Samuel Totten Book order

Focusing on the complexities of teaching genocide and crimes against humanity, this work synthesizes over 30 years of expertise in genocide studies. The author, a seasoned scholar, aims to provide educators with a comprehensive resource that blends theoretical insights with practical teaching strategies. It addresses the challenges of discussing sensitive topics while ensuring a sound pedagogical approach. As Totten's final contribution to the field, it serves as a heartfelt guide for educators committed to confronting these critical issues in their classrooms.

THE UNCG is a complicated piece of international law. This book, authored by two experts on the topic of genocide, enables readers to more accurately analyze these horrific events.

Genocide at the Millennium is the fifth volume in the acclaimed series Genocide: A Critical Bibliographical Review

The book chronicles the Sudanese government's systematic campaign of genocide and forced starvation targeting the Nuba Mountains' population during the late 1980s and early 1990s. It provides a detailed account of the atrocities committed, highlighting the impact on the affected communities and the broader implications for human rights and international response. Through this documentation, the volume aims to shed light on a tragic chapter in Sudan's history, emphasizing the urgent need for awareness and action against such human rights violations.

The book explores the unique experiences of female victims during genocide, highlighting how their suffering and outcomes differ significantly from those of men. It delves into the specific vulnerabilities and challenges faced by women, examining the intersection of gender and violence in these traumatic contexts. Through personal narratives and historical analysis, the work sheds light on the often overlooked aspects of women's experiences in wartime atrocities, emphasizing the need for a gender-sensitive approach in understanding genocide.

Exploring the unique experiences of women during genocide, this book delves into the distinct challenges and traumas they face compared to men. It highlights the specific forms of violence, societal roles, and psychological impacts that female victims endure, providing a critical analysis of gendered experiences in extreme situations. Through poignant narratives and research, the text aims to shed light on the often-overlooked aspects of women's suffering and resilience in the context of mass atrocities.

This work is comprised of personal essays by some of the most noted Holocaust educators working in or with Holocaust museums, resource centers, or educational organizations across the globe. These distinguished contributors--from the United States, Great Britain, Israel, Canada, South Africa, Germany, and Poland--each delineate the genesis and evolution of their own thought and work in the field of Holocaust education. Their personal narratives discuss those individuals and/or scholarly works that have most influenced them, their aspirations, the frustrations they have faced, their perception of the field, their major contributions, their current endeavors, and the legacy they hope to leave upon the completion of their careers.

This collection is comprised of essays about Holocaust education by a diverse group of educators involved primarily at the secondary level of schooling (grades 7-12). In their essays, the contributors relate the genesis of their interest in the Holocaust and the evolution of their educative efforts.There is a critical need to teach about the Holocaust in a pedagogically sound and historically accurate manner. This group of essays recounts the motivation of educators teaching primarily at the secondary level (grades 7 to 12), recounting their efforts to gain an ever-deepening knowledge about the Holocaust, their initial efforts to teach about it, their on-going teaching efforts and the changes they have made along the way, and their involvement in curriculum development, staff development, and other outreach projects. Various authors also include the insights and reactions of their students to the material.

Contributed chapters by eminent Holocaust scholars provide critical essays that encourage teachers to reflect on why and how they teach Holocaust history. The chapters are devoted to addressing some of the many problematic practices currently being implemented in Holocaust education as well as to raise critical issues and effective pedagogical strategies. Issues addressed methods for assessing students' knowledge base prior to teaching Holocaust history; teaching the history in a comprehensive and accurate fashion; the dangers of teaching this history to primary school students, and the emphasis on studying this history to understand contemporary issues in genocide. Various strategies including mind-mapping and pre-assessments are offered as well as a host of activities to incorporate the study of the Holocaust into the curriculum. Samuel Totten is currently Professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. He is a Member of the Council of the Institute on the Holocaust and Genocide (Jerusalem) and a member of the Advisory Board for the Centre for the Comparative Study of Genocide (New South Wales, Australia). With Stephen Feinberg, he co-edited Teaching the Holocaust (Allyn & Bacon, 2000). He is also the editor of Teaching Holocaust Literature (Allyn & Bacon, 2000).