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film about children, orphans, that survived the Genocide Against the Tutsi. It is a powerful look at rescue, resilience and the challenges of forgiveness

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WHAT DOES PEACE LOOK LIKE TO TODAY'S YOUTH? A major part of the initiative behind the Imagine project is to reach the youth of today: the next generation who, whatever their place in society, can be the force to make change, cast off old attitudes and prejudices and create new thinking that will impact an open, more [...]

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The VII Foundation The VII Foundation's mission is to transform visual journalism by empowering new voices and creating stories that advocate change. In a world where beliefs and actions are increasingly out-of-sync with facts and realities, transforming visual journalism is an urgent task. Our work begins with the educational programs of the VII Academy, at its [...]

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Multilingual app for Imagine: Reflections on Peace Multimedia Exhibition at USIP, Washington DC

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Last month, the photographer Pieter Hugo went to southern Rwanda, two decades after nearly a million people were killed during the country's genocide, and captured a series of unlikely, almost unthinkable tableaus. In one, a woman rests her hand on the shoulder of the man who killed her father and brothers. In another, a woman poses with a casually reclining man who looted her property and whose father helped murder her husband and children. In many of these photos, there is little evident warmth between the pairs, and yet there they are, together. In each, the perpetrator is a Hutu who was granted pardon by the Tutsi survivor of his crime.

The people who agreed to be photographed are part of a continuing national effort toward reconciliation and worked closely with AMI (Association Modeste et Innocent), a nonprofit organization. In AMI's program, small groups of Hutus and Tutsis are counseled over many months, culminating in the perpetrator's formal request for forgiveness. If forgiveness is granted by the survivor, the perpetrator and his family and friends typically bring a basket of offerings, usually food and sorghum or banana beer. The accord is sealed with song and dance.

The photographs on the following pages are a small selection of a larger body on display - outdoors, in large format - starting this month in The Hague. The series was commissioned by Creative Court, an arts organization based there, as part of "Rwanda 20 Years," a program exploring the theme of forgiveness. The images will eventually be shown at memorials and churches in Rwanda.

At the photo shoots, Hugo said, the relationships between the victims and the perpetrators varied widely. Some pairs showed up and sat easily together, chatting about village gossip. Others arrived willing to be photographed but unable to go much further. "There's clearly different degrees of forgiveness," Hugo said. "In the photographs, the distance or closeness you see is pretty accurate."

In interviews conducted by AMI and Creative Court for the project, the subjects spoke of the pardoning process as an important step toward improving their lives. "These people can't go anywhere else - they have to make peace," Hugo explained. "Forgiveness is not born out of some airy-fairy sense of benevolence. It's more out of a survival instinct." Yet the practical necessity of reconciliation does not detract from the emotional strength required of these Rwandans to forge it - or to be photographed, for that matter, side by side.

Sinzikiramuka, Perpetrator (opening image, left): "I asked him for forgiveness because his brother was killed in my presence. He asked me why I pleaded guilty, and I replied that I did it as someone who witnessed this crime but who was unable to save anybody. It was the order from authorities. I let him know who the killers were, and the killers also asked him for pardon."

Karorero, Survivor: "Sometimes justice does not give someone a satisfactory answer - cases are subject to corruption. But when it comes to forgiveness willingly granted, one is satisfied once and for all. When someone is full of anger, he can lose his mind. But when I granted forgiveness, I felt my mind at rest."

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Portraits of Reconciliation (Published 2014)

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Last month, the photographer Pieter Hugo went to southern Rwanda, two decades after nearly a million people were killed during the country's genocide, and captured a series of unlikely, almost unthinkable tableaus. In one, a woman rests her hand on the shoulder of the man who killed her father and brothers.

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Convicted mass murderer Anders Behring Breivik spends his days in a spacious three-room cell, playing video games, exercising, watching TV and taking university-level courses in mathematics and business.

Halfway through a 21-year sentence and seeking early release, Breivik, 42, is being treated in a way that might seem shocking to people outside Norway, where he killed eight in an Oslo bombing in 2011, and then stalked and gunned down 69 people, mostly teens, at a summer camp.

But here - no matter how wicked the crime - convicts benefit from a criminal justice system that is designed to offer prisoners some of the comforts and opportunities of life on the outside.

Still, Breivik's extreme case is testing the limits of Norway's commitment to tolerance and rehabilitation.

"We have never had anyone in Norway who has been responsible for this level of violence before. And there has been debate here about whether part of the justice system should be changed for someone like him," said Erik Kursetgjerde, who survived the slaughter on Utoya island as an 18-year-old. However, he advises a slow approach that does not bend to Breivik's desire to subvert the system.
Nazi salute
During a three-day parole hearing this week that was broadcast to journalists, Breivik renounced violence, but also flashed a Nazi salute and espoused white supremacy, echoing ideas in a manifesto he released at the time of his killing spree. The outburst was familiar to Norwegians who had watched him deliver rambling diatribes during his partially televised criminal trial.

"Obviously this has been extremely trying for survivors, the bereaved and Norwegian society as a whole," said Kristin Bergtora Sandvik, professor of law at the University of Oslo, adding that there is debate in Norway over whether parole regulations should be overhauled in a bid to prevent this type of grandstanding.

In 2016, Breivik successfully sued the Norwegian government for human rights abuses, complaining about his isolation from other prisoners, frequent strip searches and the fact that he was often handcuffed during the early part of his incarceration. He also complained about the quality of the prison food, having to eat with plastic utensils and not being able to communicate with sympathizers.

While Breivik's human rights case was ultimately overturned by a higher court, the episode showed just how far the Norwegian criminal justice system could bend in favor of prisoners' rights and living conditions.

"His conditions according to Norwegian standards are excellent," said his prison psychiatrist, Randi Rosenqvist. She testified at the parole hearing that Breivik is still a public threat.

