See more resources on the Guatemalan Civil War and its aftermath.
Refugee students face unique challenges in the classroom. Get tips for supporting them on their journey.
Adolf Hitler emerged from WWI in 1918 as a man with none of the normal prerequisites for success in Germany. He had no University degrees, and lacked even a secondary school leaving certificate. He had no distinguished family name and no family connections. He had not been an officer in the army. He had no money and lacked a trade or profession. He was not even a German citizen. Yet by 1932, he had built the most successful political movement of the Weimar years and had become the most popular political leader in Germany. Consumed by racist antisemitism and contempt for democracy, he destroyed the Weimar Republic and created the genocidal Nazi dictatorship.
Genocide prevention advocate Mike Brand shares his insight into genocide prevention.
As I prepared to write this post, I had to confront the most difficult, yet most important, person that I would be in conversation with: myself.
Two teachers share their thoughts on violence in the world and the role educators can play in helping their students make sense of it all.
Facing the resilience of indigenous traditional education in Canada, Prime Minister Sir John A. Macdonald, who was also Minister of Indian Affairs, commissioned Nicholas Flood Davin, a journalist, lawyer, and politician, to go to Washington, DC, in 1879 to study how the United States tackled the same issue. At the time, the US had developed a policy of aggressive civilization of Native Americans. This policy, writes anthropologist Derek G. Smith, “had been formulated in the post-Civil War period by President Ulysses S. Grant’s administration . . . and was passed into law by Congress in early 1869.”1 The key to this policy was a system of industrial schools where religious instruction and skills training would help the Native Americans catch up with the demands of Western society.