Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ® Telephone: [215] 333-4900, B Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 2 rsklaroff@gmall.com ® 11/16/2016 To: Pedro A. Rivera, PA Secretary of Education [pativera@pa.gov] Cc Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Boatd of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington — Follow-Up — CXCIII {and Formal Filing with PDE} This is a dual-purpose memo, intended both to constitute @ formal-filing against the behavior of Abington Superintendent Dr. Amy F. Sichel and to constitute a request for @ formal-inguiry 5 to how the RTK-law seems to have been sidestepped repeatedly regarding distlled-inquiries. While following-up on a formal filing regarding the ethical [mis-Iconduct of Dr. Sichel, yesterday, it was discovered that an “educator misconduct complaint” should have been filed, in lieu of a communication to the Professional Standards and Practices Commission; all of the key-points that are to be contained in such a filing have been “mainstreamed” within the following memo: ‘The following information must be included in every Educator Misconduct Complaint: * The complainant's name and contact information, including current mailing address and daytime telephone number; * Information to identify the educator, including the educator’s full name, available contact information, employing school entity, and position in the school entity if currently employed; * Detailed description of educator's misconduct, including the date or dates on which the conduct occurred: * Copies of documents that support the complaint (do not send originals) (e.g, police reports, court records, medical bill, emails, text messages, correspondence); and * Information related t any other complaints filed with other agencies (e.g. school district or charter school, police, children and youth services). It should be noted that, with regard to the final-bullet, a pending filing regarding the newly- constituted “curriculum-omission” committee contains identical information (emphasizing the error while de-emphasizing the procedural aberrations that are stressed in the ethics-filings). Pursuant to 18 Pa. CS. § 4904(a), and under penalty of perjury, | declare the foregoing to be true and correct to the best of my knowledge. | also grant PDE permission to release my name and allegation details to the school entity. Confidentiality-considerations are honored; the reader is directed to the ADDENDUM [p. 13].THEREFORE... My first request is that you read the [appended] memo from yesterday, which has a stand-alone quality and to which no reply has been received; it appears that your “Open Records Officer” hhasn’t been provided basic information regarding either of the issues that have been raised. Specifically, when a procedural-mechanism was requested regarding a curriculum-complaint, nothing emerged; yet, as it turns out, a specific fling-policy actually existed, but wasn't divulged. ‘Also, when basic characteristics regarding a free-floating document were probed (both how it was generated and who wrote it), nothing was forthcoming; even when a multitude of linguistic approaches necessarily supplanted a simple-declarative-sentence, the PDE still came-up dry. {This second instance arose simply because—as you would note if you scanned the 30 pages initially divulged—it is desirable to rectify how the attendance-figures totaling a few hundred seem to have been enhanced by a power-of-ten by emergence of mysteriously-conjured sums.) My second request is that you handle the following filing as an “educator misconduct complaint” {noting that itis identical to the filing of 10/23/2016, to which no reply had been received} This constitutes a formal ethics complaint regarding the behavior of Dr. Amy F. Sichel, to whom it is being remitted; others receiving it include educators and interested-parties who have been receiving memos regarding Act 70 during the past year. It is conveyed in a quasi-legal format, reflecting the seriousness and implications of what has been transpiring during the past year. {A swift response to a Right-To-Know query from the PDE noted that there is no procedure that a citizen might follow when complaining “about the lack of adherence of his/her local school district to black-letter policies/procedures.” Another [older] RTK-query pends regarding the lack of compliance with the statute mandating 8" Grade education focused on flag-etiquette; thus, regardless of what may emerge, for efficiency’s sake, the latter is mainstreamed in this filing.} This is memo #178 [pages #827-#837] in a series of memos written/distributed since February; they have episodically been summarized in memos that have, themselves, included annotations [see memos XXI & XXIK & XXXVIII & LXVI & XC & CKXIX & CLVII & CLXXVI] reflecting how probing implementation of Act 70 has grown in complexity (focusing both on Abington and the PDE). February-April (https://www scribd.com/document/328771763/Abington-Feb-April] ‘May (https://www.scribd.com/document/328770584/Abington-Mi June [hiips://www. scribd.com/document/328771058/Abington-June] July Unttps://weww.scribd.com/document/328772237/Abington-Jul ‘August (httos://www.scribd.com/document/328772632/Abington-August} September -14 [httos://www.scribd.com/document/328774124/Abington-Septl} 45 [https://www. scribd.com /document/328775336/Abington-Sept2] 16-28 [https://www scribd.com/document/328775691/Abington-Sept3 28.30 https://www. scribd.com/document/328775907/Abington-Sept4] October 1-21 [httos://wwnw scribd. com/document/328503466/October 22 [httws://www.scribd.com/document/328517077/October} 23-31 [https:/ Awww scribd.com/document/331233442/Oct End! November 1.15 [https://www scribd.com/document/331234462/PDE-Novito15) 2Jurisdictonal Statement It seems this matter may be referred to the Professional Standards and Practices Commission (PSPC), noting this statement of its charge and responsibilities emphasis added}: “professional Ethics” refers to the manner in which educators interact with students, colleagues, and the community. Educators are held to high standards of conduct and serve as role models for their students. The Professional Standards and Practices Commission (PSPC) is the 13 member appointed body, representing practicing educators and administrators, the general public, and teacher preparation programs that is charged with providing leadership for improving the quality of education in the Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession. One facet of its mission is to oversee the professional educator discipline system, including the imposition of discipline. http://www.pspe.education,pa.gov/Documents/About%20Us/Fact%20Sheet.pdf Pursuant to instructions regarding how one might present an item before the PSPC, note that a disciplinary hearing is requested; this memo is filed with you in lieu of any on-line submission {http://www.pspc.education.pa.gov/Pages/Bringing-Items-Before-the-Commission.ast It is noted that the National Association of State Directors of Teacher Education and Certification has promulgated a Model Code of Ethics for Educators, certain excerpts from which apply to the behavior of Ms. Amy F. Sichel, Superintendent, Abington School District, Montgomery County. Principle Responsibility to the Profession - The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards. A. The professional educator demonstrates responsibility to ‘oneself as an ethical professional by: 2. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views... B. The professional educator fulfills the obligation to address and attempt to resolve ethical issues by: 3. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint... Principle Ul: Responsibility for Professional Competence - The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence,‘A. The professional educator demonstrates commitment to high standards of practice through: 1, Incorporating into one’s practice state and national standards, including those specific to one’s discipline... B. The professional educator demonstrates responsible use of data, materials, research and assessment by: 4. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice The professional educator acts in the best interest of all students by: 2. Working to engage the school community to close achievement, opportunity, and attainment gaps. Principle IV: Responsibility to the School Community - The professional educator promotes positive relationships and effective interactions, with members of the school community, while maintaining professional boundaries. The professional educator promotes effective and appropriate relationships with the community and other stakeholders by: 2. Collaborating with community agencies, organizations, and individuals in order to advance students’ best interests without regard to personal reward or remuneration... ht yw.nasdtec.net/?page=MCEE_Doc Restating [and collapsing-down] this database, it is alleged generically that Dr. Sichel had not maintained a high standard of conduct when dealing with the community [moi] and, therefore, has violated professional ethics; specifically: 1, She has not upheld the procedures, policies, laws and regulations relevant to professional practice regardless of personal views, 2. She has not addressed and attempted to resolve ethical issues, instead opting to discriminate and to retaliate against a person [moi] who has inter alia filed a lawsuit against the District of which she is the Superintendent. 3, She has not entertained the need to incorporate into the District’s curriculum state and national standards inter alia the three facts of Act 70: Holocaust, Genocide, and Human Rights Violations.4, She not demonstrated responsible use of evidence, instructional data, materials, research and professional knowledge to inform practice, 5. She has not engaged the school community to close achievement, opportunity, and attainment gaps. 6. She has not promoted effective and appropriate relationships with the community and other stakeholders by collaborating with an individual [moi] to advance students’ best interests: ‘Thus, these six allegations—generated verbatim from an appropriate professional body—must be scrutinized via the most appropriate state-level body; itis recognized that this filing is most unorthodox, but it must also be recognized that they are derivative of black-letter violations of both internal procedures and statute, absent any explanation (public and/or private). Case Narrative - Subjective In 2013-2014, a offer [by mof] to help muster bipartisan support for an inti promote Holocaust Awareness expanded to encompass Genocide and Human Rights Violations. Opposition to including a mandate led to a tendentious battle with inter alia the Pennsylvania Jewish Coalition, resolved when a 90% compliance threshold was established that—if not met within two years—would be transformed into a mandate. Thus was born Act 70, As a result, a subsequent offer [by moi] to facilitate implementation led to acquisition of the PDE’s time-line memo [c/o Ms. Sally Flaherty] and to being invited to two (scrubbed) events for stakeholders. The issue was not tracked during the following year, only to be raised at the Abington School Board meeting of 5/2015 as an innocent request for what had been touted as a model-curriculum..so that its contents could then be disseminated. A PowerPoint presentation ‘of what was [or, rather, here, what “WASN’T”] done regarding Act 70 [during the 1/2016 Abington School Board meeting] was conveyed via e-mail; demonstrated and reaffirmed was ‘ABSENCE of implementation throughout the High School years, prompting this e-mail barrage It was noted, with dismay, that many School Districts had not even begun to implement Act 70 during this calendar year (2016), information acquired following distribution of 2 mini-survey ‘and dutifully sent to the PDE [via routine “Blast” e-mails, “bec'ed” currently to ~50 people] Document-discovery (via open-records submissions under the RTK-Law] has been pursued with both Abington/PDE, contrasting the PDE's forthrightness and the District’s evasiveness. Underlying this energy-expenditure has been chronic awareness of the need to communicate the situation at School Board meetings, triggering litigation based on the Sunshine Act. In the process of demonstrating that Abington isn't complying with the spirit/letter of Act 70, revealed was the quiet abandonment a half-decade ago of mandatory 12" Grade Social Studies, supplanting this last-chance opportunity to reach maturing minds were electives that, along, with the other two “E's” (English and Enhancement) could not substitute for giving students an annual exposure (at least once during the academic year, preferably thrice on dates mirroring rational/international recognitions) to strategized curricular didactic/tested info. Thus, itis a source of dismay that this citizen’s curriculum-submission (to add “Act 70” cites and to “trash” use of the only reference-book on the Middle East because itis pro-Islamist) has been ignored. 