education Archives

Armenian Genocide Educators to be Honored at ANCA-WR Luncheon

January 4, 2018 by administrator

LOS ANGELES—The second Armenian Genocide Education Award Luncheon organized by the Armenian National Committee of America – Western Region Education Committee is slated for Saturday, February 24 at 11 a.m. at DeLuxe banquet hall in Burbank.

The Luncheon will celebrate and honor K-12 educators from public schools who have shown a true commitment to the teaching the Armenian Genocide as a fact and to prevent recurrences of further Genocides.

“Based on popular demand, the ANCA Education Committee will be hosting the Educator Awards Luncheon again this year.” noted ANCA-WR Education Chair Alice Petrossian. “It is with great pride that the ANCA-WR Education Committee will continue to celebrate public school educators who have and will go the extra mile to help students understand the important role of the Armenian Genocide in history, because genocide not taught will be repeated, and continues right before our very eyes today,” she added.

The ANCA-WR Education Committee is seeking to find educators in all areas of education, who have been committed to teach and spread awareness about the Armenian Genocide. Nominations may be submitted online before the January 19, 2018 deadline.

“Community members are invited to this event to show their appreciation, celebrate and honor educators for their dedication to teaching about the Armenian Genocide,” stated ANCA-WR Education Committee member Sarine Boyadjian.

Tickets and sponsorship opportunities are available online. The ANCA-WR spokesperson urged people to reserve tickets immediately as last year this event was sold out early. For additional information, visit ANCAWR.org or call (818) 500-1918.

California State Superintendent Tom Torlakson and the State Board of Education have categorized Armenian Genocide education as both a critical and necessary part of the history curriculum. The 2016 California State History-Social Science Framework also guides educators to teach about the Armenian Genocide.

The Armenian National Committee of America- Western Region is a grassroots public affairs organization devoted to advancing issues of concern to the Armenian American community. For nearly a century, the ANCA-WR has served to educate, motivate and activate the Armenian American community in the Western United States on a wide range of issues.

France education minister establishes genocide research mission

October 24, 2016 by administrator

Several days ago, Najat Vallaud-Belkacem, the Minister of Education, Higher Education, and Research of France, launched an initiative.

The initiative envisions the studying of genocides and mass crimes, with the objective of grasping them to the utmost as well as fighting against denial, reported Nor Haratch Armenian newspaper of France.

This mission, which is to be established one year after the Armenian Genocide Centennial, will be entrusted to Vincent Duclert, General Inspector of National Education of France.

He will head the 46-member team comprising citizens of 12 countries.

This team shall prepare a report on genocides and mass crimes, so as to facilitate their comprehension and create new ways for their prevention.

The mission shall summarize its respective conclusions within one year.

Minister Vallaud-Belkacem noted that she hereby wishes to run a “policy of just memory.” She added that in this era, when denial is a reality and it “prospers,” the transmitting of history becomes an imperative in the fight against lack of memory.

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California State Board of Education Adopts Expanded Armenian Genocide Curriculum

July 22, 2016 by administrator

SACRAMENTO—During its July 14 meeting, the California State Board of Education (“CSBE”) adopted a new History-Social Studies curriculum framework which will serve as guidelines for public school teachers. This framework provides significant improvements and expanded language and scope of information regarding the Armenian Genocide, reported the Armenian National Committee of America – Western Region (ANCA-WR).

The additions regarding the Armenian Genocide were a result of collaborative work between the ANCA-WR, the Genocide Education Project (“GenEd”), the Instructional Quality Commission (IQC), Superintendent Tom Torlakson, and a culmination of the initiative taken by Assemblymember Adrin Nazarian (D – San Fernando Valley) and the Armenian Legislative Caucus beginning with the Armenian Genocide Education Act (AB 1915), initiated by principal author Nazarian, which was signed into law in 2014.

