Claims that the arms race is genocidal in intent given the fact that the United States and the Soviet Union are knowingly preparing to destroy each other as viable national and political groups. Cites Falk's "Responsibility Model" in support of an argument calling for all people to rise above government affairs and resist nuclear…

Recognizes the difficulties involved in trying to define the term "genocide" and how concepts such as "cultural genocide" and "political genocide" affect debate on the subject. Argues that to be clearly understood, genocide must be defined widely enough to identify appropriate cases, yet narrowly enough that it is not trivialized. (GEA)

In an interview format, Dadrian discusses his views on the Holocaust and the Armenian genocide. Analyzing topics such as "victimology," he demonstrates how outside countries and the victimized group actually facilitate the genocidal process. Concludes that world concern must be generated so that events similar to those in Armenia are not…

Describes the genocidal tendencies of Iran's Khomeini government in dealing with members of the Baha'i religion. States that world outcry may have been a contributing factor in the decline in executions. Concludes that discrimination against Baha'i institutions may lead to destruction of the faith and that averting mass execution does not mean…

Details Senator Proxmire's persistence, over 19 years, to achieve congressional ratification of the United Nations Genocide Convention. Explains his views on its strengths and weaknesses and his conviction that the topic of genocide should be included in the secondary curriculum. Stresses his support for the convention and assesses current…

Presents a dramatic reading which simulates a discussion between Talaat, Hitler, Stalin, Idi Amin, and Pol Pot with their lawyer, Satan. Explores some of the limitations of the United Nations Genocide Convention and the importance of its revision and expansion to include more events of mass murder of any group within or outside a country's…

Discusses genocide as an historical problem. Focusing on twentieth-century events such as the Holocaust and the Armenian and Cambodian genocides. Assesses the values of the United Nations Genocide Treaty. Calls for world vigilance to prevent future tragedies. (GEA)

Provides an historical and conceptual framework for understanding contemporary terrorism. Includes quotations from government officials, syndicated columnists, and scholars regarding terrorism and its effects on society. (JDH)

Notes the lack of a concise meaning for the word terrorism. Develops a working definition which states that terrorism is the deliberate creation and exploitation of fear through violence or the threat of violence in the attainment of political objectives. (JDH)

Describes how the author became involved in teaching about genocide and the ways in which his approach to the subject has changed. Demonstrates how student involvement in research and discussion can stimulate interest on the topic. (GEA)

Lists 17 acts of genocide occurring between 1904 and the present. Includes dates and estimates of the numbers of people killed. Indicates which acts are considered to be genocide by the more narrow United Nations definition. (GEA)

Focusing on the Holocaust, Smith uses David Wyman's book "The Abandonment of the Jews," to explore the reasons why America delayed its attempts to save Jews from concentration camps. Considering what the current American response would be to the Holocaust, Smith concludes that while there is more sensitivity, there can be no confidence…

Prevention of war is recommended as an integral part of public school social studies curricula in spite of objections from educators that it may diminish patriotism and further dissent, or other equally irrational responses. (JB)

Analyzes the treatment of genocide in secondary world history textbooks. Acknowledges that textbook space is limited, but argues that all should contain some reference to the subject. Concludes that the Armenian genocide, as well as the genocidal acts of Hitler, Stalin, and Mao Tse-tung should be presented in all survey texts. (GEA)

Discusses methods of teaching about the history of genocide and the potential for its occurrence today. Encourages students to confront commonly-held beliefs in order to understand human rights abuses. Studies current genocidal tendencies, such as those in Iran, to demonstrate the "latent potential in all of us to allow such evil to occur."…