Even after Breivik's outbursts at this week's parole hearing, Norwegian authorities show no sign of wavering from treating him like any other inmate at Skien prison.
'Deprivation of liberty'
"In a Nordic prison sentence, the main punishment is deprivation of liberty. All the Nordic countries have systems based on a lenient and humane criminal policy that starts from the mutual understanding that punishment should not be any stricter than necessary," said Johan Boucht, a professor from the University of Oslo Department of Public and International Law, who has also worked in Sweden and Finland. "The second aspect is rehabilitation, and the principle that it is better in the long run to rehabilitate the inmate than create a factory for criminals."

Until about 50 years ago, Norway's justice system focused on punishment. But in the late 1960s there was a backlash to the harsh conditions of prisons, leading to criminal justice reforms that emphasized kinder treatment and rehabilitation.

Norwegian sentencing and prison conditions are sharply at odds with those of other European countries such as France, where the worst criminals can face life imprisonment, with the possibility of an appeal only after 22 years.

Relatively few French defendants get the longest sentence, but among those facing it are Salah Abdeslam, who is the only surviving member of the Islamic State cell that attacked Paris in November 2015. Abdeslam has complained bitterly about his conditions in the Fleury-Mérogis prison, where he is under 24-hour surveillance in solitary confinement, the furniture is fixed to the floor of his tiny cell and he can exercise for one hour daily.

Breivik's comparatively lenient treatment inside prison does not mean he'll get out anytime soon, or even in 2032, when his sentence ends.

While the maximum prison sentence in Norway is 21 years, the law was amended in 2002 so that, in rare cases, sentences can be extended indefinitely in five-year increments if someone is still considered a danger to the public.
Let him prove he's reformed, lawyer urges
Breivik's lawyer, Øystein Storrvik, said in his closing arguments at the parole hearing that Breivik should be released to prove that he is reformed and no longer a threat to society. It's not possible, while he is in total isolation, to prove that, the lawyer said.

But Breivik's behavior during this week's parole hearing was proof enough to some that he should never again see freedom.

Kristine Roeyneland, who leads a group for the families of Breivik's victims and survivors, said his comfortable prison conditions and ability to spread extremist views through publicized parole hearings are reprehensible.

Whatever the outcome of Breivik's request for early parole, which will be decided by a three-judge panel in coming weeks, some take an enlightened view of the Norwegian government's apparent commitment to treat him like any other prisoner.

"People might be afraid that he's using the law as a stage," said Sandvik, the law professor. "But you can also say that, you know, he is being used by the law. He's a megaphone for the rule of law."

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Norway Killer Breivik Tests Limits of Lenient Justice System

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Halfway through a 21-year sentence and seeking early release, Breivik, 42, is being treated in a way that might seem shocking to people outside Norway, where he killed eight in an Oslo bombing in 2011, and then stalked and gunned down 69 people, mostly teens, at a summer camp

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Teaching About Genocide and Human Rights - Resources from the Chat

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Free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.

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The Founding Fathers tried to protect us from the threat they knew, the tyranny that overcame ancient democracy. Today, our political order faces new threats, not unlike the totalitarianism of the twentieth century. We are no wiser than the Europeans who saw democracy yield to fascism, Nazism, or communism. Our one advantage is that we might learn from their experience.

The Founding Fathers tried to protect us from the threat they knew, the tyranny that overcame ancient democracy. Today, our political order faces new threats, not unlike the totalitarianism of the twentieth century. We are no wiser than the Europeans who saw democracy yield to fascism, Nazism, or communism. Our one advantage is that we might learn from their experience.

Stay in Touch

Sign me up for news about books, authors, and more

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The Founding Fathers tried to protect us from the threat they knew, the tyranny that overcame ancient democracy. Today, our political order faces new threats, not unlike the totalitarianism of the twentieth century. We are no wiser than the Europeans who saw democracy yield to fascism, Nazism, or communism.

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A guide to how Amnesty verifies military attacks in Ukraine

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Amnesty International's Crisis Evidence Lab is a multidisciplinary team that uses cutting-edge digital investigation tools to document human rights violations remotely. It helps to ensure that information emerging from conflict areas is timely, accurate and meets the needs of human rights work in crises situations.

This is particularly important in situations where it is dangerous for researchers to be on the ground, and in an era when disinformation and misinformation can spread rapidly.

How does the Evidence Lab work on Ukraine?

The Evidence Lab has been working hard to identify and verify the details of possible unlawful attacks which have killed or injured civilians, and destroyed or damaged civilian infrastructure in Ukraine. This documentation provides essential evidence which can later be used to hold perpetrators of violations accountable.

The Evidence Lab collects audio-visual material and analyzes it for evidence of violations of international law. This material includes satellite imagery, video footage and photos of air strikes and other attacks, and of the aftermath of these attacks, as well as images of weapons remnants. Where possible, evidence is corroborated by interviewing witnesses to the attacks.

Below is a list of attacks by Russian forces in Ukraine which the Evidence Lab has verified to date. Some of these - including strikes on hospitals and schools, indiscriminate attacks which killed or injured civilians, and the use of banned cluster munitions - may constitute war crimes under international law.

*This list is regularly updated

17 February: kindergarten shelled in the town of Stanytsia Luhanska, wounding three civilians.

24 February: ballistic missile hits hospital in Vuhledar, killing four civilians.

24 February: residential block struck in Kharkiv, killing one man.

24 February: civilian killed in Uman.

25 February, banned cluster munitions attack on preschool in Okhtyrka, killing three civilians, including a child.

25 February: missile damaged School No. 48 in Mariupol.

26 February: explosive weapon, most likely an artillery shell, hit the second story of a kindergarten in Chernihiv.

28 February: cluster munition attack killed four civilians, including a child, and three people collecting drinking water in Kharkiv.

28 February: strikes on Klochkovskaya Street in Kharkiv injure civilians, including a woman who later died.

28 February: cluster munitions hit car park, injuring multiple civilians in Kharkiv.

03 March: dumb bomb attack in Chernihiv reportedly kills 47 people.

What is the Evidence Lab?

