Discusses methods of teaching about the history of genocide and the potential for its occurrence today. Encourages students to confront commonly-held beliefs in order to understand human rights abuses. Studies current genocidal tendencies, such as those in Iran, to demonstrate the "latent potential in all of us to allow such evil to occur."…

Suggests that if the concept of genocide is not integrated into our mental and moral world, we become passive or active participants in processing people for destruction. Provides definitions of the terms genocide and holocaust and eight classroom strategies to help develop understanding. (Author/KC)

Citing current events such as genocide in Cambodia, the author stresses the importance of teaching students about genocide and the Holocaust. She discusses current curriculum development efforts in this area, particularly a high school course developed by New Jersey teachers. (SJL)

Pointing out that the growing body of literature on the Holocaust has been accompanied by concern about how knowledge of the Holocaust may be conveyed, this paper argues that elucidating links between terminology and policy invites reconsideration of what Holocaust studies should accomplish. Close textual analysis of historical artifacts is used…

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…

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)

Traces the Armenian experience between 1915 and 1918 when the Muslim Turks carried out a policy to eliminate the Christian-Armenian minority. Focuses on the distinction between massacres and genocide; the use of technology in facilitating mass murder; and the legacy of genocide. Includes maps and photographs. (NL)

Presents an interpretive study of the Armenian genocide of 1915 based on Israel Charny's societal-forces model. Argues genocides follow a pattern of long discriminatory relationships between a dominant and a dominated group. Cites the economic achievements of dominated groups as the basis. Shows the global pattern of genocide. (NL)

Discusses the availability and utility of the various types of documentation that historians and students can use to research the German government's systematic extermination of the Jews, the Gypsies, and the handicapped during the 1930s and 1940s. Available documents include government records, private agency records, trial records, and…

Gives an historical overview of Cambodia during the Pol Pot regime. Describes the genocide that attempted to eradicate Buddhist monks, Vietnamese, Chinese, and Muslim Chams between 1975 and 1979. Argues the regime should still be held accountable and that the case should be tried in the World Court. (NL)

Analyzes primary document from German Holocaust period in which German bureaucrats described in euphemistic terms the murder of the Jews. Illustrates how the document can be used as a teaching aid by having students replace the euphemisms using words with their intended meaning, and reading it aloud in class. References include sources of…

Claims denial of genocide has become a routine defense as a result of the United Nations definition of international crimes. Describes grounds for denial by various governments and list arguments they have made to justify genocidal policies. Argues some academics assist in the process of denial by using revisionist strategies. (NL)

Examines press coverage of the Holocaust to analyze the response of the United States and the world to the Jewish extermination. Compares this coverage to earlier press responses to the Armenian genocide and Ukraine famines. Argues the press was unwilling to face the Holocaust's magnitude. Urges teachers to teach about the Holocaust and similar…

Outlines a teaching unit, appropriate for grades seven through college, that helps students understand the nature of the United Nations definition of genocide. Questions the adequacy of that definition. Provides four classroom teaching scenarios for a cluster of five to eight class periods, culminating with students writing an essay about…

Documents the systematic extermination of Jews, Gypsies, Blacks, and the handicapped by the Nazis between 1933 and 1945. Notes eugenic and racial measures such as forced sterilization of mulatto and handicapped children were used. Discusses Nazi policies of deportations and mass murder. Identifies need for research to explain the racial context of…