5‘The offending textbook was identified during due-diligence study of all classroom data provided by the District; also noted in the process of probing thousands of documents, was the lack of compliance with statute regarding American Flag etiquette (slated for the 8" Grade level). {No summary of these “Blast” e-mails would be complete were citation of these key-events to omit contents of the aggressive internal-critique that has been culled from friends/colleagues; they have been manifest when probing what would be apt for placement on either side of a presumptive red-line, when contemporization of Act 70 has yielded discussion of what should separate fact/opinion as to alleged “Human Rights Violations.” Occasional expositions have been provided to elucidate motivations for pursuing this issue assertively, then aggressively.) No précis should omit citation of painstakingly-detalled preparation (over Labor Day Weekend) of what are best perceived as working-hypotheses regarding what would constitute a model- curriculum (for Abington) and a model-survey (for the Commonwealth); “showing homework” was a factor when these projects were manifest, for it’s unfair to critique without providing an alternative (and how it was generated in a disinterested fashion}. Thus, it has now been shown that Abington isn’t compliant (as the Superintendent recognized in January but has failed to rectify) and that Abington can rapidly become compliant (via a customized, spoon-fed, grade-by-grade amplification of existing Program Objectives, with derivative lesson-plans); it is difficult to conjure what more can be done to buff-up the curriculum, particularly in High Schoo! (for, sometimes, tragically, a horse led to water will prefer to drown instead of drinking). Case Narrative - Objective Act -1 (www.legis.state.pa.us... as amended July 31, 1968; P.L.1020, No.301) states: b) Prescribed Courses and Instruction. Section 1511. Subjects of Instruction; Flag Code~In every elementary public and private school, established and maintained in this Commonwealth, the following subjects shall be taught, in the English language and from English texts: English, including spelling, reading and writing, arithmetic, geography, the history of the United States and of Pennsylvania, civics, including loyalty to the State and National Government, safety education, and the humane treatment of birds and animals, health, including physical education, and physiology, music and art. Other subjects shall be taught in the public elementary schools and also in the public high schools as may be prescribed by the standards of the State Board of Education. All such subjects, except foreign languages, shall be taught in the English language and from English texts: Provided, however, That, at the discretion of the Superintendent of Public Instruction, the teaching of subjects in @ language other than English may be permitted as part of a sequence in foreign language study or as part of a bilingual education program if the teaching personnel are properly certified in the subject fields.Each school district shall provide and distribute to each pupil, enrolled in the eighth grade of the public schools, one illustrated copy of the National Fla Code, and shall, from time to time, make available such copies as are necessary for replace-ments from year to year. It shall be the duty of each teacher in the public schools to make such use of the code as may, from time to time, seem proper. http://www legis state.pa.us/cfdocs/legis/LI/uconsCheck.cfm?txtType=HTM&yr =19498sessind=0&smthLwind=0&act=14&chpt=15&sctn=11&subsctn=0} This was filed on 5/30/2016: STANDARD RIGHT-TO-KNOW REQUEST FORM DATE REQUESTED: 5/30/2016 REQUEST SUBMITTED BY: E-MAIL NAME OF REQUESTOR : Robert 8. Sklaroff, M.D. [215-333-4800] STREET ADDRESS : 1219 Fairacres Road, Rydal, PA [MontCo] 19048-2911 RECORDS REQUESTED: All curriculum and classroom lesson-plans perceived as discussing standard etiquette related to the United States Flag [displaying, folding, storing, etc], inclusive of 4” grade through 12" grade. RIGHT TO KNOW OFFICER: DATE RECEIVED BY THE AGENCY: AGENCY FIVE (5)-DAY RESPONSE DUE: “Public bodies may fll anonymous verbal or written requests. If the requestor wishes to pursue the relief and remedies provided for in this Act, the request must be in writing. (Section 702.) Written requests need Not include an explanation why information is sought or the intended use of the information unless otherwise required by law. (Section 703.) This was received from Abington’s “Open Records” officer [Mr. Chris Lionetti] on 9/26/2016: [A] thorough search was conducted pursuant to your request for all curriculum and classroom lesson plans referencing standard “flag etiquette” related to the United States Flag (displaying, folding, storage, etc.) inclusive of 4” grade through 12" grade. No records were identified in this search that are responsive to your request. Thank you. Abington’s "Procedures for Handling Questioned or Challenged Materials” are as follows: L A committee, composed of the building principal, appropriate supervisors (Curriculum, Library, Special Education etc.), and/or librarian, two (2) teachers from the school, and the designee of the PTOYPTA president will be appointed by the Superintendent for handling all incidents within the school. If the challenged material has been requested by a teacher, that teacher should be one of the two teachers on the committe. ‘Only complaints in written form will be considered by this committee. (See attached form) 3. The committe will review the complaint and within thirty (30) days render @ decision. Summaries will be prepared by the recorder at this meeting. ‘The decision ofthis reviewing body will be regarded as final 74, The written report of the recorder will be filed with the Superintendent, the school administrator invelved, the librarian, and the teacher involved, if any. ‘A letter summarizing the action will be prepared and forwarded to the ‘complainant by the Superintendent. 6. Appropriate staff will be informed of the resulting action, This is the form that was employed, noting that specific information was mainstreamed into the formal filing with the District, when the initial, formal filing was issued on 9/5/2016 [see CXXVI]} se it O ratt Osti Tepe ane we verernoene Oar cp enn pen) eee et Poe Nee The formal ‘Citizen’s Request for Reconsideration of Instructional Resource Material’ filing with the District was reprinted [absent hyperlinks, lest 65 pages be added thereto]; “Sought [were] both the insertion of ‘Act 70'-related information and the attack on sole reliance on the Goldschmidt/Davidson ‘Middle East’ text...{T]his meets the additional [previously unstated] requirements the Superintendent, uttered during the September School Board meeting” [because an educational professional, Ms. Holli Cooper, had endorsed its submission]. The text: You have previously received the two components of this submission [see CXXXVII (pp. 1-65) & CXXVI (pp. 8-19)]; please follow the appropriate hyperlinks to receive and to review the primary data. * This is the curriculum — submission (er hyperlink): https://drive.google.com/file/d/OB_pRaTigMHVTMidtVmxzQ0pxZ0k/vie © This is the textbook critique (starting on page 48 of the hyperlink) https://drive.google.com/file/d/0B_pRaTigMHVT¥zdDYWsOSEdLR1E/vie© This is an article that Ms. Cooper feels would serve as appropriate guidance for those who wish to entertain such sensitive curricular ‘material [Empathy in Action: How Teachers Prepare Future Citizens): hnttp://www.edutopia.org/blog/8-oathways-empathy.in-action-marilyn- price-mitchelI?utm source=facebook&utm_ medium=socialflow. know that these considerations are best perceived as subjects of discussion with your Curriculum Committee, inasmuch as it is possible additional material— which you have not divulged—may overlap with its content, ‘* For example, a major component of the "Act 70” curriculum discussion would focus on strategizing what should be encompassed [at least thrice, annually] in each grade-level, taking into account both age- appropriateness and the ability to build upon prior years’ curricula, . For example, although scrupulous review of what you have provided failed to unearth any reference to the "Echoes and Reflections" program~endorsed by the PDE~a specific request for clarity in this regard has been remitted to your Open Records office, * For example, it would be desirable to discern if there is any policy regarding what might be done with a challenged book other than to discard it, such as inserting a critique thereof within it and/or adding an offsetting [high-quality] textbook that encompasses comparable topics. Case Narrative - Legal While attempting to educate the School Board members and the public regarding the data accrued during the past year, the President thereof violated procedure [since changed] during the May meeting; permission was denied to speak up to 20 minutes, interrupting any semblance of a cogent presentation of the pedagogic information the Superintendent had been ignoring. This sparked the filing of litigation and, in turn, the composition of a Concise Statement that has been remitted to a MontCo (district) senior judge; because itis relatively terse (and because its existence allegedly is affecting how the Superintendent is handling this curriculum challenge), reprinted is the entire set of legalistic concerns (noting, apparently, that “precedent” is sparse): The focus is on Act 70 (Mandatory "Holocaust, Genocide and Human Rights Violations” Education), and suggested-answer to each query is “yes.” + From the previously-filed “Statement” (with this Court} 1. Whether Agende-rules promulgated for explicit application during Board meetings function consequent to Commonwealth Statute, when no alternate rules were generated based on state-law and neither the rules nor the law allows for invoking any other extra-statutory remedy if/when the rules are ignored. And, specifically, whether remedies in the statute are explicitly applicable if the internal rules have been admittedly violated.2. Whether legal principles of regulatory interpretation must be honored when they recognize [a]—The holistic nature of laws [and rules related thereto] precludes conjuring internal contradictions, and (b]—“Intent” to differentiate is manifest when a particular clause appears at one site and not at another othenwise-identical site. ‘And, specifically, [a]—Because the second public comment agenda-item references the "3-minute rule” but the first doesn’t, this time-limit did not apply during the first time-frame; [b]—Because the first agenda-item allots 20 minutes each regarding items on the agenda and pedagogic items not on the agenda, comments uttered under the latter's aegis cannot be prospectively/ retroactively claimed to have fallen under the former's aegis; and [c]—When another speaker doesn't exist, no speaking-time can be “apportioned” to a “ghost.” Therefore, whether, because internal rules have been admittedly violated, remedies in the statute are explicitly applicable + From the Petition for Review [modified to remove double-negative}: 3. Whether an uncontested violation of explicit local-rules regarding how a governmental agency conducts its public meetings is not obviated if that agency claims retroactively—without citing either an authority or any previously- promulgated local definition—that it did not violate the Sunshine Law because it could claim it had provided “a reasonable opportunity” for public comment. 4, Whether it cannot be claimed that the Sunshine Law justified limiting public comment regarding an agenda-item related to “any matter regarding school affairs’—as opposed to public comment regarding an agenda-item—by claiming such limitation applied generically because it related to “matters of concern, official action or deliberation which are or may be before the board or council prior to taking official action” (despite the inability of a speaker to review the agenda ahead-of time). . Derivative of #3, supra: 5. Whether Respondents cannot unilaterally define “reasonable,” even arguendo were this to be directly permissible, and its applicability in the instant case, particularly after having sent extensive documentation of what Petitioner planned to present to the Board and to the public . Specifically, Petitioner was denied “a reasonable opportunity” (ie., “sufficient time”) to elucidate the District's failure to implement major tenets of Act 70. . Derivative of the Court Hearing: 6. Whether the superficiality of judicial review shocks the conscience and, thus, constituted “abuse of discretion.” {The prior concerns admix this “abuse of discretion” with “errors of law.”