Notes: State curriculum for public schools of California. Includes sections with grade specific information. (Click on document image sample to view the full size document.) Model Curriculum for Human Rights and Genocide California State Board of Education 1988

Model Curriculum for Human Rights and Genocide Published for the California State Board of Education Francis Laufenberg, President By the California State Department of Education Bill Honig Superintendent of Public Instruction

Publishing Information When the Model Curriculum for Human Rights and Genocide was adopted by the California State Board of Education on October 2,1987, the members of the Board were: Perry Dyke, President Francis Laufenberg, Vice-President Joseph D. Carrabino Agnes L Chan Gloria Sun Horn Susan Owens (Student Member) Angie Papadakis Kenneth L. Peters Jim C [...]

Contents Foreword…………………………………………………………………………………………v Preface…………………………………………………………………………………………..vil Human Rights and Genocide in the History-Social Science Framework, A Model Curriculum………………………….1 Curriculum Resources……………………………………………………………………….6 Appendix A: Summary of Human Rights and Genocide in the Curriculum……………………………………………………….13 Introduction……………………………………………………………………………..13 Goals and Curriculum Strands…………………………………………………….14 Course Descriptions…………………………………………………………………..15 Criteria for Evaluating Instructional Materials………………………………..24 Appendix B: Examples of Violations of Human Rights……………………………25 Introduction……………………………………………………………………………..26 Chapter 3, “Inhumanity: An Historical Overview”……………………………27 [...]

Foreword It is of deep importance in our increasingly multicultural society and our interdependent world that our students recognize the sanctity of life and the dignity of the individual. We want to instill in our students a respect for each person as a unique individual. We want our students to understand that concern for ethics [...]

Preface The Model Curriculum Human Rights and Genocide has been developed pursuant to Assembly Bill 1273 (1985), which states that: … the State Department of Education shall develop a model curriculum for use by school districts maintaining grades 7 to 12, inclusive, to be incorporated into existing history or social studies courses offered by these [...]

Human Rights and Genocide in the History-Social Science Framework A Model Curriculum There is no more urgent task for educators in the field of history and social science than to teach students about the importance of human rights and to analyze with them the actual instances in which genocide— the ultimate violation of human rights— [...]

which had begun to recognize genocide as an offense against humanity as well as against the target group. It was more precisely defined in 1948, when the General Assembly of the United Nations adopted The Convention on the Prevention and Punishment of the Crime of Genocide. This document defines genocide as follows: In the present [...]

• United States Constitution (including the Bill of Rights) • French Revolution and the Declaration of the Rights of Man and the Citizen • President Franklin D. Roosevelt’s speech to Congress declaring the Four Freedoms and their incorporation in the Atlantic Charter • United Nations’ Universal Declaration of Human Rights By studying the United Nations’ [...]

are like other people or different from them, to work harmoniously with those from other cultures, and to cultivate values that promote cooperation and good citizenship. The goal of both study and activity in these years is not only to promote cognitive appreciation for different cultures but also to work actively to combat feelings of [...]

Because respect for individual rights and protection for them are integral to the definition of a democratic society, students should recognize that a democratic system of government offers the best protection against the abuse of human rights. At numerous points in the curriculum for grades six through twelve, students should analyze the political, religious, and [...]

Curriculum Resources As school districts develop their history-social science curriculum, they may wish to develop case studies related to issues of human rights and events of genocide. The studies could include books about human rights organizations; key biographies of human rights activists (for example, Gandhi, Martin Luther King, Jr., and Sakharov); key histories; and personal [...]

Armenian Assembly of America, 122 C Street N.W., Suite 350, Washington, DC 20001. Teacher’s Manual on the Armenian Genocide. This teaching manual contains reference materials, facts, documents, maps, excerpts from eyewitness accounts, and a list of resource persons and bookstores. Chapters deal with deportation, extermination, and the world response. Armenian Assembly of America, Western Regional [...]

Ethnic Studies Departments. University of California and California State Universities. Information on current problems affecting ethnic minorities in California is available. Facing History and Ourselves National Foundation. Inc.. 25 Kennard Road. Brookline, MA 02146; telephone (617) 232-1595. Executive Director. Margot Stern Strom. A resource center provides films, slides, filmstrip kits, videotapes, posters, and testimony of [...]

