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125 Genocide Essay Topic Ideas & Examples

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Genocide is a horrific crime that has plagued humanity for centuries. It involves the deliberate and systematic extermination of a specific group of people based on their ethnicity, religion, nationality, or other defining characteristics. Genocide is considered one of the most heinous crimes against humanity and has left a lasting impact on the world.

If you are tasked with writing an essay on genocide, it can be a challenging and emotional topic to tackle. To help you get started, here are 125 genocide essay topic ideas and examples that you can use as inspiration for your writing:

The Armenian Genocide: A systematic extermination of the Armenian population by the Ottoman Empire during World War I.

The Holocaust: The mass murder of six million Jews by the Nazi regime during World War II.

The Rwandan Genocide: The brutal killing of over 800,000 Tutsi people by the Hutu majority in Rwanda in 1994.

Genocide in Cambodia: The Khmer Rouge regime's killing of over two million people in Cambodia in the 1970s.

The Darfur Genocide: The ongoing conflict in Darfur, Sudan, which has resulted in the deaths of hundreds of thousands of people.

The Bosnian Genocide: The ethnic cleansing of Bosnian Muslims by Serbian forces during the Bosnian War in the 1990s.

Genocide in Myanmar: The persecution and killing of Rohingya Muslims by the Myanmar military.

Genocide in North Korea: The brutal treatment of political prisoners and dissidents in North Korean concentration camps.

The Native American Genocide: The mass killing and forced relocation of Native American tribes by European colonizers in the Americas.

The Genocide of the Pontic Greeks: The extermination of the Pontic Greek population by the Ottoman Empire in the early 20th century.

The Yazidi Genocide: The targeted killing and enslavement of Yazidi people by ISIS in Iraq and Syria.

Genocide in East Timor: The Indonesian military's killing of thousands of East Timorese people during the occupation of the country.

The Genocide of the Herero and Nama people: The extermination of the Herero and Nama tribes by German colonial forces in Namibia in the early 20th century.

Genocide in the Democratic Republic of Congo: The ongoing conflict in the DRC, which has resulted in the deaths of millions of people.

The Genocide of the Circassian people: The forced deportation and killing of Circassian people by the Russian Empire in the 19th century.

Genocide in South Sudan: The civil war in South Sudan, which has resulted in widespread violence and displacement of civilians.

The Genocide of the Assyrian people: The killing and forced displacement of Assyrian Christians by ISIS in Iraq and Syria.

Genocide in Guatemala: The killing of indigenous Mayan people by the Guatemalan government during the country's civil war.

The Genocide of the Kurds: The persecution and killing of Kurdish people by various governments in the Middle East.

Genocide in Sri Lanka: The killing of Tamil civilians by the Sri Lankan government during the country's civil war.

The Genocide of the Alawites: The targeted killing of Alawite people by extremist groups in Syria.

Genocide in Nigeria: The killing and displacement of civilians by Boko Haram and other extremist groups in Nigeria.

The Genocide of the Romani people: The persecution and killing of Romani people by the Nazis during World War II.

Genocide in Chechnya: The Russian military's killing of Chechen civilians during the Chechen Wars.

The Genocide of the Uyghur people: The persecution and forced assimilation of Uyghur Muslims by the Chinese government.

Genocide in Burundi: The ethnic violence in Burundi, which has resulted in the deaths of thousands of people.

The Genocide of the Hmong people: The killing and forced displacement of Hmong people by the Laotian government.

Genocide in Zimbabwe: The killing and displacement of civilians by the Zimbabwean government during the country's political crisis.

The Genocide of the Rohingya people: The persecution and killing of Rohingya Muslims by the Burmese military.

Genocide in Yemen: The ongoing conflict in Yemen, which has resulted in widespread violence and humanitarian crisis.

The Genocide of the Hazara people: The targeted killing of Hazara people by extremist groups in Afghanistan.

Genocide in Mali: The ethnic violence in Mali, which has resulted in the deaths of thousands of people.

The Genocide of the Yazidi people: The targeted killing and enslavement of Yazidi people by ISIS in Iraq and Syria

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105 Genocide Essay Topics We Have to Remember

When you read articles or books about genocides, you have only one question in your mind: “Why do people do that?” It’s hard to believe that human beings can do something that horrible to others. Unfortunately, perpetrators of genocides use their imagination and intellect for the wrong reasons and forget about compassion, humanism, and love.

The number of victims of genocide runs in the tens of millions. The majority of these people died not of hunger or diseases. They met their end facing the cruelest creatures on our planet — human beings. Our list of genocide essay topics does not cover all of the recognized genocides, but the ones with the highest death tolls. We haven’t included topics about the Holocaust , as there is a separate list about it.

Armenian Genocide essay topics

• Was the Armenian Genocide real?
• The causes and justifications of the Armenian Genocide.
• Why does the Turkish government deny the Armenian Genocide?
• Compare and contrast the Armenian Genocide and the genocide against Jews during World War II.
• The consequences of the Armenian Genocide for modern Turkey.
• Compare and contrast the Darfur genocide and the Armenian Genocide.
• Why do countries such as Great Britain, the USA, and Israel refuse to use the term “genocide” regarding the Armenian Holocaust?
• Is the number of the Armenian population in a particular country a decisive factor when it comes to the recognition of genocide?
• What are the consequences of the Armenian Genocide for Armenian culture?
• What major historical events preceded the Armenian Genocide, and how did they influence this tragedy?

Rwandan genocide essay topics

• How could the Rwandan genocide have been prevented?
• What would you do if you were present during the Rwandan genocide?
• What role did the Vatican and the Church play in the Rwandan genocide?
• What was the reaction of the international community to the Rwandan genocide? Was it enough?
• How does the Rwandan community cope with the consequences of the genocide today?
• The political and economic consequences of the Rwandan genocide.
• Rape as a method of genocide in Rwanda.
• Analyze the Rwandan genocide based on the article about the ten stages of genocide by Dr. Gregory H. Stanton.
• Why was the United Nations Assistance Mission for Rwanda a failure?
• Was the genocide of Tutsis in Rwanda a response to the mass killings of Hutus in 1972?
• Why did the same region in Africa (Uganda, Burundi, and Rwanda) face two genocides in less than thirty years?
• How does the memory of the Rwandan genocide generate contemporary controversies and commemorations?
• How does the Holocaust relate to the Rwandan genocide?
• Was the Rwandan genocide a result of the colonial legacy?
• What were the main reasons for the Rwandan genocide?
• Explain the difference between two ethnic groups: Hutu and Tutsi. Was this difference the main cause of the genocide?
• What were the Arusha Accords about? Why weren’t they effective?
• Compare and contrast the genocides in Rwanda and Bosnia: reasons, implementation, consequences.
• How do you understand the expression “violence breeds violence”? Explain your point of view using the example of the Tutsi and Hutu genocides.
• The consequences of the Rwandan genocide for the African continent.

Genocide essay topics: genocides in the history of the Americas

• Should the USA interfere if the genocide takes place in another country?
• Can we use the term “genocide” when regarding the interactions of Native Americans and Europeans?
• Is Christopher Columbus a national hero or the pioneer of genocide?
• How did the Geneva Conventions of the 1960s affect the life of Native Nations of North America?
• The genocide of Native Americans in the Indian residential schools in Canada.
• What were the main causes of the Guatemalan genocide?
• What signs of the genocide did slavery in the United States have?
• How did the genocide in Haiti (1804) affect the US Civil War?
• Did European invaders commit genocide in the Americas?
• Analyze the main stages of the Guatemalan genocide.

Genocide argumentative essay topics on genocides in the history of Europe

• How would Marx and Engels explain the causes of the Holodomor?
• Why can the Holodomor be considered genocide?
• Why can the Srebrenica massacre be considered genocide?
• Was the Bosnian genocide inevitable during the Bosnian War in 1992-1995?
• What was the reaction of the United Nations to the Bosnian genocide?
• Why did the Bosnian genocide happen?
• Were Jews the only victims of the Nazi genocide?
• What international laws did the Kosovo genocide violate?
• Why is the genocidal nature of the Great Hunger in Ireland and the Holodomor in Ukraine questioned?
• Compare and contrast the Kazakh famine (1930-1933) and the Holodomor (1932-1933). Although these tragedies were a result of the same regime, their causes and consequences were not similar.

Genocide essay topics: genocides in Asian history

• Official and non-official reasons for the deportation of the Chechens and Ingush.
• Analyze the Nanking Massacre as a genocidal campaign of Japan during the Second Sino-Japanese War.
• Why did the international community fail to prevent the Tamil genocide by the Sri Lankan government?
• Compose a reflection essay on the movie “First They Killed My Father” (2017).
• Why did it take so long to recognize the Anfal campaign as Kurdish genocide?
• Explain the term “cultural genocide.” Use the example of Japanese policy in Korea in 1910-1945.
• Compare and contrast the policies of genocide implemented by the governments under the rule of Adolf Hitler and Pol Pot.
• How did the Khmer Rouge regime use children?
• The signs of genocide in the Syrian Civil War.
• The consequences of the Syrian Civil War for European countries.

Genocide argumentative essay topics: genocides in Africa, Australia, and Haiti

• The Darfur genocide: the first genocide of the 21st century.
• The main causes of the Darfur genocide.
• The consequences of the genocide in Darfur.
• How does the genocide in Congo differ from other known genocides?
• Can the Ethiopian Red Terror be considered genocide?
• What consequences have genocides in Africa had for African cultures?
• Can systematic Indigenous child removal in Australia during the Stolen Generations be classified as a genocidal act?
• Did Australian Aboriginal genocide take place?
• Why can the 1804 Haiti massacre be considered a unique historical event?
• Could the 1804 Haiti massacre be justified?

General genocide essay topics

• Why should the genocides be studied in history classes?
• What is the difference between genocide and war?
• What psychological effect does genocide have on adolescents?
• Sexual violence as a weapon of war and genocide.
• Max Weber’s classification of genocides.
• Compare and contrast the theories regarding genocide created by Weber and Ehrenreich.
• Compare and contrast two genocides on the basis of religion.
• What are the main reasons for the race riots over the course of human history?
• What conditions make non-violent citizens support genocides?
• Why are genocides worse than wars?
• Why do governments start genocides, and why do the populations support them?
• Why doesn’t the Convention on the Prevention and Punishment of the Crime of Genocide work?
• What is an effective way to prevent genocides?
• Who is responsible for genocides: those who give the orders or those who carry them out?
• Compare and contrast the terms “genocide” and “ethnocide.”
• How was colonialism a reason for genocides over the course of human history?
• Explain the term “ethnic cleansing.” Is it always a presage of genocide?
• Are international laws on genocide effective?
• Is the use of military force justified regarding prevention or stopping genocide?
• How do forensic anthropologists help to reconstruct the course of genocides?
• Fundamental attribution error as one of the main reasons for racial and religious genocides.
• What human rights are massively violated during genocides?
• The economic effects of genocides on a state in the long run.
• The origin and interpretations of the term “genocide.”
• Are there similarities in the political leaders who begin genocides?
• Are there any strategies of surviving the genocide, or is it pure luck? Use the memoirs of survivors as a source.
• Why do world leaders allow legitimate genocides to happen?
• Social stratification as one of the main reasons for genocides over history.
• Would you support the creation of a world peacekeeping force aimed at deploying and stopping genocides?
• Do world leaders have the interest to stop genocides in other countries?
• What are the main traits of a genocide?
•  Why is the theorizing of genocides complex?
• What are the benefits and dangers of universal jurisdiction regarding genocides?
• Why do the majority of genocides include torture, sexual violence, and public punishment, along with the physical destruction of the victims?
• Is genocide possible in a well-developed country?

The list of genocide essay topics has come to its end. The 105 topics presented here are clearly not enough to cover this dark part of human history. Therefore, we also suggest you to check our list of useful sources. It will help you to compose a well-researched genocide essay.