“Genocide education has been a top priority for the ANCA-WR and the adoption of the new curriculum framework, with the additional language regarding the Armenian Genocide, will further students’ understanding of crimes against humanity and provide them with greater context regarding the interconnection of such historical events, beginning with the Armenian Genocide. We extend our heartfelt appreciation to the State Board of Education, the IQC, Superintendent of Public Schools Tom Torlakson, our Education Committee, GenEd, Assemblymember Nazarian, and the Armenian Legislative Caucus for their commitment and leadership as well as UTLA, SEIU, LAUSD, President Zimmer and the thousands of organizations, officials, leaders, and community members who submitted letters of support, making the language additions possible,” stated ANCA-WR Executive Director Elen Asatryan. “We look forward to continuing our work with the Department of Education, Superintendent Torlakson and GenEd through our Education Committee to make the necessary changes in the textbooks that are reflective of the new curriculum framework and ensure that the Armenian Genocide is taught in every classroom throughout the Golden State and beyond,” added Asatryan.

“I want to thank all the groups and individuals from the Armenian community who took the time to get involved in this process, make so many great comments and attend numerous meetings,” said State Superintendent of Public Instruction Tom Torlakson. “This was an inclusive public effort to broaden knowledge of this terrible period in history, learn more about world events, and deepen our students’ understanding of the Armenian experience. California students will be better prepared to succeed in 21stcentury careers and college because of the contributions made in our updated History/Social Science Frameworks,” he added.

Representatives of the Armenian American community and the ANCA – WR, including Asatryan and Chief Legislative Consultant Haig Baghdassarian were in Sacramento to testify when the Board of Education deliberated adoption of the History-Social Studies Curriculum Framework. Assemblyman Nazarian traveled especially to Sacramento, in the midst of the legislature’s summer recess, to have his voice and those of his constituents heard by the Board.

The ANCA – WR, the Genocide Education Project, and the Armenian Legislative Caucus, in coordination with GenEd, led the way in ensuring that the IQC proposed, and that the Board of Education adopted an accurate and comprehensive treatment of the Armenian Genocide. Nazarian led the efforts of the Armenian Legislative Caucus, and his efforts were supported by Assemblymen Katcho Achadjian (R – San Luis Obispo) and Scott Wilk (R – Santa Clarita).

Beginning in September of 2015, the ANCA-WR, Genocide Education Project, Assemblymember Nazarian and the Armenian Legislative Caucus submitted proposed language changes and additions to the current curriculum framework and attended the IQC hearings to advocate for those proposals. Submitted proposed language additions and changes may be found online at www.ancawr.org/CAGenocideEducation. Just days before the July 14 meeting, the ANCA-WR also launched a letter campaign, which resulted in over 2,000 support letters being submitted to the SBE on the subject from elected officials, organizations, educators, officials, and residents throughout California.

“This is a watershed moment; education and vigilance are the keys to banishing the act of genocide to exist solely in the pages of history books,” stated Assemblymember Adrin Nazarian. “I am proud to have lead the legislative charge to pass the Armenian Genocide Education Act (AB 1915). The decision by the State of California Board of Education will allow students across California to understand and learn from the Armenian Genocide.”

The revised and newly adopted curriculum framework include:

The addition of key facts regarding the Armenian Genocide and its causes;
Reference regarding the clear link between the Armenian Genocide and the Holocaust; and
Information regarding the unprecedented American humanitarian response to the Armenian Genocide—during which time, through the first US Congressionally sanctioned humanitarian organization, the Near East Relief, the United States and the American people from every state, raised over 117 million dollars, saved over 1 million refugees, and over 132,000 orphans.

“The Social Studies Framework is critical to the teaching of all content related to Social Sciences, and most important for all Armenians is the factual teaching of the Armenian Genocide and the support role provided by the USA Near East Relief. To effect change on any framework takes years. The ANCA-WR Education Committee started this work 2 years ago, and has teamed up with leaders in Genocide Education and elected officials to make certain that students learn the true facts about Genocide. Committee members have taken responsibility to write letters and meet and work with text book publishers to effect the necessary changes. We are proud of the ANCA-WR staff, elected officials and individuals who gave days and hours of their time to reach this critical goal. This is a milestone for California Genocide Education and one that should be celebrated. The work now begins, not only to change the text books to match the frameworks but to also make certain that teachers teach the Genocide content and teach it thoroughly,” noted ANCA-WR Education Committee Chair Alice Petrossian.

