041017 PUBLIC PRESS RELEASE - THE TRUTH BEHIND THE UNITED STATES 040617 AIRST...VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
PLEASE LOOK FORWARD TO THIS ARTICLE BEING POSTED ON OUR WEBSITE AT www.vogeldenisenewsome.net SO THAT THOSE WHO MAY NOT SPEAK ENGLISH CAN READ IT IN THEIR NATIVE LANGUAGE!
As the PUBLIC/WORLD look for the TRUTH for the reasons the United States LAUNCHED the AIRSTRIKES AGAINST the SOVEREIGN State/Government of Syria, we provide this Article in hopes of ANSWERING MANY have asked and/or wondered about!
This is information that we are using to assist in EXPLAINING the FINANCIAL COLLAPSE of the United States’ DESPOT as well as its INABILITY to RETURN the AMERICAN Taxpayers’ MONIES Stolen to FINANCE their TERRORIST Cells CREATED to OVERTHROW Middle East Governments.
The United States’ President Donald Trump FRESH OUT OF THE GATE INITIATED a GOVERNMENT FREEZE, proposals for MAJOR FINANCIAL Cuts at Government Agencies and Programs. . .
WHEN the AMERICAN People LEARN the TRUTH, it is NOT going to be NICE – i.e. ENTRUSTING their MONIES to the Government WAS NOT supposed to be used to FINANCE the TERRORIST MISSIONS of WHITE Jews/Zionists and WHITE Supremacists!
NOW, the QUESTION IS, “WHERE can these WHITE Jews/Zionists and WHITE Supremacists” HIDE? Americans PAID INTO PROGRAMS with PROMISES the MONIES WOULD BE THERE for them when they RETIRE, etc.
HOWEVER, the WHITE Jews/Zionists had OTHER INTENTS in their QUEST to BUILD UP their ZIONIST Empire (ISRAEL) and TAKE CONTROL of the Middle East and ITS RESOURCES - - ALL IS NOW BEING EXPOSED and the CHICKENS are CLUCKING on their WAY HOME TO ROOST!
WE encourage you to DOWNLOAD and SHARE THIS INFORMATION with others as well as visit Community Activist Vogel Denise Newsome’s Joomla Website at www.vogeldenisenewsome.net
Financial Donations to Support the Work may be made at: www.Cash.me/$VogelDeniseNewsome
Mailing Address for Community Activist Vogel Denise Newsome – Post Office Box 31265 – Jackson, Mississippi 39286
Phone: (513) 680-2922 or (601) 282-7119
Charron 5Does humanity learn from history The Holocaust – Thr.docxrobert345678
Charron 5
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Samantha Charron
NVU Online
November 10, 2022
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Nothing sends shivers down the spine of humanity more than the mention of the Holocaust. Holocaust refers to the mass killing of European Jews between 1941-1945. (Polgar, M. 2018). The horror of the Holocaust lies not only with the horrendous experience the Jews had to go through. It lies with the fact that the entire world was silent while the Jews were being killed and forced into concentration camps. This tragic event taught us several key lessons that are important today in the life of human beings and will continue to be passed on from generation to generations. The Holocaust was a tragic incident in the history of human beings that taught us very significant lessons, such as the danger of silence, the importance of standing up against evil, and the power of evil.
Holocaust taught us the importance of fighting evil. Holocaust was the epitome of levels of evil that humanity can descend to when left unchecked. The Holocaust was state-sponsored since it was a genocide in which Nazi Germany, under the leadership of Adolf Hitler and Nazi party were involved leading to the death of millions of people who were not only Jews but also Romans (Gypsies). The killing and systemic persecution of the Jews were due to two beliefs the Nazis had. Firstly they thought that the Jews were an inferior race. (Polgar, M. 2018). They did not see Jews as religious but as a race. The killing of the Jews was an attempt by the Nazi government to rid the Aryan race of Jewish impurity. (Wolff, N. (2020). The German Nazis wanted to develop a superior race, so physicians were very much part of the exercise. This cleansing was done by burning the Jews whole in the crematoriums, shooting them, gassing them and starving them to death in concentration camps. (Polgar, M. 2018).
