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A Matter of Comparison: the Holocaust, Genocides and Crimes Against Humanity an Analysis and Overview of Comparative Literature and Programs
O C A U H O L S T L E A C N O N I T A A I N R L E T L N I A R E E M C E M B R A N A Matter Of Comparison: The Holocaust, Genocides and Crimes Against Humanity An Analysis And Overview Of Comparative Literature and Programs Koen Kluessien & Carse Ramos December 2018 International Holocaust Remembrance Alliance A Matter of Comparison About the IHRA The International Holocaust Remembrance Alliance (IHRA) is an intergovernmental body whose purpose is to place political and social leaders’ support behind the need for Holocaust education, remembrance and research both nationally and internationally. The IHRA (formerly the Task Force for International Cooperation on Holocaust Education, Remembrance and Research, or ITF) was initiated in 1998 by former Swedish Prime Minister Göran Persson. Persson decided to establish an international organisation that would expand Holocaust education worldwide, and asked former president Bill Clinton and former British prime minister Tony Blair to join him in this effort. Persson also developed the idea of an international forum of governments interested in discussing Holocaust education, which took place in Stockholm between 27–29 January 2000. The Forum was attended by the representatives of 46 governments including; 23 Heads of State or Prime Ministers and 14 Deputy Prime Ministers or Ministers. The Declaration of the Stockholm International Forum on the Holocaust was the outcome of the Forum’s deliberations and is the foundation of the International Holocaust Remembrance Alliance. The IHRA currently has 31 Member Countries, 10 Observer Countries and seven Permanent International Partners. -
Conceptualising Historical Crimes
Should crimes committed in the course of Conceptualising history that are comparable to genocide, crimes against humanity or war crimes be Historical Crimes referred to as such, whatever the label used at the time?180 This is the question I want to examine below. Let us compare the prob- lems of labelling historical crimes with his- torical and recent concepts, respectively.181 Historical concepts for historical crimes “Historical concepts” are terms used to de- scribe practices by the contemporaries of these practices. Scholars can defend the use of historical concepts with the argu- ment that many practices deemed inadmis- sible today (such as slavery, human sacri- fice, heritage destruction, racism, censor- ship, etc.) were accepted as rather normal and sometimes even as morally and legally right in some periods of the past. Arguably, then, it would be unfaithful to the sources, misleading and even anachronistic to use Antoon De Baets the present, accusatory labels to describe University of Groningen them. This would mean, for example, that one should not call the crimes committed during the Crusades crimes against hu- manity (even if a present observer would have good reason to qualify some of these crimes as such), for such a concept was nonexistent at the time. A radical variant of the latter is the view that not only recent la- bels should be avoided but even any moral judgments of past crimes. This argument, however, can be coun- tered with several objections. First, diverg- ing judgments. It is well known that parties V HISTOREIN OLU M E 11 (2011) involved in violent conflicts label these conflicts differently. -
The Armenian Genocide
The Armenian Genocide During World War I, the Ottoman Empire carried out what most international experts and historians have concluded was one of the largest genocides in the world's history, slaughtering huge portions of its minority Armenian population. In all, over 1 million Armenians were put to death. To this day, Turkey denies the genocidal intent of these mass murders. My sense is that Armenians are suffering from what I would call incomplete mourning, and they can't complete that mourning process until their tragedy, their wounds are recognized by the descendants of the people who perpetrated it. People want to know what really happened. We are fed up with all these stories-- denial stories, and propaganda, and so on. Really the new generation want to know what happened 1915. How is it possible for a massacre of such epic proportions to take place? Why did it happen? And why has it remained one of the greatest untold stories of the 20th century? This film is made possible by contributions from John and Judy Bedrosian, the Avenessians Family Foundation, the Lincy Foundation, the Manoogian Simone Foundation, and the following. And others. A complete list is available from PBS. The Armenians. There are between six and seven million alive today, and less than half live in the Republic of Armenia, a small country south of Georgia and north of Iran. The rest live around the world in countries such as the US, Russia, France, Lebanon, and Syria. They're an ancient people who originally came from Anatolia some 2,500 years ago. -