Roxanne Makasdjian, a GenEd board member, played an integral role in the process and particularly in recommending language, and was instrumental in obtaining assistance from an authority on Armenian History, Professor Stephan Astourian who is Director of the Armenian Studies Program at UC Berkeley, in order to make sure that the language in the framework will be accurate. Professor Keith Watenpaugh, an Armenian Genocide scholar at UC Davis who specializes in Modern Islam, Human Rights and Peace, offered his expertise to the California History Social Studies Project, which is the organization within the UC Davis History Department which has been tasked with revising the Curriculum Framework.

“The Armenian Genocide is a significant and instructive moment in modern world history, said Makasdjian. “We’re gratified that our work to insure California’s History-Social Studies teachers are given more appropriate guidelines for teaching about it have been successful.”

Asatryan expressed appreciation for the many voices who have lent their support in an effort to enhance Armenian Genocide education in California’s public schools. She stated that “it was heartening to have the full support of exemplary leaders like Superintendent Torlakson and Steve Zimmer, President of the Los Angeles Unified School District Board of Education, among many other prominent education leaders and organizations lend their support to our efforts.” In his letter to the IQC committee, Zimmer noted that “Our curriculum quite literally shapes our students’ understanding of the past and even more significantly prepares them to be the change agents who can build a better future.”

Administrators and educators may obtain lesson plans and teaching materials on the Armenian Genocide by contacting GenEd info@GenocideEducation.org or visiting teachgenocide.org.

The Armenian National Committee of America-Western Region is the largest and most influential Armenian American grassroots advocacy organization in the Western United States. Working in coordination with a network of offices, chapters, and supporters throughout the

Western United States and affiliated organizations around the country, the ANCA-WR advances the concerns of the Armenian American community on a broad range of issues.

Michigan State Senate approves Genocide education in schools

May 19, 2016 by administrator

212681 Older schoolchildren must be taught about the Holocaust and the 1915 Armenian Genocide under a bill that won approval Wednesday, May 18 in the Michigan State Senate, the Oakland Press reports.

The lessons would be taught at some point between grades 8-12, according to the bill by Republican Rep. Klint Kesto, and Gov. Rick Snyder would have to make appointments to a 15-member genocide education panel.

The bill says instruction doesn’t need to be limited to the Armenian Genocide and the Holocaust, but those were the only two formally acknowledged in the legislation.

Though the House approved it once, the bill will go back to that chamber for consideration before needing a signature from Snyder. Kesto said he hopes that happens next week.

Eleven other states require instruction on the Armenian Genocide, according to the Genocide Education Project.

As many as 1.5 million Armenians were killed by Ottoman Turks in the Genocide.

Democratic state Sen. Steven Bieda offered an amendment Wednesday, which was narrowly defeated to also include instruction on the massacres in Darfur, Rwanda, Cambodia, Bosnia and others.

The Armenian Genocide

The Armenian Genocide (1915-23) was the deliberate and systematic destruction of the Armenian population of the Ottoman Empire during and just after World War I. It was characterized by massacres, and deportations involving forced marches under conditions designed to lead to the death of the deportees, with the total number of deaths reaching 1.5 million.

The majority of Armenian Diaspora communities were formed by the Genocide survivors.

Present-day Turkey denies the fact of the Armenian Genocide, justifying the atrocities as “deportation to secure Armenians”. Only a few Turkish intellectuals, including Nobel Prize winner Orhan Pamuk and scholar Taner Akcam, speak openly about the necessity to recognize this crime against humanity.

The Armenian Genocide was recognized by Uruguay, Russia, France, Lithuania, the Italian Chamber of Deputies, majority of U.S. states, parliaments of Greece, Cyprus, Argentina, Belgium and Wales, National Council of Switzerland, Chamber of Commons of Canada, Polish Sejm, Vatican, European Parliament and the World Council of Churches.

California state officials, ANCA-WR lead efforts to enhance Genocide education

November 21, 2015 by administrator

California State Senator Carol Liu and State Superintendent of Public Instruction Tom Torlakson joined the Armenian National Committee of America – Western Region’s “America We Thank You” and Education committees on Wednesday in hosting a reception, screening, and panel discussion for the launch of the organization’s new documentary titled “America We Thank You” at the Brand Library.
Directed and produced by award-winning filmmaker Bared Maronian, the documentary tells the story of the first congressionally sanctioned charity established in the United States, the Near East Relief, which helped saved over 1 million refugees and 132,000 orphans of the 1915 Armenian Genocide.

