Democratic Debate (CNN + YouTube)

So sorry to be all over the place (please read the post below this one!), but I wanted post this video and see what you guys had to say about it.

The International Tracing Service

The International Tracing Service (ITS) clarifies the fates of millions of individuals. The archive, located in Bad Arolsen, Germany, contains over 50 million cards pertaining to 17.5 million civilians persecuted by the Nazis. The ITS collects its information from death books, transportation lists, and medical reports (among others) from over 50 concentration camps and prisons.

The 1955 Bonn Agreements set up a committee of 11 nations that manages the ITS through the International Committee of the Red Cross (ICRC). These nations are France, Germany, Greece, Israel, Italy, Luxembourg, Netherlands, Poland, United Kingdom, United States.

Recently, these member states and the ICRC have decided to open the ITS's research to the public. Before this decision, you would have to write to the ITS and request information on a specific individual. Now, the archives will be available at the Holocaust Memorial Museum in Washington, D.C. and Yad Vashem in Jerusalem (I'm uncertain where the other nations will house their copies of the archive.). More importantly, the archive is now open for historical analysis.

What impact does the ICRC's decision have? Genocide is the systemic destruction of a race, culture, or nation. Through historical analysis, is it possible to salvage that culture?

The ITS has only focused on the Holocaust in Nazi Germany. Should it create archives for other genocides? How pragmatic is it to create an archive for an ongoing genocide such as the one in Darfur?

Links:
The International Tracing Service
The History of the International Tracing Service
United States: International Tracing Service hands over copy of holocaust documents to Holocaust Memorial Museum

S.T.A.N.D. Speaker - Nikki

Hey - so I thought I would post about Nikki's presentation on Thursday. I wanted to give a quick summary/response, as well as hear from you guys with any initial reactions or thoughts.

Just to rehash a bit, the majority of what was discussed had to do with the historical/geographical/social context of Sudan. Nikki addressed the 20-year civil war over oil and territories between the Northern and Southern regions of Sudan that preceded the current genocide in Darfur, explaining how Darfurians felt that they're voice as a region was being excluded from the government in Sudan's capital, Khartoum. This sense of exclusion fueled the conflicts between the government and various rebel forces, when, in April of 2003, various Darfurian rebels attacked Sudanese officials at the government's airport at Al Fashir (in North Darfur). Since then, the two main rebel groups (The Sudanese Liberation Army and The Justice and Equality Movement) have continued to fight out against the government in response to decades of neglect, preventable drought, and various other forms of oppression.
It is this rebelliousness that prompted President Omar al-Bashir to increase arms and support to the Janjaweed militias. The Janjaweed have ruthlessly and harrowingly destroyed approximately 90% of the villages in the Darfur region, raping, slaughtering, burning, anyone and anything in their paths. Nikki described the rebels' "scorched earth policy," a tactic employed by the Sudanese government which attacks the civilian base to diminish thier morale and independence.

Ok, so there is a brief and I'm sure obscenely incomplete summary of the notes I took in class on Thursday. In terms of my own response to Nikki's presentation, I got the vibe that he was extremely discouraged (who can blame him, though...). I was really impressed with the growth of Students Taking Action Now: Darfur (S.T.A.N.D.), and I was disappointed that he only very breifly addressed how we, as students with crazy-busy lives, should help out. All in all, I thought he was informative and obviously compassionate about Darfur, and I'm really glad we got the opportunity to meet such a young and inspiring guy.
Please take a sec to answer one (a few, or all) of the questions below, and here is something to keep in mind that I am quoting from Nikki in regards to all that we're hearing about Darfur: "We don't have the luxury to feel overwhelmed."

Questions:
1. What did you think about Nikki's presentation? Did he leave you wondering about anything? What, if anything, do you wish he had addressed in more depth?
2. Does hearing about the genocide in Darfur from a young person like Nikki inspire you to get involved, or do you feel discouraged (for whatever reason)?
3. How much of the information given was new to you?
4. Since I can't make it to the SF Darfur Coalition's meeting on Sunday where they are going to brainstorm on possible Darfur-related events here in San Fran, I was wondering if we could get our own dialogue going on the best ways to mobilize LWHS's student body to take action...

http://ourpledge.org/ (website on Nikki's business card)

BBC vs. CNN in Jena Six

This is Thomas Mallon.