International Alert Against Genocide and Mass Killings, Box 259,1015 Gayley Avenue, Los Angeles, CA 90024. Internet on the Holocaust and Genocide. U.S. Address: c/o Ronald Santoni, Denison University, Granville, OH 43203. This organization distributes a newsletter entitled Internet on the Holocaust and Genocide. Japanese American Citizens League, Rom Wakabayashi, National Director, 1765 Sutter Street, San [...]

National Association for the Advancement of Colored People (NAACP), 4805 Mount Hope Drive, Baltimore, MD 21215; telephone (301) 358-8900. Resource materials on slavery and the struggle of black people for civil rights are available. National Conference of Christians and Jews, United Nations Plaza, New York, NY 10017. This organization publishes The Record, which is a [...]

University Press, 1970; The Other Holocaust, by Bohdan Wytwycky, The Novak Report. 918 “F” Street. N.W.. Washington. DC 20004. 1980. Polish American Congress. Inc.. Northern California Division. 3040 22nd Street. San Francisco. CA 94110; telephone (415) 386-1815. Polish American Congress, Inc.. Southern California Division, 22048 Sher- man Way. Suite 217, Canoga Park, CA 91303; telephone [...]

Ukrainian Heritage Club of Northern California, 901 Amberwood Road, Sacramento, CA 95864; telephone (916) 482-4706. Genocide of Ukrainians in 1932-33: A Case Study, by Miron Dolot. 1986. This is a teaching guide. Ukrainian Research Center Institute, Harvard University 1953 Massachusetts Avenue, Cambridge. MA 02138; telephone (617) 495-7833. UNESCO: “Human Rights, Questions and Answers,” by Leah [...]

Appendix A Summary of Human Rights and Genocide in the Curriculum Knowledge of human rights and the inhumanity of genocide are presented throughout the History-Social Science Framework for California Public Schools, Kindergarten Through Grade Twelve. As curriculum specialists and textbook publishers develop their materials, attention should be given to including understandings of this topic at [...]

students to reflect on the various ways that people have struggled throughout time with ethical issues and will consider what the consequences are for us today.. . . Human rights and genocide are addressed in five of the 17 distinguishing characteristics of the frame- work, as follows: Eighth: This framework incorporates a multicultural per- spective. [...]

Constitutional Heritage Civic Values, Rights, and Responsibilities Participation Skills Critical Thinking Skills Course Descriptions Kindergarten Learning and Working, Now and Long Ago. Chil- dren learn to respect the rights of others. They are introduced to literature that raises value issues (for example, The People Could Fly and folktales about American blacks)…. Children build their sense [...]

mined for gold and helped build the railroads. Students learn that with cultural diversity come elements of tension. .. . Grade Five United States History and Geography: Making of a New Nation. Students develop historical empa- thy through the eyes of participants in great events; for example, American Indians, slaves, and people of different racial, [...]

ment. . . . Students study the ethical teachings of Confucius. . . . Students can read Paul’s letter to Philemon, a letter whose moral teaching on slavery challenged by persuasion the social order and insti- tutions of Rome. Grade Seven World History and Geography: Medieval and Early Modern Time, In studying the social struc- [...]

Students examine the daily life of ordinary citizens in the new nation in order to understand the life of servants, blacks (free and slave), and American Indians___Students study the searing accounts of Indian removal and the “Trail of Tears.”… Students learn about Helen Hunt Jackson, who worked to improve living conditions for California Indians. Students [...]

the thirteenth, fourteenth, and fifteenth amend- ments to the Constitution. During study of the “Rise of Industrial America,” students learn of… the Indian wars, Custer’s Last Stand, and the removal of American Indians to res- ervations___Students read Chief Joseph’s words of surrender… to grasp the great heroism and human tragedy that accompanied the conquest of [...]

groups and to learn how they are alike and different, in both their past and present experiences,… un- derstand the root cultures from which American ethnic groups have developed,… gain insights into the barriers that various ethnic groups have had to overcome in the past and present. . . . learn of contributions of groups [...]

world’s most civilized nations participated in the systematic murder of millions of innocent people. Students should understand the nature of totali- tarian rule… and learn to recognize the importance of… safeguards of individual rights,… the role of the individual in mass society, … the ethical re- sponsibility of the individual… . During the unit on [...]

minority rights. During the Jazz Age, Ku Klux Klan activities increased in the South and Midwest….A migration of many blacks from the South helped to create the “Harlem Renaissance.” . . . In the unit on World War II, students look again at the Holocaust and consider the response of Franklin D. Roosevelt’s Administration to [...]