The capacity filled room was packed with school board members, superintendents, administrators anca 171and educators from school districts all across Los Angeles. “For many, this was the first time they have heard about the NER, which is why it’s so important to talk about this historical fact in the context of United States history. It’s the first instance in history where we see the U.S. respond to an international crisis, which has today paved the way for the establishment of USAID, US Peace Corps and other humanitarian efforts,” commented Hermineh Pakhanians, co-chair of the ANCA-WR AWTY Committee.

In opening the program, ANCA-WR AWTY co-chair Vanna Kitsinian stated, “Tonight’s gathering is particularly important to our work because as educators, school board members, principals and teachers, you all are the very audience we hope to share this story with, so that you in turn teach this critical part of history to your student body.”

Kitsinian was followed by Senator Carol Liu, Chair of the Senate Education committee who spoke of historical significance of the Armenian Genocide and the story of the Near East Relief.

In her remarks she noted “As a former history teacher, same as Tom, I understand the importance of educating our youth about the past and during my tenure in the legislature I have hosted a number of events at my home to help raise funds and awareness about the Armenian Genocide. I have also strongly supported teaching of the Armenian Genocide in our public school systems. I am proud to have supported Assemblymember Nazarian’s AB1915 which was signed into law by Governor Brown in 2014 which adds Armenian Genocide survivor and witness oral testimonies into the teaching of human rights in California schools. Not only should we teach our students of past atrocities and human loss but we also should highlight the role Americans played and can play in aiding the survivors of atrocities…unfortunately, current versions of world history textbooks do not go into much depth about the Armenian Genocide. Recently I wrote a letter to some of these history publishers urging them to expand the breath and improve the quality of our textbooks in upcoming additions of world history textbooks,” stated Liu in her remarks. “I’m proud to represent the largest population of ethnic Armenians outside of Armenia and as I end my tenure here as a state legislator, one of my priorities is to make sure that by the time I end next year is to make sure that we have a genocide education curriculum for all of our students here,” she added.

Superintendent Tom Torlakson took to the stage to thank the ANCA-WR and Senator Liu in working side by side with the CA Department of Education to see that Genocide curriculum is in its rightful place, in classrooms and textbooks. Torlakson continued as he discussed the remarkable precedent the U.S. set for the rest of the world by sanctioning the work of the NER. “We note tonight in this documentary that out of the terrible tragedies, the atrocities, the suffering, emerged a bright light of humanity, of love, and of hope and that is the Near East Relief. With kids, politicians, average people, senior citizens, veterans, all lifting a hand to help. I hadn’t heard about the Golden Rule – the Sunday dinner being put aside to be a simple meal so you could put the rest of the cost of your Sunday dinner towards the Near East Relief.” Torlakson is working with the ANCA-WR to ensure that this relevant portion of untaught history is incorporated into the classroom curriculum and that instructors receive adequate training.
“We are grateful to Mr. Torlakson, Senators DeLeon and Liu, Assemblymembers Achadjian, Nazarian, and Wilk along with many others, who have been an instrumental part of this journey as we continue our work beyond recognition and ensure that future generations learn not only about the atrocities of 1915, but the role the United States and the American people in helping save the Armenian nation from annihilation. With their full-fledged and unyielding support, we are one step closer to incorporating perhaps the proudest chapter in American history into the education system and curriculum,” stated Elen Asatryan ANCA Western Region Executive Director.

Argentine Ministry of Education Publishes Armenian Genocide Textbook

November 19, 2015 by administrator

“Armenian Genocide: Questions, Answers and Proposals for Education”

BUENOS AIRES (Agencia Prensa Armenia)—The Argentinian Ministry of Education presented a new textbook titled, “Armenian Genocide: Questions, Answers and Proposals for Education,” on Tuesday, November 17. The book is a teaching material produced in conjunction with the Armenian National Committee of South America.

The presentation event was attended by Education Minister Alberto Sileoni, Director of the National Institute Against Discrimination, Xenophobia and Racism Pedro Mouratian, and Carolina Karagueuzian, Director of Armenian National Committee of Buenos Aires, along with a number of Ministry officials.

