Learn about the 1980s response of the Canadian government to the long-lasting effects of residential schools on indigenous communities.
The term Inuit refers broadly to the Arctic indigenous population of Alaska, Canada, and Greenland. Inuit means “people,” and the language they speak is called Inuktitut, though there are regional dialects that are known by slightly different names. Today, the Inuit communities of Canada live in the Inuit Nunangat—loosely defined as “Inuit homeland”—which is divided into four regions.
Justice is complicated; it operates on many levels. In the home, parents often create their own system to punish inappropriate behavior and restore fairness and peace to the household.
The Rome Statute went into effect on July 1st 2002, thus beginning the process of establishing the International Criminal Court (ICC).
This curriculum is designed to guide you and your students through a Facing History and Ourselves unit about the Reconstruction era of American history. In this unit, students will investigate the challenges of creating a just democracy in a time of deep division. The resources included here have been selected and sequenced in order to deepen students’ ethical and moral reasoning, challenge their critical thinking and literacy skills, and engage them in a rigorous study of history. This unit unfolds over 16 lessons. Students begin with an examination of the relationship between the individual and society, reflect on the way that humans divide themselves into “in” groups and “out” groups throughout history, dive deep into a case study on the history of Reconstruction, and then explore the way that history is remembered and the impact of its various legacies in contemporary society.
In their book The Companion to Southern Literature, Joseph Flora and Lucinda MacKethan describe the Southern lady and the younger Southern belle, social types that exuded the traditional characteristics to which many white Southerners expected girls to aspire for much of the twentieth ce
As criticism and concerns over the arrest warrant has mounted*, others have stepped in to support the ICC’s decisions. Notably, nearly 4 months after the ICC issued the arrest warrant for Bashir, prominent peace activists and African leaders, including Nobel Peace Prize Laureates Wangari Maathai and Archbishop Desmond Tutu, issued a statement which highlights the potential of the ICC to have a positive role in securing peace and justice in Sudan.
The arrest warrant issued on March 4th, 2009 against Sudan’s president, Omar al-Bashir, represents the first time a sitting head of state has been indicted by the International Criminal Court (ICC). A day after the warrant was issued, Bashir reacted by expelling and disbanding aid organizations that provided at least half of the humanitarian assistance received in the Darfur region. This decision, on top of that of the indictment, has attracted international attention, and people from around the world—students, activists, and concerned citizens—closely follow news that comes out of Sudan. Among those interested people is Chris Waluk, a teacher from North Carolina. On March 6, 2009, two days after the ICC issued the arrest warrant for Bashir, he wrote a blog post titled, “Can the ICC Save Darfur?” He worries that the arrest warrant might cause more harm than good.