} Petitioner avers that he had noted that, during judicial colloquy (starting @ 9:30, a.m., with the instant case having been the final one heard, @ “10:30 a.m.), the 10TRO paper-filing (confirmed to have been docketed @ 9:03 a.m. via e-mail notification) remained untouched on the bench (after it had been handed to the clerk and placed within arm’s reach of the judge), behaviorally conveying a sense of preordained elitism unbefitting the judiciary (noting the TRO's ‘unambiguous time-value). Furthermore, Petitioner avers the judge failed to try to rectify a key-fact regarding the one question he asked (only) of Respondents (whether the three- minute rule applied to the time-slot when Petitioner had spoken); this was disputed, per documentation, but the judge made no effort to resolve this key narrative-point. {Civil Docket No. 16-09548; Commonwealth Court Docket No. 1569 M.D. 2016} Counts The six-point bill-of particulars can now be cross-ruffed with the database noting, again, that it is alleged generically that Dr. Sichel had not maintained a high standard of conduct when dealing with the community [moi] and, therefore, has violated professional ethics; specifically: 1. She has not upheld the procedures, policies, laws and regulations relevant to professional practice regardless of personal views. She has not implemented the Act mandating Flag-etiquette education, and she has not followed the procedure mandating that a curriculum challenge “will” be referred to committee. 2. She has not addressed and attempted to resolve ethical issues, instead opting to discriminate and to retaliate against a person [moi] who has inter alia filed a lawsuit against the District of which she is the Superintendent. She has not replied promptly when Curriculum challenges were filed [thrice], forcing the filer to seek fundamental feedback during a School Board meeting. 3. She has not entertained the need to incorporate into the Distriet’s curriculum state and national standards inter alia the three facts of Act 70: Holocaust, Genocide, and Human Rights Violations. She continues to countenance—without altering the curriculum from the last academic year to the current one—the lack of attention to the Holocaust [eschewing Echoes and Reflections), Genocide [historic or current] and Human Rights Violations [except 11" Grade Social Studies, via study of American Slavery].4, She not demonstrated responsible use of evidence, instructional data, materials, research and professional knowledge to inform practice, ‘She has ignored information culled from the District and placed into context via information acquired elsewhere, and she has ignored the impromitur provided by a specially-trained teacher, 5. She has not engaged the school community to close achievement, opportunity, and attainment gaps, She recognized there was a “gap” ofter these deficiencies were noted in the January, 2016 PowerPoint presentation, but then— despite having held a Social Studies inservice and a presentation by the PDE’s Ms. Flaherty—failed to change the curriculum. 6. She has not promoted effective and appropriate relationships with the community and other stakeholders by collaborating with an individual [moi] to advance students’ best interests, She has failed to communicate directly to discuss anything— such as the desirability of reinstituting mandatory 12 Grade Social Studies—except via official intermediaries performing dues at her direction [Messrs. Lionetti and O'Donoghue it is necessary to recall that the PDE behaviorally recognized this filer 4 “stakeholder” and that the school teacher who signed-off ‘on the Model-Curriculum received extra training on Holocaust Education at Simon Gratz College. Executive Summary These are the major concerns encountered while agitating for implementation of Act 70, and the intransigence encountered was felt to be avoidable; just as a [brief] meeting was held in February [that included three high-ranking District personnel] during which the existing program was discussed, any type of collaborative meeting could easily have been viewed as acceptable. Instead, the Superintendent became stiff-necked, perhaps because she wanted to limit public disclosure of the deficiencies identified following hours of review of thousands of documents. When the Superintendent summarily dismissed the double-challenge, she was BOTH violating “black-letter” internal procedure AND sustaining the exclusion of “Act 70’-related material along with the ongoing inclusion of Islamist-content in the one textbook purportedly summarizing the history of the Middle East (in a “concise” fashion). Regarding the former, an expanded 65-page memo was provided as illustrative of the ways the curriculum could be repaired and, regarding the latter, a detailed set of quotations from the offending-text (plus a corroborative essay about one of its authors) had been provided. In essence, it is suspected that the Superintendent has been blinded from discharging her duties by elitism +/- prejudice,Obviously many facets to what has been encountered have been excluded from this initial filing [although the “norm” of such documents is unknown to this filer]; that’s why the frontispiece Provided access to the entire database [inclusive of raw information, recorded in “real-time”). If anything is unclear or requires additional documentation, please so-advise. Thank you for your attention to this issue. Signature of Complainant: Reheat & Sklaroff. M.D. (Date 11/16/2016} Please confirm receipt of this filing. ADDENDUM This memo was composed on 11/15/2016, and two events that transpired this-am. must be duly reported, if only to ensure the reader is totally up-to-date as to the motivational mindset that has triggered issuance of this document. First, a conference call was held regarding the prior requests of the District pursuant to the RTK-law, chaired by the OOR-Mediator; although the anticipated time-frame thereof was to have been two-hours, it was completed with dispatch {ie,, within an hour] despite the lengthy ist of [annotated] agenda items [see CLXXXIVI. As has been stated on multiple occasions, the “mop-up” approach adopted in this context was based upon how this lengthy request had been composed [derivative of a survey written in the '80s] and how its implementation had been envisioned [as an optional section completing the model survey written over Labor Day Weekend]. Thus, any information emerging from this process Would be anticipated to provide an additional dimension to what has occurred regarding how a Holocaust-related curriculum was developed/implemented in the District AND any information that doesn’t emerge would illustrate [assuming its potential-utility had been confirmed] types of queries that would provide additional enlightenment regarding how to approach this topic (particularly with regard to honoring Derning’s CQl-concepts, to whatever degree info exists, when honoring feedback by reworking any ID'ed deficiencies in content/implementation}. Thus, it is anticipated that whatever emerges from this Mediation will yield a verifiable endpoint; pledged was having accepted sole responsibilty for withdrawing the appeal thereafter. Second, compounding the RTK-conundrum detailed on the first page of this memo is the claim [received @ 8:30 a.m] that there is no information responsive to my request for “Any document regarding how to report the fact that Abington School District is not honoring its procedure for assessing a ‘Citizen’s Request for Reconsideration of Instructional Resource Material’.” Indeed, there is, inasmuch as that particular procedure was invoked a fortnight ago; again, therefore, it seems there is a “disconnect” between the PDE’s Open Records Office and the rest of the PDE.EDUCATOR MISCONDUCT COMPLAINT Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ‘® Telephone: [215] 333-4900 & Facsimile: (215) 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2011 © rsklaroff@gmall.com © 11/17/2016 To: — Pedto A. Riveta, PA Secretary of Education [parivera@)pa.gov] {PLEASE FORWARD} Ce: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchot, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 implementation @ Abington - Follow-Up ~ CXCIV {and Filing with General Counsel} This is a dual-purpose memo, intended both to constitute @ formal-filing against the behavior of Abington Superintendent Amy F. Sichel, Ph.D. and to constitute a request for a formal-inquiry as to how the RTK-law seems [surprisingly] to have been sidestepped repeatedly as to distilled-inguiries. That itis again to be disseminated is consistent with how prior “Blast” e-mails have been composed, and it is recognized that the “CONFIDENTIAL” nature of such a filing will trigger an internal inquiry {now that follow-up ‘phone-calls have led to having learned of the desirable pathway for its submission); indeed, this iteration constitutes a re-organization/editing of what had been distributed previously, and its composition is consistent with how every step of this effort to ensure Act 70 is implemented properly has been documented (presumably, to benefit those who might wish to invoke a streamlined approach) {The 11/15/2016 memo cited how to file an Educator Misconduct Complaint [using Form PDE-348}, information about which is readily available [http://www.pspc.education.pa.gov/Pages/default.aspx|; yesterday, the office of the Secretary of the PDE remitted an information-sheet that included a non- functional hyperlink to the relevant “parent” site, the Professional Standards and Practices Commission htto://www. portal. state,pa.us/portal/server.pt/community/professional standards%20 practices c ‘ommissions/8829). In any case, this information-sheet also provided a hyperlink to the official fllin-the- blanks complaint-form, the use of which is preferred to what had been sent yesterday; thus, relevant data were reformatted to befit the Educator Discipline Act [file:///C:/Users/Dr.%20Bob/Downloads/BEC- Educator%20Miscondct%20Complaint%20Procedures%20and%20Complaint%20Form%20(1).pdf].} Specifically, the following (which appears @ the end of the relevant form and which was read for the first time yesterday) could be viewed as having been abrogated (unknowingly), except for the fact that the relevant sentence (“All information relating to complaints must remain confidential unless or until public discipline is imposed.”] has not been violated because no “information relating to this) complaint” has been released, beyond what already has been included in prior memos. If this clause is intended to protect the filer, no such protection is needed; if it is to protect Dr. Sichel, the “world” has already learned of the existence of this (seriatim) filing-effort (now that it finally is being actualized). 1EDUCATOR MISCONDUCT COMPLAINT CONFIDENTIALITY NOTICE The educator misconduct complaint process is confidential and any unauthorized release of confidential information is a misdemeanor of the third degree. See 24 PS. § 2070.17.2. All information relating to complaints must remain confidential unless or until public discipline is imposed. Thus, the filing of this Educator Misconduct Complaint, the PDE’s investigation thereof and the disposition of the complaint prior to the imposition of public discipline, as well as any and all information leamed as a result of the PDE’s investigation, is strictly confidential. What is assuredly NOT “confidential” is the RTK-process concern—articulated in the 11/15/2016 memo (to which no reply has been received)—that was amplified yesterday-a.m,; it appears that your “Open Records Officer” hasn't been provided basic information regarding either issue that have been raised. Specifically, when a procedural-mechanism was requested regarding a curriculum-complaint, nothing emerged; yet, as it turns out, a specific filing-policy actually existed, but wasn’t divulged. Also, when basic characteristics regarding a free-floating document were probed (both how it was generated and who wrote it), nothing was forthcoming; even when a multitude of linguistic approaches necessarily supplanted a simple-declarative-sentence, the PDE inexplicably still came-up-dry. [This second instance arose simply because—as you would note if you scanned the 30 pages initially divulged—it is desirable to rectify how the attendance-figures totaling a few hundred seem to have been mysteriously enhanced by a power-of-ten by emergence of mysteriously-conjured sums untethered to specific events.] This concern was compounded yesterday when it was claimed yesterday [received @ 8:30 am] that there is no information responsive to my request for “Any document regarding how to report the fact that Abington School District is not honoring its procedure for assessing a ‘Citizen's Request for Reconsideration of Instructional Resource Material.” Again, there is, noting the fact that this particular procedure was invoked a fortnight ago; the details of what transpired are contained in the below-filing Finally, it is a source of concern that the prior filing regarding Dr. Sichel appeared to have languished until “nudge”-communications were initiated earlier this week; it is recognized that there may be a time-delay between remitting/receiving an e-mail, but it may be desirable to tighten-up this process. These suggest there is a “disconnect” between the PDE’s Open Records Office and the rest of the PDE. The "EDUCATOR MISCONDUCT COMPLAINT” watermark has been retained, despite the fact that this filing is also intended to spark review of the above-stated concerns; it may very well be true that these observations are isolated, but it also may very well be true that others may have noted them but have not felt motivated to call them to the attention of the Secretary. Pursuant to section 9 of the Educator Discipline Act, 24 P.S. § 2070.9, the filing of this written educator misconduct complaint with the PDE will initiate the Department's review and investigation of an