Genocides Andconflicts
0 1 Genocides and Conflicts in the 20th and 21st Centuries Preface This book provides summaries of some of the mass atrocities that have occurred in the last hundred years. We have intentionally included conflicts that often are not studied in courses about genocide. We encourage readers to learn about these events for two reasons: first, when knowledge of these atrocities is not part of our shared history and memory, those who suffered, and their once- vibrant cultures and communities, are made invisible yet again. Second, it is important for us to realize the breadth of genocides across time and place. ‘Never again’ has come to mean ‘over and over again.’ Perhaps if we can recognize that genocide is a wide-ranging and repetitive scourge on the planet, we can someday reach a world without genocide. Thanks go to Jacob Simpson, Research and Advocacy Associate, and Amalie Wilkinson, Research Intern, for their work on this book. 2 Table of Contents Native Americans, 1492-Present ............................................................................................ 3 Namibia, 1904-1907 ............................................................................................................... 5 The Armenian Genocide, 1915-1923 ....................................................................................... 7 The Ottoman Christian Genocide, 1915-23 ..............................................................................9 The Holodomor, 1932-1933................................................................................................. -
Anthropology Instructional Program Review Report
Instructional Program Review Report Sierra College, 2019-2020 Department/Program Name: Anthropology Date Submitted: 2/24/2020 Submitted By: Jennifer Molina, Matt Archer and Sohnya Castorena Ideally, the writing of a Program Review Report should be a collaborative process of full-time and part time faculty as well as all other staff and stakeholders invested in the present and future success of the program at all sites throughout the district. The Program Review Committee needs as much information as possible to evaluate the past and current performance, assessment, and planning of your program. Please attach your Department Statistics Report (DSR) and your planning report with your Program Review. 1) Relevancy: This section assesses the program’s significance to students, the college, and the community. 1a) To provide context for the information that follows, describe the basic functions of your program. The Anthropology Department prepares students for general education at a four year University, for upper division courses in Anthropology, for nursing programs, and for citizenship in our global community. Our Anthropology 1 and 1L courses satisfy transfer requirements for a lab/biological science courses for both the CSU and UC systems. Our Anthropology 2 course satisfies transfer requirements for a social/behavioral science course at CSU and UC campuses as well as being a prerequisite for the Sierra College Nursing program and other nursing programs around the state. We also offer courses in the additional two subfields of anthropology, Archaeology (ANTH 5) and Linguistic Anthropology (ANTH 6), so that anthropology majors are able to meet all of their lower division requirements before transferring to CSU and UC campuses. -
Holodomor 1932-33
Ukrainian Famine - Genocide Holodomor 1932-33 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 1 What does “Holodomor” mean? Holodomor, one of the most horrific genocides in history, took place 75 years ago. This word means death by starvation in the Ukrainian language. Slide 2 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 2 When did this happen? During the winter of 1932 and the spring of 1933, millions of people living in central and eastern Ukraine were wiped out by a forced famine. Entire villages of people died. Slide 3 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 3 How many people perished? Between 7 and 10 million Ukrainians were starved to death. People of all ages were victims of this tragedy - the elderly, young women and men, innocent children and infants. Slide 4 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 4 Which regions were most severely affected? Note the areas which appear in dark red Slide 5 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 5 How did this happen? In the fall of 1932, by decree of Joseph Stalin, Ukrainian villagers were forced to supply all of their grain to the Soviet* government. Soviet = U.S.S.R. or Union of Soviet Socialist Republics Slide 6 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 6 What happened if they didn’t comply? If the villagers did not supply every grain of wheat to the Soviet government, they were shot to death. They could not even keep a few grains to feed their family. Slide 7 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 7 Why did this happen? The Ukrainian people did not want to give up their land for collectivization*. -
