching about various facets of genocide and/or delineate actual lessons they have taught that have been particularly successful with their students.

Secondary level teachers and professors from various disciplines present their best advice and insights into teaching about various facets of genocide and/or delineate actual lessons they have taught that have been particularly successful with their students.

Last Lectures on the Prevention and Intervention of Genocide is a collection of hypothetical 'last lectures' by some of the top scholars and practitioners across the globe in the fields of human rights and genocide studies. Each lecture purportedly constitutes the last thing the author will ever say about the prevention and intervention of genocide. The contributions to this volume are thought-provoking, engaging, and at times controversial, reflecting the scholars' most advanced thinking about issues of human rights and genocide. This book will be of great interest to professors, researchers, and students of political science, international relations, psychology, sociology, history, human rights, and genocide studies.

Essentials of Holocaust Education: Fundamental Issues and Approaches is a comprehensive guide for pre- and in-service educators preparing to teach about this watershed event in human history. An original collection of essays by Holocaust scholars, teacher educators, and classroom teachers, it covers a full range of issues relating to Holocaust education, with the goal of helping teachers to help students gain a deep and thorough understanding of why and how the Holocaust was perpetrated. Both conceptual and pragmatic, it delineates key rationales for teaching the Holocaust, provides useful historical background information for teachers, and offers a wide array of practical approaches for teaching about the Holocaust. Various chapters address teaching with film and literature, incorporating the use of primary accounts into a study of the Holocaust, using technology to teach the Holocaust, and gearing the content and instructional approaches and strategies to age-appropriate audiences. A ground-breaking and highly original book, Essentials of Holocaust Education will help teachers engage students in a study of the Holocaust that is compelling, thought-provoking, and reflective

Essentials of Holocaust Education: Fundamental Issues and Approaches is a comprehensive guide for pre- and in-service educators preparing to teach about this watershed event in human history. An original collection of essays by Holocaust scholars, teacher educators, and classroom teachers, it covers a full range of issues relating to Holocaust education, with the goal of helping teachers to help students gain a deep and thorough understanding of why and how the Holocaust was perpetrated. Both conceptual and pragmatic, it delineates key rationales for teaching the Holocaust, provides useful historical background information for teachers, and offers a wide array of practical approaches for teaching about the Holocaust. Various chapters address teaching with film and literature, incorporating the use of primary accounts into a study of the Holocaust, using technology to teach the Holocaust, and gearing the content and instructional approaches and strategies to age-appropriate audiences. A ground-breaking and highly original book, Essentials of Holocaust Education will help teachers engage students in a study of the Holocaust that is compelling, thought-provoking, and reflective

This volume documents the Sudanese government's campaign of genocidal attacks and forced starvation against the people of the Nuba Mountains in the late 1980s and early 1990s. Genocide by Attrition provides powerful insights and analysis of the phenomenon and bears witness to ongoing atrocities. This second edition features more interviews, a new introduction, and a revised and more detailed historical overview. Among the themes that link most of the interviews are: the political and economic disenfranchisement of the Nuba people by the government of Sudan; the destruction of villages and farms and the murder and deaths of the Nuba people; the forced relocation into so-called "peace camps" and the impact of forced starvation. The book also documents the frustration of the Nuba people at being left out of the Comprehensive Peace Agreement signed between the South and the North in 2005, President Omar al Bashir's threats against the Nuba people, and the crisis in the Nuba Mountains since June 2011. Genocide by Attrition provides a solid sense of the antecedents to the genocidal actions in the Nuba Mountains. It introduces the main actors, describes how the Nuba were forced into starvation by their government, and tells how those who managed to survive did so. Samuel Totten provides a valuable resource to study the imposition of starvation as a tool of genocide.

This collection of fourteen essays by renowned scholars in the field of Holocaust studies seeks to reflect on the experience of teaching and researching this complicated and emotional topic. Contained within are the pioneering stories of those presently engaged in the work of Holocaust education. Separately, they represent a variety of disciplines and orientations. Collectively, they give evidence of the strong commitment to continue this important work, and the moral and ethical demands such teaching, writing, and research place upon all who engage in it. Different perspectives from historical, philosophical, and religious frameworks come together to create a unique contribution to the literature on the Holocaust. Educators discuss what they teach, their methodologies and theoretical orientations and reflect on their own journeys that brought them to this field. The unique nature of these stories bring needed background to the field of Holocaust studies and also serve to inspire others to enlarge their thinking and understanding of previous work on this topic. The stories of these committed Holocaust educators will serve to inspire a new generation of thinkers, writers, and activists to engage in such work. In reading their stories, their collective commitment to make a difference today and tomorrow shines through. This volume will be a valuable resource for courses in the Holocaust, contemporary post-Holocaust realities, as well as courses in genocide. Scholars and anyone with an interest in enriching their understanding of the Holocaust will find much within to inspire them and provoke new ideas.