educator. Any person [such as this citizen/taxpayer] may file an educator ‘onduct complaint with the PDE. Although there is no limitations-period for the filing of this educator misconduct complaint, efforts to file it were initiated ASAP after having learned of the educator's misconduct, This completed form has been sent [via e-mail to the PDE Secretary] to the PDE’s Office of Chief Counsel, 333 Market Street, 9" Floor, Harrisburg, PA 17126-0333.ry EDUCATOR MISCONDUCT COMPLAINT CONFIDENTIAL EDUCATOR'S NAME: Amy F. Sichel, Ph.D. EDUCATOR’S PLACE OF EMPLOYMENT: Abington School Disirict. EDUCATOR’S JoB TITLE OR POSITION: Superintendent. EDUCATOR’S WoRK ADDRESS: 970 Highland Ave., Abington, PA 19001-4535. EDUCATOR’S WORK TELEPHONE NUMBER: 215-884-4700, EDUCATOR’s HOME ADDRES: [do not know] EDUCATOR’S HOME TELEPHONE NUMBER: [do not know] COUNTY AND STATE WHERE ALLEGED MISCONDUCT OCCURRED: Montgomery County, PA. REASON For CompLaiNr: Conduct inappropriate for an Educator. DATE OF EDUCATOR’S MISCONDUCT: 10/18/2016. DATE YOU LEARNED ABOUT THE CONDUCT: 10/18/2016. DETAILED DESCRIPTION OF THE CONDUCT: Jurisdictional Statement ly intended to be filed with the Professional Standards and Practices Commission (PSPC), noting this statement of its charge and responsibilities {emphasis added): “Professional Ethics” refers to the manner in which educators interact with students, colleagues, and the community. Educators are held to high standards of conduct and serve as role models for their students, The Professional Standards and Practices Commission (PSPC) is the 13-member appointed body, representing practicing educators and administrators, the general public, and teacher preparation programs that is charged with providing leadership for improving the quality of education in the Commonwealth by establishing hic standords for preparation, certification, practice and ethical conduct in the teaching profession. One facet of its mission is to oversee the professional educator discipline system, including the imposition of discipline. http://www_pspc.education.pa.gov/Documents/About%20Us/Fact%20Sheet. pdfEDUCATOR MISCONDUCT COMPLAINT Pursuant to instructions regarding how one might present an item before the PSPC, note that a disciplinary hearing is requested; this memo is filed with you in lieu of any on-line submission http://www. pspe.education.pa.gov/Pages/Bringing-Items-Before-the-Commission.aspx] It is noted that the National Association of State Directors of Teacher Education and Certification has Promulgated a Model Code of Ethics for Educators, certain excerpts from which apply to the behavior of Dr. Amy F. Sichel, Superintendent, Abington School District, Montgomery County. Principle |: Responsibility to the Profession - The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards. A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 2. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views... 8. The professional educator fulfills the obligation to address and attempt to resolve ethical issues by: 3. Neither discriminating nor retaliating against @ person on the basis of having made an ethical complaint... Principle il:_ Responsibility for Professional Competence - The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence A. The professional educator demonstrates commitment to high standards of practice through: 1. Incorporating into one’s practice state and national standards, including those specific to one’s discipline... B. The professional educator demonstrates responsible use of data, ‘materials, research and assessment by: 4. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice... The professional educator acts in the best interest of al students by: 2. Working to engage the school community to close achievement, opportunity, and attainment gaps.EDUCATOR MISCONDUCT COMPLAINT Principle IV: Responsibility to the School Community - The professional educator promotes positive relationships and effective interactions, with members of the school community, while maintaining professional boundaries. C. The professional educator promotes effective and appropriate relationships with the community and other stakeholders by: 2. Collaborating with community agencies, organizations, and individuals in order to advance students’ best interests without regard to personal reward or remuneration... http://www.nasdtec.net/?page=MCEE Doc Restating [and collapsing-down] this database, itis alleged generically that Dr. Sichel had not maintained a high standard of conduct when dealing with the community [moi] and, therefore, has violated professional ethics; specifically: She has not upheld the procedures, policies, laws and regulations relevant to professional practice regardless of personal views. 2. She has not addressed and attempted to resolve ethical issues, instead ‘opting to discriminate and to retaliate against a person [moi] who has inter alia filed a lawsuit against the District of which she is the Superintendent. 3. She has not entertained the need to incorporate into the District’s curriculum state and national standards inter alia the three facets of Act 70: Holocaust, Genocide, and Human Rights Violations. 4, She not demonstrated responsible use of evidence, instructional data, materials, research and professional knowledge to inform practice. 5. She has not engaged the school community to close achievement, opportunity, and attainment gaps. 6. She has not promoted effective and appropriate relationships with the community and other stakeholders by collaborating with an individual [moi] to advance students’ best interests. Thus, these six allegations—generated verbatim from an appropriate professional body—must be scrutinized via the most appropriate state-level body; itis recognized that this filing is most unorthodox, but it must also be recognized that they are derivative of black-letter violations of both internal procedures and statute, absent any explanation (public and/or private).EDUCATOR MISCONDUCT COMPLAINT ‘Statutory Requirement ~ Flag-Etiquette Education Act 1 (www.legis.state.pa.us ... as amended July 31, 1968; P.L.1020, No.301) states: b) Prescribed Courses and Instruction. Section 1511. Subjects of Instruction; Flag Code~in every elementary public and private school, established and maintained in this Commonwealth, the following subjects shall be taught, in the English language and from English texts: English, including spelling, reading and writing, arithmetic, geography, the history of the United States and of Pennsylvania, civics, including loyalty t0 the State and National Govern- ment, safety education, and the humane treatment of birds and animals, health, including physical education, and physiology, music and art. Other subjects shall be taught in the public elementary schools and also in the public high schools as may be prescribed by the standards of the State Board of Education. All such subjects, except foreign languages, shall be taught in the English language and from English texts: Provided, however, That, at the discretion of the Superintendent of Public Instruction, the teaching of subjects in a language other than English may be permitted as part of a sequence in foreign language study or as part of a bilingual education program if the teaching personnel are properly certified in the subject fields. Each schoo! district shall provide and distribute to each pupil, enrolled in the eighth ‘grade of the public schools, one illustrated copy of the National Flag Code, and shall ‘from time to time, make available such copies as are necessary for replace-ments from year to year. it shall be the duty of each teacher in the public schools to make such use of the code as may, from time to time, seem proper. http://www. legis state.pa.us/cfdocs/legis/LI/uconsCheck.cim?txtType=HTM&yr=19498 ‘sessind=O&smthLwind=0&act=148&chpt=15&sctn=11&subsctn=0} ‘This was filed on 5/30/2026: STANDARD RIGHT-TO-KNOW REQUEST FORM DATE REQUESTED: 5/30/2016 REQUEST SUBMITTED BY: E-MAIL NAME OF REQUESTOR: Robert B. Sklaroff, M.D. [215-393-4900] STREET ADDRESS: 1219 Fairacres Road, Rydal, PA [MontCo] 19048-2911 RECORDS REQUESTED: All_curriculum_and_classroom_lesson-plans perceived as discussing standard otiquette related to the United States Flag layin ‘toring, efc,, inclusive in 12" grade. RIGHT TO KNOW OFFICER: DATE RECEIVED BY THE AGENCY: AGENCY FIVE (5)-DAY RESPONSE DUE: “Public bodies may fill anonymous verbal or written requests. If the requestor wishes to pursue the relief and remedies provided for in this Act, the request must be in writing. (Section 702.) Written requests need not include an explanation why information is sought or the intended use (of the information unless otherwise required by law. (Section 703,) 6EDUCATOR MISCONDUCT COMPLAINT Abington Schoo! District Procedure ~ Curriculum Challenges Abington’s "Procedures for Handling Questioned or Challenged Materials” are as follows: 1. A committee, composed of the building principal, appropriate supervisors (Curriculum, Library, Special Education ete.), and/or librarian, two (2) teachers from the school, and the designee of the PTO/PTA president will be appointed by the Superintendent for handling all incidents within the school. If the challenged material has been requested by a teacher, that teacher should be one of the two teachers on the committee. Only complaints in written form will be considered by this committee. (See attached form) 3. The committee ywill review the complaint and within thirty (30) days render a decision. Summaries will be prepared by the recorder at this meeting. The decision of this reviewing body will be regarded as final. The written report of the recorder will be filed with the Superintendent, the school administrator involved, the librarian, and the teacher involved, if any. 5. A letter summarizing the action will be prepared and forwarded to the complainant by the Superintendent. 6. Appropriate staff wll be informed of the resulting action. This is the form that was employed, noting that specific information was mainstreamed into the formal filing with the District, when the initial, formal fling was issued on 9/5/2016 [see CXXVI}. tue mains rer sirEDUCATOR MIsconpUCT COMPLAINT Case Narrative - Legal While attempting to educate the School Board members and the public regarding the data accrued during the past year, the President thereof violated procedure [since changed] during the May meeting; permission was denied to speak for up to 20 minutes regarding concerns contained herein, interrupting any semblance of a cogent presentation of the pedagogic data the Superintendent had been ignoring. This sparked the filing of litigation and, in turn, the composition of a Concise Statement that has been remitted to a MontCo (district) senior judge; because it is relatively terse (and because its existence is affecting how the Superintendent is handling this curriculum challenge), reprinted is the entire set of legalistic concerns requiring clarification (noting, apparently, that case-law “precedent” is sparse). The fact that so many issues have arisen and so much “dirt” has been unearthed has, candidly, caused sensory-overload, for it’s simply impossible—for example—to divulge basic information regarding the abrogation of the “Flag” statute tersely, let alone listing myriad topics that are admittedly not curricular (notably Middle East nations that are in-turmoil, causing undue suffering of Christians, in particular). Indeed, this sensation of being tongue-tied may have been created by-design, for the net-result is that the citizenry/electorate is maintained in a state of ignorance regarding what’s happening scholastically. In any case, this is the gist of the filing from September, pending in the MontCo Common Pleas Court: ‘The focus is on Act 70 (Mandatory “Holocaust, Genocide and Human Rights Violations” Education), and suggested-answer to each query is “yes.” . From the previously-filed “Statement” [with this Court) 1. Whether Agenda-rules promulgated for explicit application during Board ‘meetings function consequent to Commonwealth Statute, when no alternate rules were generated based on state-law and neither the rules nor the law allows for invoking any other extra-statutory remedy if/when the rules are ignored. And, specifically, whether remedies in the statute are explicitly applicable if the internal rules have been admittedly violated. 2. Whether legal principles of regulatory interpretation must be honored when they recognize [a]—The holistic nature of laws [and rules related thereto) precludes conjuring internal contradictions, and (b]—"Intent” to differentiate is manifest when a particular clause appears at one site and not at another otherwise-identical site. ‘And, specifically, [2] Because the second public comment agenda-item references the “3-minute rule” but the first doesn’t, this time-limit did not apply during the first time- frame; {b]—Because the first agenda-item allots 20 minutes each regarding items on the agenda and pedagogic items not on the agenda, comments uttered under the latter's aegis cannot be prospectively/ retroactively claimed to have fallen under the former's aegis; and [c]—When another speaker doesn’t exist, no speaking-time can be “apportioned” to a “ghost.” Therefore, whether, because internal rules have been admittedly violated, remedies in the statute are explicitly applicable.EDUCATOR MISCONDUCT COMPLAINT . From the Petition for Review [modified to remove double-negative]: 3. Whether an uncontested violation of explicit local-rules regarding how a governmental agency conducts its public meetings is not obviated if that agency claims retroactively—without citing either an authority or any previously-promulgated local definition—that it did not violate the Sunshine Law because it could claim it had provided “a reasonable opportunity” for public comment. 