45 helpful sources on genocide essay topics

• Daniel Goldhagen, “Hitler’s Willing Executioners, Ordinary Germans and the Holocaust”
• David E. Stannard, “The American Holocaust: The Conquest of the New World”
• Stephen J. Gould, “The Mismeasure of Man”
• Doris Bergen, “War and Genocide: A Concise History of the Holocaust”
• Deborah Dwork, “Holocaust: A History”
• Saul Friedlander, “Nazi Germany and the Jews 1939-1945: The Years of Extermination”
• Timothy Snyder, “Bloodlands: Europe Between Hitler and Stalin”
• Anne Applebaum, “Gulag”
• Jan Gross, “Neighbors”
• Paul Preston, “The Spanish Holocaust”
• Adam Hochschild, “King Leopold’s Ghost: A Story of Greed, Terror and Heroism in Colonial Africa”
• Ben Kiernan, “The Pol Pot Regime: Race, Power, and Genocide in Cambodia Under the Khmer Rouge, 1975-1979”
• Scott Straus, “The Order of Genocide: Race, Power and War in Rwanda”
• Edward Kissi, “Revolution and Genocide in Ethiopia and Cambodia”
• Norman Naimark, “Stalin’s Genocides”
• Adam Jones, “Genocide: A Comprehensive Introduction”
• Ben Kiernan, “Blood and Soil: A World History of Genocide and Extermination From Sparta to Darfur”
• Manus I. Midlarsky, “The Killing Trap: Genocide in the Twentieth Century”
• Philip Spencer, “Genocide Since 1945”
• Greg Grandin, “The Last Colonial Massacre”
• Eric Weitz, “A Century of Genocide: Utopias of Race and Nation”
• Andreas Wimmer, “Nationalist Exclusion and Ethnic Conflict: Shadows of Modernity”
• Michael Mann, “The Dark Side of Democracy: Explaining Ethnic Conflict”
• Jared Cohen, “One Hundred Days of Silence: America and Rwanda Genocide”
• Cameron Hazel, “Britain’s Hidden Role in the Rwandan Genocide: The Cat’s Paw”
• Gerard Prunier, “The Rwanda Crisis: History of a Genocide”
• Linda Melvem, “Conspiracy to Murder: The Rwanda Genocide”
• Christian Scherrer, “Genocide and Crisis in Central Africa: Conflict Roots, Mass Violence and Regional War”
• Allan Thompson, “The Media and the Rwanda Genocide”
• Andrew Wallis, “Silent Accomplice: The Untold Story of France’s Role in the Rwandan Genocide”
• Jon Bridgman, “The Revolt of the Hereros”
• John Labadan, “Daily Lives of Civilians in Wartime Africa”
• Brendan C. Lindsay, “Murder State: California’s Native American Genocide 1846-1873”
• Helmuth Stoecker, “German Imperialism in Africa: From the Beginnings Until the Second World War”
• Jeremy Sarkin-Hughes, “Germany’s Genocide of the Herero”
• Taner Akçam, “From Empire to Republic: Turkish Nationalism and the Armenian Genocide”
• Taner Akçam, “The Young Turks’ Crime Against Humanity: The Armenian Genocide and Ethnic Cleansing in the Ottoman Empire”
• Stephan Astourian, “The Armenian Genocide: An Interpretation”
• Peter Balakian, “The Burning Tigris: The Armenian Genocide and America’s Response”
• Vahakn Dadrian, “The History of the Armenian Genocide”
• David Bloomfield, “Reconciliation After Violent Conflict: A Handbook”
• Robert Conquest, “The Harvest of Sorrow: Soviet Collectivization and the Terror-Famine”
• Alan Rosenbaum, “Armenian Genocide Denial: The Case Against Turkey”
• Yehuda Bauer, “The Place of the Holocaust in Contemporary History”
• Raymond Kevorkian, “The Armenian Genocide: A Complete History”

Genocide topic paper writing assistance

In case our topics and sources aren’t enough, and you still need help with your essay on Armenian genocide or any other topic – apply to the EssayShark writing service. We’re a team of experts who provide high-quality academic assistance to students. Don’t have enough time for your homework? Don’t worry!

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Writing Prompts about Genocide

• 🗃️ Essay topics
• ❓ Research questions
• 📝 Topic sentences
• 🪝 Essay hooks
• 📑 Thesis statements
• 🔀 Hypothesis examples
• 🧐 Personal statements

🔗 References

🗃️ genocide essay topics.

• Analyzing the motivations behind mass atrocities and genocidal intent.
• Exploring the intersection of genocide and colonialism.
• A comprehensive study of the Rwandan genocide.
• Strategies for identifying and halting genocide.
• “Night” a book by Elie Wiesel.
• The impact of the digital age and technology on genocide perpetration.
• Examining historical and ongoing cases of indigenous genocides.
• The psychological trauma of genocide survivors.
• Consequences, motivations, and strategies for countering genocide.
• Analyzing the differentiated impact of genocide on women and men.
• Genocide and effectiveness of legal responses.
• Holocaust as Hitler’s genocide movement.
• The impact of ethnic, religious, and cultural factors on genocide and mass violence.
• Patterns, similarities, and differences of genocide across historical cases.
• Unpacking the role of media in fomenting mass atrocities and genocide.
• Recognizing the Armenian genocide.
• Reconstruction, reconciliation, and rebuilding societies after the genocide.
• Burma’s human rights violation and international law.
• Ethical dilemmas and moral responsibility during genocides.
• The role of education in genocide prevention.
• Analyzing the dynamics of genocide in contemporary contexts.
• Genocide memorials and their impact on remembering, educating, and healing.
• The dangers of genocide denial and historical revisionism.

❓ Genocide Essay Questions

• What are the sociopolitical factors that contribute to the occurrence of genocides throughout history?
• How do perpetrators of genocide manipulate language and propaganda?
• To what extent do economic factors play a role in the planning and execution of genocidal acts?
• How have advancements in communication technology affected incitement leading to genocidal violence?
• What role do international legal frameworks and institutions play in preventing of genocide?
• What are the psychological mechanisms that enable individuals to participate in or condone genocidal acts?
• What are the gender-specific experiences and impacts of genocides on women, men, and LGBTQ+ individuals?
• What are the ethical implications of researching and discussing genocides?
• How does the process of genocide affect cultural heritage?
• What are the similarities and differences between genocides and other forms of mass violence?
• How do educational systems in post-genocide societies address the teaching of genocidal history and memory?
• What role does social media play in incitement related to genocidal acts?
• How do grassroots movement initiatives contribute to raising awareness about genocidal events?
• What strategies have proven effective in preventing the escalation of violence into full-scale genocidal acts?
• How does the concept of “never again” translate into concrete actions to prevent genocides in the modern world?

📝 Topic Sentences about Genocide

• Ideological propaganda has frequently been used as a potent tool to dehumanize and manipulate targeted populations, ultimately serving as a catalyst for the perpetration of genocidal acts.
• Examining the gender-specific impact of genocide reveals the unique challenges faced by women, as well as their role in resisting, surviving, and rebuilding in the aftermath of mass violence.
• The enduring legacy of the Holocaust highlights the pivotal role of collective memory in advocating for human rights and fostering international unity to prevent future genocides.

🪝 Top Hooks for Genocide Paper

📍 definition hooks about genocide.

• In the darkest corners of human history, the term “genocide” stands as a chilling testament to the depths of cruelty and inhumanity that mankind is capable of. Coined by Raphael Lemkin in 1944, genocide encapsulates the deliberate and systematic destruction of a racial, ethnic, religious, or national group.
• Defined as the deliberate extermination of a targeted group based on identity, genocide reveals the darkest facets of human behavior and unveils the potential consequences when hatred and intolerance are allowed to fester unchecked.

📍 Statistical Hooks on Genocide for Essay

• In the 20th century alone, an estimated 50 million lives were lost to genocidal events, showcasing the disturbing frequency and scale of these atrocities across various regions and ideologies.
• According to a recent study, the global incidence of genocide has increased by 40% over the past two decades, raising urgent questions about the effectiveness of international efforts to prevent and address such horrific acts of violence.

📍 Question Hooks about Genocide for Essay

• What are the challenges and ethical considerations involved in commemorating and memorializing genocidal events while respecting the experiences and wishes of survivors?
• How can oral history and survivor testimonies be effectively collected and preserved to ensure the memory of genocides is passed down to future generations?

📑 Good Genocide Thesis Statements

✔️ argumentative thesis samples on genocide.

• The systemic planning and execution of genocidal acts underscore the urgent need for increased international cooperation, robust legal frameworks, and effective preventative measures to ensure that the horrors of mass violence are not perpetuated in the modern world.
• Examining the aftermath of genocides reveals that sustainable reconciliation and healing demand a comprehensive approach that encompasses acknowledgment of past wrongs, reparations, and the establishment of mechanisms for justice to be served against perpetrators, thereby enabling affected societies to move towards a more harmonious future.

✔️ Analytical Thesis Examples about Genocide

• By delving into the intricate interplay of political manipulation, dehumanization strategies, and international complicity, this thesis aims to illuminate the systemic factors that enable genocidal violence, ultimately underscoring the imperative for proactive prevention and intervention measures.
• Through a comprehensive analysis of survivor narratives, historical context, and psychological mechanisms, this thesis seeks to unravel the profound and lasting effects of genocidal trauma on individuals and societies, highlighting the urgent need for holistic approaches to healing and reconciliation.

✔️ Informative Thesis about Genocide

• This thesis delves into the historical, psychological, and socio-political factors that contribute to the perpetuation of genocidal acts, emphasizing the importance of understanding these complex dynamics to prevent future instances of mass violence.
• By examining the gender-specific experiences, long-term impacts, and mechanisms of post-genocide justice, this thesis underscores the necessity of acknowledging and addressing the multifaceted dimensions of genocide to foster healing, reconciliation, and a more just world.

🔀 Genocide Hypothesis Examples

• The presence of state-sponsored propaganda and dehumanizing rhetoric significantly correlates with an increased likelihood of genocidal acts, as seen in historical and contemporary cases, due to their ability to manipulate public perception and incite violence.
• Genocidal trauma and its intergenerational transmission impact the mental health and identity formation of survivors and their descendants, contributing to persistent psychological distress and social challenges within post-genocide societies.

🔂 Null & Alternative Hypothesis about Genocide

• Null Hypothesis: There is no significant relationship between economic factors and the occurrence of genocidal acts throughout history.
• Alternative Hypothesis: Economic factors play a significant role in influencing the occurrence of genocidal acts throughout history.

🧐 Examples of Personal Statement on Genocide

• As a student, I deeply interested in understanding the complexities of human history and the socio-political forces that shape our world. Through rigorous research and analysis, I aim to shed light on the multifaceted aspects of genocide, fostering a deeper understanding of the underlying factors while emphasizing the importance of education, remembrance, and global cooperation in building a more compassionate and just world.
• As a student committed to social justice and human rights, delving into the study of genocide is an endeavor that aligns with my desire to make a meaningful impact on the world. I aim to honor the memory of the victims, amplify their voices, and contribute to the ongoing discourse surrounding prevention, intervention, and accountability. I hope to inspire thoughtful discussions and actions that challenge the narratives of violence, promote empathy, and work toward a future where such atrocities are never repeated.
• Genocide Studies and Prevention: An International Genocide Studies and Prevention
• Genocide and Crimes Against Humanity
• Britain and genocide: historical and contemporary parameters of national responsibility
• On the Original Understanding of the Crime of Genocide
• Propaganda and Conflict: Evidence from the Rwandan Genocide

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Teaching Guides

New resistance, agency, and empowerment.

The Resistance, Agency, and Empowerment teaching unit explores the concept, forms, and examples of resistance through which students learn about genocide. Examining individual and collective actions in response to the Armenian Genocide and its denial as it was being carried out and over the course of more than a century thereafter, the unit highlights the long, continuing legacy of genocide and the value of individual choice and cooperation in affecting positive change. (more…)

NEW! Armenian Life in the Ottoman Empire Before 1915

Life under the Ottoman Empire had its own unique challenges and opportunities for Armenians, as is evident through this collection of pictures, courtesy of the Project Save Armenian Photo Archives, Inc. This lesson focuses on analyzing primary sources (more…)

New! “Bird Letters” Lesson & Activity

Understanding other cultures means exploring their languages, beliefs, art, traditions.  Central to the Armenian identity is the unique language and alphabet, a deeply held religious faith, and their unique expression of these two components in “illuminated manuscripts” (handwritten books decorated with elaborate designs or miniature pictures.) These ancient texts are still revered by Armenians… (more…)

Stages of Genocide: A Toolkit for Educators

Studying genocide is a critical part of a student’s understanding of both history and of current events. The Stages of Genocide Toolkit is designed to help teachers cover the topic in a meaningful and incisive way, introducing students to the phenomenon of genocide itself and then examining it through multiple case studies. (more…)

Operation Nemesis: Using a murder trial to teach about the Armenian Genocide

Soghomon Tehlirian, a survivor of the Armenian Genocide, assassinated Talaat Pasha, the primary architect of the Armenian Genocide, in Berlin in 1921. Although there was no doubt Tehlirian committed the murder, the jury found him not guilty, after hearing 2 days of testimony about the genocide planned and executed by Talaat Pasha. The trial helped motivate Raphael Lemkin to coin the word “genocide.”

