Presents a dramatic reading which simulates a discussion between Talaat, Hitler, Stalin, Idi Amin, and Pol Pot with their lawyer, Satan. Explores some of the limitations of the United Nations Genocide Convention and the importance of its revision and expansion to include more events of mass murder of any group within or outside a country's…

Describes an educational program which uses primary sources, guest speakers, and group activities to deeply involve students in the study of the Holocaust. Includes student evaluations of the class and descriptions of their work and activities. (GEA)

Lists 17 acts of genocide occurring between 1904 and the present. Includes dates and estimates of the numbers of people killed. Indicates which acts are considered to be genocide by the more narrow United Nations definition. (GEA)

Focusing on the Holocaust, Smith uses David Wyman's book "The Abandonment of the Jews," to explore the reasons why America delayed its attempts to save Jews from concentration camps. Considering what the current American response would be to the Holocaust, Smith concludes that while there is more sensitivity, there can be no confidence…

Analyzes the treatment of genocide in secondary world history textbooks. Acknowledges that textbook space is limited, but argues that all should contain some reference to the subject. Concludes that the Armenian genocide, as well as the genocidal acts of Hitler, Stalin, and Mao Tse-tung should be presented in all survey texts. (GEA)

Presents a history of world history instruction as it has evolved since the 1890s in the United States focusing on New York state. Concludes that the latest revisions have restored chronology; eliminated any attempt at universal history; decreased the presence of the social sciences; and retained the option for a topical treatment within a…

Examples of types of writing activities, including skill-drill, story pieces, scenario writing, and a letter to the editor, for use in secondary world history classes, are presented. A social studies writing model is also included. (RM)

Details the founding and growth of the Facing History and Ourselves National Foundation. Begun as a local organization, the Foundation now helps teachers and administrators bring education about 20th century genocide, specifically the Holocaust and the genocide of the Armenian people, to students and communities across the nation. (GEA)

Examines the general concept of intervention and analyzes specific types of U.S. intervention from a geopolitical perspective. Considers the variables relating to the geography of intervention such as land mass, terrain, population, level of development, political stability, cultural heritage, sphere of influence, expansion, and acquisition of…

A lesson on the French Revolution illustrates how reading, writing, reasoning, and researching skills can be integrated into history instruction. (RM)

Presents two sample lessons designed to promote research skills at the secondary level. A world studies and an American history lesson are outlined. Students find answers to questions by consulting encyclopedias, histories, and dictionaries. Discussion of the learning experience follows. (KC)

Contrasting the invasion of Grenada with the Vietnam War, Falk illustrates a successful and a failed intervention into another country's affairs. Assesses the legality, under international law, of intervention and examines various instances of its use. Considers arguments in favor of intervention, recognizing the difficulty in formulating such a…