The Nazi government saw the Jews as an obstacle to their political aspirations. Jews promoted social justice, while the Nazis wanted the strong trampled upon the weak. The sheer atrocities and the lengths they were willing to go to because they saw themselves as superior Aryan race is appalling. Overall, the Nazis killed approximately 6 million Jews, representing about two-thirds of the entire Jewish population. The attempt of the Nazis to annihilate almost an entire people teaches us the power of evil and the extent of that evil when left unchecked. The Nazis could accomplish all these by enacting laws that targeted the Jews because universal human rights had not been declared. The Holocaust was an extreme violation of human rights. The declaration of Human rights by the U.N. was to prevent another genocide. (Polgar, M. 2018). This situation although its past us, since its an historical tragic incident, still reminds us, the modern society that we should ris.
041017 PUBLIC PRESS RELEASE - THE TRUTH BEHIND THE UNITED STATES 040617 AIRST...VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
PLEASE LOOK FORWARD TO THIS ARTICLE BEING POSTED ON OUR WEBSITE AT www.vogeldenisenewsome.net SO THAT THOSE WHO MAY NOT SPEAK ENGLISH CAN READ IT IN THEIR NATIVE LANGUAGE!
As the PUBLIC/WORLD look for the TRUTH for the reasons the United States LAUNCHED the AIRSTRIKES AGAINST the SOVEREIGN State/Government of Syria, we provide this Article in hopes of ANSWERING MANY have asked and/or wondered about!
This is information that we are using to assist in EXPLAINING the FINANCIAL COLLAPSE of the United States’ DESPOT as well as its INABILITY to RETURN the AMERICAN Taxpayers’ MONIES Stolen to FINANCE their TERRORIST Cells CREATED to OVERTHROW Middle East Governments.
The United States’ President Donald Trump FRESH OUT OF THE GATE INITIATED a GOVERNMENT FREEZE, proposals for MAJOR FINANCIAL Cuts at Government Agencies and Programs. . .
WHEN the AMERICAN People LEARN the TRUTH, it is NOT going to be NICE – i.e. ENTRUSTING their MONIES to the Government WAS NOT supposed to be used to FINANCE the TERRORIST MISSIONS of WHITE Jews/Zionists and WHITE Supremacists!
NOW, the QUESTION IS, “WHERE can these WHITE Jews/Zionists and WHITE Supremacists” HIDE? Americans PAID INTO PROGRAMS with PROMISES the MONIES WOULD BE THERE for them when they RETIRE, etc.
HOWEVER, the WHITE Jews/Zionists had OTHER INTENTS in their QUEST to BUILD UP their ZIONIST Empire (ISRAEL) and TAKE CONTROL of the Middle East and ITS RESOURCES - - ALL IS NOW BEING EXPOSED and the CHICKENS are CLUCKING on their WAY HOME TO ROOST!
WE encourage you to DOWNLOAD and SHARE THIS INFORMATION with others as well as visit Community Activist Vogel Denise Newsome’s Joomla Website at www.vogeldenisenewsome.net
Financial Donations to Support the Work may be made at: www.Cash.me/$VogelDeniseNewsome
Mailing Address for Community Activist Vogel Denise Newsome – Post Office Box 31265 – Jackson, Mississippi 39286
Phone: (513) 680-2922 or (601) 282-7119
Charron 5Does humanity learn from history The Holocaust – Thr.docxrobert345678
Charron 5
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Samantha Charron
NVU Online
November 10, 2022
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Nothing sends shivers down the spine of humanity more than the mention of the Holocaust. Holocaust refers to the mass killing of European Jews between 1941-1945. (Polgar, M. 2018). The horror of the Holocaust lies not only with the horrendous experience the Jews had to go through. It lies with the fact that the entire world was silent while the Jews were being killed and forced into concentration camps. This tragic event taught us several key lessons that are important today in the life of human beings and will continue to be passed on from generation to generations. The Holocaust was a tragic incident in the history of human beings that taught us very significant lessons, such as the danger of silence, the importance of standing up against evil, and the power of evil.
Holocaust taught us the importance of fighting evil. Holocaust was the epitome of levels of evil that humanity can descend to when left unchecked. The Holocaust was state-sponsored since it was a genocide in which Nazi Germany, under the leadership of Adolf Hitler and Nazi party were involved leading to the death of millions of people who were not only Jews but also Romans (Gypsies). The killing and systemic persecution of the Jews were due to two beliefs the Nazis had. Firstly they thought that the Jews were an inferior race. (Polgar, M. 2018). They did not see Jews as religious but as a race. The killing of the Jews was an attempt by the Nazi government to rid the Aryan race of Jewish impurity. (Wolff, N. (2020). The German Nazis wanted to develop a superior race, so physicians were very much part of the exercise. This cleansing was done by burning the Jews whole in the crematoriums, shooting them, gassing them and starving them to death in concentration camps. (Polgar, M. 2018).