Evidence Lab verifying video footage on human rights violations in Nigeria.

Part of Amnesty's Crisis Response Programme, the Evidence Lab brings together open source and visual investigators, remote sensing experts, weapons analysts, data scientists, developers and other experts to conduct digital investigations and tell the stories of people most affected by conflict.

The Evidence Lab website provides an online space to share best practices, new techniques, resources and guides, helping human rights investigators to take advantage of the vast amount of information which is shared online every day.
Find out more about their work here.
How does the Evidence Lab identify attacks to investigate in Ukraine?

The Evidence Lab receives information from a variety of sources, including what is known as "citizen evidence" - material that has been collected by someone other than an established human rights investigator.

This sort of documentation is frequently shared publicly through social media networks such as Twitter, Facebook and YouTube, and often exposes in great detail abuses which might have otherwise gone unnoticed. The Lab also receives evidence directly from witnesses on the ground.

How does the Evidence Lab verify attacks?

Depending on what they are looking for, Evidence Lab researchers use a range of verification methods. These include:
Geo and chrono-location
Confirming where and when a video or photo was taken. This can be done by cross-checking the material with satellite imagery, ground level photography and other publicly available information. A researcher can look at the landscape, trees, buildings, and streets in the images, and check if they match with street views or other photos from a known location.

The researchers can also analyze weather patterns and shadows to see if they match the conditions that prevailed when the photo or video was claimed to have been taken.
Remote sensing
The researchers use satellite imagery and other sensors such as Radar and LiDAR to look for tell-tale signs of attacks like destroyed buildings, craters, debris, troop or weapon movements. A bird's eye view is also important to cross-check and verify potential targets and understand the dynamics of these attacks.
Weapons identification
Amnesty International's arms experts analyze photos, videos and other data to verify which weapons are being used and if they lead to human rights violations. This could include studying the shape of a crater left by a missile, watching footage of air strikes, or examining photos of weapons remnants. The researchers also analyze weapons trade data to understand ownerships of these weapons
Eyewitnesses
Importantly, the Evidence Lab works with researchers who interview eyewitnesses to attacks and collect testimonies that might corroborate the digital evidence.
Preservation
The Evidence Lab catalogues and preserves all the original evidence, together with all its verification and analysis for accountability and justice mechanisms. We aim to support relevant justice actors, and hand over our evidence to ensure perpetrators are held to account.

Why is it important to verify attacks?

The Evidence Lab works both intensively, documenting individual attacks in great detail, and in a big picture way, looking for broad patterns of violations and building a detailed timeline of events. A key goal is to provide an accurate account of events, combating the misinformation and disinformation that is often rampant during conflicts and other crisis situations.

These documentation efforts are also useful in compiling a log of reliable evidence that could later be used to hold perpetrators of human rights violations to account.

More broadly, we help to tell the stories of people who are directly affected by these crises and to give them a voice.

END THE AGGRESSION

Demand that the Russian authorities stop this act of aggression and protect civilians now.

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A guide to how Amnesty verifies military attacks in Ukraine

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Amnesty International's Crisis Evidence Lab is a multidisciplinary team that uses cutting-edge digital investigation tools to document human rights violations remotely. It helps to ensure that information emerging from conflict areas is timely, accurate and meets the needs of human rights work in crises situations.

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Educational Emotional Learning Products For Children

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Slumberkins is dedicated to helping families raise caring, confident, and resilient children through affirmations, stories and creature characters.

Support Big Feelings

Big, new feelings and life changes can be overwhelming for a child. Whatever their need is, our books, creatures, and affirmations can help them sort through these big feelings and learn to process them in a positive way.

Dive Into Emotional Growth

Summer Break 2022

Summer is our signal to rest, recharge, and relearn! Join Hammerhead, Narwhal, and our Sea Creature friends as we reel in productivity and take a deeper dive into emotional growth.

Slumberkins Helps Children Thrive

We are committed to helping all children build social-emotional skills. By emphasizing positivity, connection, and authenticity, Slumberkins supports a strong foundation for lifelong emotional wellness.

Books

Reading is fundamental. Doing so with intention is even better.

Bond with your child

Teach new skills

Instill positive messages

Kins & Snugglers

Our Kins, Snugglers, & Minis bring learning to life.

Provides security and comfort

Supports emotional regulation

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Daily Affirmations

Practicing compassion promotes a positive inner voice.

Boost your child's confidence

Establish healthy thoughts

Soothe worry and anxiety

Power Up Through Play

HERO CAMP 2022

Help children harness their social superpowers and build healthy relationships with Camp! In 4+ weeks of activities they'll learn to set boundaries, ask for help, show kindness, and the power of play.

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Watch fun, free, and educational Slumberkins videos on YouTube
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Educational Emotional Learning Products For Children

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Slumberkins is dedicated to helping families raise caring, confident, and resilient children through affirmations, stories and creature characters. Big, new feelings and life changes can be overwhelming for a child. Whatever their need is, our books, creatures, and affirmations can help them sort through these big feelings and learn to process them in a positive way.

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Prevention and Protection | Friends Committee On National Legislation

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Friends Committee On National Legislation

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The group was instrumental in supporting the creation of the Complex Crises Fund, the Atrocity Early Warning Task Force (formerly known as Atrocity Prevention Board), and the State Department's Bureau for Conflict and Stabilization Operations. The Elie Wiesel Genocide and Atrocities Prevention Act was enacted largely due to the efforts of the PPWG and its members. The PPWG also strongly supported the Global Fragility Act (GFA) Coalition in its successful advocacy for enactment of the Global Fragility Act.

As the PPWG coordinator, FCNL is responsible for crafting a collaborative advocacy agenda that assists in the prevention of atrocities and violent conflict and protects civilians at risk. The group focuses on U.S. government structures and resources that support these goals on a global basis, and has issued conflict-specific recommendations for Sudan, South Sudan, Democratic Republic of the Congo, Central African Republic, Gaza, Syria, Iraq, Libya, Sri Lanka, Columbia, Kashmir, and Burma/Myanmar.