4, Whether it cannot be claimed that the Sunshine Law justified limiting public comment regarding an agenda-item related to “any matter regarding school affairs” —as, opposed to public comment regarding an agenda-item—by claiming such limitation applied generically because it related to “matters of concern, official action or deliberation which are or may be before the board or council prior to taking official action’ (despite the inability of a speaker to review the agenda ahead-of-time) . Derivative of #3, supra: 5. Whether Respondents cannot unilaterally define “reasonable,” even arguendo were this to be directly permissible, and its applicability in the instant case, particularly after having sent extensive documentation of what Petitioner planned to present to the Board and to the public. Specifically, Petitioner was denied “a reasonable opportunity” {ie., “sufficient time”) to elucidate the District's failure to implement major tenets of Act 70. . Derivative of the Court Hearing: 6. Whether the superficiality of judicial review shocks the conscience and, thus, constituted “abuse of discretion.” {The prior concerns admix this “abuse of with “errors of law." iscretion Petitioner avers that he had noted that, during judicial colloquy (starting @ 9:30 a.m., with the instant case having been the final ane heard, @ ~10:30 a.m.), the TRO paper- filing (confirmed to have been docketed @ 9:03 a.m. via e-mail notification) remained untouched on the bench (after it had been handed to the clerk and placed within arm’s reach of the judge), behaviorally conveying a sense of preordained elitism unbefitting the judiciary (noting the TRO’s unambiguous time-value). Furthermore, Petitioner avers the judge failed to try to rectify a key-fact regarding the one question he asked (only) of Respondents (whether the three-minute rule applied to the time-slot when Petitioner had spoken); this was disputed, per documentation, but the judge made no effort to resolve this key narrative-point. {Civil Docket No. 16-09548; Commonwealth Court Docket No. 1569 M.D. 2016) {Awareness of these legal data should be maintained, recognizing the fact that no resolution is either requested/anticipated from the PDE regarding this component of the friction between the filer and the District; itis also provided within the context of the below-query as to the existence of other filings.) 9EpucatTor Misconpuct COMPLAINT Case Narrative - Subjective In 2013-2014, an offer [by moi] to help muster bipartisan support for an intuitive effort to promote Holocaust Awareness expanded to encompass Genocide and Human Rights Violations. Opposition to including a mandate led to a tendentious “battle” with inter alia the Pennsylvania Jewish Coalition, resolved when a 90% compliance threshold was established that—if not met within two years—would be transformed into a mandate. Thus was born Act 70, but the actual “war” had not yet been won. As a result, a subsequent offer [by moi] to facilitate implementation prompted acquisition of the POE'S time-line memo [c/o Ms. Sally Flaherty] and to being invited to two (scrubbed) “stakeholders” events. The issue was not tracked during the following year, only to be raised at the Abington School Board meeting of 5/2015 as an innocent request for what had been touted as a model-curriculum..so that its contents could then be disseminated. A PowerPoint presentation of what was [or, rather, here, what WASN'T") done regarding Act 70 [during the 1/2016 Abington School Board meeting] was conveyed via e-mail (c/o the Superintendent); demonstrated and reaffirmed was the ABSENCE of implementation of Act 70 (except regarding slavery) throughout the High School years, prompting this e-mail barrage. It was noted, with dismay, that many Schoo! Districts had not even begun to implement Act 70 during the past academic year (2005-2016), information that was acquired after distribution of a mini-survey and dutifully sent to the PDE [via routine “Blast” e-mails, “bec’ed” currently to ~50 people]. Then, document-discovery (via open-records submissions under the RTK-Law) was methodically pursued with Abington/PDE, contrasting the PDE’s forthrightness and the District’s evasiveness (until quite recently, as is documented in the intro-section of this filing). Underlying this energy-expenditure has been chronic awareness of the need to communicate the situation at School Board meetings, triggering litigation based on the Sunshine Act (vide supra). Time-limits also preclude the ability to share basic-data as to what's occurring statewide regarding Act 70 implementation (including actions of the State Board of Ed). In the process of demonstrating that Abington isn’t complying with the spirit/letter of Act 70, revealed was the quiet abandonment a half-decade ago of mandatory 12" Grade Social Studies; supplanting this last-chance opportunity to reach maturing minds were Electives that, along with the other two “E's” (English and Enhancement) could not substitute for giving students an annual exposure (at least once during the academic year, preferably thrice on dates mirroring national/international recognitions) to strategized curricular didactic/tested info. Thus, it is a source of anguish that the curriculum-submission has been ignored (even after “Act 70” cites were modified/added) and the only reference-book on the Middle East remains OK’ed (absent—at the very least—a “reader-warning” noting its being pro-Islamist). ‘The offending textbook was ID'ed during due-diligence study of classroom data provided by the District; in the process of probing thousands of documents, also noted was the lack of compliance with statute regarding American Flag etiquette (slated for the 8 Grade level)...prompting the filing of this complaint. Concern regarding the textbook is detailed infra and—regarding the Flag-Etiquette Issue—the following was received from Abington’s “Open Records” officer [Mr. Chris Lionetti] on 9/26/2016: [A] thorough search was conducted pursuant to your request for all curriculum and classroom lesson plans referencing standard "flag etiquette" related to the United States Flag (displaying, folding, storage, etc.) inclusive of 4” grade through 12* grade. No records were identified in this search that are responsive to your request. Thank you. 10EDUCATOR MISCONDUCT COMPLAINT {No summary of these “Blast” e-mails would be complete were citation of these key-events to omit contents of the aggressive internal-critique that has been culled from friends/colleagues; they have been manifest when probing what would be apt for placement on either side of a presumptive red-line, when contemporization of Act 70 has yielded discussion of what should separate fact/o alleged “Human Rights Violations.” Occasional expositions have been provided to elucidate motivations for pursuing this issue assertively, then aggressively; the major source of worriment would be whether subsequent editing of curricula might expand the definition of “Human Rights Violations” inordinately.} {No précis should omit citation of painstakingly-detalled preparation (over Labor Day Weekend) of what are best perceived as working-hypotheses regarding what would constitute a model-curriculum (for Abington) and a model-survey (for the Commonwealth); “showing homework” was a factor when these Projects were manifest, for it’s unfair to critique without providing an alternative {and how it was generated in a disinterested fashion), “Transparency” has been rigorously maintained throughout.} Amazingly, 800+ pages of tightly-composed memos have been written/distributed since February, 2016; they have episodically been summarized in memos that have, themselves, included fresh annotations [see memos XXI & XXIK & XXVIII & LXVI & XC & CXKIX & CLVII & CLXXVI]. They can be probed “pro” simply by hyperlinking onto Internet sites (chronologically organized, for swift-reference) if any question could be conjured regarding whether this filing has already been thoroughly researched/vetted: February-Apri [httpsi//Avww.scribd.com/document/328771763/Abington-Feb-April] May (httos://www.scribd.com/documnent/328770584/Abington-Ma\ June https://www.scribd.com/document/328771058/Abington-June| July (https:/Awww.scribd.com/document/328772237/Abington-July| August (https:/ /www.scribd.com/document/328772632/Abington-August] September 1-14 [https://www scribd.com/docurnent/328774124/Abington-Sept1} 15 {https://www.scribd.com/document/328775336/Abington-Sept2| 16-28 [httos://www.scribd.com/document/328775691/Abington-Sept3}] 28-30 [httos://www.scribd.com/document/328775907/Abington-Sept4] October 1-21 [https://www.scribd.com/document/328509466/October) 22 [https://www scribd.com/document/328517077/October| 23-31 [httos://www scribd.com/document/331233442/Oct-End] November 1-15 [https://www. scribd.com/document/331234462/PDE-Nov1to15] Thus, it has now been shown that Abington isn’t compliant (as the Superintendent recognized in January but has failed to rectify) and that Abington can rapidly become compliant (via a customized, spoon-fed, grade-by-grade amplification of existing Program Objectives, with derivative lesson-plans); it is difficult to conjure what more can be done to buff-up the curriculum, particularly in High School (for, sometimes, tragically, a horse led to water will prefer to drown instead of drinking). The circuitous pathway towards creation of a model-curriculum ensuring Act 70 implementation will continue to be blazed, regardless of whatever impediments are conjured—until/unless any pedagogic counter-argument has been received —and regardless of whatever multitasking responsibilities are ID’ed. [7.b.: Document-discovery remains incomplete regarding both Abington/PDE and, thus, it is plausible that more deficiencies will emerge; yet, itis anticipated that—after the RTK-law has ultimately been invoked—confirmation of deficiencies will be demonstrable by showing that whatever is “taught” isn’t actually being “assessed.”EDUCATOR MISCONDUCT COMPLAINT Case Narrative - Objective The formal “Citizen’s Request for Reconsideration of Instructional Resource Material” filing with the District was reprinted [absent hyperlinks, lest 65 pages be added thereto}; “Sought [were] both the insertion of ‘Act 70'-related information and the attack on sole reliance on the Goldschmidt/Davidson ‘Middle East’ text...[T]his meets the additional [previously unstated] requirements the Superintendent, uttered during the September School Board meeting’ [because an educational professional, Ms. Holl Cooper, had endorsed its submission. The text of what was fied follows; it should be noted that it was found to have been ignored thrice by the Superintendent's fiat [a fact that was divulged during public School Board meetings on 9/13/2016, 9/27/2016 & 10/18/2016...ather than directly to the filer: You have previously received the two components of this submission [see CXXXVII (pp. 1-65) & CXXVI (pp. 8-19)]; please follow the appropriate hyperlinks to receive and to review the primary data. * This is the curriculum submission (entire. hyperlink): https://drive.google.com/file/d/OB_pRaTigMHVTMjdtVmxzQ0pxZ0k/view © Thisis the textbook critique (starting on page 48 of the hyperlink): https://drive.google.com/file/d/OB_pRaTigMHVTYzdDYWsOSEdLRIE/view. ‘+ This is an article that Ms. Cooper feels would serve as appropriate guidance for those who wish to entertain such sensitive curricular material [Empathy in Action: How Teachers Prepare Future Citizens]: http://www.edutopia.org/blog/8-pathways-empathy-in-action-marilyn-price- mitchell?utm_source=facebook&utm medium=socialflow. Know that these considerations are best perceived as subjects of discussion with your Curriculum Committee, inasmuch as it is possible additional material—which you have not divulged—may overlap with its content. * For example, a major component of the "Act 70" curriculum discussion would focus on strategizing what should be encompassed [at least thrice, annually] in each grade-level, taking into account both age-appropriateness and the ability to build upon prior years’ curricula, *© For example, although scrupulous review of what you have provided failed to unearth any reference to the "Echoes and Reflections" program-endorsed by the PDE~a specific request for clarity in this regard has been remitted to your Open Records office. * For example, it would be desirable to discern if there is any policy regarding what might be done with a challenged book other than to discard it, such as inserting a critique thereof within it and/or adding an offsetting [high-quality] textbook that encompasses comparable topics. 