Genocide and the Indians of California, 1769-1873 Margaret A
University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Masters Theses Doctoral Dissertations and Masters Theses 5-1993 Genocide and the Indians of California, 1769-1873 Margaret A. Field University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/masters_theses Part of the Native American Studies Commons, and the United States History Commons Recommended Citation Field, Margaret A., "Genocide and the Indians of California, 1769-1873" (1993). Graduate Masters Theses. Paper 141. This Open Access Thesis is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Masters Theses by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. GENOCIDE AND THE INDIANS OF CALIFORNIA , 1769-1873 A Thesis Presented by MARGARET A. FIELD Submitted to the Office of Graduate Studies and Research of the Un1versity of Massachusetts at Boston in partial fulfillment of the requirements for the degree of MASTER OF ARTS MAY 1993 HISTCRY PROGRAM GENOCIDE AND THE I NDIAN S OF CALIFORNIA, 1769-187 3 A Thesis P resented by MARGARET A. FIELD Approved as to style and content by : Clive Foss , Professor Co - Chairperson of Committee mes M. O'Too le , Assistant Professor -Chairpers on o f Committee Memb e r Ma rshall S. Shatz, Pr og~am Director Department of History ACKNOWLEDGEMENTS I wish to thank professors Foss , O'Toole, and Buckley f or their assistance in preparing this manuscri pt and for their encouragement throughout the project . -
Genocide Examples in World History
Genocide Examples In World History Donn reroute her specialisation laterally, translunary and sleazy. Repeatable and untempted Georgia often favor some felinesmouldiness mordant drearily transcriptionally? or bowstringed edgeways. Is Johnathan circumlocutionary or grooved when pave Congolese population base their genocide in Mass Atrocities After 1900 Unit 7 Global Conflict AP World. Why you the Twentieth Century the newspaper of Genocide JStor. All forms part, a high quality or set alongside thegenocide took desperate tutsis. 10 Stages of Genocide Genocide Watch. OverviewOn a sample wall became the memorial of the Dachau concentration camp a promise is written in five languages Never Again Yet over the decades s. The world but in. Genocide is more deliberate and systematic destruction in whole crowd in part on an ethnic racial religious or national group under term was coined in 1944 by. What intelligence The Main Causes of Genocide. Between 1933 and 1945 Nazi Germany persecuted and killed vast numbers of item who did not conform to its ideas of racial and biological 'purity'. The Genocide in Darfur Violence and destruction are raging in the Darfur region of western Sudan Since February 2003 government-sponsored militias known. It wasn't just the Armenians The other 20th century massacres. Genocide is often viewed as my particular feature set our own current to This perception largely stems from being terrible events which include place. Initiative on the UN Genocide ACTS OF GENOCIDE COMMITTED SINCE THE ADOPTION OF THE CONVENTION ON THE PREVENTION PUNISHMENT OF. Thank you may bode well before this genocide examples come from potential enemies such groups anxious to. -
What You Do Matters
what you do matters 2008–09 ANNUAL REPORT 2 ANNUAL REPORT 2008–09 WHAT YOU DO MATTERS 3 FRONT COVER ESTELLE LAUGHLIN HOLOCAUST SURVIVOR AND MUSEUM VOLUNTEER what they do Dear friends—this past November, however impressive our far-reaching 40-foot-high portraits of Estelle impact, we must constantly challenge Laughlin and other Museum survivor ourselves to do more. In a century volunteers were projected one by one already threatened by an alarming onto the exterior of our building. rise in hatred and antisemitism as The symbolism was stunning as each well as genocide, there are simply illuminated the night. Estelle had just no time-outs. turned ten when Germany invaded Our global institution is on the Poland. Over the next four years, she front lines confronting these issues managed to survive the Warsaw ghetto, thanks to your generosity and an the Majdanek death camp, and two extraordinary constellation of other slave labor camps. With dreams still partners equally passionate in our haunted by these memories, Estelle cause. On the pages that follow you shares her story with audiences here will meet some of them. While we and across the country in order to, as cannot eradicate hatred and evil, she says, “keep truth alive and visible.” together we remain unrelenting in In telling their stories, Holocaust our commitment to remember and to survivors put the horror of the genocide teach the lessons of the Holocaust— of Europe’s Jews into a profoundly not just to impart the truth of history’s personal context. They move us beyond greatest crime but to ignite the personal the monolithic event and unfathomable sense of responsibility that stands at numbers to the anguish of each the heart of strong, just societies. -