As the PPWG coordinator, FCNL is responsible for crafting a collaborative advocacy agenda.

Currently the PPWG holds regular consultations with the dozens of U.S. government agencies and departments that participate in the Atrocity Early Warning Task Force, advocating for strengthened implementation of the Elie Wiesel Genocide and Atrocities Prevention Act and early action to prevent potential atrocity events and promote peace.

PPWG also has provided recommendations to the Task Force for integrating atrocity prevention into plans, budgets, and programs under the Global Fragility Act. Members of PPWG regularly visit Capitol Hill to educate Members on current and emerging conflicts, the steps that are needed to protect civilians, and the status and effectiveness of U.S. government efforts.

In addition, the PPWG continues to advocate for expanded funding for atrocity prevention and peacebuilding accounts.

See our current funding asks for fiscal year 2023:

Download our funding ask for fiscal year 2023:

Learn more about the peacebuilding funds we support here:

PPWG Subcommittees

PPWG has formed two subcommittees, one focused on implementation of the Elie Wiesel Genocide and Atrocities Prevention Act and another to undertake advocacy on specific conflicts.

Subcommittee on Implementation of the Elie Wiesel Act

After enactment of the Elie Wiesel Genocide and Atrocities Prevention Act in 2019, PPWG members have worked to ensure its proper implementation. The legislation mandates training of Foreign Service officers to identify and document potential risks of atrocity crimes, and requires annual reports to Congress on current U.S. government efforts to prevent and respond to atrocities.

The subcommittee has been instrumental in identifying key gaps and additional resources needed to ensure that the U.S. government is treating atrocity prevention as a core national security interest. The full PPWG then uses the subcommittee's analysis and recommendations in its regular meetings with U.S. government officials responsible for implementing and overseeing the Act. The key reports produced by the subcommittee are linked below:

Subcommittee on Conflict Specific Advocacy

Members of the Conflict-Specific Advocacy Subcommittee collaborate on developing conflict prevention and peacebuilding recommendations geared towards particular settings. The Subcommittee has produced several conflict assessments highlighting priority steps to reduce the risk of genocide and atrocities and to build support for peace.

In addition to describing the conflicts and risks associated with an area or country of focus, each assessment includes a list of recommendations for the administration to step up its efforts to prevent violent conflict, reduce the risk of atrocity crimes, and mitigate harm to civilians.

The Subcommittee has briefed executive branch departments and agencies on specific conflicts and provided recommendations, vetted by local peacebuilders, in Sri Lanka, Burma/Myanmar, South Sudan, and Kashmir.

From Atrocities Prevention Board to Atrocity Early Warning Task Force

The Atrocities Prevention Board (APB) was established under the Obama administration in 2012, with a primary mission "to coordinate a whole-of-government approach to preventing mass atrocities and genocide." After the enactment of the Elie Wiesel Genocide and Atrocities Prevention Act, signed by President Trump in January 2019, the APB was renamed Atrocity Early Warning Task Force ("Task Force").

The Task Force remains a working group of administration officials, including representatives of the Departments of State, Defense, and Justice; the United States Agency for International Development (USAID), the United States Mission to the United Nations, the U.S. Institute of Peace, and more.

The primary mission of the Task Force is to ensure that mass atrocities prevention is a priority at the highest levels of the government. The Task Force is mandated "to coordinate a whole-of-government approach to preventing mass atrocities and genocide." Although significant progress has been made to ensure a more coherent response, gaps remain. FCNL is working to fill these gaps and build on the momentum of the past six years.

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Prevention and Protection | Friends Committee On National Legislation

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The Prevention and Protection Working Group (PPWG) is a coalition of human rights, religious, humanitarian, anti-genocide, and peace organizations dedicated to improving U.S. government policies and civilian capacities to prevent violent conflict, avert mass atrocities, and protect civilians threatened by such crises.

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The News Literacy Project works with educators and journalists to give students the skills they need to discern fact from fiction and to know what to trust.

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Teaching With Current Events in Your Classroom

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Explore classroom resources for making connections between current events and your curriculum, including activities and discussion strategies for high school and middle school students.

Civics & Citizenship

History

Social Studies

Democracy & Civic Engagement

Global Migration & Immigration

Human & Civil Rights

Racism

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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Explore classroom resources for making connections between current events and your curriculum, including activities and discussion strategies for high school and middle school students.

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Navigating Digital Information - Crash Course

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Crash Course Navigating Digital information

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In 10 episodes, John Green will teach you how to navigate the internet! We've partnered with MediaWise, The Poynter Institute, and The Stanford History Education Group to develop this curriculum of hands-on skills to help you evaluate the information you read online.

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Navigating Digital Information - Crash Course

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Crash Course Navigating Digital information

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In 10 episodes, John Green will teach you how to navigate the internet! We've partnered with MediaWise, The Poynter Institute, and The Stanford History Education Group to develop this curriculum of hands-on skills to help you evaluate the information you read online.

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In 12 episodes, Jay Smooth teaches you Media Literacy! Based on an introductory college-level curriculum, this series takes you through the history and psychology of media and gives you the skills to become more media savvy.

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The MediaWise Teen Fact-Checking Network (TFCN) publishes fact-checks for teenagers, by teenagers. TFCN fact-checks are unique in that they debunk misinformation and teach the audience media literacy skills so they can fact-check on their own.

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Rohingya Culture Center | Rohingya Cultural Center is a community based social service organization aimed at serving the needs of the Rohingya refugee population in Chicago as well as raising awareness of the persecution of the Rohingya in Myanmar.

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Rohingya refugees from Myanmar are suing Facebook for $150 billion over allegations that the platform failed to act against anti-Rohingya hate speech that fueled real-world violence against the group in the region, according to a complaint Read more...

