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They Shall Not Perish: Curriculum Guide

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They Shall Not Perish: Curriculum Guide A Curriculum Guide for Teaching about America’s Response to the Armenian, Anatolian Greek & Assyrian Genocides By Ron Levitsky in collaboration with the Genocide Education Project and the Near East Foundation THE STORY OF NEAR EAST RELIEF “ Deportation of and excesses against peaceful Armenians is increasing and from harrowing reports of eye witnesses it appears that a campaign of race extermination is in progress under a pretext of reprisal against rebellion.” — Ambassador Morgenthau in a telegram to the Secretary of State, July 16, 1915 Armenian refugees leaving Ottoman Turkey, c. 1920 THE STORY OF NEAR EAST RELIEF Note to Teacher Teaching involves making choices. With a limited amount of classes and lessons each school year, a teacher must decide what is important. This is especially true for history teachers, since every day adds more content to the discipline. Why, then, include a lesson on Near East Relief in an American or World History class? Much of history has consisted of conflict — political, economic, social, and military. Often this conflict has been violent. The brutality of human beings toward one another has not been limited to any particular time or place. Long before Raphael Lemkin coined the term “genocide” in 1944,1 there were many cases of one people systematically and methodi- cally destroying another. In the last fifty years alone genocides have unfolded in Cambodia, Bosnia, Rwanda, Darfur, and elsewhere in the world. In her book A Problem From Hell: America and the Age of Genocide, Samantha Power, a Harvard University scholar who later became U.S. Ambassador to the United Nations, argues that the United States consistently hesitated to act against any of the genocides that occurred throughout the twentieth century. From 1914–1923 no government, including the United States, tried to intervene militarily or politically to stop the genocide in Anatolia.2 Christian minorities were forced from their homes, tortured, raped, murdered or driven into the desert to die of starvation and exposure. Approximately three million Armenians, Greeks, and Assyrians 3 living in their historic homelands were killed. Their personal and community 1 In Axis Rule in Occupied Europe (1944), Lemkin defined genocide as “a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves.” 2 The Anatolian peninsula, also known as Asia Minor, was traditionally defined as the area bounded by the Black Sea to the north, the Aegean Sea to the west, the Mediterranean Sea to the south, and the Armenian Highland and Euphrates River to the east. The Republic of Turkey considers Anatolia to be coterminous with the borders of modern-day Turkey, which is larger than the historical area. 3 The word “Assyrian” is often used as a general term that includes Syriac Christians and Chaldeans, the latter being ethnically Assyrian adherents to Chaldean Catholicism. 1 THEY SHALL NOT PERISH properties were seized with the approval of the Ottoman government and the Kemalist government that followed. However, even in times of genocide there are people who risk their careers, safety, and lives to help the victims — often in defiance of their own governments. Samantha Power calls these individuals “upstanders.” There are perhaps no greater examples of upstanders than the men and women of Near East Relief. During and immediately following World War I, Near East Relief workers courageously bore witness and alerted the U.S. government to the atrocities the Ottoman and Nationalist Turkish governments denied. These workers fed, clothed, and provided medical treatment to thousands of refugees. Near East Relief is credited with saving over one million lives between 1915 and 1930, including 132,000 orphan children. Nearly two-dozen Near East Relief workers lost their lives in service to those people. The dedication of the Near East Relief workers shows us what indi viduals can and should do in times of crisis. One is reminded of W. H. Auden’s poem “September 1, 1939,” written at the beginning of World War II: Defenceless under the night Our world in stupour lies; Yet, dotted everywhere, Ironic points of light Flash out wherever the Just Exchange their messages 4 Sometimes international problems appear overwhelming. It is important for teachers to offer historical examples of people who had the courage to be the “points of light” we want our students to emulate. Such were the men and women of Near East Relief. This guide is designed to help teachers share this heroic story with their students. This publication may be used as a stand-alone teaching tool or in conjunction with They Shall Not Perish: The Story of Near East Relief, a downloadable exhibition created by the Near East Foun- dation. The history of America’s Response to the Armenian, Anatolian Greek, and Assyrian Genocides can be taught in conjunction with units on World War I, Holocaust and genocide studies, international relations, civic engagement, and philanthropic history. 