The Nazi government saw the Jews as an obstacle to their political aspirations. Jews promoted social justice, while the Nazis wanted the strong trampled upon the weak. The sheer atrocities and the lengths they were willing to go to because they saw themselves as superior Aryan race is appalling. Overall, the Nazis killed approximately 6 million Jews, representing about two-thirds of the entire Jewish population. The attempt of the Nazis to annihilate almost an entire people teaches us the power of evil and the extent of that evil when left unchecked. The Nazis could accomplish all these by enacting laws that targeted the Jews because universal human rights had not been declared. The Holocaust was an extreme violation of human rights. The declaration of Human rights by the U.N. was to prevent another genocide. (Polgar, M. 2018). This situation although its past us, since its an historical tragic incident, still reminds us, the modern society that we should ris.
5Does humanity learn from history The Holocaust – Three criti.docxstandfordabbot
5
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Student’s Name
Institutional Affiliation
Professor’s Name
Course Name and Code
Date
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Nothing sends shivers down the spine of humanity more than the mention of the Holocaust. Holocaust refers to the mass killing of European Jews between 1941-1945. (Polgar, M. 2018). The horror of the Holocaust lies not only with the horrendous experience the Jews had to go through. It lies with the fact that the entire world was silent while the Jews were being killed and forced into concentration camps. The Holocaust was a tragic incident in the history of human beings that taught us very significant lessons, such as the danger of silence, the importance of standing up against evil, and the power of evil.
Holocaust taught us the importance of fighting evil. Holocaust was the epitome of levels of evil that humanity can descend to when left unchecked. The Holocaust was state-sponsored. The killing and systemic persecution of the Jews were due to two beliefs the Nazis had. Firstly they thought that the Jews were an inferior race. (Polgar, M. 2018). They did not see Jews as religious but as a race. The killing of the Jews was an attempt by the Nazi government to rid the Aryan race of Jewish impurity. (Wolff, N. (2020). The German Nazis wanted to develop a superior race, so physicians were very much part of the exercise. This cleansing was done by burning the Jews whole in the crematoriums, shooting them, gassing them and starving them to death in concentration camps. (Polgar, M. 2018).
The Nazi government saw the Jews as an obstacle to their political aspirations. Jews promoted social justice, while the Nazis wanted the strong trampled upon the weak. The sheer atrocities and the lengths they were willing to go to because they saw themselves as superior Aryan race is appalling. Overall, the Nazis killed approximately 6 million Jews, representing about two-thirds of the entire Jewish population. The attempt of the Nazis to annihilate almost an entire people teaches us the power of evil and the extent of that evil when left unchecked. The Nazis could accomplish all these by enacting laws that targeted the Jews because universal human rights had not been declared. The Holocaust was an extreme violation of human rights. The declaration of Human rights by the U.N. was to prevent another genocide. (Polgar, M. 2018).
The Holocaust taught the danger of silence in the face of evil. While Jews were being annihilated and forced into concentration camps, the entire world watched in silence. Throughout 1938-1942 American Newspapers reported on the persecution of the Jews. The News reports on the killing and persecution did not cover much space in the Newspapers. (A Holocaust curriculum (no date) LifeUnworthy of Life. )The much that president Roosevelt was to recall the American Ambassador to.
The Eye-Conics of Inequality: Feminism - The Defining Idea of Our TimeDaniel Drache
Feminism is a monumental challenge to mainstream political ideas and has been a catalytic force challenging public opinion. This presentation looks at the second and third wave feminist movements, focusing on the turning points and the iconic texts and individuals, and the consequent and accompanying shift in attitudes through the years.
LIST OF JEWISH AMERICAN ACTIVIST - Wikipedia As Of 07/17/16VogelDenise
17 USC § 107 (LIMITATIONS On EXCLUSIVE Rights - FAIR USE)
This is a listing of some of the Jewish American Activists listed in Wikipedia as of 07/17/16 – i.e. a SELECTIVE Listing it appears!