The first is the BBC.
The second is CNN

Please compare and respond.



http://www.youtube.com/watch?v=dtEqQHS31Ts



http://www.youtube.com/watch?v=RMVoV6JMsdA&mode=related&search=

Holocaust Memorial Museum

Hi guys this this Casey.

While this may be a slight side note to what we have been learning about in class lately, I thought I should make a post given its relationship to what we have been reading about in the Samantha Powers book.

In Chapters 3 and 4 of the book, Powers discusses the history behind the Holocaust and the numerous struggles Lemkin faces in trying to give it international attention. We also learn about the coining of the term "genocide" and its impact on raising awareness about the horrific killings of Jews in Auschwitz.

After reading about the Holocaust in the Powers book I came across an article in the New York Times published on September 18th that highlighted the story of a collection of photographs from and anonymous source that had been donated to The United States Holocaust Memorial Museum. The photos were of particular significance because they were photos taken prior to 1945, of which there are very few in existence. In the photographs, which had been found 60 years ago in Auschwitz, depicted in a scrapbook style the lives of the Auschwitz senior SS officers as maintained by one of the officers Karl Hocker. Instead of the images depicting the men performing their killings, they depicted the officers singing cheerily, lighting Christmas trees, and both the women and men relaxing on the porches of their houses. Also depicted in many of the photos is Josef Mengele, the camp doctor known for performing cruel medical experiments on the prisoners(these are among the first authenticated pictures of Mengele at Auschwitz). At the exhibit in the museum, the photos are placed next to other photos taken that same day, making the comparison of the comfortable lives of the officers and the horrific events that were occurring inside the camp at the very same time.

Here is the direct link to the article: http://www.nytimes.com/2007/09/19/arts/design/19photo.html?_r=1&oref=slogin

While this article was only about photos, they made me think about how the officers at Auschwitz could live their lives in such a happy manner, knowing that they have killed thousands of individuals each and every day. With this question in mind, I began to think about it in terms of the idea of "us" versus "they". The officers at the camp were able to identify themselves as the "us" while labeling the Jews and other prisoners as the "they"; the officers were able to create such a distinction between themselves and the Jews that the act of killing them had no visible impact on their personal lives, interactions, or morals. They had become so far removed and detached from the emotional aspect of killing another individual that the act itself did not strike them as morally wrong or unjust. Some questions to ponder:
- How did the Auschwitz officers create such a detached relationship between the "us" and the "they" in the camps?
- Were the actions of the officers motivated by true evil and lack of compassion, or was there an aspect of wanting to be accepted and identify with the "us"?
- Do you think that the officers had no emotional reaction to doing the mass killings or did they feel the pressure to mask those feelings for the sake of being part of the group?
- How does this idea of "us" versus "they" and group identity apply to other genocides that have occurred or are occurring today?

Race and the Impossible Questionnare

Recently through class and outside readings, I have felt my self losing a sense of what race really is. I used to think I knew how to describe race, but thinking back, I feel as if I had no clue. I still find myself unsure about how to think and talk about race. I decided to do a bit of research surrounding the topic of "what is race?" What I found was quite interesting. I came across a survey or questionnare that was made for students at the University of Texas. It consists of 3 parts, one of them being a series of statements about race that are to be rated in terms of agreement or disagreement. Each statement left me even more puzzled about what race was than I had been just moments before. Statements range from If someone lives amongst a group of people long enough, he/she can adopt their racial group to The concept of race is made up. I found this series of statements really challenging because as I became more and more confused about what race is, I thought about what stereotypes I had been determaining race on previously. I suggest you all take a look at the survey. Just focus on the section of race questions that can be found on the personal information. There is no need to submit the information because it's a very long survey, but take a few minutes to look at it. I guarantee that you will be more intrigued and confused than before you looked at it!
Survey: http://survey.psy.utexas.edu/aumer/racelong/racelong-survey.html

Some questions to think about after:
How has your opinion of race changed?
Where there any questions that left you completely puzzled?
Where there any questions you felt you could answer with 100% certainty?
What did the survey make you think about the way you have been thinking about race in the past?
Has this survey made you think differently about our society and how we judge race? What are those judgements based on?

Lick's Constitution Day

As many of us witnessed, the Lick-Wilmerding community introduced a new type of holiday to the campus on Monday, September 17th, which also happened to be the birthday of our nation’s Constitution. Sponsored by the History department and with the help of many Lick participants, the school-wide “Constitution Day” was an enthusiastic and fun (and slightly geeky) way of spending an ordinary Monday lunch period.