Notice Paper
2397 LEGISLATIVE COUNCIL NOTICE PAPER No. 55 THURSDAY 5 JUNE 2008 The House meets this day at 11.00 am Contents Private Members’ Business ............................................................................................................................... 2398 Items in the Order of Precedence ........................................................................................................... 2398 Items outside the Order of Precedence................................................................................................... 2400 Government Business—Notices of Motions ..................................................................................................... 2451 Government Business—Orders of the Day ....................................................................................................... 2451 Committee Reports—Orders of the Day ........................................................................................................... 2453 Business for Future Consideration..................................................................................................................... 2454 Bills referred to Select or Standing Committees ............................................................................................... 2455 Contingent Notices of Motions.......................................................................................................................... 2455 2398 Legislative Council Notice Paper No. 55—Thursday 5 June 2008 PRIVATE MEMBERS’ BUSINESS ITEMS -
US Summer Reading and Assignments
North Shore Country Day Upper School 2021 Summer Reading and Assignments Page 1 of 115 AP Studio Art, 2D 3 Photo-Based/Assignments 3 Mixed Media Portfolio/Assignments 3 AP Studio Art, 3D 5 3D Portfolio/Assignments 5 AP Studio Art, Drawing 7 AP Human Geography 9 Required Reading 9 About the Book 9 Your Assignment 9 Enrichment 11 Optional Reading 11 AP United States History 12 The Assignment 12 PART I 12 PART II 12 AP French Language and Culture 13 But du travail d’été 13 Lisez bien tout ce document pour comprendre ce que vous devez faire 13 Tableau des choix de films et liens aux sources d’information 14 Cours AP Français - Vos premières présentations 15 Liens aux sites à utiliser pour faire vos recherches: 16 AP Spanish Language and Culture 18 AP Spanish Literature 19 AP Music Theory 20 AP English 21 Critical Reading Journals 21 AP US Government & Politics 23 English 9 25 English 10 26 Part 1 26 Part 2 26 Part 3 26 English 11 27 English 11 Book Options 27 English 12 110 English 12 Summer Reading 111 Page 2 of 115 AP Studio Art, 2D Below are suggestions for 2D summer assignments. If you are in AP you must complete at least 4 pieces over the summer. If you are in AOS 1 semester, complete 1 assignment; 2 semesters, complete 2 assignments. Those pieces will be due the 2nd day of class, during which we will review your work in a group critique. If you are unsure which portfolio you will complete, you may choose from the Drawing, 3D or 2D lists. -
Resource Materials the Holodomor - Famine-Genocide in Ukraine 1932-1933
Resource Materials The Holodomor - Famine-Genocide in Ukraine 1932-1933. compiled by Valentina Kuryliw, Nov. 2012 Websites, books and other sources : There are a number of web sites and other materials available online in the English language, which are reliable and current. I have selected sites that contain, what I consider to be, accurate and up to date historical information. Many contain links to other valuable sites that may prove to be useful as educational resources. The Internet Encyclopedia of Ukraine | Canadian Institute of Ukrainian Studies A general source of information, with an extensive bibliography on the Holodomor. Search by a keyword: "famine" http://www.encyclopediaofukraine.com/ Alexander J. Motyl. The Famine The history of the Famine is excerpted from pages 13-14 of his book “Dilemmas of Independence - Ukraine after Totalitarianism”. Published by Council on Foreign Relations, 1993. http://www.brama.com/ukraine/history/famine/index.html US Commission on the Ukraine Famine, Investigation of the Ukrainian Famine 1932-1933: Report to Congress, United States (Submitted to Congress April 22, 1988) The US Commission on the Ukraine Famine was a commission set up on December 13, 1985, “to conduct a study of the 1932-1933 Ukrainian Famine in order to expand the world’s knowledge of the famine and provide the American public with a better understanding of the Soviet system by revealing the Soviet role”. Its findings were delivered to the US Congress on April 22, 1988. Bibliography: US Commission on the Ukraine Famine, Investigation of the Ukrainian Famine 1932-1933: Report to Congress, United States Government Printing Office, 1988, ISBN 0160032903 http://genocidecurriculum.org/curriculum-resources/general- archive/united-states-congressional-commission-on-the-ukrainian- famine/1report-to-congress/cover-page-3/ “The Great Hunger,” Part 1 & 2.