12EDUCATOR MISCONDUCT COMPLAINT Counts The six-point bill-of-particulars can now be cross-ruffed with the database noting, again, that itis alleged generically that Dr. Sichel had not maintained a high standard of conduct when dealing with the community [moi] and, therefore, has violated professional ethics; specifically 1. She has not upheld the procedures, policies, laws and regulations relevant to professional practice regardless of personal views. She has not implemented the Act mandating Flag-etiquette education, ‘and she has not followed the procedure mandating that a curriculum challenge “will” be referred to committee. 2. She has not addressed and attempted to resolve ethical issues, instead opting to discriminate and to retaliate against a person [moi] who has inter alia filed @ lawsuit against the District of which she is the Superintendent. She has not replied promptly when Curriculum challenges were filed Ithrice}, forcing the filer to seek fundamental feedback during a School Board meeting. 3. She has not entertzined the need to incorporate into the District's, curriculum state and national standards inter alia the three facts of Act 70: Holocaust, Genocide, and Human Rights Violations. She continues to countenance—without altering the curriculum from the last academic year to the current one—the lack of attention to the Holocaust [eschewing Echoes and Reflections], Genocide [historic or current] and Human Rights Violations [except 11" Grade Social Studies, via study of American Slavery]. 4, She not demonstrated responsible use of evidence, instructional data, materials, research and professional knowledge to inform practice, She has ignored information culled from the District and placed into context via information acquired elsewhere, and she has ignored the imprimatur provided by a specialy-trained teacher. 5. She has not engaged the school community to close achievement, ‘opportunity, and attainment gaps. ‘She recognized there was a “gap” after these deficiencies were noted in the January, 2016 PowerPoint presentation, but then—despite having hheld a Social Studies inservice and a presentation by the PDE’s Ms. Flanerty—failed to change the curriculum.EDUCATOR MISCONDUCT COMPLAINT 6. She has not promoted effective and appropriate relationships with the ‘community and other stakeholders by collaborating with an individual [moi] to advance students’ best interests. She has failed to communicate directly to discuss anything—such as the desirability of reinstituting mandatory 12" Grade Social Studies—except Via official intermediaries performing dues at her direction [Messrs. Lionetti and O'Donoghue); it is necessary to recall that the PDE behaviorally recognized this filer as a “stakeholder” and that the school teacher who signed-off on the Model-Curriculum received extra training on Holocaust Education at Simon Gratz College. Executive Summary These are the major concerns encountered while agitating for implementation of Act 70, and the intransigence encountered was felt to be avoidable; just as a [too-brief] meeting was held in February [that included three high-ranking District personnel] during which the existing program was discussed, any type of collaborative meeting could easily have been viewed as acceptable, focused on remedies. Instead, the Superintendent became stiff-necked, perhaps because she wanted to limit public disclosure of the deficiencies identified following hours of review of thousands of documents (over the summer). Although submission of the textbook challenge was delayed until after the initiation of the academic school-year, the proposed curriculum insertions were filed thrice during September; hyperlinks were altered in the first one and an educator signed-off on the text in the second one...prior to submitting the third one. Then, as was depicted in the meeting-video, the Superintendent smirked after the filer had reacted with overt-dismay (and a pledge to file this complaint) when experiencing a dismissive posture. When the Superintendent summarily trashed the double-challenge to her curriculum, she was BOTH violating “blacketter” internal procedure AND sustaining the exclusion of “Act 70-related material along with the ongoing inclusion of Islamist-content in the one textbook purportedly summarizing the history of the Middle East (in a “concise” fashion). Regarding the former, an expanded 65-page memo was provided as illustrative of the ways the curriculum could be repaired and, regarding the latter, a detailed set of quotations from the offending-text (plus a corroborative essay about one of its authors) had been provided. In essence, it is suspected the Superintendent has been blinded from discharging her official duties (if nothing else, to follow prescribed procedure) by innate elitism +/- prejudice. Obviously, many facets to what has been encountered have been excluded from this initial filing {although the “norm” of such documents is unknown to this filer); that’s why the entire database can easily be accessed [inclusive of all raw information, assiduously recorded in “real-time”]. When preparing this document, the filer has been quite aware of the fact that the bulk of prior filings have carried criminal-components; that’s why the initial effort had followed an alternate pathway. Also, the “Discovery Date" was defined to be when the third curriculum-rejection was publicly made known. if anything is unclear or requires additional documentation, please so-advise; provided advance-notice, attendance at any hearing on this filing can be provided, for the implications thereof are multifaceted. 14EDUCATOR MISCONDUCT COMPLAINT 13, If you have filed a complaint with any other entity such as the Pennsylvania Human Relations Commission, Children and Youth Services, U.S. Department of Education’s Office for Civil Rights, Pennsylvania Department of Education’s Bureau of Special Education, or have filed criminal or civil charges, please identify the entity and attach a copy of the complaint and/or charges. Encompassed in this case-presentation is information regarding @ pending-case within the MontCo Court of Common Pleas (anticipated to be heard by Commonwealth Court); also pending within the PDE isa curriculum-based complaint (which is encompassed within this narrative). That document-discovery continues is also evident by noting the pendency of a denied-request that is before the OOR-mediator {although it is anticipated that this will be satisfied amicably, regardless of whatever is divulged); finally, that RTK-requests pend before Abington/POE is intuitive but, for completeness, is articulated herein. 14, Ihave regularly contacted the superintendent and school board about this matter, as per ‘memos generated almost daily during this ealendat-year, as per the above frontispiece: Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology ® Telephone: (215) 333-4900 Facsimile: [245] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 22 rsklaroff@gmail.com @ 11/17/2016 To: Pedro A. Rivera, PA Secretary of Education [parivera@pagov] Ce Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curiculum, Abington School District (Abington School Board Members - Please Distribute} Karen Mulchano, Executive Ditector, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington ~ Follow-Up ~ CXCIV {and Filing with General Counsel} 15, COMPLAINANT'S CONTACT INFORMATION: Robert B. Sklaroff, M.D. 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 Daytime Telephone Number: (215) 333-4900 Cell Phone Number: (215) 459-4877 Best time to contact you: [“24/7"] 15EDUCATOR MISCONDUCT COMPLAINT 16. VERIFICATION: 1 verify, subject to the penalties of Section 4904 of the Pennsylvania Crimes Code (18 Pa.C.S. § 4904) relating to unsworn falsification to authorities, that the information above and the facts contained in this complaint and attachments are true and correct to the best of my knowledge. Robert 8, MD, SIGNATURE OF COMPLAINANT Date: 11/17/2016 16Robert B. Sklaroff, M.D., F.A.C.P.. Medical Oncology/Hematology @ Telephone: [215] 333-4900 & Facsimile: [215] 333-2023, 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 251 esklaroff@gmail.com © 11/18/2016 To: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, .\ssistant Director of Curriculum, Abington School District {Abington School Board Members Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington — Follow-Up ~ CXCY The State Board of Education has approved the following document, which may be compared/ contrasted with that which was composed over Labor Day Weekend by cribbing precedent inttps:// www. scribd.com/document/328774124/Abington-Septl, pp. 31-40]. Notable are the ‘expansion of grade-levels encompassed (now inclusive of K-4) and the use of drop-down menus (presumably heralding its dissemination via the Internet); although the intro doesn’t cite the potential-flip to a mandate if the 90% threshold hasn’t been met, it includes lucid definitions of ‘the components of Act 70 (Holocaust, Genocide, Human Rights Violations) and many tortured- sentences (due to desire to mirror precedent) were streamlined effectively. It seems much was not included from the aforementioned model, a review-point with those who are in-the-know. Reformulated below is the [potential] Survey as transformed [from PDF -> Microsoft WORD], having also been edited slightly (e.g., adding right justification) to maximize its attractiveness. Act 70 Survey Act 70 of 2014 added language to Section 1554 of the Public School Code that permits, but does ‘not require, school entities to offer instruction to students in the Holocaust, genocide and human rights violations. Per Section 1554, such instruction shall be integrated within the social studies and language arts courses of study. Instruction also may be integrated into other appropriate ‘courses of study. Per Act 70, the State Board of Education is required to conduct this survey of how instruction is offered in the Holocaust, genocide and human rights violations by school entities in the ‘Commonwealth, For the purposes of this survey, school entities include school districts, charter schools, regional charter schools, cyber charter schools, intermediate units and area vocalional- technical schools, Consistent with the curriculum guidelines developed by the Department of Education in response to Act 70, instruction in the Holocaust, genocide and human rights violations shall mean instruction that includes content related to the following as definod in the guidelines:Holocaust “The Holocaust was the systematic, bureaucratic, stato-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators. During the era of the Holocaust, German authorities also targeted other groups because of their perceived “racial inferiority". Roma (Gypsies), the disabled, and some of the Slavic people (Poles, Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah's Witnesses, and homosexuals.” (United States Holocaust Memorial Museum) Human rights: “Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex. national or ethnic origin, color, religion, language, or any other status. We are ail equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible.” (Office of the High Commissioner for Human Rights, the United Nations) Genocide: Genocide is defined by the United Nations in Article 2 of the Convention on the Prevention and Punishment of the Crime of Genocide (1948) “[Alny of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: 1. Killing members of the group: 2. Causing serious bodily or mental harm to members of the group: 3. Deliberately inflicting on the group conditions of life calculated to bring about its physical desiruction in whole or in part: 4. Imposing measures intended to prevent births within the group: 5. Forcibly transferring children of the group to another group. (United ‘Nations Convention on the Prevention and Punishment of the Crime of Genocide.)” To inform the study required by Act 70, please provide responses to the following survey questions relevant to the instruction offered by your school entity during the 2016-2017 school year. Name of School Entity: Role of Schoo! Entity School District Charter Schoo! Cyber Charter School Regional Charter School Intermediate Unit ‘Area Vocational-Technical School Grade Levels Served by School Entity 1. Does your school entity offer instruction in the Holocaust, genocide and human rights violations? YES / NO (via drop-down menu) 2. (a) Is the chief schoo! administrator of your school entity aware of the curriculum guidelines for Holocaust, genocide and human rights violation education that were developed by the Department of Education in response to Act 70 and published in July 2015? YES / NO (via drop-down menu}(b) Although not mandated by Act 70, does your school entity utilize the curriculum guidelines for Holocaust, genocide and human rights violation education that were developed by the Department of Education in response to Act 70 and published in July 20157 YES / NO (via drop-down menu) ‘The State Board of Education understands and appreciates the need for this subject matter to be age-appropriate. Please indicate the grade levels in which your school entity offers instruction in the Holocaust, genocide and human rights violations and the manner or courses of study in which such instruction is offered. For the related courses of study, please select all that apply at each grade level. Kindergarten English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 1sGrade English Language Arts Social Studies Assemblies Field Trips. Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 2na Grade English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 3uGrade English Language Arts Social Studies Assemblies Field Trips ble: grade level not offered at this school entity ble: related instruction not offered at this grade level4m Grade English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this schoo! entity Not applicable: related instruction not offered at this grade level 50Grade English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 6n Grade English Language Arts Social Studies. Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level Tw Grade English Language Arts Social Stugies Assemblies. Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 8nGrade English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level9n Grade English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 100 Grade English Language Arts Social Studies Assemblies Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 11m Grade English Language Arts Social Studies Assemblies Field Trips. Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level 12mGrade English Language Arts Social Studies Assemblies. Field Trips Other Not applicable: grade level not offered at this school entity Not applicable: related instruction not offered at this grade level On average, how many total hours of instruction, per school year, is offered in the Holocaust, genocide and human rights violations by your school entity in the following grade level bands: Kindergarten - Grade 4 0 1-10 11-20 24-30 31-40 41-50 51-60 61-70 74-80 81-90 91-100 100+Not applicable: grade levels not offered at this school entity Not applicable: related instruction not offered at these grade levels, Grades 5-8 o 4-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-80 91-100 100+ Not applicable: grade levels not offered at this school entity Not applicable: related instruction not offered at these grade levels Grades 9-12 0 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100 100+ Not applicable: grade levels not offered at this school entity Not applicable: related instruction not offered at these grade levels, 5. The following questions pertain to supports available for instruction in the Holocaust, ‘genocide and human rights violations and its implementation. (a) Do educators in your school entity know that materials and resources for inclusion in the curriculum are available on the SAS website (www.PDESAS.org)? YES / NO (via drop-down menu} (b) Do educators in your school entity know that the Department of Education’s Social Studies Advisor is available to provide professional development on the adopted curriculum guidelines to your school staff? YES / NO (via drop-down menu) (c) Please provide feedback on how the Pennsylvania Department of Education can further support your district in inclusion on Holocaust, genocide and human rights violations in the curriculum,(Select all that apply.) Drop-down menu: Enhanced materials and resources on SAS Professional development provided by the Department of Education on-site Professional development provided by the Department of Education online SAS Institute Session Other (NARRATIVE RESPONSE AREA ~ OPTIONAL)Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology @ Telephone: [215] 333-4900 & Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 521 rsklaroff@gmail.com ® 11/19/2016 To: — Pedro A. Rivera, PA Secretary of Education [parivera@pagov| {PLEASE FORWARD} Cc: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members - Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curticulum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE. Bureau of Curriculum, Assessment and Insteuetion Re: Act 70 Implementation @ Abington ~ Follow-Up ~ CXCVI {and Filing with General Counsel) This is another dual-purpose memo, provided in follow-up of that which was remitted two days ago; because of a desire to distill key-concerns while minimizing the potential for causing sensory-overload, it is provided in two parts (with the second component to be remitted tomorrow), It has been provoked by an e-mail exchange with your PDE-“open-records” officer, but the opportunity to clarify-matters will yield, also, a copy of the hyperlinked-documentation of the two explicit filings that the Superintendent ignored; as noted in the initial-fiing, there was no “discretionary” language in the policy that she violated (although, as occurred with the “3-minute” rule, it’s plausible to anticipate that she'll “fix” this aberration [via a complaisant Board] so she can ignore future filings such as this one. Thus, the first item-of-business is to cite the e-mail exchange that occurred yesterday [which explicitly invoked your direct involvement in the need to investigate what transpired] with your RTK-contact, particularly because of the inadvertent violation of “confidentiality” concerns that was carefully noted; had the proper procedure been provided before the dissemination of [an earlier draft of] this filing, awareness of this internal-rule would have allowed for supplanting it with some sort of a disclaimer [e.g., “Earlier, it was pledged at the end of the School Board meeting that there was intent to invoke the Commonwealth's input regarding what happened, but Confidentiality-related concerns preclude the provision of any primary documentation of what may have transpired during the past month’]. Thus, responsiblity for divulging the existence of this fling rests with your offices, particularly after a letter was remitted [from your office] that documented the precise administrative fashion in which each filing would be handled [after a request had been remitted that had explicitly requested such feedback]. {As one might say while playing Bridge, “Let’s review the bidding, shall we?” ‘On 10/7/2016, the following PDE-inquiry was filed: “Any document regarding how to report the fact that Abington School District is not honoring its procedure for assessing.a ‘Citizen's Request for Reconsideration of Instructional Resource Material’.”On 10/17/2016, you submitted a response [#2016-152] that a delay was to transpire for three reasons: * Compliance with your request may require the redaction of certain information that is not subject to access under the RTKL. © The extent or nature of the request precludes a response within the required time-period. ‘© Alegal review is necessary to determine whether the record is a record subject to access under the RTKL. On 11/3/2016, after having been provided a “heads-up” by one of the people who receive these memos, the following was submitted Allegations of Curriculum Deficiencies Form (modified) http://www.education.pa.gov/Documents/Teachers- Administrators/Schoo!%20Services/Allegations%200f%20Curriculum%20Deficiencies%2 OComplaint%20Form.pdf The Pennsylvania Department of Education (PDE) will receive allegations of curriculum deficiencies from professional employees, commissioned officers, parents of students or other residents of a school entity. Upon receipt, PDE will investigate allegations determined to be curricular in nature [as contemplated by 22 Pa. Code Chapter 4] and refer non-curricular allegations to an existing complaint procedure within PDE as appropriate. Pennsylvania's Right to Know Law (RTKL} provides that records of an agency relating to a oncriminal investigation, including complaints submitted to an agency, are exempt from disclosure. However, ifthe Office of Open Records or a court would determine that submitted records are not exempt from disclosure, PDE would disclose them if a RTKL request is made for the records. On 11/16/2016, your RTK-Officer submitted a final response that claimed the “PDE does not have any information that is responsive to your request in its possession or under its custody or control.” Thus, your PDE apparently cannot equate “Instructional Resource Material” with “curriculum.” What is even more curious is that your RTK-Officer had been placed upon the “bcc’-list and, thus, had been apprised of the fresh-filing of a fortnight-prior; yet, blind-denial seemed suddenly to descend upon her. ‘And what is even more curious is the fact that this communication was generated AFTER legal-review. On 9/29/2016, the following PDE-inquiry was filed: “Information regarding how to report the fact that Abington Schoo! District is not incompliance with Act-1" regarding the ‘Flag Code” (which was quoted) On 11/4/2016, your RTK-Officer submitted a final response regarding [#2016-143] that claimed the “PDE does not have any information that is responsive to your request in its possession or under its custody or control.”Immediately following the October Board Meeting at which it was learned that the Superintendent had chosen to ignore the formaLfiling [with @ smirk, as the video demonstrates], a PDE-inquiry was filed [consistent with what was uttered prior to beating a rapid-exit, suppressing overt expression of disgust) Thus, on 10/19/2016, the following PDE-inquiry was filed: “The Procedure that should be followed when citizen complains about the lack of adherence of his/her local school district to_ black-letter olicies/procedures” This was followed by extensive excerpts from what ultimately emerged as the formal-filing (submitted ‘on Thursday] that included the two relevant hyperlinked-documents [vide infra] and unambiguously stated the goal: “A formal complaint to the PDE is in the offing, due to the District’s having violated its procedure regarding the desire of a citizen to file a complaint with its Curriculum Committee; to follow are the complete database and a copy of the RTK-request.” Specifically quoted were the "Procedures for Handling Questioned or Challenged Materials,” the claim that “This process was followed, both with regard to the ‘Act 70’-related material and to the text that was viewed as reprehensible (inter alia, because it conveyed pro-slamist/anti-USA ideology), and this conclusion: There was no requirement for the complaintant to be an educator, as the Superintendent claimed during the September Supplementary Board Meeting, and there was no discretionary component to what was to transpire after submission of the request [“A committee, composed of the building principal, appropriate supervisors (Curriculum, Library, Special Education etc.), and/or librarian, two (2) teachers from the school, and the designee of the PTO/PTA president will be appointed by the Superintendent for handling all incidents within the school...The committee will review the complaint and within thirty (30) days render a decision..."] Recalling that the Superintendent had recognized the existence of a “gap” in the curriculum regarding coverage of “Act 70’-related material, this past January—AND noting that the curriculum was not altered prior to the onset of the current academic year (as per the ‘outcome of RTK-inquiry) —it is assumed that the PDE would not condone such conduct, (following formal submission). Thus, when the Superintendent summarily dismissed the challenge, she was BOTH violating “black-letter” internal procedure AND sustaining the exclusion of “Act 70”- related material along with the ongoing inclusion of Islamist-content in the one textbook purportedly summarizing the history of the Middle East (in a “concise” fashion). Regarding the latter, an expanded 65-page memo was provided as illustrative of the ways the curriculum could be repaired and, regarding the former, a detailed set of quotations from the offending-text (plus @ corroborative essay about one of its authors) had been provided. in essence, it is suspected that the Superintendent has been blinded from discharging her duties by elitism +/- prejudice. (©n 10/20/2016, your RTK-Officer submitted a final response regarding [#2016-158] that claimed the “PDE does not have any information that is responsive to your request in its possession of under its custody or control.”On 10/23/2026, notwithstanding the above, a filing was generated directly to yourself, as Secretary, which was to be referred to the Professional Standards and Practice Committee (a decision derived from independent scrutiny of the PDE website); excerpts from the PSPC’s website were congruent with the concerns that were being filed (and it was a source of dismay that this alternative wasn’t proffered}. On 11/15/2016, telephone-contact with your office [due to electrical-silence] yielded awareness of the ability to file this document directly to your Counsel, an action that was effectuated expeditiously (edited to befit your format), following the structure of an "EDUCATOR MISCONDUCT COMPLAINT.” Thus, E apparently cannot equate a citizen's stated-desire to file a complaint regarding “the lack of adherence of [a] local schoo! district to black-letter policies/procedures” with the intent to file an “Educator Misconduct Complaint.” On 10/21/2036, the following PDE-inquiry was filed: “All documents that were invoked when the first page identical to.an internal