Yesterday in class, we had the opportunity to discuss the event and other sort of questions and ideas that students had about it. This short prompt turned into a long discussion about patriotism, and where definitions and connotations of this word came from. There was some discussion amongst our class whether this event was an act of patriotism and in turn, a way of celebrating what the government is doing right now (aka the Bush Administration and Iraq). People noted that often times, in largely left-winged communities, as we have also identified Lick as, the word “patriotism” tends to have a more negative connotation. Others commented that the twist in language in combination with the dynamic of the current government party largely influences what the public’s view of what it means to be “patriotic.”

We also discussed the question of “Who let the American flag become politically patriotic?” Some of the comments tended to link the flag to those who supported the war and those who didn’t, as well as its presence outside of people’s houses, in schools, and on the streets after 911 occurred. Lastly, when talking about the day in assembly last year when some students began singing the national anthem, there was some conflicting ideas about what it means when someone, especially at Lick, decides to stand up and sing or those who refuse to stand and don’t sing. One student noted that “the ability to sit down, that’s patriotic.”

So, after that lengthy summary, I also had a few thoughts and questions of my own:
1. Ms. Finn told us that the Constitution has the title as the only document of its kind in history that hasn’t been overthrown by its government, who has experienced a major revolution in its past. Do you think that this title has contributed to the fact that some of the biggest problems in this country have not been solved consistently throughout history, due to the stubbornness, pride, or even laziness (as Ms. Finn joked)?
2. What does it mean when groups of Lick students refer to America or the American government constantly as “they” in writing and in everyday language? Is there a reluctance towards associating oneself with a large group (can be anything—joining in putting up an American flag, singing the national anthem, practicing a religion…etc.) due to fear of conforming or losing one’s sense of independent voice and individuality?
3. Has this disagreement or undefined understanding of “patriotism” contributed to the increased polarity of our country, especially in times of war and political crisis? If it is factor, can it be altered or fixed?

Jena 6 and Discrimination

As you all may know either from Facebook, todays assembly, or through other resources, the Jena 6 situation has been dramatically downplayed by the media, similar to many other cases of discrimination. For those who are unaware of the Jena 6 situation (probably meaning you do not have a Facebook, you were not at assembly, or for any other reason) here is some background information:

In the small, rural Louisiana town of Jena in September 2006, a black student and some of their friends asked permission from school administrators to sit under the shade of a tree commonly reserved, by the white students, for the white students. School officials advised the black students to sit wherever they wanted and they did. The next day, three nooses, in the school colors, were hanging from the same tree. The Jena high school principal found that three white students were responsible and recommended expulsion. The superintendent of schools over-ruled the principal and gave the students a three day in-school suspension, saying that the nooses were “a youthful stunt” or "merely a prank." Black students decided to resist and organized a silent protest under the tree in disproval of the lenient treatment given to the noose-hanging white students. The principal reacted by bringing in the district attorney, Reed Walters, and 10 local police officers to an all-school assembly. The white students sat on one side of the hall and the black students on the other. It is reported that Walters told the students that he could "end their lives with a stoke of his pen." Many black students said he was looking at the them and only them. In November, as football season came to a close, the main school building was mysteriously burned to the ground. This traumatic event seemed to bring to the surface the boiling racial tensions in Jena.On a Friday night, Robert Bailey, a 17-year-old Black student and football player, was invited to a dance at a hall considered to be “white.” When he walked in, without warning he was punched in the face, beer bottles were thrown at him and a few white youths were found responsible. Only one of the white youth was arrested—he was ultimately given probation and asked to apologize.The night after that, a 22-year-old white man, along with two friends, pulled a shotgun on Bailey and two of his friends at a local gas station, in response to a scuttle between the two. The Black youths wrestled the gun from him to prevent him from using it. They took it home and hid it. They were arrested and charged with theft, and the man who owned the gun, however not with a perment, went free.The following Monday students returned to school. A white boy, Justin Barker, was taunting a group of black students, including Robert Baliey. He was verbally supporting the noose hanging. He was using racial slurs. A chaotic fray ensued. Barker was knocked down, punched, and kicked by a number of Black students. He was taken to the hospital for three hours. He had a concussion and minor bruising on his face. He was seen out at a social event later that evening.As a result of this incident, and their actions, six black Jena High School students were arrested and charged with attempted second degree murder. All six were expelled from school. The six charged were: 17-year-old Robert Bailey Junior whose bail was set at $138,000; 17-year-old Theo Shaw - bail $130,000; 18-year-old Carwin Jones--bail $100,000; 17-year-old Bryant Purvis--bail $70,000; 16 year old Mychal Bell, a sophomore in high school who was charged as an adult and for whom bail was set at $90,000; and a still unidentified minor.On the morning of the first trial, the District Attorney reduced the charges from attempted second degree murder to second degree aggravated battery and conspiracy. Aggravated battery in Louisiana law demands the attack be with a dangerous weapon. The prosecutor argued to the jury that the tennis shoes worn by Bell could be considered a dangerous weapon.When the pool of potential jurors was summoned, fifty people appeared, all white. The jury deliberated for less than three hours and found Mychal Bell guilty on the maximum possible charges of aggravated second degree battery and conspiracy. He faces up to a maximum of 22 years in prison.The rest of the Jena 6 await similar trials. Theodore Shaw is due to go on trial shortly. Mychal Bell is scheduled to be sentenced September 20th. Let's support him and the rest in order to help get them and others a fair and just sentencing for what they've done. Very few people have, even today, heard about this case. The trial was covered by the French newspaper Le Monde, and the BBC aired a documentary on the case. The London Observer reported on the Jena 6 story. These are the first that reported nationally and internationally. Since then many more have reported.