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Rohingya refugees from Myanmar are suing Facebook for $150 billion over allegations that the platform failed to act against anti-Rohingya hate speech that fueled real-world violence against the group in the region, according to a complaint Read more...

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open-access article in Education about Asia

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Collecting, preserving, and assessing documentary information on the extrajudicial detention of Uyghurs, Kazakhs, and other ethnic groups in Xinjiang.

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Burma's Path to Genocide - United States Holocaust Memorial Museum

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Burma’s Path to Genocide - United States Holocaust Memorial Museum

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This online exhibition explores how the Rohingya, a religious and ethnic minority in Burma, became targets of a sustained campaign of genocide.

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Rohingya refugees recount the horrors of ethnic cleansing in Myanmar’s Rakhine State.

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Virtual reality 360 film shows Rohingya's plight

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More than 620,000 Rohingya people have fled into Bangladesh [Andrew Stanbridge/Amnesty International]

A man forced to bury his son after watching Myanmar's military kill him, a woman who was gang-raped by soldiers, and another woman who had her family murdered and home burnt down - these are only three of the Rohingya refugees who share their harrowing stories in a hard-hitting new virtual reality documentary released on Tuesday.

Forced to Flee - launched jointly by Contrast VR, Al Jazeera's virtual reality team, and Amnesty International - was shot in late October in Kutupalong camp, Bangladesh, which is now home to more than 620,000 Rohingya refugees who fled what the UN called ethnic cleansing in neighbouring Myanmar's Rakhine State since late August.

In the immersive film, Rohingya women and men recount the horrors of fleeing systematic and widespread violations and urge the world to secure their basic rights.

"One of the most powerful things about telling this story in 360° video is getting a glimpse at the scale of the crisis," said Zahra Rasool, Contrast VR's editorial lead.

"You hear three people's stories, but then you can turn around and see hundreds, if not, thousands [of] more people throughout the film and you can imagine that they each have their own awful experiences, just not told to us."

In addition to testimonies of Rohingya survivors, Forced to Flee features Amnesty International's satellite imagery analysis of village burnings as well as original drone footage showing the immense scale of Kutupalong camp.

Forced To Flee from Contrast VR on Vimeo.
Watch Forced To Flee from Contrast VR
The film was released on the same day of the UN Security Council meeting in New York on the situation of the Rohingya, and a week after the UN Human Rights Council in Geneva adopted a resolution condemning abuses against them and Myanmar's other minorities.

More than 620,000 people have fled into Bangladesh in a matter of months as Myanmar's security forces unleashed a targeted campaign of violence against the Rohingya: killing an unknown number of women, men and children; raping women and girls; laying landmines; and burning entire Rohingya villages.

Amnesty International has documented how Rohingya people who remain in Myanmar's Rakhine State are trapped in " a dehumanising state-sponsored system of apartheid ", where virtually every aspect of their lives is severely restricted.

"The sheer scale, speed and intensity of the Myanmar security forces' crimes against humanity targeting the Rohingya are mind-boggling. From massacres to mass rapes to entire villages being burnt to the ground, it is hard to truly grasp the horror that sparked well over half a million people to flee to Bangladesh in the space of three months," Tirana Hassan, crisis response director at Amnesty International, said.

"We hope this film will reach people still unaware of this crisis, immersing viewers in the refugees' stories, helping them to understand what they have endured on a much deeper level. We also hope it will drive home to world leaders the urgency of acting now to stop the violence and lay the groundwork for accountability."

The film follows the release of Contrast VR's ground-breaking virtual reality documentary, I am Rohingya, in September, which gave a glimpse into the life of a Rohingya Muslim, Jamalida Begum, and her two children in Kutupalong camp before the latest influx of refugees.

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Virtual reality 360 film shows Rohingya's plight

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A man forced to bury his son after watching Myanmar's military kill him, a woman who was gang-raped by soldiers, and another woman who had her family murdered and home burnt down - these are only three of the Rohingya refugees who share their harrowing stories in a hard-hitting new virtual reality documentary released on Tuesday.

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Rohingya refugees recount the horrors of ethnic cleansing in Myanmar’s Rakhine State.

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FROM
DISPOSSESSED
TO EMPOWERED
THROUGH LITERACY

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Book Listings - Illinois Holocaust Museum

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Book Listings - Illinois Holocaust Museum

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Skokie22!

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We are offering both virtual and traveling teaching trunks during the 2021 - 2022 school year. The traveling teaching trunks will be available starting January 1, 2022. Virtual teaching trunks are available during the entire school year.
Virtual Trunk: Identity and Building a Positive Community (Grades K - 4)

In the virtual teaching trunk, students explore personal and cultural identity, empathy, family, and friendship through the lens of character education.

Themes:

How to be a contributing part of the local and global community

What it takes to care of one's self and others

How and why to speak up for what is right

How to speak up for those being bullied

How to understand core values of respect, compassion, justice, civic virtue, and citizenship

Materials:

Myself, My Community (K-2nd Grade)

This trunk is available beginning January 1, 2022. Students will explore personal and cultural identity, empathy, family, and friendship through the lens of character education. They will explore how to be a contributing part of their local and global community, what it takes to care for themselves and others, and how to speak up for what is right.

Materials:

The Lion and the Mouse

The Name Jar

If You Lived Here: Houses of the World

9603 Woods Drive, Skokie, IL 60077

info@ilhmec.org

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Teaching Trunks for Grades K-2 | Illinois Holocaust Museum

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Close We are offering both virtual and traveling teaching trunks during the 2021 - 2022 school year. The traveling teaching trunks will be available starting January 1, 2022. Virtual teaching trunks are available during the entire school year. In the virtual teaching trunk, students explore personal and cultural identity, empathy, family, and friendship through the lens of character education.