(more…)

Survivor Objects: the Zeytun Gospels

The Zeytun Gospels, an 800-year-old manuscript, survived the Armenian Genocide. Understanding the life of an object like the Zeytun Gospels illuminates the devastation of genocide. It also shows how justice, even in small doses, can be found amidst the ruins left by genocide. (more…)

Human Rights and Genocide: A Case Study of the First Modern Genocide of the 20th Century

This comprehensive teacher’s manual focuses on the Armenian Genocide of 1915 during which 1.5 million Armenians, half of the Armenian population, were systematically annihilated. It includes a 1-day, 2-day, and 10-day unit with all the materials teachers will need, including more than two dozen overheads, interactive classroom exercises and more. Discussions include a wide range of topics related to the Armenian Genocide: the history of Armenians in the Ottoman Empire, primary source documents, witness and survivor memoirs, maps and political-economic timelines, and the problem of denial. (more…)

Two Day Lesson on the Armenian Genocide

This is a compressed version of The Genocide Education Project’s ten-day curriculum found in Human Rights and Genocide: A Case Study of the First Modern Genocide of the 20th Century .  It is to be completed in two fifty-minute class periods, with 2 homework assignments, one before and another between the lessons. The lesson includes the definition of genocide, historical background on the Armenian case, a review of other major genocides, a short national TV news piece, and readings from survivor testimonies.

Finding a New Life: The Armenians of Watertown

Finding a New Life: The Armenians of Watertown is an introductory unit providing a background to the history of the Armenian Genocide, the effects of the genocide on subsequent generations in Watertown, and universalizes the experience for other groups who have found safe haven in Watertown.  Finding a New Life illustrates the continued pain and damage that genocide brings and the fortitude of those searching for the truth.

Deli Sarkis: The Scars He Carried

This lesson plan is accompanies readings from the book Deli Sarkis: The Scars He Carried by Ellen Sarkisian Chesnut. The lesson was created by Frank Perez, World History teacher at San Benito High School in Hollister, CA. (more…)

THE PROMISE lesson plan: Concepts of Resistance

“Our revenge will be to survive,” says the character Ana to Michael in the feature film, The Promise . This lesson introduces students to the efforts by genocide victim populations to respond to the violence against them. Using the feature film,  The Promise , students are guided through readings, discussions, and exercises about the Armenian Genocide and the different forms resistance can take.

The Other Side of Home

GenEd has created a discussion guide to accompany this compelling 40-minute documentary which explores a Turkish woman’s discovery of her hidden Armenian heritage and the legacy of genocide denial. “The Other Side of Home” is now available to view through public library online streaming services, Kanopy, Hoopla, and Overdrive, using your public library card number (If you don’t have a card, many libraries now accept online library card applications.)

THE PROMISE: film study guide

The film, The Promise, released in 2017, is the first major Hollywood dramatic feature recounting the history of the Armenian Genocide of 1915, perpetrated by the Turkish government. The film provides a unique educational opportunity to understand the greatest atrocity and human rights crisis of WWI. It also opens a window onto the German and American presence in the (more…)

Memorializing Genocide: A Tulip Garden

How should genocide be remembered? This lesson and activity begins with a classroom discussion about how communities remember major historical events, including human rights atrocities. Students also learn the allegorical story of Armenian botanist JJ Manissadjian, who studied and catalogued a rare, wild tulip found in the Armenian homeland in pre-WWI Ottoman Empire. The tulip became extinct in the wild, but was cultivated later from seeds Manissadjian had sent to Europe.  Manissadjian was imprisoned during the Armenian Genocide, but escaped and immigrated to Europe and the United States. The tulip story is symbolic of the fate of Armenians.

Ten Stages of Genocide

This teaching guide is based on genocide scholar Dr. Gregory H. Stanton’s work “Ten Stages of Genocide” (an update of his previous “Eight Stages of Genocide,” 1996.) The progression of stages is a formula for how genocide is prepared, carried out, and produces long-lasting repercussions.  Beginning with prejudice, genocide develops over time, involving the cooperation of a large number of people and the state; This lesson helps students understand genocide as a process that can be corrected and prevented.

Educator’s Guide for “Like Water for Stone” Novel

Like Water on Stone by Dana Walrath is fictional account of the Armenian genocide. This novel in verse recounts the flight to America of three Armenian children after the Ottoman Turks confiscate their family’s flour mill and murder their parents. For sixty-three days the children travel on foot, above the tree line of the Caucasus Mountains and through the Syrian Desert, to reach refuge in Aleppo, Syria. Taken in by a sympathetic Arab shopkeeper, the children disguise themselves as Arabs to avoid being forcibly relocated to the Deir el-Zor concentration camp, where starvation and barbarity led to certain death. After three years in hiding, the children finally receive a letter and boat tickets to America from their keri (maternal uncle).

The book’s Educator’s Guide was created for Random House by Judith Turner, a longtime educator at Terrace Community Middle School in Tampa, Florida. It includes pre-reading activities, discussion and activity prompts and a list of Common Core Standards correlations.

They Shall Not Perish: The Story of Near East Relief

They Shall Not Perish: The Story of Near East Relief is a 32-page curriculum booklet on America’s response to the Armenian Genocide, through the work of the Near East Relief foundation. NER workers courageously bore witness to the genocide and fed, clothed, and provided medical treatment to thousands of refugees. Near East Relief is credited with saving over one million lives between 1915 and 1930, including 132,000 orphan children, in what was the largest international humanitarian effort up until that time.

An Armenian Journey: From Despair to Hope in Rhode Island

A curriculum resource guide and video documentary created by The Genocide Education Project in cooperation with the Rhode Island Council for the Humanities.   The Armenian Journey: From Despair to Hope in Rhode Island provides a background to the history of the Armenian Genocide, the effects of the Genocide on subsequent generations, and universalizes the experience for other groups who have found safe haven in the United States. The video and resource guide illustrates and elucidates the continued pain that the enormous crime of genocide and its denial brings, as well as the fortitude of those searching for truth. (more…)

The New York Times and the Armenian Genocide

A Lesson Plan based on  The Armenian Genocide – News Accounts from the American Press, 1915-1922

This curriculum extracts articles from the book, “The Armenian Genocide: News Accounts from the American Press,” compiled by Richard Kloian (available from GenEd and can be ordered for $25 by emailing). Including 200 New York Times articles, other journalistic accounts, U.S. Ambassador Morgenthau’s personal account of the genocide, survivor accounts, telegrams from the genocide perpetrator, photographs, and more, the book presents a compelling chronicle of the systematic deportations and massacres of the Armenians of the Ottoman Empire, perpetrated by the Turkish governing authorities between 1915 and 1922.

iwitness Photo Activity

The i w itness  photo documentary project was begun by artists  Ara Oshagan and Levon Parian in 1995, when they began photographing and later interviewing survivors of the Armenian Genocide.

The photographs were first exhibited at the Downey Museum of Art in southern California in 1999, and later featured in the LA Times Sunday Magazine and many other venues. During the centennial commemoration of the Armenian Genocide in 2015, the exhibit was re-made into a large-scale public art installation on three levels at the Music Center and Grand Park in Downtown Los Angeles.

i witness provides an ideal vehicle for middle-high school students to explore first-person testimonies of the Armenian Genocide through an artistic, interpretive lens.

Exhibit installation images by Ara Oshagan, Levon Parian, Vahagn Thomassian, Narineh Mirzaeian | www.iwitness1915.org

Genocide and the Human Voice: Nicole’s Journey

This interactive online classroom provides students a background to the history of the Armenian Genocide and the effects of the denial of the Genocide on subsequent generations. Nicole’s real life journey to the village of her grandmother, now in Eastern Turkey, illustrates the continued pain that genocide brings and the fortitude of those searching for truth. (more…)

Crimes Against Humanity and Civilization: The Genocide of the Armenians

FROM FACING HISTORY AND OURSELVES:

Facing History’s resource book, Crimes Against Humanity and Civilization: The Genocide of the Armenians, combines the latest scholarship on the Armenian Genocide with an interdisciplinary approach to history, enabling students and teachers to make the essential connections between history and their own lives. By concentrating on the choices that individuals, groups, and nations made before, during, and after the genocide, readers have the opportunity to consider the dilemmas faced by the international community in the face of massive human rights violations. (more…)

The Armenians: Shadows of a Forgotten Genocide

Published by the Holocaust Resource Center and Archives, Bayside, New York for its 1999 Armenian Genocide exhibit, this 23-page booklet includes a brief history on the Armenian Genocide, news coverage, maps, the continuing Turkish government denial, and discussion questions.

Contact The Genocide Education Project for the booklet.

The Armenian Genocide, 1915 – 1923: A Handbook for Students and Teachers

Prepared by the Armenian Cultural Foundation

About the Author: Simon Payaslian holds a Ph.D. In political science (Wayne State University, 1992) and is a Teaching Fellow and Ph.D. Candidate in the Department of History at University of California, Los Angeles (UCLA).

This handbook provides both a historical perspective of the Genocide and an overview of international and national constraints in preventing the genocides that followed, highlighting the world’s inability to deal appropriately with the perpetrators of the Armenian Tragedy.

This book also provides teachers with maps, graphs, and eyewitness accounts as well as valuable teaching aids such as the worksheets, discussion and essay topics to maximize the student’s understanding of how the unspeakable can occur and recur even in contemporary times.

Model Curriculum For Human Rights and Genocide

Published for the California State Board of Education by the California Department of Education ISBN 0-8011-0725-3

This Model Curriculum for Human Rights and Genocide, which serves as a guide for classroom teachers, supports the curriculum and instruction described in the framework. Pages 1-5 of this document contain a model that can be used by developers of curriculum. This section provides the philosophical bases for including studies on human rights and genocide in the curriculum, identifies places in the history-social science courses where learnings can be included, and poses questions that will engage students in critical thinking on this topic. (more…)

Teaching the Armenian Genocide: Resources for Teachers, Students and Educators

Published by the Armenian Genocide Resource Center (AGRC) of Northern California

This resource guide lists books, teaching guides, research reports, monographs, archival documents, bibliographies, photographs, websites, videos, and maps available on the Armenian Genocide.

Confronting Genocide: Never Again?

FROM THE CHOICES PROGRAM:

Overview of the Unit – The genocides of the twentieth century elicited feelings of horror and revulsion throughout the world. Yet both the international community and the United States have struggled to respond to this recurring problem. (more…)

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Teaching the Holocaust and Armenian Genocide: For California Educators

Published: May 29, 2019

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At a Glance

• The Holocaust
• Human & Civil Rights

About This Unit

This unit draws upon and adapts materials from the resource books Crimes Against Humanity and Civilization: The Genocide of the Armenians and Holocaust and Human Behavior , and it follows the Facing History scope and sequence.

Students begin with an examination of the relationship between the individual and society, reflect on the way humans divide themselves into “in” groups and “out” groups, and explore how such dynamics contributed to the rise of Turkish nationalism and the Armenian Genocide. Students then dive deep into a historical case study of the Weimar Republic and the Nazi Party’s rise to power in Germany.

Then, they bear witness to the human suffering of the Holocaust and examine the range of responses from individuals and nations to the genocidal mass murder perpetrated by the Nazi regime. In the unit’s later lessons, students draw connections between this history and the present day, weighing such questions as how to achieve justice and reconciliation in the aftermath of atrocities, how painful histories should be remembered, and how this history educates us about our responsibilities in the world today .

Essential Question

The following essential question provides a framework for exploring this unit’s main ideas and themes:

How can learning about the choices people made during past episodes of injustice, mass violence, or genocide help guide our choices today?

This essential question challenges students to make important connections between history and the power of the choices and decisions they make today. We do not expect students to determine a single, “correct” answer. Essential questions are rich and open-ended; they are designed to be revisited over time, and as students explore the content in greater depth, they may find themselves emerging with new ideas, understanding, and questions.

Learning Goals

Students will:

• Recognize the human tendency to create “in” groups and “out” groups and the consequences of that behavior for a society’s universe of obligation.
• Understand the particular historical context for the Armenian Genocide and the Holocaust.
• Wrestle with the choices that individuals, groups, and nations made in response to the Armenian Genocide and the Holocaust, as well as the aspects of human behavior that contributed to those choices.
• Make connections between universal themes related to democracy, citizenship, racism, and antisemitism that this history raises and the world they live in today. Understand their responsibilities as citizens of the world to make choices that help bring about a more human, just, and compassionate world.

Guiding Questions

Each lesson includes one or more guiding questions. Unlike the unit’s essential question, which is broad and open-ended, guiding questions help to direct student inquiry at the lesson level and are aligned with its specific learning objectives. Answering guiding questions requires deep thinking and textual interpretation. Unlike essential questions, guiding questions might have a clear answer, which students should be able to support with specific evidence from the lesson to demonstrate their understanding of the content.

What’s Included

This unit supports a multi-week exploration of Teaching the Holocaust and Armenian Genocide: For California Educators. It includes:

• Videos, readings, and handouts that correspond with activities
• Student materials in English and Spanish  
• A unit assessment in 7 steps

Preparing to Teach

A note to teachers.

Before you teach this lesson, please review the following guidance to tailor this lesson to your students’ contexts and needs.