5Does humanity learn from history The Holocaust – Three criti.docxstandfordabbot
5
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Student’s Name
Institutional Affiliation
Professor’s Name
Course Name and Code
Date
Does humanity learn from history? The Holocaust – Three critical lessons for humanity
Nothing sends shivers down the spine of humanity more than the mention of the Holocaust. Holocaust refers to the mass killing of European Jews between 1941-1945. (Polgar, M. 2018). The horror of the Holocaust lies not only with the horrendous experience the Jews had to go through. It lies with the fact that the entire world was silent while the Jews were being killed and forced into concentration camps. The Holocaust was a tragic incident in the history of human beings that taught us very significant lessons, such as the danger of silence, the importance of standing up against evil, and the power of evil.
Holocaust taught us the importance of fighting evil. Holocaust was the epitome of levels of evil that humanity can descend to when left unchecked. The Holocaust was state-sponsored. The killing and systemic persecution of the Jews were due to two beliefs the Nazis had. Firstly they thought that the Jews were an inferior race. (Polgar, M. 2018). They did not see Jews as religious but as a race. The killing of the Jews was an attempt by the Nazi government to rid the Aryan race of Jewish impurity. (Wolff, N. (2020). The German Nazis wanted to develop a superior race, so physicians were very much part of the exercise. This cleansing was done by burning the Jews whole in the crematoriums, shooting them, gassing them and starving them to death in concentration camps. (Polgar, M. 2018).
The Nazi government saw the Jews as an obstacle to their political aspirations. Jews promoted social justice, while the Nazis wanted the strong trampled upon the weak. The sheer atrocities and the lengths they were willing to go to because they saw themselves as superior Aryan race is appalling. Overall, the Nazis killed approximately 6 million Jews, representing about two-thirds of the entire Jewish population. The attempt of the Nazis to annihilate almost an entire people teaches us the power of evil and the extent of that evil when left unchecked. The Nazis could accomplish all these by enacting laws that targeted the Jews because universal human rights had not been declared. The Holocaust was an extreme violation of human rights. The declaration of Human rights by the U.N. was to prevent another genocide. (Polgar, M. 2018).
The Holocaust taught the danger of silence in the face of evil. While Jews were being annihilated and forced into concentration camps, the entire world watched in silence. Throughout 1938-1942 American Newspapers reported on the persecution of the Jews. The News reports on the killing and persecution did not cover much space in the Newspapers. (A Holocaust curriculum (no date) LifeUnworthy of Life. )The much that president Roosevelt was to recall the American Ambassador to.
The Eye-Conics of Inequality: Feminism - The Defining Idea of Our TimeDaniel Drache
Feminism is a monumental challenge to mainstream political ideas and has been a catalytic force challenging public opinion. This presentation looks at the second and third wave feminist movements, focusing on the turning points and the iconic texts and individuals, and the consequent and accompanying shift in attitudes through the years.
LIST OF JEWISH AMERICAN ACTIVIST - Wikipedia As Of 07/17/16VogelDenise
17 USC § 107 (LIMITATIONS On EXCLUSIVE Rights - FAIR USE)
This is a listing of some of the Jewish American Activists listed in Wikipedia as of 07/17/16 – i.e. a SELECTIVE Listing it appears!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Why diversity is wrong: an exploration of genocide in world studies
1. Why Diversity is Wrong:
An Exploration of
Genocide Studies
Kristen Larsen, Sanderson High School klarsen@wcpss.net
Randy Moncelle, Apex High School hmoncelle@wpcss.net
Dave Phillips, Wakefield High School dphillips1@wcpss.net
Chris Story, Sanderson High School cstory@wcpss.net
Wake County Public School System
2. Holocaust and Genocide
in World Studies
• WCPSS elective adopted by teacher-initiative;
first taught in 2009-2010
• Our purpose: share intellectual, emotional, and
practical knowledge about teaching genocide.
• History is not our focus. This course is about
present-day political, social, and economic
conditions.
3. Why teach genocide studies?
Intellectual Rewards
“Nothing is easier than to denounce the evildoer; nothing is more
difficult than to understand him.”