During the unit “The United States in Recent Times,” students… reflect on the redefinition of the Bill of Rights during the twentieth century, particu- larly the tension between the rights of the individual and the power of the state;… compare the status of minorities in 1900 to the present; and reflect on changes in job [...]

Criteria for Evaluating Instructional Materials The writing in textbooks . . . must incorporate human interest wherever possible so that students will recognize the universal humanity of people in other times and places, . . . the men and women whose triumphs and tragedies continue to deserve our attention, . . . and people who [...]

Appendix B Examples of Violations of Human Rights Introduction……………………………………………………….,……………………..26 Chapter 3. “Inhumanity: An Historical Overview”*…………………………….27 The Armenian Genocide………………………………………………………………..31 The Ukrainian Genocide……………………………………………………………….39 Chapter 5, “Surplus People: The Final Solution” (Retitled for California: “The Holocaust: Genocide Against the Jews”)*…………………………………………………………………………………45 Mass Murder and Genocide of Poles During World War II……………………53 Chapter 6, “Surplus People: The Pattern Continues” (Retitled [...]

Appendix B Introduction The items in Appendix B are vignettes that provide some background to teachers on issues and events of human rights and genocide. The vignettes are not meant to be inflammatory, to intrude on the rights of others, or to promote a hostile climate. These examples, selected because they serve to illustrate events [...]

Appendix B Chapter 3 Inhumanity: An Historical Overview The following section is excerpted from Chapter 3 of Human Rights: The Struggle for Freedom, Dignity and Equality, published by the Connecticut State Department of Education. Teaching Objective Students will be able to cite examples of recent and past violations of human rights in the United States [...]

Religious persecution Horrible events have also been perpetrated in the name of religion. During the Medieval Period in Europe, Christianity, in the form of the Catholic Church, was the one “true” religion. The Church was the richest and most powerful institution in the Western world at that time and its influence dominated the lives of [...]

years. The lives of thousands of innocent people were disrupted and even destroyed without any pretense of legal due process. Few people spoke out in defense of the Japanese Americans. Even the Supreme Court hesitated to challenge the “military necessity” argument advanced by the government and the military. Only a few, such as Supreme Court [...]

The Plains Indians were 1he last obstacle to white control of the West. The seven tribes of the Teton Sioux, numbering about 16,000 in 1880, were placed on a reserva- tion in South Dakota. There the military proceeded to “civilize” them. They were forced to give up their traditional economy and to become wards of [...]

*Please note that pages 31-38 are not included because they do not contain curriculum material on the Holodomor or any other Communist genocide. Appendix B The Ukrainian Genocide Genocide by a leftist government Even less known than the Armenian Genocide is the famine of 1932-33 in Ukraine, during which five to seven million Ukrainians died [...]

USSR Intent is also implicit in the Soviet government’s vehement denials of the existence of famine at the time it occurred and its rejection of all famine relief offered by private individuals and organizations, as well as the export for sale abroad of roughly 1.7 million metric tons of grain at the height of the [...]

for example, the city of Lviv (which the Poles called Lwow, the Russians Lvov, and the Germans Lemberg) had more Polish inhabitants than Ukrainians, and Poland claimed the city on this basis. But this same city was located in an area where Ukrainians outnumbered Poles rather substantially. In most of Ukraine, which had been ruled [...]

of non-Russian national cultural activities and the active recruitment of non- Russians into the Party and state apparatuses. Since the non-Russians were overwhelmingly rural, the two policies, NEP and indigenization, were but two sides of the same coin. As Stalin once wrote, “The nationality problem is by the essence of the matter a problem of [...]

produced. Collectivization was carried out “on the basis of the liquidation of the kulaks (so-called village exploiters but actually anyone the regime considered unreliable) as a class.” According to official Soviet figures, 200,000 Ukrainian farm families or about one million people were “dekulakized” or expropriated. The true figure is a matter of speculation. At the [...]

searches and seizures of foodstuffs, a policy for which the Moscow Central Committee and Stalin personally were responsible, the famine reached its height in the spring of 1933. At the same time, the nationally minded wing of the Communist Party of Ukraine was purged, and often its members were arrested as spies and wreckers. All [...]