4 Auden, W. H. “September 1, 1939.” Academy of American Poets. Academy of American Poets, n.d. Oct. 14, 2014. 2 THE STORY OF NEAR EAST RELIEF Resources for teaching about the Armenian, Anatolian Greek, and Assyrian Genocides Before teaching this lesson on Near East Relief, the teacher may wish to provide students with background information. The following curriculum guides are excellent resources on both content and methodology: Human Rights and Genocide : A Case Study of the First Modern Genocide of the 20 th Century. San Francisco, CA: The Genocide Education Project, 2005. (For additional lesson plans on the Armenian Genocide, please visit The Genocide Education Project at genocideeducation.org.) Crimes Against Humanity and Civilization : The Genocide of the Armenians. Brookline, MA: Facing History and Ourselves National Foundation, Inc., 2004. The Genocide of the Ottoman Greeks ( Pontian and Anatolian ), 1914–1923. The Asia Minor and Pontos Hellenic Research Center, 2014. (To receive a free copy of this unit, contact the AMPHRC at hellenicresearchcenter.org.) For more information, documents, and photographs, please visit the Near East Relief Museum at neareastmuseum.com. 3 THEY SHALL NOT PERISH DISPATCHES FROM ANATOLIA “ Picture eight thousand people, mostly women and children, camped out in the glaring July sun with only the remains of the clothing with which they had left their homes two months before and not half enough food to satisfy their hunger. Sometimes they stretched up a bit of gunny sack or an old apron to protect them from the sun. Their bodies were covered with vermin. Often there were great sores on arms, necks and faces from the burning of the sun. Many were sick with dysentery and malaria. The guards surrounded them so that there was no chance of escape.” 1 So wrote Mrs. Tacy Atkinson in recognize these massacres as 1915. Mrs. Atkinson and her hus- the first modern genocide of band were American missionar- the twentieth century.2 ies near the city of Harput in the Ottoman Empire. They witnessed Chilling reports from diplomats the robbery, beating, kidnap- and missionaries like Mrs. Atkin- ping, and murder of Armenians son came to the attention of at the hands of Ottoman Turk- Henry Morgenthau, U.S. Ambas- ish soldiers. The soldiers were sador to the Ottoman Empire. carrying out the government’s Morgenthau was based in the plan to eliminate the empire’s capital city of Constantinople, Christian population, which a diverse metropolis far from included Armenians, Assyrians, the isolated interior of Anatolia. and Anatolian Greeks. Scholars 1 Barton, James L. Turkish Atrocities: Statements of American Missionaries on the Destruction of Christian Communities in Ottoman Turkey, 1915–1917. Ed. Ara Sarafian. London, England: Gomidas Institute, 1998. 2 Balakian, Peter. “The Armenian Genocide and the Modern Age” [online]. The Sydney Papers, Vol. 20, No. 2, Autumn 2008: 144 –161. The Armenian Genocide is considered the first modern genocide of the twentieth century because of the Ottoman Turkish government’s extensive use of governmental apparatus, such as bureaucracy, military, technology, communications, and nationalist ideology in order to demographically target and isolate a minority ethnic group that had no means of self-protection, for the purpose of elimination in a concentrated period of time. Pre-modern genocide, such as the German army’s campaign of race extermination against the Herero and Nama people of German South-West Africa (now Namibia) from 1904–1907, took place within the context of war or colonialism. 4 THE STORY OF NEAR EAST RELIEF Map 1. Ottoman Empire, 1916. Courtesy of the U.S. Library of Congress 5 THEY SHALL NOT PERISH THE AMBASSADOR’S DECISION World War I had broken out in Armenian victims of the Otto- 1914. Great Britain, France, and man massacres. Americans Russia were fighting against had already created several the German Empire and its allies, relief organizations to help which included the Ottoman victims of World War I in coun- Empire. Germany did nothing tries such as Belgium and to stop the massacres in Turkey Russia. Learning of Morgen- (although many German mission- thau’s telegram, James L. aries and diplomats protested Barton, foreign secretary to the killings). Great Britain, France, the American Board of Commis- and Russia were not in a posi- sioners for Foreign Missions tion to aid Ottoman Christian in Boston, and Cleveland H. subjects. The United States Dodge, a businessman in remained neutral. Ambassador New York City, created the Morgenthau knew that the U.S. American Committee for was in an excellent position to Armenian and Syrian Relief. help: there were already Ameri- can consulates and missionary The Committee’s mission schools throughout Anatolia. was to provide direct relief in the form of food, clothing, Historically, a government’s and shelter. At its first meeting, actions against its own people the committee raised nearly were viewed as the country’s $ 60,000, before appealing to private affairs.
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