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Field trip experiences for elementary grades help students build social awareness and skills to demonstrate positive decision-making and responsible behaviors, allowing for a deeper understanding of how core values of respect, compassion, justice, and citizenship can lead to success in school and in life. Pre and post-visit activities allow educators to extend their students' learning.

Stand Up, Speak Out
Currently available as a virtual or on-site experience for grades 3-12. Recommended for grades 3 and 4.
Group size: 10 students minimum, 80 students maximum
Times Offered: Monday - Friday | 9:45 AM, 11:45 AM, 1:45 PM
Tour Length: 2 hours, 15 minutes
This field trip supports Illinois Priority Learning Standards Social/Emotional Learning.
Goal 1: Develop self-awareness and self-management skills to achieve school and life success. 1A.2b, 1A.3a, 1B.2a, 1B.3a, 1B.3b, 1C.2a.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. 2A.2a, 2A.2b, 2A.3a, 2A.3b, 2B.2, 2B.2b, 2B.3a, 2B.3b, 2C.2a, 2C.2b, 2C.3a, 2C.3b, 2D.2a, 2D.2b, 2D.3a, 2D.3b.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. 3A.2a, 3A.2b, 3A.3a, 3A.3b, 3B.2a, 3B.2b, 3B.3a, 3B.3b, 3C.2a, 3C.2b, 3C.3a, 3C.3b.

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Elementary School Field Trips | Illinois Holocaust Museum

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Field trip experiences for elementary grades help students build social awareness and skills to demonstrate positive decision-making and responsible behaviors, allowing for a deeper understanding of how core values of respect, compassion, justice, and citizenship can lead to success in school and in life. Pre and post-visit activities allow educators to extend their students' learning.

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July 18 - July 21 | 9:00 AM - 3:00 PM* *Participants must attend an evening program July 18th from 6:00 PM - 7:30 PM.

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IWitness | IWitness - Education through Genocide Testimony

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IWitness brings educators and their students together at the intersection of genocide studies, diversity and inclusion education, and the development of critical literacies needed in the 21st century.

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INTERVENTIONS DIVINE!

Angels in the Life of a Genocide Survivor

In his second book, Interventions Divine! Angels in the Life of a Genocide Survivor, founder Kizito D. Kalima shares the most spiritual part of his life's journey!

Mr. Kalima grew up in a very religious family, but being orphaned, chopped by a machete, and forced to hide in a swamp during the genocide severely tested Mr. Kalima's beliefs. Only a series of extraordinary events and selfless acts by others saved his faith.

He now shares those miraculous experiences and thanks the awe-inspiring people who have been his guardian angels. Their stories help us recognize the Divine in our own lives and how it can move us to help others.

shipping included only in USA )

20 % of each book purchased will go to Peace Center for Forgiveness and Reconciliation, Inc.

My Forgiveness , MY JUSTICE

Overcoming the 1994 Genocide against Tutsi in Rwanda

Founder, Kizito Kalima's, Genocide survival story and lifelong road to forgiveness and reconciliation like you've never heard it before.....

shipping included only in USA )

20 %

​

​

Feel free to contact us for any payment or shipping concerns.

Email: kizito.kalima@choosetoforgive.org

Phone: 317-363-8065 ( call or text)

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INTERVENTIONS DIVINE! Angels in the Life of a Genocide Survivor In his second book, Interventions Divine! Angels in the Life of a Genocide Survivor, founder Kizito D. Kalima shares the most spiritual part of his life's journey!

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The National Native American Boarding School Healing Coalition

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Boarding School Experiences Book List

We are often asked for a list of recommended books on Indian Boarding School history and experiences in the U.S. Knowing our history and speaking the truth are just the beginning of the ways in which we can bring about healing and transformation for ourselves, our families and communities, and our Nations here on Turtle Island. We are happy to share this sampling of books and we encourage you to share and read with others.

General Native American Boarding School History

Drawing from hundreds of letters by students, parents, and school officials, Boarding School Seasons examines student experiences at three institutions between 1900 and 1940. Written by Dr. Brenda Child, a Red Lake Ojibwe woman and a descendant of boarding school survivors, this book primarily focuses on Haskell Institute (Kansas), Flandreau (South Dakota), and Pipestone (Minnesota). Dr. Child, who is a Professor of American Studies at the University of Minnesota, earned the 1995 North American Indian Prose Award for Boarding School Seasons.

Telling this history in the voice of when he was a student there, Adam Fortunate Eagle shares his experience at Pipestone Indian Boarding School in Minnesota between 1935 and 1945. This first-hand account offers unique insights regarding the diverse array of experiences that were seen in the Indian boarding school era. Pipestone: My Life in an Indian Boarding School delivers a narrative not often explored given positive personal anecdotes, student pranks, and the reminiscing of dormitory culture. Adam Fortunate Eagle (Red Lake Ojibwe) is perhaps best known as the principal organizer for the Occupation of Alcatraz between 1969 and 1971.

The Middle Five: Indian Schoolboys of the Omaha Tribe
Flesche, Francis (1963). University of Wisconsin Press.

First published in 1900, The Middle Five is an autobiographical account of the Francis LaFlesche's experience as a student in a Presbyterian boarding school in northeastern Nebraska. The personal stories of La Flesche (Omaha) are told in the voice of the students and shine light on what life was like for them. The book is a unique perspective, as La Flesche's purpose of the text, in his own words, was "to present the companions of my own young days to the children of the race that has become possessed of the land of my fathers."

Authored by education professor and former NABS board member, Dr. Denise K. Lajimodiere, this book explores the enduring impacts of the boarding school era in the Dakota's and Minnesota and the relationship they hold to historical and intergenerational trauma. Dr. Lajimodiere's research is an extension of her interest in the stories of her father and other family members who were subjected to and survived the federal governments' assimilation policy that compelled the proliferation of the boarding school model. The insights gained through her research invited Dr. Lajimodiere to more profoundly understand the way in which she and her siblings were raised, as well as other family members of whom were so closely impacted by the boarding school era. The book features sixteen interviews with boarding school survivors and is culminated by the author's own healing process with her father.