Teaching Emotionally Challenging Content

Many teachers want their students to achieve emotional engagement with the history of the Armenian Genocide and the Holocaust and therefore teach this history with the goal of fostering empathy. However, like any examination of difficult histories, this unit includes historical descriptions and firsthand accounts that some students may find emotionally challenging. We can’t emphasize enough the importance of previewing the readings and videos in this curriculum to make sure they are appropriate for the intellectual and emotional needs of your students.

It is difficult to predict how students will respond to primary and secondary source readings, documents, and films. One student may respond with emotion to a particular reading, while others may not find it powerful in the same way. In addition, different people demonstrate emotion in different ways. Some students will be silent. Some may laugh. Some may not want to talk. Some may take days to process difficult stories. For some, a particular firsthand account may be incomprehensible; for others, it may be familiar.

Our experience tells us that it is often problematic to use graphic images and films or to attempt to use simulations to help students understand aspects of this history. Such resources and activities can traumatize some students, desensitize others, or trivialize the history.

We urge teachers to create space for students to have a range of reactions and emotions. This might include time for silent reflection or writing in journals, as well as structured discussions to help students process content together. Some students will not want to share their reactions to emotionally challenging content in class, and teachers should respect that in class discussions. When teaching emotionally challenging content, it is crucial for educators to allow a variety of responses, or none at all, from students to authentically support their emotional growth and academic development.

Activities and resources that we believe may be especially challenging for younger students can be found in the Extensions section. We expect teachers to incorporate such activities into their instruction as appropriate.

Fostering a Reflective Classroom Community

We believe that a classroom in which a Facing History & Ourselves unit is taught ought to be a microcosm of democracy—a place where explicit rules and implicit norms protect everyone’s right to speak; where different perspectives can be heard and valued; where members take responsibility for themselves, each other, and the group as a whole; and where each member has a stake and a voice in collective decisions. You may have already established rules and guidelines with your students to help bring about these characteristics in your classroom. If not, it is essential at the beginning of this unit to facilitate a supportive, reflective classroom community. Two ways in which you can create a strong foundation for a reflective classroom are through the use of classroom contracts and student journals. Even if you already incorporate both of these elements into your classroom, we recommend taking a moment to review them.

Related Materials

• Teaching Strategy Contracting
• Teaching Strategy Journals in the Classroom

Unit Assessment

This unit includes an assessment that asks students to write an argumentative essay in response to the following prompt:

Over the course of this unit, you will examine the atrocities committed by the Ottoman government during the Armenian Genocide, the rise of the Nazi Party in Germany following World War I, and the pursuit of racial purity in Nazi Germany that resulted in the murder of six million Jewish individuals and millions of other civilians during the Holocaust. You will also look closely at the choices made by individuals, groups, and nations that led to these events. For the culminating unit assessment, you will construct a written argument that you support with examples from these historical cases in response to the following question: How can learning about the choices people made during past episodes of injustice, mass violence, or genocide help guide our choices today?

Note that the objective of the essay is not to ask students to cover all of the historical topics listed above in one essay. The list is designed to spark students’ thinking and provide a range of topics that students can choose based on their interests and readiness level. Some sophisticated writers, for instance, may choose to compare and contrast different moments in the past within single paragraphs, while others might group evidence chronologically. An English Language Learner or student with an individualized education plan might use only one historical event on which to base his or her argument. We recommend that you modify the prompt according to the particular needs of your students.

Six activities are interspersed throughout the unit to introduce students to the assessment and guide them as they gather evidence and develop their ideas, develop their theses, and begin to write their essays. The activities can be skipped if you opt not to use the unit assessment.

Developing Student Vocabulary

The readings and videos in this unit introduce some vocabulary and concepts that may pose a challenge for your students, especially for struggling readers, so you may want to consider using the Word Wall strategy to keep a running list of critical vocabulary posted in your classroom that you and your students can refer to over the course of the unit. Students might have a corresponding list in a section of their journals or notebooks, and you could also challenge them to incorporate the terms into their writing and discussions to help them internalize and understand these challenging terms and concepts.

• Teaching Strategy Word Wall

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Inside this unit, explore the resources, introducing the unit, exploring identity, stereotypes and "single stories", universe of obligation, introducing and dissecting the writing prompt, the roots and impact of antisemitism, the rise of nationalism and the collapse of the ottoman empire, genocide under the cover of war, introducing evidence logs, nationalism and the aftermath of world war i, the weimar republic, adding to evidence logs, 1 of 4, the rise of the nazi party, european jewish life before world war ii, dismantling democracy, do you take the oath, laws and the national community, adding to evidence logs, 2 of 4, power of propaganda, youth and the national community, kristallnacht, responding to a refugee crisis, race and space, adding to evidence logs, 3 of 4, the holocaust: bearing witness, the holocaust: range of responses, justice and judgement after the holocaust, adding to evidence logs, 4 of 4, confronting genocide denial, survivor testimony and the legacy of memory, choosing to participate, refining the thesis and finalizing evidence logs, you might also be interested in…, resources for civic education in california, resources for civic education in massachusetts, teaching holocaust and human behaviour (uk), americans and the holocaust: the refugee crisis, unlimited access to learning. more added every month..

Facing History & Ourselves is designed for educators who want to help students explore identity, think critically, grow emotionally, act ethically, and participate in civic life. It’s hard work, so we’ve developed some go-to professional learning opportunities to help you along the way.

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“the united nations: preventing genocide” argumentative/persuasive writing.

Grade Levels

Course, subject.

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Write arguments focused on discipline-specific content.

• Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
• Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• Provide a concluding statement or section that follows from or supports the argument presented.

Evaluate the application of the principles and ideals in contemporary civic life.

• Liberty / Freedom

Evaluate the effectiveness of international organizations, both governmental and non-governmental.

Construct research on a historical topic using a thesis statement and demonstrate use of appropriate primary and secondary sources . (Reference RWSL Standard 1.8.8 Research)

Evaluate the role groups and individuals played in the social, political , cultural, and economic development throughout world history.

• Big Ideas Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text Purpose, topic and audience guide types of writing Historical context is needed to comprehend time and space. Historical interpretation involves an analysis of cause and result. Nationalism plays a number of influential roles with far-reaching consequences in an interdependent world. Perspective helps to define the attributes of historical comprehension. Political and economic ideas motivate societies to new behaviors. The rapid pace of technological change has established unprecedented economic, political, and cultural interdependence among nations and individuals. World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.
• Concepts Essential content, literary elements and devices inform meaning Focus, content, organization, style, and conventions work together to impact writing quality Persuasive writing attempts to influence the audience by presenting an issue and stating and supporting a position. Biography explores the life of an individual. Biography is a historical construct used to reveal positive and/or negative influences an individual can have on civilization. Biography is a historical construct used to reveal positive and/or negative influences an individual can have on world history. Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation. Historical comprehension involves evidence-based discussion and explanation, an analysis of sources including multiple points of view, and an ability to read critically to recognize fact from conjecture and evidence from assertion. Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view. Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction. Multinational corporations, with economic and political influence rivaling and exceeding that of nations, also play an important role in international relations. Multinational treaties and alliances principally serve the purposes of security and economic relations. Nations continually develop and refine foreign policy to meet their own interests and influence other nations in specific courses of action. World history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space. World history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
• Competencies Evaluate the effects of inclusion and exclusion of information in persuasive text Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts Persuasive Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content). Persuasive Writing: Employ a thoroughly elaborated argument that includes a clear position consistently supported with precise and relevant evidence where rhetorical persuasive strategies are evident (content). Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization). Persuasive Writing: Use proper conventions to compose in the standard form of the English language (conventions). Persuasive Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus). Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style). Write to influence the audience by:• stating and supporting a position with detailed evidence, examples, and reasons. • using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion) to strengthen the argument. • employing a distinct structure to organize the argument and the opposing viewpoints. • acknowledging and refuting opposing arguments. • evaluating sources for validity, perspective, bias, and relationship to topic.• documenting sources of information responsibly and ethically. • using sources to achieve a balanced and authoritative argument. • supporting judgments with relevant evidence and detail. Write to influence the audience by:• stating and supporting a position with detailed evidence, examples, and reasons. • using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion, analogies and illustrations) to strengthen the argument. • employing a distinct structure to organize the argument and the opposing viewpoints. • acknowledging and refuting opposing arguments. • evaluating primary and secondary sources for validity, perspective, bias, and relationship to topic. • documenting sources of information responsibly and ethically. • using sources to achieve a balanced and authoritative argument. • supporting judgments with relevant evidence and detail. • presenting the position in either a deductive or an inductive framework. Focus, content, organization, style, and conventions work together to impact writing quality Construct a biography of a non-American and generate conclusions regarding his/her qualities and limitations. Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place. Identify international organizations and their functions. Prepare a report or speech to the UN Subcommittee on Human Rights concerning a current issue involving human rights and/or international abuses. Provide research on the impact of international organizations on your personal economic choices. Synthesize a rationale for the study of a non-American individual in world history.

Description

• Compare and contrast arguments for and against the effectiveness of the United Nation's Genocide Convention of 1948. 
• Write a persuasive piece that takes a personal stance on the issue, using past or current events/issues to illustrate and clarify their position.

United Nations  - international organization formed after WWII in an effort to promote world peace.    

• Clinton, Bill. Rwanda Speech. Airport in Kigali, Rwanda. 11 Feb. 2009. CBS News . Web. 2 Aug. 2011. https://www.cbsnews.com/news/text-of-clintons-rwanda-speech/ .
• "Convention on the Prevention and Punishment of the Crime of Genocide." Human Rights Education Association . Human Rights Education Association, n.d. Web. 2 Aug. 2011. https://hrea.org/learn/resource-centre/human-rights-treaties-and-other-instruments/kampala-convention/.
• Des Forges, Alison Liebhafsky. "The UN Response to the Warning." Leave None to Tell the Story: Genocide in Rwanda . N.p.: n.p., 1999. N. pag. Human Rights Watch . Web. 2 Aug. 2011. http://www.hrw.org/legacy/reports/1999/rwanda/Geno4-7-01.htm.
• "UN Tribunal Upholds Life Sentence for Senior Rwandan Politician Convicted of Genocide." UN News Centre . UN News Service, 1 Apr. 2011. Web. 2 Aug. 2011. http://www.un.org/apps/news/story.asp?NewsID=38029&Cr=rwanda&Cr1= .
• Yimsut, Ranachith. "The Tonle Sap Lake Massacre." EdWeb Project . EdWeb, n.d. Web. 2 Aug. 2011. http://www.edwebproject.org/sideshow/stories/ronnieyimsut.html . 

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Suggested instructional strategies.

Instructional Procedures

How much support will students need to successfully complete the task?

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

What note-taking method will students use, and does that method align with the writing task?

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

Daily Plan The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

Teaching Task

Task 2 Template (Argumentation/Analysis L1/L2/L3): How has the United Nations’ Genocide Convention of 1948 been effective in preventing acts of genocide? After reading primary and secondary sources, write a news magazine article that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. 

Task Engagement and Analysis The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations. 

The teacher explains the timetable and supports available for completing the task.

Text Selection The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

Preview texts The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

Which parts of the text provide evidence that relates to the prompt?

What historical or current examples did you notice that relate to the prompt?

What is the text explicitly saying? What gaps or unanswered questions do you see?

What competing arguments have you encountered or thought of based on the text (argumentative)?

How do you know your sources are credible?

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

Transition to Writing The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

Development of rough drafts Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

Completion of Final Draft Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

LDC Scores and Grades LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

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Essay Samples on Genocide

Us decision's impact on rwanda genocide's outcome.

In April of 1994, The Hutu ethnic group caused a genocide against the other ethnic group, the Tutsis. Many deaths happened over an imbalance of power. Although the Tutsis were the minority, they dominated and were favored. The Hutus threw Tutsis into random countries, took...

• Indigenous People
• Rwandan Genocide

Negative Impacts of Social Darwinism on Society

After five years sailing on the sea and, Charles Darwin made a lot of observations and collection on kinds of animals, plants, and fossils. The valuable experience inspired Darwin and made him create the theory of evolution -- one of the most important theories in...

• Charles Darwin
• Social Darwinism

The Truth About Holodomor and Memory of the Victims

To a moderate extent, we get nearer to the truth the closer we are the event, as over the progression of time, discoveries are made, and unknown facts are revealed, which were not readily available close to a certain event. In the case of an...

Critique of Hannah Arendt's Approach in Her Thesis on Totalitarianism

A totalitarian government is one which should be seen as a regime of the past. In society today, people have rights and freedoms; which means that the government has the mandate to protect its citizens, and give them the power to work and realise the...

• Hannah Arendt

The Disgraceful Acts of Columbus and Why Columbus Day Shouldn't Be Celebrated

Growing up in America, young vulnerable kids are taught and develop beliefs that Columbus is amazing, but there's little-discussed about the horrid ways he acted towards our nation’s primary inhabitants. Columbus tortured slaves and indigenous people, and he also contributed immensely to the transatlantic slave...