Regarding the difficulty of teaching children about genocide, Alberto Sileoni said that, “It is not true that the products we show our children have to eliminate the complexity. There is a way and an age to present them. If anything, the respect we have for children is that all these stories do not have a happy ending like in the movies. They have it in a human, much deeper way.”

“This Ministry of Education was committed not only with the formation of the young, but also with the way the educational community has accompanied things that had been invisible for many years,” said Pedro Mouratian. “What has occurred in our country in terms of memory, truth and justice has been revolutionary and refreshing,” added.

Carolina Karagueuzian noted that Argentina is the only country that “publishes and disseminates educational material on [the] Armenian Genocide at the federal level”.

“The material intends to address the genocide against the Armenians as one of the most atrocious events in the history of mankind, but also as one of the most important struggles of resistance to oblivion driven by the Armenian people, and accompanied by all those who sympathized with the understanding that impunity for such crimes not only involves the people who fell victim, but represents an injury to all humanity,” said Karagueuzian.

During the presentation, a chapter of “Zamba” was also presented, a child education show by PakaPaka, a TV channel of the Ministry of Education. “The amazing lesson of Zamba about Memory,” tells the journey of Zamba, the protagonist, as he visits the various genocides of the twentieth century. The journey begins with Anne Frank in Amsterdam, and continues to Mount Ararat with the Armenian poet Vahan Tekeyan. Then, Zamba and his friends meet the indigenous leader Rigoberta Menchu in Guatemala, and then Immacule Ilibagiza, a young Tutsi during the genocide in Rwanda. The chapter was aired several times this week on Argentina’s Public television network.

Nagorno-Karabakh president present at Day of Physical Education event

September 17, 2015 by administrator

On 17 September Artsakh Republic President Bako Sahakyan was present at a festive event dedicated to the Day of Physical Education held in Revival Square in Stepanakert.

The Head of the State noted that the development of physical culture was among the significant preconditions for the country’s progress and issues the sphere faced would permanently remain in the spotlight of the state’s attention.

Yerevan hosts pan-European education forum

May 14, 2015 by administrator

A ministerial conference set to discuss the prospect of the European Higher Education Area opened in Yerevan on Thursday, bringing together 500 participants, including delegations from 52 national and 31 international organizations and 31 ministers of education.
The two-day event, which is the Fourth Bologna Policy forum, is being held at the Karen Demirchyan Sports and Concert Complex. Representatives from all the member states of the Bologna Declaration are expected to attend the meeting.
The pan-European education event will be covered by both local and international media outlets. The participants are expected to make key decisions addressing the sector and discuss a wide range of issues. Minister of Education and Science Armen Ashotyan had earlier said that Armenia has done all its best to organize the maximum good reception for the participants.
Armenia joined the Bologna Process at the Bergen Ministerial summit in 2005, becoming actively involved in the activities of both the Bologna Executive Group and its infrastructures. The Bologna Process aims to boost the competitiveness and attractiveness in the education sector, promoting student mobility and increasing employment advantages.
It brings together 45 European countries, 10 advisory organizations and other partner institutions. The process’ main components are three-level degree system, national qualification frameworks, credit transfer and accumulation system, diploma supplement, quality assurance, mutual recognition of degrees and joint degree accreditation.

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Question on Turkish Standardized Test Refers to non-Muslims ‘Gavurs, (infidels)’ Sparks Debate

March 18, 2015 by administrator

ISTANBUL, Turkey—A question on Turkey’s nationwide Higher Education Examination (commonly referred to as the YGS) this year referred to non-Muslims as “gavurs,” or infidels, sparking debate in the country, reported Agos.

2,046,583 students across Turkey took the test, which is similar to the SATs. An answer choice to the question, “Which one of the following is relevant about the Ottoman Empire,” read: “A Christian man appeals to the Galata Police Chief with a complaint about a Muslim man. He complains that the man has called him a gavur. The chief calls the Muslim man in and tells him ‘Haven’t you learned by now? We now have reforms in place and can no longer call gavurs gavur!’”

The correct answer choice to the question was, “No one can be humiliated because of their religious beliefs.” The question received criticism because of its discriminatory and racist expression.

The YGS is a standardized test for admission to higher education in Turkey administered by OSYM, the body responsible for organizing the national level university entrance examinations and several other large-scale examinations in Turkey.