Born in 1942 in Wounded Knee on the Pine Ridge reservation in South Dakota, Walter Littlemoon's (Lakota) memoir, They Called Me Uncivilized, describes the impact that federal Indian policies had on his life and on the history of his family. This narrative offers a rare glimpse inside the cruelty of the U.S. government boarding school policy on to generations of Native American children. They Called Me Uncivilized also provides a unique view of the 1973 militant Occupation of Wounded Knee and the lasting impact that the takeover had on the community.

Irene Stewart's (Dine/Navajo), A Voice in Her Tribe, is a powerful memoir that recounts her life from birth through childhood and beyond, including her time as an industrial school student. Her compelling testimony reflecting her industrial education experience characterizes the callous treatment first-hand. Stewart's writing explores the unique challenges of biculturality as a Navajo woman in a changing world where imposed settler values and new systems of power and culture posed a great challenge to existing between two worlds.

Boarding School Blues: Revisiting American Indian Educational Experiences
Trafzer, Clifford E., Keller, Jean A., & Sisquoc, Lorene (2006). University of Nebraska Press.

The boarding school experience became part of Native American history, with some students using this experience to expand their own knowledge and help their people. This volume of essays edited and introduced by Dr. Clifford Trafzer, Dr. Jean Keller, and Lorene Sisquoc (Fort Sill Apache/Cahuilla) documents a vast array of Native American boarding school experiences, both positive and negative. With a great range of voice, Boarding School Blues does well in addressing issues such as runaways, sports, punishment, Christianity, and the physical plants themselves.

Healing and Decolonization

Dr. Alfred Taiaiake (Kanienkehaka /Mohawk) puts forth a profound vision for the Indigenous Peoples of North America in this important manifesto. In Peace, Power, and Righteousness, Alfred invites Indigenous People to move beyond the 500-year history of pain, loss, and colonization, and move toward an engaged and liberatory form of self-determination. With an intimate knowledge and sensibility of the trauma of colonization, this volume calls for a way forward that is conscious of and honors traditional ways to educate a new generation of Indigenous leaders.

Look to the Mountain is an invaluable resource for educators looking to ground their practice in Indigenous ways of knowing and being. Dr. Gregory Cajete is a Tewa Indian from Santa Clara Pueblo, New Mexico, and expertly draws profound distinctions between Indigenous ways of teaching and thinking and ones frequently seen in contemporary American education. This book deeply reconceptualizes what can be accomplished under the banner of Indigenous education, featuring a commitment to the foundations of the spiritual, environmental, mythic, visionary, artistic, affective, and the communal. Overall, Dr. Cajete shows that Indigenous education is a process of education that is grounded in the foundations of human nature.

In this volume of essays, Dr. Vine Deloria Jr. (Standing Rock Sioux) and Dr. Daniel R. Wildcat (Yuchee Creek) examine various issues facing Native American students in their experience in schools, colleges, and later into professional life. The visionary nature of Power and Place engages both philosophical and practical lessons for administrators, educators, students and community leaders in Indian Education. Deloria Jr. and Wildcat effectively reveal those unique nuances that Indigenous approaches to learning, knowing, and being can address the contradictions made apparent within contemporary American education.

As a clinical psychologist who has worked in Indian country for several decades, Dr. Eduardo Duran-who was born in New Mexico and also previously worked as a migrant farmworker-offers a uniquely subversive method of healing and counseling that is grounded in Indigenous ways of being. Healing the Soul Wound centers its focus on the legacy of historical trauma and explores theoretical Indigenous understanding of cosmology and how understanding natural law can lead to new ways of understanding and healing the psyche. This book offers a culture-specific approach that is often ignored in modern healing work.

Braiding Sweetgrass poetically bridges modern theories of biology and ecology with ancestral wisdom and Indigenous consciousness. Dr. Robin Wall Kimmerer (Potawatomi) eloquently shows that by combining the knowledge of modern science and the traditional Indigenous understandings, we can more deeply engage in a world that is seeking to connect with us as a teacher and a relative. Reflecting that truth Kimmerer states, "Because the relationship between self and the world is reciprocal, it is not a question of first getting enlightened or saved and then acting. As we work to heal the earth, the earth heals us."

Charting the struggle of Native resistance against environmental and cultural degradation, Winona LaDuke (White Earth Ojibwe) offers an inspiring call toward self-determination and community through historical analysis, testimonies, and reflections. All Our Relations features chapters on the Seminoles, the Anishinaabeg, the Innu, the Northern Cheyene, and the Mohawk Nations, among others.

One of the first books of its kind, Decolonizing Trauma Work, is an invaluable resource for those that work in healthcare, education, healing, clinical services, and policy writing, especially when it comes to healing and wellness in Indigenous communities. Dr. Renee Linklater (Rainy River First Nations) presents practical methods that are designed to support individuals and communities that have experienced trauma through an Indigenous worldview, embedded with cultural knowledge.

As is so often seen in culture, education, and politics, American history tends to neglect the stories of Native America past the Wounded Knee Massacre of 1890. Dr. David Treuer (Leech Lake Ojibwe) seeks to counter that narrative with The Heartbeat of Wounded Knee, a volume that combines history with memoir, exploring the evolving structures of colonial structures of legal and political maneuvers that resulted in further land seizures in the 20 th century, as well as how Indian boarding schools were a crucial part of that strategy. This book is a powerful accounting of an era that has been noticeably missing from common historical accounts of the U.S.

For Children and Young Adults

(Descriptions adapted from the publisher)

An Indigenous Peoples' History of the United States for Young People
Dunbar-Ortiz, Roxanne, Mendoza, Jean, & Reese, Debbie. (2019). Beacon Press.