• Columbus Day

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Stalin and Famine in Ukraine: Reasons and The Results of Ukrainian Genocide, Holodomor

Many people think that a genocide is simply just terrorism that occurs, however a genocide means something much more stronger than that, it is the complete annihilation of a whole civilization. Genocide is “the deliberate killing of a large group of people, especially those of...

• Joseph Stalin

Genocide Witnesses and the Bystander Effect

'Today, people don't talk anymore about the mass murder of six million human beings' (Wiesenthal 156). Even though this statement refers to the Holocaust, it applies to various genocides that have occurred throughout history. No matter the place or time, the same reaction happens as...

• The Bystander Effect

Role of International Orrganizations and Countries in Mass Violence

With the end of the Cold War and the world after passing through a series of catastrophic events and being on the brink of Nuclear Warfare found Disarmament to be a pertinent matter in order to retain peace. Efforts for disarmament had been in order...

• Community Violence
• The United Nations

The Justification of the Rwandan Genocide

No logic, no reason, no explanation. Just a prolonged nightmare in which fear, loneliness and the unexplainable walk hand in hand through the shadows. In a moment we will start to gather clues as to the whys the whats the whens and the wheres. We...

The Influence of the Bystander Phenomenon During Genocides Explored in Terms of the Rwandan Genocide

Time and time again it has been said to be ‘Never Again’ but literature still explores atrocities such as genocide in order to try and understand individual factors that lead to its development and influence the likelihood of genocide happening and how to prevent and...

The Terrors and Horrific Events of the Genocide Phenomenon

Intro “Why is the killing of a million a lesser crime than the killing of an individual?”- Raphael Lemkin. Throughout history, humans have killed each other for an array of reasons; differences in religion, culture, ethnicity, or just simply because one believes they are superior...

A Close-Up Look at the Treatment of Armenians in the Ottoman Empire in The Promise

The discussion over what Armenians experienced in the Ottoman Empire after World War I, still maintains its violence since the day it has begun. Although most historians and academics believe that Armenians were the first victims of the 20th century’s first genocide, many Turkish people...

• Ottoman Empire

The Meaning of Genocide to the Armenian Community

In “Sad Days of Light,” Peter Balakian talks about how his grandparents survived during the genocide and the harsh situations they might had to face for their survival. Balakian uses imagery throughout his text to show how the Armenians suffered due to the act of...

• Social Problems

Genocide of Life and Culture in Patagonia Desert

Genocide, in which mass amounts of a specific group of people are killed, and cultural genocide, in which the culture of a group is forced in extinction, often arises from violent conflicts that typically have at least one of two main factors driving them: religion...

• The Man in The High Castle

Analysis of Genocide in Rwanda, Its Impact and Aftermath

For many years, Rwanda dealt with an ongoing battle between the Tutsis and Hutus, but one major problem that was faced by the Hutus was their reluctance to share any power with the Tutsis. They wanted to be dominant and would not settle for anything...

Avengers: Infinity War Thanos And His Quest For Genocide

A warning to audiences should be put into place due to this film containing some of the most controversial action packed scenes in all of the marvel movies series so far. Thanos master plan for genocide is one example of a very dark turn marvel...

• The Avengers

Stanton's Theory Of Eight Stages Of Genocide

Stanton's theory of eight stages of genocide Stanton based his theory on the idea that genocide is not just a singular or random event that occurs but a process. Stanton's theory suggests that this process has early warning stages which he categories into eight stages...

Technological Progressions: Past, Present And Future

At the beginning of the thirteenth century a drought greater than any during the recorded history of the area came to the Great Plains. As the rains failed year after year and the crops withered in the fields, the hunters and horticulturalists who lived along...

Best topics on Genocide

1. Us Decision’S Impact On Rwanda Genocide’S Outcome

2. Negative Impacts of Social Darwinism on Society

3. The Truth About Holodomor and Memory of the Victims

4. Critique of Hannah Arendt’s Approach in Her Thesis on Totalitarianism

5. The Disgraceful Acts of Columbus and Why Columbus Day Shouldn’t Be Celebrated

6. Stalin and Famine in Ukraine: Reasons and The Results of Ukrainian Genocide, Holodomor

7. Genocide Witnesses and the Bystander Effect

8. Role of International Orrganizations and Countries in Mass Violence

9. The Justification of the Rwandan Genocide

10. The Influence of the Bystander Phenomenon During Genocides Explored in Terms of the Rwandan Genocide

11. The Terrors and Horrific Events of the Genocide Phenomenon

12. A Close-Up Look at the Treatment of Armenians in the Ottoman Empire in The Promise

13. The Meaning of Genocide to the Armenian Community

14. Genocide of Life and Culture in Patagonia Desert

15. Analysis of Genocide in Rwanda, Its Impact and Aftermath

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8 Genocide: From Social Structure to Political Conduct

• Published: July 2016
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We outline a conceptual framework that can be used to analyze one-sided violence within conflicts. We suggest that genocide and mass killings can be interpreted as an extreme measure of political exclusionary tactics. Under some circumstances, the social structure gives rise to social hierarchies, which in turn are mapped onto the political structure. Social minorities can be socially and politically dominated, but keep leverage in the form of social capital. Threats to the status quo can exacerbate intergroup differences, shifting the level of competition among groups and giving rise to conflict. Unethical and tough political incumbents will devote excessive resources to prevent entry by destroying the source of power of the opposing social group and preserving their hegemony.

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150 Holocaust Essay Topics & Examples

Looking for good titles for a Holocaust project? This is one of the most tragic parts of WW2 that is definitely worth studying.

🔝 Top 10 Holocaust Questions for Essays

📝 holocaust essay: how to write, 🏆 holocaust essay examples & topics, 📌 holocaust thesis ideas, ✍️ holocaust essay topics for college, 💡 most interesting holocaust topics to write about, ❓ holocaust essay questions.

The most popular Holocaust essay topics are:

• The Holocaust and its causes
• Nazi human experiments as a part of the Holocaust
• Jewish ghettos in Poland
• The establishment of Auschwitz concentration camp
• The consequences of the Holocaust

Below you can find much more ideas. In this article, we’ve collected Holocaust thesis ideas and questions for essays. They will suite for middle school, high school, and college-level assignments. You’ll also find tips on writing your introduction, conclusion, and formulating a thesis statement, together with Holocaust essay examples. Write an ️A+ paper with us!

• What were the ideological causes of the Holocaust?
• How was anti-Jewish legislation in Germany established?
• What were the goals of the Nazi Euthanasia Program?
• How and where were the largest ghettos created?
• How did the concentration camp system expand across Europe?
• What were the three types of ghettos?
• How did the resistance efforts in the ghettos look like?
• Who were the key opponents of Nazism inside and outside Germany?
• How did the US government respond to Nazism?
• What were the consequences of the Holocaust?

The Holocaust has affected millions of people around the world. It is one of the most tragic and problematic topics of history. Holocaust essays help students to understand the issue better, analyzing its causes and consequences.

Organizing an essay on the Holocaust may be challenging, as there are many aspects to cover. We have developed some tips to help you through the process.

First, choose the Holocaust issue you want to discuss. Select one of the titles to work on. Some of the Holocaust essay topics include:

• Concentration camps in today’s Europe
• Lessons from the Holocaust: Fostering tolerance
• Present and future of the Holocaust research
• The causes of the Holocaust and discrimination against Jewish people
• How could people have stopped the Holocaust?
• Political issues behind the Holocaust
• The effects of the Holocaust on its survivors
• The factors and issues that contributed to Nazism

You can choose one of these holocaust essay questions or ask your professor for suggestions. Once that you have selected the topic of your essay, you can start working on the paper.

A well-developed structure is highly significant for an outstanding essay. Here are some tips on how to develop a structure for the paper:

• Think of the Holocaust essay prompts you want to discuss first. You can do preliminary research to see what issues you should cover.
• Ask your professor about the type of essay you should write. If it is an argumentative essay, you will need to leave space for at least one refutation paragraph and a rebuttal paragraph.
• Include an introductory paragraph (or several paragraphs if you are working on a longer essay). This paragraph should include the background information on the Holocaust and the problem you have selected. Discuss the goals of the paper and state your main claim at the end of this section.
• The main arguments of your paper will comprise body paragraphs. You may want to dedicate at least one separate paragraph for each of your claims. The number of body paragraphs is up to you, however, we would recommend including at least three of them. Hint: Make smooth transitions between paragraphs to make your paper look more organized.
• Remember that at least one body paragraph should state the general information about the Holocaust, its causes, and effects. You may discuss statistical data, global consequences, and primary victims.
• While working on a refutation paragraph, do not forget to prove that your arguments are more reasonable that the opposing perspectives. You can dedicate a separate paragraph for a rebuttal.
• A concluding section or a summary should state your main arguments again. You can also include a recommendation if necessary.
• Important tip: Do not make your paragraphs too short or too long. We would recommend writing between 65 and 190 words per paragraph and not more than 35 words per sentence. Making all body paragraphs of similar length is also a good idea that will make your paper look more professional.
• Ask your professor whether you need to include a title page and table of contents. Remember that a reference page is a must, as it includes all sources from the essay.
• If you are not sure that the selected structure is good, search for the holocaust essay titles and examples online and see how other students organize their papers. Avoid copying the works you will find.

Remember to look at the samples on our website to get some ideas for your excellent paper!