This is the first book to focus on the two different but very similar campaigns of state-sponsored violence that have engulfed the people of the Nuba Mountains in Sudan. First, between late 1989 and the mid 1990s, the Government of Sudan, under President Omar al Bashir, carried out what some have deemed genocide by attrition against the people of the Nuba Mountains. The second crisis in the Nuba Mountains has been unfolding since July 2011 as the result of continued strife after the civil war in Sudan and the secession of South Sudan.

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Perspectives on the Nuba Mountains Crises "examines the two crises in detail and provides a comparative analysis of the conditions and government tactics in both cases. Contributing authors address the issue of impunity, the relation to subsequent genocidal actions in Darfur, and renewed violence in the Nuba Mountains today. Contributors also examine the issues of humanitarian aid, the relatively new mandate of Responsibility to Protect, and the various factors influencing international attention to the current Nuba Mountains crisis.

This much-needed volume brings attention to two under-researched conflicts and raises questions of what it means when a government is allowed complete impunity in attacking its own peoples. This book is a significant contribution to our understanding of the prevention and intervention of genocide and ethnic conflict.

The fourth edition of "Centuries of Genocide: Essays and Eyewitness Accounts" addresses examples of genocides perpetrated in the nineteenth, twentieth, and twenty-first centuries. Each chapter of the book is written by a recognized expert in the field, collectively demonstrating a wide range of disciplinary perspectives. The book is framed by an introductory essay that spells out definitional issues, as well as the promises, complexities, and barriers to the prevention and intervention of genocide.

To help the reader learn about the similarities and differences among the various cases, each case is structured around specific leading questions. In every chapter authors address: Who committed the genocide? How was the genocide committed? Why was the genocide committed? Who were the victims? What were the outstanding historical forces? What was the long-range impact? What were the responses? How do scholars interpret this genocide? How does learning about this genocide contribute to the field of study?

While the material in each chapter is based on sterling scholarship and wide-ranging expertise of the authors, eyewitness accounts give voice to the victims. This book is an attempt to provoke the reader into understanding that learning about genocide is important and that we all have a responsibility not to become immune to acts of genocide, especially in the interdependent world in which we live today.

Revision highlights include:

• New chapters on genocide of Native Americans in the nineteenth century, genocide in Australia, and genocide in the Nuba Mountains
• New chapter authors on Herero genocide and Rwanda genocide
• Consolidation of the 3 chapters on the Holocaust into one focused case
• Several chapters from past editions that were omitted are now available on a companion website (Indonesia, Burundi, indigenous peoples)

The plight and fate of female victims during the course of genocide is radically and profoundly different from their male counterparts. Like males, female victims suffer demonization, ostracism, discrimination, and deprivation of their basic human rights. They are often rounded up, deported, and killed. But, unlike most men, women are subjected to rape, gang rape, and mass rape. Such assaults and degradation can, and often do, result in horrible injuries to their reproductive systems and unwanted pregnancies. This volume takes one stride towards assessing these grievances, and argues against policies calculated to continue such indifference to great human suffering.

The horror and pain suffered by females does not end with the act of rape. There is always the fear, and reality, of being infected with HIV/AIDS. Concomitantly, there is the possibility of becoming pregnant.Then, there is the birth of the babies. For some, the very sight of the babies and children reminds mothers of the horrific violations they suffered. When mothers harbor deep-seated hatred or distain for such children, it results in more misery. The hatred may be so great that children born of rape leave home early in order to fend for themselves on the street.

This seventh volume in the Genocide series will provoke debate, discussion, reflection and, ultimately, action. The issues presented include ongoing mass rape of girls and women during periods of war and genocide, ostracism of female victims, terrible psychological and physical wounds, the plight of offspring resulting from rapes, and the critical need for medical and psychological services.

The new edition of this market-leading textbook includes a revised introduction and updated chapters with new research and insights. Four new case studies of twenty-first-century genocides bring this horrific history up to the present moment: the genocide perpetrated by the government during Argentina's "Dirty War," the genocide of the Yazidis by the Islamic State of Iraq and Syria (ISIS), genocidal violence against the Rohingya in Myanmar, and China's genocide of the Uyghurs. Powerful survivor testimonies bring the essays to life and help readers grapple with the difficult lessons presented throughout the book.