[For Grades 6-12] An Indigenous Peoples' History of the United States for Young People is a fully adapted text by renowned curriculum experts Debbie Reese (Nambé Pueblo) and Jean Mendoza. This text takes a similar shape to the original academic text by Roxanne Dunbar-Ortiz in content and theme, though re-framed to engage a younger audience. Designed primarily with middle-grade and young adult readers in mind, the book includes discussion topics, archival images, original maps, recommendations for further reading, and other materials to encourage students, teachers, and general readers to think critically about their own place in history.

[Picture book: For Grades 3-6] When eight-year-old Irene is removed from her First Nations family to live in a residential school she tries to remember who she is and where she came from, despite the efforts of the nuns who are in charge at the school and who tell her that she is not to use her own name but instead use the number they have assigned to her. Irene's parents decide never to send her and her brothers away again. But where will they hide? And what will happen when her parents disobey the law? Based on the life of co-author Jenny Kay Dupuis' (Ojibwe) grandmother, I Am Not a Number is a hugely necessary book that brings a terrible part of Canada's history to light in a way that children can learn from and relate to. There are two versions of this book, one in English, and one in a dual-language version in Nishnaabemwin (Ojibwe) Nbisiing dialect and English. [For Grades 4-8] Eight-year-old Margaret Pokiak has set her sights on learning to read, even though it means leaving her village in the high Arctic. Her father finally agrees but he warns Margaret of the terrors of residential schools. At school, Margaret soon encounters the Raven, a black-cloaked nun with a hooked nose and bony fingers that resemble claws. Intending to humiliate her, the heartless Raven gives gray stockings to all the girls - all except Margaret, who gets red ones. In the end, it is this brave young girl who gives the Raven a lesson in the power of human dignity. Written by Margaret Pokiak-Fenton (Inuit) and her daughter-in-law Christy Jordan-Fenton, Fatty Legs is c omplemented by archival photos from Pokiak-Fenton's collection and striking art from Liz Amini-Holmes, this inspiring first-person account of a girl's determination to confront her tormentor will linger with young readers in middle grades.

When I Was Eight
Jordan-Fenton, Christy & Pokiak-Fenton, Margaret (2013). Annick Press.

[Picture Book: For Grades 1-5] For Inuit children in boarding schools, the cost of learning to read English is a high one. Cutting their hair and taking their traditional clothing and name away is just the start of the systematic removal of identity and culture. When I Was Eight is a visceral telling of Margaret Pokiak-Fenton's childhood in the form of a beautifully written and honest picture book that will reverberate with readers. This adaptation of Fatty Legs for younger grade readers evokes the same themes in a re-designed manner appropriate for early readers.
As Long as the Rivers Flow
Loyie, Larry, & Brissenden, Constance (2005). Groundwood Books.
[For Grades 3-6] In an attempt to erase language and culture from First Nation's children, they were forcibly removed from their homes and sent away to government-sponsored church-run boarding schools. As Long as the River Flows shares the story of Larry Loyie's (Cree) last summer before entering residential school and all he learned and experienced before life changed forever. [For Grades: 3-6] Drama and humor combine in Goodbye Buffalo Bay by award-winning Cree author Larry Loyie. The sequel to As Long as the Rivers Flow, this book is set during the author's teenage years. In his last year in residential school, Lawrence learns the power of friendship and finds the courage to stand up for his beliefs. He returns home to find the traditional First Nations life he loved has changed dramatically. He feels like a stranger to his family until his grandfather's gentle guidance helps him find his way. Goodbye Buffalo Bay explores the themes of self-discovery, the importance of friendship, the difference between anger and assertiveness and the realization of youthful dreams.

Home to Medicine Mountain
Santiago, Chiori (2002). Children's Book Press.

[Picture Book: For Grades 1-5] In the 1930s two young brothers are sent to a government-run Indian residential school - an experience shared by generations of Native American children. At these schools, children are forbidden to speak their native tongue and are taught to abandon their Indian ways. In this multi-award-winning book, Native American artist Judith Lowry's illustrations are inspired by the stories she heard from her father and uncle. The lyrical narrative and compelling paintings blend memory and myth in this bittersweet story of the boys' journey home one summer and the healing power of their culture. [For Grades 4-8] Her name was Seepeetza when she was at home with her family. But now that she's living at the Indian residential school her name is Martha Stone, and everything else about her life has changed as well. Told in the honest voice of a sixth-grader, this is the story of a young Native girl forced to live in a world governed by strict nuns, arbitrary rules, and a policy against talking in her own dialect, even with her family. Seepeetza finds bright spots, but most of all she looks forward to summers and holidays at home. [For Grades 7 and up] This collection, in prose memoir and poetry, describes attending a government school for Indian children and the challenges presented socially, culturally, and expressively. Dr. Laura Tohe (Diné) was born in Fort Defiance, Arizona, and grew up on the Navajo Reservation in Arizona and New Mexico. When they moved to Crystal, New Mexico, Tohe's mother worked at a boarding school close by. This book originates from a story given to her mother by her great-grandmother. Dr. Tohe-who is also a Navajo Nation Poet Laureate (2015-2019) is a professor emerita of English at Arizona State University.

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Recommended Reading - The National Native American Boarding School Healing Coalition

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Boarding School Experiences Book List We are often asked for a list of recommended books on Indian Boarding School history and experiences in the U.S. Knowing our history and speaking the truth are just the beginning of the ways in which we can bring about healing and transformation for ourselves,...

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The National Native American Boarding School Healing Coalition

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Curriculum Resources - The National Native American Boarding School Healing Coalition

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The National Native American Boarding School Healing Coalition has developed a curriculum on U.S. Indian Boarding Schools for teachers and parents to use with their students and children. The Truth and Healing Curriculum is comprised of four (4) robust lessons on Indian boarding schools covering His…

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This guidebook would not have been possible without the hard work of countless individuals, some of whom have been instrumental to its success. I would like to thank H.E. Mr. Im Sethy for both his commitment to genocide education for Cambodia's children and his commitment to justice for Khmer Rouge victims. I would also like to thank H.E.