• Holocaust and Bosnian Genocide Comparison The current paper aims to compare some of the most notable genocides in history, the Holocaust, and the Bosnian mass murder in terms of their aims, death tolls, tactics, and methods.
• The Holocaust: Poem “Tears of Blood” The extermination of the Roma was part of the general policy of the National Socialists to destroy political opponents, homosexual people, terminally and mentally ill, drug addicts, and Jews.
• Critique of Elie Wiesel’s Holocaust Book “Night” Like many books on the Holocaust, Elie Wiesel’s Night is a dramatic picture of the horror times in the history of humankind and particularly in the history of the Jewish people.
• Nazi Medical Experiments During the Holocaust The information is maintained by the United States Holocaust Memorial Museum. This photograph is maintained and produced by the United States Holocaust Memorial Museum.
• Reinhard Heydrich’s Role in the Holocaust With the help of his boss: Himmler[7], they used political forces to influence the police in an attempt to ensure the consolidation of the Nazi administration in the entire nation of Germany[8].
• The Relationship Between Epigenetics and the Effects of the Holocaust Tests are most likely to identify existing changes of DNA and the proteins related to DNA, which are responsible for the structure of the DNA and the availability of other elements related to the DNA.
• History of the Jews and the Holocaust The Nazi regime and its partners became the pioneers of the Holocaust. That being the case, the anti-Semitism ideas and prejudices experienced in Germany before the Second World War led to the infamous Holocaust.
• Was the Holocaust the failure of or the product of Modernity? The date that traditionally marks the beginning of modernist era is 1453, when the City of Constantinople was conquered by the Turkish Ottoman Empire, as far as this date symbolized the end of the Byzantine […]
• US Holocaust Policy During World War II However, the anti-Nazi campaign was not successful, and the main reason for this was the harsh foreign policy of the USA.
• Reasons Why the Jews Failed to Resist the Holocaust The award-winning book brings the readers to the lives and experiences of Vladek Spiegelman, a holocaust survivor, and his father during the period.
• Discussion of Holocaust and Immigration In “Holocaust Education and Remembrance in Australia,” Suzanne D.and Suzanne H.discuss the adverse effects and after-issues of immigration among the Jewish community and how it led to the concept that the Holocaust had a long-lasting […]
• The Holocaust and the Nakba: Tragedy and Trauma The Nakba refers to the destruction of hundreds of cities and towns and the Palestinian people’s cultural, economic, political, and social backgrounds.
• Holocaust Commemoration in the US Holocaust Memorial Museum This paper is relevant to the understanding of virtual exhibit since it highlights the major notions of memorialization that are included in the exhibition.
• Holocaust: Traditions and Encounters He was the only presenter in the video: he revealed the question about Sephardic Jews in the Holocaust and answered questions from the audience.
• Holocaust: Taking Steps Toward Evil To the Nazi leader, the Jews were an inferior race and were an alien threat to the German racial purity. The Germans blamed the Jews for having lost the World War 1 and accused them […]
• A Visit to the Holocaust Museum Houston The museum emphasizes the perils of intolerance, bigotry, and apathy by drawing on the lessons of the Holocaust and other massive genocides.
• “Holocaust Horror…” by Moore A considerable number of young people do not have the correct knowledge, and the most disturbing fact is that the Holocaust started to be interpreted in different ways.
• The Terror of the Holocaust in the Book “Hana’s Suitcase” by Karen Levine The story “Hana’s Suitcase” by Karen Levine is not fiction, where heroes and the plot are the imagination of the author; it is a documentary story where the situation and named people are real, they […]
• The Holocaust and Schindler’s List: Transforming the Human Perception of Violence The World War II genocide of Jews, known as the Holocaust, changed both the Jewish history and the history of the world, transforming the human perception of violence and religious conflicts.
• The Holocaust as a History-Cultural Phenomenon The Holocaust in the narrow sense represents the persecution and mass extermination of Jews who inhabited the German lands, the territories of Hitler’s allies, and the areas occupied during the war.
• Art Spiegelman’s Graphic Novel “Maus I: A Survivor’s Tale”: Author’s Understanding of the Holocaust Spiegelman uses mice to represent Jews because of the oppression they experienced while in Hitler’s concentration camps. The mistreatment the Jews experienced is similar to what mice experience in the presence of cats.
• Holocaust Museum Exhibition “State of Deception” Generally, evaluating a variety of facts from different sources, it becomes evident that the exhibition “State of Deception: The Power of Nazi Propaganda” in the United States Holocaust Memorial Museum can be seen as rather […]
• Holocaust: Ethnic and Cultural Diversity and the Real Face of Prejudice The holocaust refers to the murder of six million European Jews in the course of the Second World War. The holocaust was the highest level of prejudice in society during the time.
• German Attitudes Towards Third Reich and Holocaust Commemoration The Goldhagen debate represents a shift in the attitude of the Germans regarding the commemoration of the Third Reich and the remembrance of the holocaust.
• Jewish Holocaust and the Humour During the Dark Times This is the Jewish long tradition of jokes in Judaism that dates back to the Midrash and the Pentateuch but it generally refers to the more recent group of verbs that were first used in […]
• Human Response to Holocaust in “Nightfather” and “Fugitive Pieces” It is his memory of the nightmare that keeps him imprisoned, he appears in the camp again and again by the volition of his memory that is eager to play painful tricks with him.
• Holocaust Denial: Dynamics of Ethics While keeping this in mind, we will analyze the introduction of “holocaust denial” criminal charges into the penal code of many Western countries that simultaneously take pride in the fact that their democratic form of […]
• American’s Reaction to Jewish Holocaust Later when America joined Russia in the war against the Nazi Regime, the action was selective in that it failed to protect the Jews from genocide.
• Holocaust: From Discrimination to Concentration Camps The discrimination as said at workplaces and other areas was later to escalate to actual killing with the taking of power by the Nazi party establishing legal backing of their activities with the enactment of […]
• Jewish Family’s Experiences During the Holocaust Piecing together everything that I learned from my grandparents and parents, I have come to realize that I was shaped early on by the experience of my ancestors in the Holocaust and in Russia.
• Censorship, Holocaust and Political Correctness In this paper, we will focus on exploring different aspects of formal and informal censorship, in regards to a so-called “Holocaust denial”, as we strongly believe that people’s ability to express their thoughts freely is […]
• The Holocaust: Auschwitz Concentration Camp History In an attempt to dehumanize the victims of the Nazis and as a testament to the resilience of a few of the inmates of the camps, the mentality of the brutal Nazis is worth a […]
• Vatican and Holocaust: Did Pope help Jews The couple later stated that they never wanted the Pope to come out in the open and state that he was against the Nazis because then he will become the center of attention and to […]
• Holocaust: What Were Its Causes and Effects? After the invasion of the Soviet Union by Nazis, the goal of the Nazis was to murder every individual of Jewish origin, which the Nazis defined as anyone with a trace of Jewish “blood” dating […]
• Henry Orenstein: Holocaust Survivor and Entrepreneur The Nazi regime, were under the impression that the Germans were ‘racially superior’ to the Jews and believed that the Jews were somehow lesser than them.
• The Holocaust: Historical Analysis The Holocaust, now the example of Jewish pain, has long stopped to be a piece of history, and is now regarded by spiritual and material alike, as a piece of divinity – a sacred text […]
• The Holocaust: Planned Physical Extermination In this essay, we are going to concentrate particularly on the point of the Holocaust in the countries of Eastern and Western Europe, namely the extermination of Jews that took place in Romania and France […]
• Holocaust Tragedy in Nazi Germany Since the forties of the twentieth century, another such theory, called the Holocaust, came into use in the context of the mass extermination of Jews in Europe by the Nazis. It is the education of […]
• The Holocaust: Problems and Perspectives of Interpretation The sanctity of life should therefore be respected at all costs and so humanity should strive to coexist in peace and harmony in a manner that is sustainable to prevent the reoccurrence of such atrocities […]
• A Visit to the Holocaust Museum in Washington DC People visited the museum to learn about the atrocities caused to the Jews by the Nazi administration, headed by Hitler. The other piece I learned is that in the museum there was a video of […]
• Holocaust in “Maus” Graphic Novel by Art Spiegelman It is quite peculiar that Spiegelman uses only the black-and-white color perhaps, this is another means to emphasize the gloomy atmosphere of the Nazi invasion and the reign of the anti-Semite ideas.
• Post-Holocaust and Imprisonment Literary Works It is possible that Celan uses repetition to express the feelings of repetitiveness that he and the other people felt during the imprisonment.
• Virginia Holocaust Museum’s Genocide Presentation In terms of the educational objective, I aimed to learn the aspects and details of the Holocaust through the artifacts, objects, and things that belonged to people experiencing these events’ atrocities.
• Virginia Holocaust Museum Trip and Experience I wanted to make sure that I could listen to myself and truly feel what the Holocaust was for humanity and is for me. I felt outraged that someone could think they had the right […]
• Virginia Holocaust Museum Field: Trip Reflection I must admit that the very fact of listening to the voice of somebody who went through the horrors of the Holocaust proved to be at least as revealing as all of the artifacts and […]
• The Poetry of the Holocaust Period In conclusion, it seems appropriate to state that Sutzkever is a metaphysical poet as his creative thought focuses on the beauty of nature and the truthful presentation of events.
• The Public Memory of the Holocaust In addition to his pain, Levi concerns the increasing temporal distance and habitual indifference of hundreds of millions of people towards the Holocaust and the survivors1 It causes the feeling of anxiety that was fuelled […]
• History of the Holocaust They can be outlined as follows: the historical legacy of anti-Semitism in Europe, the particulars of the German national character /the fact that the Nazis did succeed in dehumanizing the Jews, and the irrational hatred […]
• Holocaust and Stuttgart Declaration of Guilt This paper is devoted to the analysis of the Holocaust in general and the Stuttgart Declaration of Guilt in particular. The judges represented the states which were the main winners in the war: Great Britain, […]
• Holocaust Memorial Museum Textiles, for example, badges, uniforms, flags, costumes, and banners are also housed in the museum. Other types of materials housed in the museum are works on paper, such as announcements, posters, broadsides, and maps.
• Holocaust in “Survival in Auschwitz” by Primo Levi Another issue that needs to be discussed is that the economy of Germany was hurt because of the World War I, and it has affected the pride of the nation.
• 1942-1945 Holocaust: Nazi Germany’s Political Reasons Started in 1942 and taking place until the end of the war, the Holocaust was the genocide of Jewish people arranged by Hitler and implemented by the Nazi army.
• Holocaust vs. Japanese Colonial Era in Korea The Holocaust in the history of Jewish people, as well as Japanese occupation in the history of Korean people, was one of the greatest tragedies.
• Holocaust, Antisemitism, and Propaganda That is why, nowadays great attention is given to issues which led to the death of millions of people. Being a part of the ideology of Nazism, it led to the elimination of a great […]
• The Holocaust Effects: Books “Tzili” and “Wartime Lies” The natural experiences of growing up are changed and twisted by the war and its horrors, but the specific developments, their perceptions, and impacts are affected by the children’s personalities and circumstances of their lives, […]
• The Holocaust and Jehovas Witnesses The concept of “spiritual resistance” in the case of members of Jehovah’s Witness during the era of the Nazis in Germany focused primarily on continuing the acts associated with their faith despite the persecution they […]
• Holocaust: Nazi Anti-Jewish Policies and Actions The major policy that the Nazi implemented was the Law for the Restoration of the Professional Civil Service that excluded Jews from government jobs.
• Holocaust and Nazi’s Racial Imperialism The scholar argues that the event was a result of the racial imperialism championed by the Nazi Party in the country.
• Adolf Hitler and a History of the Holocaust Before going any further it is important to point out the kind of mindset that the German people had back then that made it easier for Hitler to convince them to join him in a […]
• The Holocaust History: the Jewish Community Destruction To achieve its objective, the paper will expound on why the Nazi government targeted the Jews, why did these attacks come during this specific period, the role that average German citizens played and the overall […]
• Holocaust History, Its Definition and Causes Also notable about racism is the fact that it may take several forms and it is not just limited to the literal meaning of racism like the skin color, the size of the eyes, and […]
• Holocaust Experience in the Book ‘Night’ by Elie Wiesel Eliezer’s depiction in the story as the main character in the story is that of a humble and religious young man.
• The Jewish Holocaust Novel ‘Night’ by Eliezer Wiesel Generally, Eliezer admired the fact that his father was prayerful and he kept his utmost faith in God even in the time of oppression.
• Denying the Holocaust: The Growing Assault on Truth and Memory by Deborah Lipstadt The book is divided into chapters that focus on the history and methods that are used to distort the truth and the memory of the Holocaust.
• The United States Holocaust Memorial Museum Since its inception in 1993, the museum has served as the nation’s reminder when it comes to issues of the holocaust.
• Iran and Israel’s Nuclear Holocaust and the Gulf Cooperation Council’s Position As such conflict would put a serious threat to the safety of the region, the policy aims at the acceptance of nuclear deal and the development of the effective course of actions aimed at eliminating […]
• Liberal Democracy, Anti-Semitism and the Holocaust The Nazis and other populist political movements in Germany believed that the Jews had undue influence in the country through their prominent positions in the media and the financial system4.
• Reconsidering the History: Holocaust Denial. The XXI Century Prospects Despite the fact that Holocaust was one of the hideous crimes against the humanity that is never to occur again, some tend to represent the tragic event as the stage of the history that people […]
• Nazi Germany & Holocaust The Nazi movement is a revolutionary movement that was associated with the mass murder of Jews and Communists in an attempt to restore the reputation of Germany at the international level. The Nazi regime under […]
• The Holocaust and Nazi Germany The rise of the Nazis to power in 1933 led to the establishment of thousands of concentration camps, which were centers of mass murders of Jews.
• The Holocaust and Jews Extermination The Nazis perceived Internationalism in the context of the Holocaust to be a global perspective primarily held and advocated by Jews who were using it as a method designed to dominate the whole world.
• The Holocaust: Analysis of Life in the Kovno, Warsaw and Lodz Ghettos Due to the continued capturing and shooting of the Jews at the forts, Rabbi Shapiro felt that the Jews should be separated from the Lithuanians to live into the Ghetto and thus a seven member […]
• How Holocaust Has Been Projected by the Different Historians Over the Years? Several historians claimed that it was unfair as it was an act of barbarism and it promoted wicked behavior with the innocent people of Jewish community while on the other hand, it was said that […]
• Jewish Insight of Holocaust Holocaust, the extermination of Jews from the European land was the example of brutality and viciousness of the Nazi Germany. Meanwhile, many historians were observing the situation critically and wanted to present their ideas about […]
• Shooting At the Holocaust Museum According to the incident report, von Brunn entered the museum and shot the guard. His motive was to hold the board members who were in the building hostage for the economic difficulties that the country […]
• The Nazi Holocaust’s Effects This study aims at analyzing the claim that social and psychological effects of the Holocaust linger in areas of political systems in which the survivors of the holocaust currently reside.
• The History of the Holocaust Hitler said that the root cause of the problems were the despicable Jews of Europe. The direct victims were the Jews but the rest of the world understood the consequences of inaction and the lack […]
• Holocaust and the Cold War Cold war refers to the military and political tension between the United States of America and the Soviet Union immediately after the World War 2.
• Doris Bergen: Nazi’s Holocaust Program in “War and Genocide” The discussion of the Holocaust cannot be separated from the context of the World War II because the Nazi ideology of advancing the Aryans and murdering the undesirable people became one of the top reasons […]
• The ‘Banality’ of Abstraction: Western Philosophy’s Failure to Address the Moral Implications of the Holocaust Additionally, I would like to address the relationship of Arendt and Heidegger in the context of The Holocaust, and the effect that it had upon their philosophical works.
• Conduction of The Holocaust Propaganda against Jews The common media the Nazis used for the campaign against the Jews was the Weekly Nazis newspaper, “The attacker”.
• Does Global English Mean Linguistic Holocaust? It is not difficult to find examples of the extinction of languages in the wake of the introduction of English. Some of the most active areas of extinction include the American West, where a variety […]
• The Horror of the Holocaust in Different Styles of Writing One of the thematic thread that unites these three works of the writers from different countries is their attempt to reproduce how cruel and unfair the actions of the Nazi were. The Holocaust, the judgment […]
• Peter Eisenman; Building Germany, the Holocaust Memorial The Jews were not the Nazi’s only victims during the holocaust, other casualties were the weak and disabled people in the society, who were killed on the pretext of the Euthanasia program.
• The Holocaust: A German Historian Examines the Genocide The Holocaust: A German Historian Examines the Genocide deals with one of the most debatable issues of the history of the twentieth century, i.e.
• The Holocaust: Religion, Race and Ethnicity Discrimination
• Holocaust Resistance: The Largest Jews Revolt Holocaust
• The Violent Conditions and Dehumanization Faced by the Jewish People During the Holocaust
• Analysis of the Causes of the Holocaust in Germany
• The Anger and Bewilderment of Holocaust Survivors
• Racist and Hate Crimes During the Holocaust
• The Long-Lasting Impact of the Holocaust on the Survivors
• The Holocaust, and the Statistics of the Tragic Events
• General Information About the Holocaust Was Genocide Against the Jewish Race
• The Causes and Effects the Holocaust Was Responsible for the Death of 6 Million
• Overview of the Chinese Holocaust and Experiments on Living People
• The Goals and Impact of the Holocaust Camps in Germany
• General Information About the Horrible Events That Took Place During the Holocaust
• The Different Killing Methods Used by the Nazi Germans During the Holocaust
• The U.S. Government’s Disregard of the Jewish Holocaust
• Survivor’s Syndrome Among Holocaust Survivors
• The German Holocaust: Treatment of the Germans After WWII
• Holocaust Survivor Testimonies: Time, Methodology and Memory
• The Link Between Nazi Propaganda and the Holocaust
• Holocaust Survivor Bewilderment and Anger
• Stolen Art Literature and Music of the Holocaust
• The Genesis and History of the Holocaust in Nazi Germany
• The Knowledge About the Holocaust To Avoid the Same Experience
• Analysis of the Holocaust and the Crisis of Human Behavior
• The Horrific Experience and Fate of the Children During the Holocaust
• How Did the Holocaust Affect the Jewish Community?
• How Does the American Holocaust Show the Huge Decline of Native Americans?
• Was German “Eliminationist Anti Semitism” Responsible for the Holocaust?
• How Were Jews Treated During the Holocaust?
• What Is the Relationship Between Holocaust and Genocide?
• How the Holocaust Took Away the Rights of Jewish People?
• What Was the Strength of the Nazis During the Holocaust?
• With Whom Does Responsibility for the Holocaust Ultimately Lie?
• How the Pope Affected the Holocaust?
• What Events Led to the Holocaust in Germany?
• How Was Survival Possible in the Death Camps of the Holocaust?
• Were the Jehovah’s Witnesses Really Affected by the Holocaust?
• Why Does God Permit Tragic Events Like the Holocaust Terrorist Attacks?
• What Was Hitler’s Role in the Holocaust?
• Why Is Peter Eisenman Building a Memorial to the Victims of the Holocaust in Germany?
• How Does the Holocaust Compare to One Other Form of Modern Genocide (Kurdish Genocide)?
• What Are the Problems Between Jews and Christians That Caused the Holocaust?
• How Did Oskar Schindler Act During the Holocaust?
• What Prejudices Were There During the Holocaust?
• How Did People Avoid Removal During the Holocaust?
• What Kind of Medical Experiments Were Carried Out During the Holocaust?
• How Did the Holocaust Affect Ordinary People?
• What Are the Proposals for Preventing a New Holocaust?
• How Did the U.S. React to the Holocaust in Germany?
• Why Was the World Silent During the Holocaust?
• How the Holocaust Affected Its Jewish Victims?
• What Are the Consequences of the Holocaust and Its Consequences for the Jews and the Rest of the Population?
• How the Holocaust Explodes the Concept of Mass Crime?
• Why Are Jews Demanding Compensation for Holocaust Damage?
• What Economic and Social Conditions Led to the Holocaust?
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1. IvyPanda . "150 Holocaust Essay Topics & Examples." February 29, 2024. https://ivypanda.com/essays/topic/holocaust-essay-examples/.