- Fyodor Dostoevsky, Russian writer (1821 - 1881)
4. Why teach genocide studies?
Personal Rewards
• A greater appreciation for the
good things in life -
liberty, prosperity, and
security
• A greater respect for the
dignity of all people
• Authentic peer collaboration
and personal academic
growth
• Students tell you that the
course “made me a better
Volunteer person.”
State Community College. "The Four Freedoms." Norman Rockwell: The Four Freedoms. Volunteer State Community College, 21
Feb. 2012. Web. 21 Feb. 2012.
5. Why teach genocide studies?
Never Again?
The cliché: “Those who do not remember the past are
condemned to repeat it.”
- George Santayana, American philosopher (1863-1952)
As educators we must not only teach students to
remember acts of genocide but empower them
with tools to recognize and counter ideas and
behaviors that lead to genocidal outcomes.
6. Why teach genocide studies?
Everyone has a role to play.
• Perpetrator
• Victim
• Bystander
• Intervener
“All the world's a stage …”
- William Shakespeare, English writer (1564-1616)
7. Why teach genocide studies?
Polarizing rhetoric in American society
Prominent journalists'
associations have
denounced the use of
the term "illegals" by
the news
media, noting that
the term
"criminaliz[es] the
person, not the J.K.F. "Why Does Fox News Choose to Use the Loaded Term "Illegals?"." Media
action." It is a Matters For America. Media Matters For America, 05 Feb. 2010. Web. 21 Feb.
2012.
"trigger word."
8. Why teach genocide studies?
Polarizing rhetoric in American society
Mitt Romney accuses
Newt Gingrich of
calling Spanish a
"ghetto language."
The Associated Press. "Fact Check: Debate over 'ghetto Language'
Ad." NBC Politics. MSNBC, 27 Jan. 2012. Web. 21 Feb. 2012.
9. Why teach genocide studies?
Polarizing rhetoric in American society
Banks, Adelle M. "Florida Pastor Oversees Quran Burning." USA Today Religion. USA Today, 21 Mar. 2011. Web. 21 Feb. 2012.
“Where they burn books, they will, in the end, burn human
beings too.”
- Heinrich Heine, German writer, Almansor, 1821
10. Why teach genocide studies?
Polarizing rhetoric in American society
Adler, Margot. "Islamic Center Near Ground Zero Sparks
Anger." NPR News. NPR, 15 July 2010. Web. 21 Feb. 2012.
11. Why teach genocide studies?
Political extremism in Europe
The world’s biggest democratic region is now the
breeding ground for extreme-right politics.
MacShane, Denis. "Europe: the Rise of the Extreme Right." The Daily Beast. Newsweek, 24 Mar. 2010. Web. 21 Feb. 2012.
12. Why teach genocide studies?
Political extremism in Europe
2010 elections:
22.9%
Progress Party
There are also
significant parties
15.5 %
of the extreme Dutch Freedom Party
right in Belgium, 11.9% 16.7%
National 28.9% Jobbik
Latvia, Slovakia, Front
Swiss People’s
Party
and Slovenia. 8.3%
Northern
League
MacShane, Denis. "Europe: the Rise of the Extreme Right." The Daily Beast. Newsweek, 24 Mar. 2010. Web. 21 Feb. 2012.
13. Why teach genocide studies?
Political extremism in Europe
Mr Wilders, whose statements have
included comparing the Koran with
Hitler's Mein Kampf, told the court
freedom of expression was on trial.
"I've had enough of the Koran in the
Netherlands: Forbid that fascist
book."
BBC. "Dutch Anti-Islam MP Geert Wilders Goes on Trial." BBC News Europe. BBC, 4 Mar. 2010.
Web. 21 Feb. 2012.
“Often an entire city has suffered because of an evil man.”
- Hesiod, Greek poet, Works and Days (~800 BC)
14. Why teach genocide studies?
Roma expulsion in Europe
France and Italy are among
[European Union] member
states breaking up Roma
camps and deporting EU
citizens.
Phillips, Leigh, and Angelique Chrisofis. "Roma Campaigners
Dismiss Brussels' Claim on Evictions and Expulsions."The
Guardian World News. The Guardian, 25 Aug. 2011. Web. 21
Feb. 2012.
“The evil of the world is made possible by nothing but the
sanction you give it.”
- Ayn Rand, American writer, Atlas Shrugged (1905 - 1982)
15. Why teach genocide studies?
Genocide in DR Congo
Gettlemen, Jeffrey. "Mass
Rapes in Congo Reveal U.N.
