“the United States government long concentrated populations of American Indians on reservations, prisoners of the Civil War, and incarcerated Japanese Americans in camps.”
“I like the thought of my students becoming global citizens who can have a rational conversation with anyone — even people who have radically different beliefs than them. I like the idea that my students can be safer in the world if we all start connecting rather than hating.”
“Will we blunder by covering up our mistakes and refusing to own them, as the Soviet Union did following a failed safety test? Or, will we take responsibility for our past and present, using what we learn to make the world a better place?”
“It’s easy to think that when faced with evil, we will choose the side of good. But the rhetoric of evil is slippery. It creeps upon us. The only way to combat it entirely is to remain constantly vigilant.”
“Quanah remained a leader, but his leadership always wrenched in two different directions: his identity as a Comanche and the pull of assimilation.”
“The Washington rowing crew’s story in1936 reminds us how vital connection is in the COVID-era.”
Max Garcia, a Holocaust survivor, details how he met my grandfather, a 21 year-old Army sergeant at the end of WWII.
My cousin and I discussed collaborating on a reading list. Here is what I came up with. FICTION The Wilful Girl by Anonymous (2000 BC) The Book of Thoth by Anonymous (5th – 1st Century BC) Things Fall Apart by Chinua Acebe Poet X by Elizabeth Acevedo With the Fire on High by Elizabeth Acevedo …
“If you have young children, prepare yourself to talk to them about the world — its darkness as well as its light.”
I agree with Hayes when he says that this is a natural response but that if we don’t dig into the “why” of the Holocaust “that stance blocks the possibility of learning from the subject” (xiii).