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IvyPanda . "150 Holocaust Essay Topics & Examples." February 29, 2024. https://ivypanda.com/essays/topic/holocaust-essay-examples/.

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Genocide, Essay Example

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The term “genocide” did not exist before 1944. It is a very specific term, referring to violent crimes committed against groups with the intent to destroy the existence of the group. Human rights, as laid out in the US Bill of Rights or the 1948 United Nations Universal Declaration of Human Rights, concern the rights of individuals. The phrase genocide existed in 1944. It refers to violent crimes against human beings with the intention of destroying the being of those individuals or groups. There is a concern for human rights in the US Bill of Rights and in the 1948 United Nations Universal Declaration. After the holocaust on 9 December, the UN approved the prevention and conservation and punishment of genocide as a crime as championed by Lemkin. The Conservation declares genocide a global crime, which must be punished and prevented. It is defined as acts done with the intention of destroying, in part or in whole, ethnic, religion, national, or any other group through mass killing of members, causing physical or mental harm, having measure to prevent births, or transferring children to another area of group by force. The paper will outline the similarities and differences between genocides in Cambodia and Kosovo by looking at the causes, the way people’s lives were ended, the killing fields, and the reactions from the international bodies.

Similarities

Both the Kosovo and the Cambodian genocides were horrible and involved, mass killings, rotting bodies, and strange empty graves. Many witnesses and evidence were hidden through intimidation and killings (Jones 2006).

The Khmer Rouge began their killings campaign immediately they took authority of Cambodia in 1975. The targets were all intellectuals who included religious leaders, doctors, attorneys, and military leaders. The genocide is estimated to have killed more than 1.7 million individuals during that campaign (Jones 2006). It is noted as one of the greatest tragedies involving humans in the 20 th century. The oppressive, ultra-communist Khmer Rouge rule that was led by Pol Pot, wanted to convert the country to agrarian utopia and this led to mass killing of the people in Cambodia.

In 1998 and 1999, more than 12,000 Kosovan men, children, and women were killed by the Serbian forces. Another eight hundred thousand were deported by force, while others fled in fear of being murdered (Hughes 2009). The act was referred as to ethnic cleansing, cleansing the elements or the people who were undesirable and unwanted. These people were discriminated against and were seen as unclean and unnecessary, the Albanians. There was a mass act of rape of women, torture and brutality, and sadism (Quigley 2006). The overall results were extreme dehumanization. This violence and murder lasted 78 days only after the NATO was involved and hence forced Serbia’s Slobodan Milosevic to withdraw his men from Kosovo permanently. However, thousands of Albanians kept missing and never returned home even after Slobodan in 2001, released thousands of Albanian prisoners from jails.

With reference to the US bombings, for in both instances there is a debatable case for a link to subsequent killing committed by the rule of Slobodan Milosevic and Pol Pot. In the Cambodian situation, Pol Pot’s Khmer Rouge was greeted as they rallied into Phnom Penh in 1975. Most of the people who would be its prospect victims supposed that Pot’s army would defend them from US attack. Certainly, the disreputable emptying of Cambodian cities that describes the beginning of the country’s odd social revolution was consummate peacefully (Hughes 2009). Most urban inhabitants believed that the momentary mass departure was required because of the risk of renewed harassment from the US air force.

In Kosovo, assaults on Kosovar Albanians that were modest in scale only became full-sized tribal cleansing after the North Atlantic Treaty Organization (NATO) bombing battle had begun. However, to an onlooker it seems grotesquely one-sided to examine only the slaughter of the Khmer Rouge and Serbian armed forces and mercenaries. To the sufferers, individuals whose bodies are maimed and whose houses are destroyed by napalm and cluster bombs, terms like collateral damage are little more than literalism (Simon 2007).

Differences

The Kosovan genocide was largely aimed at killing of the Albanian by the Serbian forces as directed by the Serbian leader Slobodan after the declaration that Kosovo was still and would remain part of Serbia. The violent response by the Albanians is what led to the mastermind of the genocide by the Serbian leader (Quigley 2006). In contrast, the Cambodian genocide was planned when Pol Pot and his group took power in Cambodia and was target at mass killing of all intellectuals in the country for the interest of the party. Therefore, it is clearly noted that the two events are different as Kosovan genocide was what can be termed as ethnic or national genocide as it was one nation killing the other nation, while that of Cambodia is a group genocide as it involved killing of a certain targeted group of people, the intellectuals in the country (Simon 2007).

In summary, having seen the effects of the crime of genocide in these two cases, genocide must be prevented with all measures as it leads to both mental and physical harm to the victims, and mass murder with the intention of whipping out the target group by the dominant group. It is an international crime and, therefore, must be punished as it is against human rights.

Hughes, J. (2009). Colonial genocide and reparations claims in the 21st century the socio-legal context of claims under international law by the Herero against Germany for genocide in Namibia, 1904-1908 . Westport, Conn: Praeger Security International.

Jones, A. (2006). Genocide a comprehensive introduction . London New York: Routledge.

Quigley, J. (2006). The Genocide Convention an international law analysis . Aldershot, England Burlington, VT: Ashgate Pub.

Simon, T. (2007). The laws of genocide: prescriptions for a just world . Westport, Conn: Praeger Security International.

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Aaron Bushnell’s Act of Political Despair

By Masha Gessen

On Sunday afternoon, Aaron Bushnell, wearing a mustard-colored sweater under his combat fatigues, walked up to the Israeli Embassy in Washington, D.C. As he approached the building, he filmed himself saying, “I am an active-duty member of the United States Air Force, and I will no longer be complicit in genocide. I’m about to engage in an extreme act of protest, but, compared to what people have been experiencing in Palestine at the hands of their colonizers, it’s not extreme at all. This is what our ruling class has decided will be normal.” He set his phone down, propping it up to continue filming, poured a flammable liquid from a water bottle over his head, then put on his camouflage hat and used a lighter to set himself on fire. He died in the hospital from his injuries later that day. He was twenty-five years old.

If you are having thoughts of suicide, call or text 988 or chat at 988Lifeline.org .

Self-immolation is not a new form of political protest, but it is by no means a common one. Dozens of Buddhist monks have committed self-immolation, to protest the suppression of Buddhist leaders in Vietnam in the middle of the last century and, more recently, to draw attention to Chinese rule over Tibet, and the exile of the Dalai Lama . In the nineteen-sixties, dozens of people in the United States and Asia died after setting themselves on fire to protest the war in Vietnam. Then the practice spread to the Soviet bloc. It began when hope died. In 1968, students in Warsaw and Prague protested, much like students elsewhere in the West that year. In Czechoslovakia, the leadership of the Communist Party instituted liberal reforms, relaxing censorship and promising to build a “socialism with a human face.” It was known as the Prague Spring. But, in August, Warsaw Pact troops, commanded by Moscow, entered Czechoslovakia. The country’s leadership was placed under arrest and airlifted to Moscow. The Prague Spring was crushed . In September, Ryszard Siwiec, a fifty-nine-year-old Polish war veteran, set himself on fire during a harvest festival, insuring that his protest against his country’s complicity in the invasion was witnessed by thousands of people. A more widely remembered act of self-immolation was committed several months later by a twenty-year-old Czech student named Jan Palach, who ran down a street in Prague after setting himself on fire.

Under conditions of democracy, people act politically because they think that their actions can lead to change. They cannot effect change alone, and change is never immediate, but their experience tells them that change is possible and that it is brought about by the actions of citizens. When people do not believe that change is possible, most do not act. Authoritarian regimes rely on a passive citizenry. Totalitarian regimes mobilize their subjects to imitate political action, but in a way that never brings about change. The vast majority comply. But a small minority can’t stand it. Dissidents are people who would rather pay the psychic cost of becoming outcasts because what Václav Havel called “living within the lie” is even worse. Within this minority, there seems to be an even smaller group of people who find their individual helplessness so unbearable that they are willing to do something as desperate as self-immolate. Jan Palach’s protest suicide was followed by several more in Czechoslovakia, then in Lithuania and Ukraine. In the past few years, self-immolation has reëmerged as a form of protest in Putin’s Russia.

What does it mean for an American to self-immolate? Since the Vietnam War, Americans have died by this form of suicide to draw attention to climate change, as the lawyer and conservationist David Buckel did, in Brooklyn in 2018, and the climate activist Wynn Bruce did, on Earth Day, 2022, on the steps of the Supreme Court . Like all of us, these men lived in a world that knows about the catastrophic threat of climate change, pays lip service to the need to protect the human population of the planet, yet fails to act. “Many who drive their own lives to help others often realize that they do not change what causes the need for their help,” Buckel wrote in an e-mail that he sent to several media outlets before setting himself on fire in Prospect Park. Buckel had been a lifelong activist, a lawyer who had helped to advance L.G.B.T. rights. But, on the issue of climate, despite being surrounded with like-minded people and being able to act with them, he felt helpless.

