Youth activists are invited to participate in a virtual conversation on Saturday, July 30th from 1 – 4 p.m. EDT.
This event will provide the opportunity to meet, share, listen and learn from other youth. We have some topics in mind, such as links with human rights, use of artistic mediums, lobbying and how to survive setbacks, but tell us what you would like to talk about! If you have not already done so, please complete the online Registration Survey and feel free to pass along this invitation to other youth activists you know. Take the survey and RSVP here: https://docs.google.com/…/1YNdQ5u4sMFU6HcW4…/viewform…
National Council for the Social Studies (NCSS) invites you to its Summer Leadership Institute (SLI), Navigating the Political Landscape of Social Studies!
Currently, social studies, social studies educators, and education as a whole are in a defensive stance as we have become pawns in a misinformation campaign about our content, our methods, and our mission. This year’s two-day SLI event will focus on how we as social studies educators can recapture the narrative of social studies and promote social studies as a central component of preparing all students for civic life.
During this two-day virtual event, NCSS members will learn about the current legal and political challenges confronting teaching social studies and work collaboratively on approaches, tools, and structures that we can put in place at the classroom, local, state, and national levels to navigate the current political landscape.
A collection of people’s history stories from July 4th beyond 1776. The stories include July 4th anniversaries such as when slavery was abolished in New York (1827), Frederick Douglass’s speech “The Meaning of July Fourth for the Negro” (1852), the Reconstruction era attack on a Black militia that led to the Hamburg Massacre (1876), protest of segregation at an amusement park in Baltimore (1963), and more.
Joseph’s parents, Ellen and Jerry, are both Holocaust survivors. Joseph will share his father’s story. Jerry was born near the town of Krivitchi, Poland in what is now Belarus. His story involves the struggle to survive after his parents perished during an “action” in the town as his remaining family fled to the woods of the Naroch forest and eventually immigrated to the U.S., settling in the Bronx.
Joseph and his wife Ellen actively support the mission of the Holocaust & Human Rights Center, as Joseph is the Immediate Past Chairperson who currently serves on the HHREC Board of Directors, and Ellen is a member of the HHREC Memory Keepers GenerationsForward Speakers Bureau. These stories offer a unique opportunity to hear from a very special group of Survivors and next generation family members about the consequences of hate, and the power of hope, as they help people reflect and realize that their choices matter, and that one person can make a difference. We are eternally grateful for the contributions from the courageous men and women who share their stories of survival from the Holocaust, and to their children, grandchildren, and great grandchildren who continue to pass them on.
Many academic programs around the globe are seeking to develop more decolonial pedagogies and curricula, but there is not an easy way to determine how decolonial a program is and in what areas it needs to improve. Faculty and students at the University of Arizona have developed a draft pool of items that can be used to address these issues and they are seeking input from a wide range of stakeholders to modify the pool of items and to determine the best way to deploy such a scale in a range of contexts.
Please join us for a brainstorming session about decolonizing pedagogy and curriculum, especially what are the best ways to assess such a critical undertaking.
Facilitators: William Paul Simmons and Sophie Alves, University of Arizona
Fly out of life’s catastrophes to dive in and explore key human ontologies of identity, inclusion, and exclusion – linking our work to the real work of the UDHR and related Conventions. This workshop provides a Behavioral Psychological approach to the Arts and Human Rights.
Peter DiGennaro, M.A. (Arts Politics, Human Rights Ed.)
Director, URock! HRE
The human instinct of artistic practice – the physicalized expression of our inner self as it relates to the outer world – is integral and essential, whether we sense it or not, to personal and community wellness and wisdom. Through this simple and fun Human Rights and Peace Education exercise, Peter DiGennaro (Director, URock! Human Rights) introduces participants to the “Poetics of Intimation” – a sense-event through the arts of movement (Zoom Hand Dancing!) and writing (Crazy Poetry!) that playfully examines the critical issues of human ontology: identity, inclusion, and exclusion. Attendees of any artistic “skill” level and genre – or none! – are welcome as we ripen our own processes of investigation, while linking what appears in our work to specific, formal articles of the Universal Declaration of Human Rights and its related Conventions.
This introductory or second-step Human Rights & Peace Education exercise can be used as an icebreaker, as a more immediate unveiling of experience and memory, and/or as creative source material when attending to the witness of exclusion and inclusion. Notably, the exercise fosters a distinct practice of trust-possibility – with oneself and with others – given the concurrent personally and privately managed levels of sharing, now coupled to the informative practice of artistic process preserved within the investigation. Though basic in construct, and fairly brief in execution, this exercise is both reflective and reflexive in its scaffolded design, gradated process, and analog production, presenting a “door-opener” to greater personal and social capacity, consciousness, and courage to engage.
The Educators’ Institute for Human Rights has partnered with the VII Foundation, an organization dedicated to building peace and ending conflict through photojournalism. EIHR has written lessons based on VII Foundation’s exhibit and website, Imagine: Reflections on Peace (www.reflectionsonpeace.org). The countries represented are Bosnia and Herzegovina, Cambodia, Colombia, Lebanon, Northern Ireland, and Rwanda; each country has foundational lessons (timeline and photo activities, etc.) as well as two extension lessons.
We would love help piloting these lessons. Teachers can choose a country and pilot the whole unit or select lessons, or can choose more than one country to teach. We ask that teachers provide feedback on a provided form once the lessons have been completed.
The Ukraine Crisis, a free Teaching with the News lesson (released February 22, 2022), explores recent developments between Russia and Ukraine. In the three-part lesson, students examine the current situation and its historical origins; analyze political cartoons; and monitor ongoing events and consider international responses.
The game’s stories, which are fictionalized experiences inspired by real world events, are driven by a player’s choices. The player gets to play the role and navigate the experiences of the three central characters, making decisions based on their own understanding of human rights and unpacking how human rights concepts apply in daily life.
People around the world will be able to access a collection of three games currently available in four languages: English, Simplified Chinese, Thai and Korean. Rights Arcade will be regularly updated to accommodate learning in more languages, and with new game offerings.
The core values of HRE USA and its partner organizations include transparency and critical thinking skills. We believe that human rights--and human rights education--belong to everyone, and that the full realization of human rights means that access to human rights education materials must never be conditioned upon the subscription to any particular religious faith, ideology, political affiliation, or membership in any particular organization and that any organizational connections should be openly acknowledged.