Weakness." New York Times
Africa. New York Times, 3 Mar.
2010. Web. 21 Feb. 2012.
BBC. "DR Congo Killings May
Be Genocide-UN Draft
Report." BBC News Africa.
BBC, 27 Aug. 2010. Web. 21
Feb. 2012.
“A person may cause evil to others not only by his action but by
his inaction, and in either case he is justly accountable to them
for the injury.”
- John Stuart Mill, British philosopher (1806 - 1873)
16. Why teach genocide studies?
Genocide in Darfur
The genocide in Darfur has
claimed 400,000 lives and
displaced over 2,500,000
people. More than one
hundred people continue to
die each day; five thousand
United Human Rights Council. "Genocide in Darfur." United
die every month. Human Rights Council Reports. United Human Rights
Council, 21 Feb. 2012. Web. 21 Feb. 2012.
“All that is necessary for the triumph of evil is that good men do
nothing.”
- Edmund Burke, Anglo-Irish statesman (1729-1797)
17. Why teach genocide studies?
Other Examples of Intolerance?
“All that is necessary for the triumph of evil is that good men do
nothing.”
- Edmund Burke, Anglo-Irish statesman (1729-1797)
18. Evolution of the Course
Initial essential question: What is genocide and
why does it occur?
• What have been the causes and course of several famous
genocides, most notably the Holocaust?
• What circumstances lead to radical polarization within
societies?
• How do socio-economic conditions affect a society’s core
values and political functions?
• What are the personal experiences of those involved in
genocides from the perspective of
perpetrators, victims, bystanders, and interveners?
19. Pre-20th
century topics
covered in genocide studies
• Rome: Punic Wars and the Great Judean Revolt
• Medieval religious fanaticism and anti-Semitism
• Spanish conquest of the Caribbean and the Americas
• English colonization of Ireland, North America, and
Australia
• The Jacobin phase of the French Revolution
• American Indian Removal
• New Imperialism, Social Darwinism, eugenics, and
racial anti-Semitism
20. Early 20th
century topics
covered in genocide studies
• Belgian colonization of Congo
• US colonization of the Philippines
• German colonization of Southwest Africa
• The Armenian genocide
• Post-World War I European political landscape
• The rise of Fascist Italy and Nazi Germany
• The Soviet Holodomor
• The Holocaust
• Imperial Japanese war crimes
21. Late 20th/early
c. topics 21 st
covered in genocide studies
• Maoist China
• The Cambodian genocide
• The Mayan genocide in Guatemala
• The dissolution of Yugoslavia, the Bosnian
Genocide, and the Kosovo conflict
• The Rwandan genocide
• North Korean famine
• The Sudanese Civil War and the Darfur Crisis
• NATO intervention in Libya
22. Evolution of the Course
Our conclusion: Genocide is the worst crime humanity
can inflict upon itself. Its frequent outbreaks are like a
disease. Genocide studies demands a shift away from
being impassioned, unbiased historians to being
passionate agents of historical change. Like
physicians, we must work to cure this disease, not
merely understand its effects or treat its symptoms.
The philosophers have only interpreted the world, in various
ways; the point is to change it.
- Karl Marx, German philosopher, Theses On Feuerbach (1818-1883)
23. Evolution of the Course
New essential question: How can we act to prevent
genocide?
• What policies should the US adopt to prevent genocide?
• When genocide occurs, what should be the role of the
international community in regards to intervention?
• How can liberty, prosperity, and security be won and
maintained for all peoples?
• How can democracy flourish and failures of democracy
be avoided?
The philosophers have only interpreted the world, in various
ways; the point is to change it.
- Karl Marx, German philosopher, Theses On Feuerbach (1818-1883)
24.
25. Why is “diversity” wrong?
“All People like us are WE, and everyone else is THEY.”
- Rudyard Kipling, English writer (1865-1936)
26. “Us” versus “Them”
“Us” versus “them” is a dangerous mentality.
Decreasing the likelihood of mass political
violence – atrocities such as genocide and ethnic
cleansing – requires more than just strategies and
policies, it requires a change in the way that we
understand individual rights and fluid group
relationships.
Chirot, Daniel, and Clark McCauley. "A Tribal Mentality Can Lead to Genocide." Smart Library On Globalization. Center On Law And Globalization, 2012.