We know very little about Aaron Bushnell. His Facebook page shows that he had been following the war in Gaza and admired Rashida Tlaib, a Democratic congresswoman from Michigan, who is Palestinian American. We know that Bushnell belonged to a generation of Americans—adults under the age of thirty—who express more sympathy with Palestinians than with Israelis in the current conflict. Perhaps, like Buckel, he was surrounded by people who thought as he did yet was constantly reminded of his helplessness. He probably watched as, in November, twenty-two Democrats joined House Republicans in censuring Tlaib for alleged antisemitic remarks, though Tlaib herself, who has family in the occupied West Bank, had taken pains to stress that her issues are with Israel’s government, not its people. He had been watching a Presidential race between two elderly men who seem to differ little on what for Bushnell was the most pressing issue in the world today: the slaughter of Palestinians in Gaza. What did it matter that Bushnell had the right to vote if he had no real choice? That he was a member of the military surely made matters worse. His final message on Facebook read, “Many of us like to ask ourselves, ‘What would I do if I was alive during slavery? Or the Jim Crow South? Or apartheid? What would I do if my country was committing genocide?’ The answer is, you’re doing it. Right now.” (The message, which contained a link to the page on Twitch where Bushnell was planning to live-stream his final act of protest, is no longer visible.)

Bushnell wrote a will in which he left his savings to the Palestine Children’s Relief Fund. Perhaps he had watched the hearing of a case in federal court in California, brought by Defense for Children International-Palestine in an attempt to stop the Biden Administration from continuing to aid the Israeli attacks on Gaza . Perhaps he saw the U.S. government argue that there is no legal pathway for citizens to stop the government from providing military aid, even if it can be shown that the aid is used to genocidal ends. A few days later, the judge in the case, Jeffrey White, said that the legal system could indeed do nothing. “This Court implores Defendants to examine the results of their unflagging support of the military siege against the Palestinians in Gaza,” he wrote in his decision. Even the federal judge felt helpless.

Maybe Bushnell watched or read about the proceedings of South Africa’s case against Israel in the International Court of Justice. Perhaps he listened to the litany of atrocities that grew familiar as fast as it became outdated: the exact thousands of women and children killed, the precise majority of Gazans who are experiencing extreme hunger. That court ordered Israel to take immediate measures to protect Palestinian civilians. Israel has ignored the ruling, and the United States has vetoed resolutions calling for a ceasefire and argued, in another I.C.J. case, that the court should not order Israel to end its occupation of the West Bank and Gaza. This was a government that Bushnell had sworn to protect with his life, subverting mechanisms created to enforce international law, including law—such as the Genocide Convention—that the United States had played a key role in drafting.

We know that Bushnell planned his self-immolation carefully. He made final arrangements. He contacted the media. On the day of the action, he carried himself with purpose. His movements appeared rehearsed. Perhaps he dreamed that his protest would awaken a country that had descended into a moral stupor. Like Jan Palach, who ran down a street, and Ryszard Siwiec, who set himself aflame at a dance, Bushnell wanted us to see him burn.

In 2013, the Dalai Lama, long under pressure to call for an end to the practice of self-immolation, called it a form of nonviolence. Nonviolence should not be confused with passivity: as a form of protest, nonviolence is a practice that exposes violence. The philosopher Judith Butler has argued that nonviolence cannot be undertaken by a person acting alone. That would be true for nonviolence as a political act—an act aimed at effecting change, an act founded in hope. Self-immolation is a nonviolent act of despair. ♦

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Introducing Microsoft 365 Copilot – your copilot for work

Mar 16, 2023 | Jared Spataro - CVP, AI at Work

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Humans are hard-wired to dream, to create, to innovate. Each of us seeks to do work that gives us purpose — to write a great novel, to make a discovery, to build strong communities, to care for the sick. The urge to connect to the core of our work lives in all of us. But today, we spend too much time consumed by the drudgery of work on tasks that zap our time, creativity and energy. To reconnect to the soul of our work, we don’t just need a better way of doing the same things. We need a whole new way to work.

Today, we are bringing the power of next-generation AI to work. Introducing Microsoft 365 Copilot — your copilot for work . It combines the power of large language models (LLMs) with your data in the Microsoft Graph and the Microsoft 365 apps to turn your words into the most powerful productivity tool on the planet.

“Today marks the next major step in the evolution of how we interact with computing, which will fundamentally change the way we work and unlock a new wave of productivity growth,” said Satya Nadella, Chairman and CEO, Microsoft. “With our new copilot for work, we’re giving people more agency and making technology more accessible through the most universal interface — natural language.”

Copilot is integrated into Microsoft 365 in two ways. It works alongside you, embedded in the Microsoft 365 apps you use every day — Word, Excel, PowerPoint, Outlook, Teams and more — to unleash creativity, unlock productivity and uplevel skills. Today we’re also announcing an entirely new experience: Business Chat . Business Chat works across the LLM, the Microsoft 365 apps, and your data — your calendar, emails, chats, documents, meetings and contacts — to do things you’ve never been able to do before. You can give it natural language prompts like “Tell my team how we updated the product strategy,” and it will generate a status update based on the morning’s meetings, emails and chat threads.

With Copilot, you’re always in control. You decide what to keep, modify or discard. Now, you can be more creative in Word, more analytical in Excel, more expressive in PowerPoint, more productive in Outlook and more collaborative in Teams.

Microsoft 365 Copilot transforms work in three ways:

Unleash creativity. With Copilot in Word, you can jump-start the creative process so you never start with a blank slate again. Copilot gives you a first draft to edit and iterate on — saving hours in writing, sourcing, and editing time. Sometimes Copilot will be right, other times usefully wrong — but it will always put you further ahead. You’re always in control as the author, driving your unique ideas forward, prompting Copilot to shorten, rewrite or give feedback. Copilot in PowerPoint helps you create beautiful presentations with a simple prompt, adding relevant content from a document you made last week or last year. And with Copilot in Excel, you can analyze trends and create professional-looking data visualizations in seconds.

Unlock productivity. We all want to focus on the 20% of our work that really matters, but 80% of our time is consumed with busywork that bogs us down. Copilot lightens the load. From summarizing long email threads to quickly drafting suggested replies, Copilot in Outlook helps you clear your inbox in minutes, not hours. And every meeting is a productive meeting with Copilot in Teams. It can summarize key discussion points — including who said what and where people are aligned and where they disagree — and suggest action items, all in real time during a meeting. And with Copilot in Power Platform, anyone can automate repetitive tasks, create chatbots and go from idea to working app in minutes.

GitHub data shows that Copilot promises to unlock productivity for everyone. Among developers who use GitHub Copilot, 88% say they are more productive, 74% say that they can focus on more satisfying work, and 77% say it helps them spend less time searching for information or examples.

But Copilot doesn’t just supercharge individual productivity. It creates a new knowledge model for every organization — harnessing the massive reservoir of data and insights that lies largely inaccessible and untapped today. Business Chat works across all your business data and apps to surface the information and insights you need from a sea of data — so knowledge flows freely across the organization, saving you valuable time searching for answers. You will be able to access Business Chat from Microsoft 365.com, from Bing when you’re signed in with your work account, or from Teams.

Uplevel skills. Copilot makes you better at what you’re good at and lets you quickly master what you’ve yet to learn. The average person uses only a handful of commands — such as “animate a slide” or “insert a table” — from the thousands available across Microsoft 365. Now, all that rich functionality is unlocked using just natural language. And this is only the beginning.

Copilot will fundamentally change how people work with AI and how AI works with people. As with any new pattern of work, there’s a learning curve — but those who embrace this new way of working will quickly gain an edge.

The Copilot System: Enterprise-ready AI

Microsoft is uniquely positioned to deliver enterprise-ready AI with the Copilot System . Copilot is more than OpenAI’s ChatGPT embedded into Microsoft 365. It’s a sophisticated processing and orchestration engine working behind the scenes to combine the power of LLMs, including GPT-4, with the Microsoft 365 apps and your business data in the Microsoft Graph — now accessible to everyone through natural language.

Grounded in your business data. AI-powered LLMs are trained on a large but limited corpus of data. The key to unlocking productivity in business lies in connecting LLMs to your business data — in a secure, compliant, privacy-preserving way. Microsoft 365 Copilot has real-time access to both your content and context in the Microsoft Graph. This means it generates answers anchored in your business content — your documents, emails, calendar, chats, meetings, contacts and other business data — and combines them with your working context — the meeting you’re in now, the email exchanges you’ve had on a topic, the chat conversations you had last week — to deliver accurate, relevant, contextual responses.

Built on Microsoft’s comprehensive approach to security, compliance and privacy. Copilot is integrated into Microsoft 365 and automatically inherits all your company’s valuable security, compliance, and privacy policies and processes. Two-factor authentication, compliance boundaries, privacy protections, and more make Copilot the AI solution you can trust.

Architected to protect tenant, group and individual data. We know data leakage is a concern for customers. Copilot LLMs are not trained on your tenant data or your prompts. Within your tenant, our time-tested permissioning model ensures that data won’t leak across user groups. And on an individual level, Copilot presents only data you can access using the same technology that we’ve been using for years to secure customer data.

Integrated into the apps millions use every day. Microsoft 365 Copilot is integrated in the productivity apps millions of people use and rely on every day for work and life — Word, Excel, PowerPoint, Outlook, Teams and more. An intuitive and consistent user experience ensures it looks, feels and behaves the same way in Teams as it does in Outlook, with a shared design language for prompts, refinements and commands.

Designed to learn new skills.  Microsoft 365 Copilot’s foundational skills are a game changer for productivity: It can already create, summarize, analyze, collaborate and automate using your specific business content and context. But it doesn’t stop there. Copilot knows how to command apps (e.g., “animate this slide”) and work across apps, translating a Word document into a PowerPoint presentation. And Copilot is designed to learn new skills. For example, with Viva Sales, Copilot can learn how to connect to CRM systems of record to pull customer data — like interaction and order histories — into communications. As Copilot learns about new domains and processes, it will be able to perform even more sophisticated tasks and queries.

Committed to building responsibly

At Microsoft, we are guided by our AI principles and Responsible AI Standard and decades of research on AI, grounding and privacy-preserving machine learning. A multidisciplinary team of researchers, engineers and policy experts reviews our AI systems for potential harms and mitigations — refining training data, filtering to limit harmful content, query- and result-blocking sensitive topics, and applying Microsoft technologies like InterpretML and Fairlearn to help detect and correct data bias. We make it clear how the system makes decisions by noting limitations, linking to sources, and prompting users to review, fact-check and adjust content based on subject-matter expertise.

Moving boldly as we learn  

In the months ahead, we’re bringing Copilot to all our productivity apps—Word, Excel, PowerPoint, Outlook, Teams, Viva, Power Platform, and more. We’ll share more on pricing and licensing soon. Earlier this month we announced Dynamics 365 Copilot as the world’s first AI Copilot in both CRM and ERP to bring the next-generation AI to every line of business.

Everyone deserves to find purpose and meaning in their work — and Microsoft 365 Copilot can help. To serve the unmet needs of our customers, we must move quickly and responsibly, learning as we go. We’re testing Copilot with a small group of customers to get feedback and improve our models as we scale, and we will expand to more soon.

Learn more on the Microsoft 365 blog and visit WorkLab to get expert insights on how AI will create a brighter future of work for everyone.

And for all the blogs, videos and assets related to today’s announcements, please visit our microsite .

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Bowman Makes Amends With Democratic Socialists After Rift Over Israel

Rep. Jamaal Bowman of New York told members of the socialist group that his views on Israel aligned with theirs, and insisted that he never quit the group, despite earlier claims.

By Nicholas Fandos

Last fall, in the days after Hamas’s deadly Oct. 7 attack on Israel, Representative Jamaal Bowman of New York appeared ready to make a hard public break with the Democratic Socialists of America.

Mr. Bowman condemned a rally promoted by the group “in the strongest possible terms” after some members glorified the slaughter of 1,200 Israelis. His office also took the opportunity to publicize for the first time that he had let his own D.S.A. membership lapse amid earlier disagreements over funding for Israeli defenses.

But in a private video meeting with the group late last month, Mr. Bowman insisted he had never actually left, shifting his story as he sought to mend fences with the small but influential group amid a primary challenge that has become a symbolic test of his party’s divisions over Israel.

“I’m still a member,” the congressman said in a recording of the May 26 meeting that was obtained and verified by The New York Times. “I didn’t let my dues lapse.”

Pressed by members to explain why his office had publicly stated otherwise, he added: “Media has a tendency to talk about B.S., and not focus on the race. And we wanted to make sure we were focusing on our race at that time and getting re-elected.”

‘I’m still a member. I didn’t let my dues lapse.’

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