I recently, about two weeks ago, became aware of this issue and I was extremely appalled by it. Like Matty Grumbach said during the assembly (9/19), you would expect something like this in the days of the Civil Rights Movement but here it is, in 2007. This event brings us back to one of the course themes/ideas of "we" vs. "they" and the question "why do people discriminate?".

It worries me that if something at such a large scale like this is not even covered in the media (news, major headline in the newspaper, etc.) who knows how many issues have been hidden and/or ignored.

Questions to think about or respond to:

• Why do you think this issue has been so downplayed by the media?
• How do you think the situation should have been handled? Or do you feel the supervisor, court, etc. were just in their decision?
• If you felt threatened in some way, as the black high school students did, would you try to defend yourself? Would you handle it in the same manner? If not, what would you do? What if you were in their shoes?
• Many people are going to be wearing black tomorrow (Thursday) in protest of the courts previous decision and the upcoming decisions being made towards the 6 remaining students who have yet to be sentenced. Will you be wearing black as well? Why or why not? Do you think it will make a difference? [Any connections to Lemkin's argument???]
• What do you think can be a solution in fighting against discrimination?

Cults

This is Thomas Mallon. Hello.

I was working of my Portfolio thing and I sort of stumbled upon an interesting question. Why do human divisions exist? Why, for example, do we feel the need to separate ourselves from others? We define ourselves as individuals this way, and in my opinion, despite the downsides, separations between people is a good thing. But what i really want to is ask is why we as creatures have such a need to assert individuality; why are we dissatisfied with homogenaity? Is it natural, the way that birds will kill members of the flock that look different; or is it social or mental, a creation of the human mind to verify some element of the consiousness? Tell me.

David Cash

I don't think it's my week to post, but I really wanted there to be something about David Cash considering the magnitude of his particular story. After we learned about the ultimate bystander, I was kinda confused and pretty appalled, so I did a little research. I was disgusted to read about Cash and some remarks he made after the incident, including that the media attention helped him to "score with women" and that he would sell the movie rights to his story because, "I'm no idiot… I'll get my money out of this."

-Do you think Cash's social exclusion and the public shame is enough to punish him for choosing to not prevent the rape and murder of Sherrice Iverson?

-Do you think Good Samaritan laws should exist?

-Does Cash have the freedom and right to be a bystander in this incident?

-What can we do to prevent bystanders in not only crimes such as Sherrice Iverson's murder, but in genocide as well? How can the idea of being an upstander be promoted or more practiced?

-Do you think race had a role in this incident or the aftermath? Should it?

Here are a few articles I found:
http://www.inmotionmagazine.com/fikes.html
http://www.cato.org/pub_display.php?pub_id=4785
http://www.pub.umich.edu/daily/1998/sep/09-30-98/edit/edit5.html