Web. 21 Feb. 2012.
27. Is tolerance enough?
“Tolerance is respect, acceptance and
appreciation of the rich diversity of our world's
cultures, our forms of expression and ways of
being human. Tolerance is harmony in
difference.”
UNESCO. "Declaration of Principles on Tolerance." Unesco.org. United Nations Educational, Scientific And Cultural Organization, 16 Nov. 1995.
Web. 21 Feb. 2012.
28. Is tolerance enough?
But we would find it patronizing, even downright
insulting, to be “tolerated” at someone's dinner table …
We tolerate those we consider inferior. In religious
circles, tolerance, at best, is what the pious extend
toward people they regard as heathens, idol
worshippers or infidels. It is time we did away with
tolerance and replaced it with “mutual respect.”
- Rajiv Malhotra, founder of Infinity Foundation (1950-present)
Malhotra, Rajiv. "Tolerance Isn't Good Enough: the Need for Mutual Respect in Interfaith Relations." Huffington Post Religion. The Huffington
Post, 09 Dec. 2010. Web. 21 Feb. 2012.
29. Is tolerance enough?
According to Janet Haag, editor of Princeton-based multi-faith journal Sacred Journey:
“…the Latin origin of "tolerance" refers to enduring
and does not convey mutual affirmation or support” and
“implicitly suggests an imbalance of power in the
relationship, with one of the parties in the position of
giving or withholding permission for the other to be.”
The Latin word for respect "presupposes we are equally
worthy of honor. There is no room for arrogance and
exclusivity in mutual respect."
Malhotra, Rajiv. "Tolerance Isn't Good Enough: the Need for Mutual Respect in Interfaith Relations." Huffington Post Religion. The Huffington
Post, 09 Dec. 2010. Web. 21 Feb. 2012.
30. What is mutual respect?
To be colorblind or
to celebrate differences?
Our personal experiences:
1971 South Carolina "Jim Crow"
2001 War on Terror and cultural myopia
31. Is tolerance enough?
Moving the goalpost
“Because nothing motivates people like setting a goal, reaching
that goal, and being told that it’s not good enough.”
32. What is the best way to teach about
the Holocaust in three days?
Don’t teach about the Holocaust!
Teach about genocide.
33. What is the best way to teach about
the Holocaust in three days?
Day 1: What is genocide? How
do Gregory Stanton’s Eight
Stages of Genocide apply to
the Holocaust?
34. What is the best way to teach about
the Holocaust in three days?
Day 2: How do Stanton’s Eight
Stages of Genocide apply to
Cambodia, Rwanda, Bosnia, Da
rfur, and elsewhere?
35. What is the best way to teach about
the Holocaust in three days?
Day 3: What should be the
response of the international
community to warning signs of
an impending genocide or to
the outbreak of genocide?
36. Teaching Tips
• Maintain a scholarly detachment and a humanitarian heart.
• Be empathic, not sympathetic.
• Don’t compare evils.
• Numbers don’t matter; a murder is a murder.
• Keep open communication with parents and administration.
Ask parents to look for signs of psychological distress and to
keep a running dialogue with students.
• Get students to share personal experiences from tourist visits.
• PREVIEW ALL MATERIALS! (Especially when showing R and TV-
MA features.)
37. Resources for Beginners
• USHMM website Videos:
• Choices curriculum from • History Channel’s Third Reich:
Brown University the Rise & Fall
• Shake Hands with the Devil
Books: • The Killing Fields
• Genocide: A Comprehensive • “Darfur in 10 Minutes”
Introduction by Adam Jones (YouTube)
• Worse than War by Daniel • The Pianist
Goldhagen • BBC The Nazis: A Warning
• Ordinary Men by Christopher from the Past
Browning • BBC Auschwitz
• Holocaust by Van Pelt • Swing Kids
• Defiance
38. Advanced Studies
• Blood & Soil: A World History of Genocide and Extermination
from Sparta to Darfur by Ben Kiernan
• BBC Death of Yugoslavia
• The Soviet Story
• Nanking
39. Contact Information:
Kristen Larsen, Sanderson High School
klarsen@wcpss.net
Randy Moncelle, Apex High School
hmoncelle@wpcss.net
Dave Phillips, Wakefield High School
dphillips1@wcpss.net
Chris Story, Sanderson High School
cstory@wcpss.net