Islamic state imposes new rules on education in Syria, Iraq

October 22, 2014 by administrator

By Ali Mamouri

The Islamic State (IS) project goes beyond making a political change for the region’s map. The organization seeks a comprehensive and fundamental change at all levels, whether culturally, socially, economically or politically. It is a major ideological revolution akin to the communist revolutions in Russia and China. report al-monitor

Commonly, such ideological revolutions introduce radical cultural changes in the educational system, as soon as the groups that have launched them take up the reins of political power. Cultural goals are the main priorities of these groups, which view political power merely as a means to achieve these goals.

This has already happened in Russia, China, Iran and other countries that witnessed ideological revolutions and coups. The nature of the cultural changes differs according to the pattern and nature of these revolutions.

The communist revolutions sought to eliminate the bourgeoisie’s power from educational and cultural systems. The Islamic revolution in Iran, on the other hand, aimed at the Islamization of science and knowledge by eliminating scientific and scholarly theories that are not in line with their religious visions, expelling teachers from schools and universities who do not abide by religious disciplines.

With the beginning of the school year in Iraq and Syria, IS started to circulate general regulations to reform the educational system to be implemented in schools and universities.

The new regulations included a wide array of reforms to impose a radical cultural revolution in the educational system, by eliminating or replacing some of the materials in the curricula. This educational revolution stems from the hard-line Salafist ideology of IS, which makes it much worse than the Iranian model at the beginning of the Islamic revolution in Iran.

The regulations were introduced within an official statement issued by IS titled, “A good omen from the prince of the faithful to eradicate ignorance and disseminate Sharia sciences.” The statement was made in the name of “Diwan of Knowledge,” which is the new label of the ministries of education and higher education.

Al-Monitor contacted by phone a number of teachers, professors and workers in education in the city of Mosul in Iraq and the Syrian city of Raqqa to check whether or not the information in the flyer is accurate.

Al-Monitor has learned that the reforms include general and basic issues. Labels such as the Republic of Iraq and the Syrian Republic were both changed to become the Islamic State. All topics related to the values of citizenship, patriotism and the like have been omitted, in addition to chants and anthems that might be in contradiction with the religious views of the caliphate state, according to IS interpretations.

This is not to mention gender segregation, banning male teachers and cadres from teaching in girls’ schools, and taking all educational and administrative measures according to Sharia. This includes interrupting classes during prayer times, compelling students to wear Islamic garb for men and women alike, in line with the Salafist adherence to Sharia.

The regulations also stipulated canceling classes in music and art, the courses of philosophy, sociology and psychology, and banning the teaching of history and religious education on religious minorities. IS views some educational practices to be religiously forbidden, as they include ideas and theories that are contradictory to the Islamic vision, according to the organization’s Salafist interpretation.

Regarding religious education, IS imposed religious curricula that are already being taught in Saudi Arabia without making any major changes to them.

IS made copies of these curricula, which were distributed to schools and for all classes and grades under the title, “The official curriculum for religious education.”

The organization also distributed pamphlets and booklets on various topics related to Islamic ideology, Sharia and Islamic history under the title, “Additional sources to entice students to read and expand their religious knowledge according to the Salafist vision.”

The analogy between IS and Saudi Arabia religious curricula demonstrates that they are almost the same in terms of Salafist theological bases. This is reflected in the statements of a Saudi source quoted by British journalist Patrick Cockburn in the Independent newspaper. “It’s normal: All our life we have lived with IS and its thoughts, its schools and its curriculum,” the source said.

IS preserved the same programs for physics, chemistry, mathematics, English and Arabic languages, but removed some sections such as Darwin’s theory, which is contradictory to the religious theory of creation, according to the organization’s views. New labels and titles have been added to science courses, such as “God’s Laws in Creation.”

Al-Monitor also learned from its sources that teachers and administrative cadres in these areas are greatly concerned. They consider what is happening as a major setback that they cannot confront, as IS has been threatening and terrorizing people while circulating the new regulations that are being imposed by force.

Teachers and school staff have been informed that they are to continue their jobs; otherwise they will face final dismissal and other sanctions that could apply to their families as well.

Moreover, all research works in universities have stopped due to the lack of financial resources, which have been previously provided by the Ministry of Education in Syria and Iraq. IS does not have any interest in supporting such projects.

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