page] of the prior filing was composed, as well as the name of the individual who wrote it” regarding the attendance-tabulations at statewide tutorials regarding Act 70 (citing a document that, for explicitly-stated reasons, had evaded any cogent effort to be interpreted). On 10/28/2016, your RTK-Officer submitted a final response regarding (#2016-162) that claimed the “PDE does not have any information that is responsive to your request in its possession or under its custody or control.” On 10/21/2016, in follow-up of the above, the following PDE-inquiry was filed: “All documents that were _employed/used/served-as-the-basis-for-completing/were-related-to/provided-the-foundation- -composing [choose anything other than “invoked”] when the first page [identical to an internal age] of the prior filing was composed, as well as at least one document that includes the name of the individual who wrote it” regarding the attendance-tabulations at statewide tutorials regarding Act 70 (citing the document that, for explicitly-stated reasons, had evaded any cogent effort to be interpreted) (On 11/4/2016, your RTK-Officer submitted a final response regarding [#2016-165] that claimed the “PDE does not have any information that is responsive to your request in its possession or under its custody or control.” Thus, your PDE apparently cannot either acquire any supporting documents from the author of a sroduced-page or even find a document that contains the name of the person who authored the ‘THEREFORE... It has been concluded that your RTK-officer has both shrouded production of on-point documents and written letters with language that would preclude any appeal to the Office of Open Records. This has transpired in multiple venues, even as contrary information was emerging before/after the composition of these dismissive letters. Further, this has not been accompanied by any written/oral suggestion that could be “forthcoming” regarding what apparently is well-established policy (regarding complaints) Indeed, this has not been accompanied by any written/oral suggestion that would clarify what is extant (that is directly related to a document that is being scrutinized, related both to content/authorship). 4Itis noted that the RTK-Officer engaged in the following colloquy: | received the voice mail messages that you left for me late last week and yesterday morning. | prefer that our communications remain in writing as | am usually unable to answer the questions posed to me by requesters as most, if not all, of my responses requires the response of a PDE employee other than myself. | have again searched for the policy that you referenced in last week's voice mail and was informed that PDE has ‘ot recently issued any policies in the subject area that you referenced. To the extent that your request references the recent issuing of a policy by a school district within Pennsylvania, | recommend that you contact the Open Records Officer of that school istrict directly. For your convenience, | have attached a POF document that lists school district Open Records Officers organized by county. Thank you. In reverse-order, my first observation is that you denied there was a statewide policy accommodating protests against local curriculum [cJomissions, when there actually was that precise policy in-place...inexplicably ‘And | am at-a-loss with regard to the ability to tabulate the total number of participants @ Sally's statewide conferences, either by ID'ing how the numbers were derived or by !D'ing the individual who had scribbled these numbers onto that piece of paper [that can't be correlated with the other pages in the prior discovery], | ave no problem interacting in-writing, but these two above contradictions "stick in the craw" and cry for clarifcation...so that [1]—I can appreciate why there was a "disconnect" between the PDE and your activities, and [2}—I can clarify how to ask the Key-questions regarding attendance-figures effectively Ihave again confirmed that you were provided with all of the documents that PDE has in its possession or under its custody or contral in response to the RTK request that you reference in your e-mail message to me below. Thank you. This is impossible, noting what was discovered; you denied the existence of procedures that were extant, Therefore, | would like to receive a direct communication from the Secretary after HE has investigated! have carefully documented each incremental step, and your refusal to communicate orally i tellingitis appreciated that Agencies are not obliged to clarify a memo-request that arguably misses-the-mark; it is also anticipated, however, that the RTK Law will be honored when—as stated in the statute— the benefit-of-the-doubt tilts to the requester (particularly when intuitive queries have been ignored). To recap, 152 was rejected on 11/16/2016, 143 was rejected on 11/4/2016, 158 was rejected on 10/20/2016, 162 was rejected on 10/28/2016, and 165 was rejected on 11/4/2016 Absent a cogent response to the specific concerns raised in this e-mail, OOR-filings will issue. All five rejections have occurred within the past few weeks and, thus, would be aggregated as an omnibus critique of your stewardship of the PDE. They would be doomed if your RTK-Officer’s pronouncements were sustained; challenged is your ability to oversight the compliance of your Agency with the RTK law.EDUCATOR MISCONDUCT COMPLAINT Robert B. Sklaroff, M.D., F.A.C.P. Medical Oncology/Hematology Telephone: (215) 333-4900 Facsimile: [215] 333-2023 1219 Fairacres Road Rydal, Pennsylvania 19046-2911 © sklaroff@gmail.com ® 11/20/2016 To: Pedro A. Rivera, PA Secretary of Education [parivera@pa.gov] {PLEASE FORWARD} Ce: Dr. Amy F. Sichel, Superintendent, Abington School District Dr. James Melchor, Assistant Director of Curriculum, Abington School District {Abington School Board Members ~ Please Distribute} Karen Mulchano, Executive Director, PA State Board of Education Stephanie Jones, Administrative Assistant, PA State Board of Education Sally Flaherty, Curriculum Advisor in Social Studies, PA Department of Education Ray Young, Division Chief, PDE Bureau of Curriculum, Assessment and Instruction Re: Act 70 Implementation @ Abington — Follow-Up ~ CXCVII {and Filing with General Counsel} This is another dual-purpose memo, provided in follow-up of that which was remitted three days ago; because of a desire to distill key-concerns while minimizing the potential for causing sensory-overload. Itis again provided in two parts (with the first component having been remitted yesterday). It has been provoked by an e-mail exchange with your PDE-"open-records” officer, but the opportunity to clarify-matters will yield, herein, a copy of the hyperlinked-documentation of the two explicit filings that the Superintendent ignored; as noted in the initial-filing, there was no “discretionary” language in the policy that she violated although, as occurred with the “3-minute” rule, it’s plausible to anticipate ‘that she'll “fix” this aberration [via a complaisant Board] so she can ignore future filings such as this one. Thus, the second item-of-business is to cite/quote the two filings that animated the curriculum-based submissions to the Abington School District, the critique of the pro-Islamist text [pp. 1-12] and the effort to supplement existing curriculum so that it would comply with the spirit/letter of Act 70 [pp. 13-73}. “A Concise History of the Middle East” [Paperback - Goldschmidt] was first published in 1979, with the 10" Edition due for release at year's end. The 9" Edition is online, and it includes a final “9-11”-themed chapter that is not in the 8* Edition, which is the version employed in Abington [see http: //islamicblessings.com/upload/A-Concise-History-of-the-Middle-East-9th-Edition.pdf]. Thus, the problematic excerpts herein can easily be fact-checked by reviewing the original, and it should be noted ‘that the book is authored by Arthur Goldschmidt, Jr. and Lawrence Davidson; the former academician, it has been suggested, has a pedigree that is not Israel-"friendly,” Illustrative of this concern is the fact that the Chronology [Page 445] STARTS @ 570 C.£. when Muhammad was born and the Ethiopians invaded western Arabia; Bernard Lewis would recoil. INSERTED COMMENT: The critique of this book is necessarily incomplete; it was generated hastily on-site, but the points herein are unassailable.)EDUCATOR MISCONDUCT COMPLAINT Chapter 2 ["The Middle East Before Muhammad" doesn’t include ANYTHING Biblical, including the establishment of Israel when Joshua crossed the Jordan River, after which Jews have had a continuous presence in the region [in contrast to all other groups of Ancients]; the pre-history is compressed into two ‘graphs [A Minimum of Antiquity] before segueing to Persia and Rome, and then to the rise of Christianity ("Most of the early church fathers lived in Anatolia, Syria, Egypt and North Africa. These areas—later Islam's heartland—saw the earliest development of most Christian doctrines and institutions."]. Reference is made in the Conclusion to the rise of Judeo-Christian Monotheism. The title says all; ews” and “Judaism” have been expunged. Chopters 3-15 are almost exclusively [slam-focused, although “European Imperialism” appears; again, there is no reference to the how Jews/Israelites/Hebrews stayed in this contested area. Chapter 46 [The Contest for Palestine”] opens with a {presumably thematic] quote [noting that Zionism is later equated with Arab Nationalism] from British wags ["the twice-promised land”]; Prefatory Remarks fail to recognize that Jews governed in this area, three millennia ago. The closest it comes [prior to discussing the Diaspora] is to cite the Biblical history of the Deity’s having “led them out of Egyptian bondage and brought them safely to Canaan, which they called the land of Israel, for He had promised it to the seed of Abraham. Because Arabs as well as Jews claim descent from Abraham, the term land of Israel restricts its possession to the descendants of Jacob [ce., the Israelites).” The inability to claim Ishmael_as the predecessor of modern-day Arabs/Muslims isnot probed [exemplifying obfuscatory literary egalitarianism/equivalencyl; it’s ostensibly based on intent to be even-handed, but it fails to capture key-facts along the way. The conclusion drawn about the Balfour Declaration [“Even now, the hottest issue of the Arab-Israeli confct isto define the legitimate rights of the Palestinian Arabs.”|is grotesque, for the HOTTEST issue is whether the Arab World would even ACCEPT israel as a Jewish State. The “Palestine Mandate” section claimed the British {in the ‘20's] were schizoid, favoring the Arabs in Palestine and the Zionists in the International Arena [because of Jewish political pressure on London and, indeed, on the League of Nations HQ in Geneva"), Thus, “Britain had to encourage Jews to migrate to Palestine and to settle there, help create the Jewish ‘national home,’ and even set up a ‘Jewish agency’ to assist the British authorities in developing that national home...In Palestine..although most of the present inhabitants were Arabs, it was the Jewish national home that was to be created...The Arabs naturally suspected the British mandate would hold them in colonial bondage until the Jews achieved a majority in Palestine ‘and could set up their state.” [These global claims cry fora cite, for this entire ‘graph is “news to me."} Chapter 17 {"Israel’s Rebirth and Arab Nationalism”] contains a Conclusion that laments the absence of a Reformation-type leader who would modernize the Muslim World, leading to praise for people who provide the fundamentalist core for modern Islamism. {There have been many articulate Muslim thinkers, from Muhammad Abduh [Salafist through Sayyid Qutb, but their voices were drowned out by those who spoke louder or tuned out by those who would not hear. Sayyid Qutb, a leading writer and Muslim Brother, was jailed and finally hanged in 1966 by [Egyptian] Nasir’s government despite pleas for clemency from other Arab countries. Who can say what the Arabs might have done with stronger guidance and a more coherent set of beliefs?"} The only reference to UNRWA [page 264] was a lamentation that its “temporary” establishment persists, not mentioning the unprecedented nature o} classifying descendants of refugees as continuing to harbor “refugee” status [thereby harboring rights-of-return.EDUCATOR MISCONDUCT COMPLAINT Chapter 18 {"War and the Quest for Peace” contains @ snarky conclusion that omits mention of the tremendous rights of non-Jews in israel, far greater than many Arabs enjoy when living in Arab countries. (“Is Israel just a Jewish state? Iti, in fact, @ country inhabited by Jews and Arabs who must find a basis of [sic] coexistence that does not involve domination or repression of one side by the other. Let us not kid ourselves. Arab Israells—not to mention Palestinians under Israel's administration—do not enjoy the same rights, power, and status as Jewish Israelis. Zionists who ignore the feelings of these 2.5 million Arabs also impede the quest for sulh [reconciliation] and maybe even salam [temporary cessation of hostilities, hudna]. There can be no peace without security. There can be no peace without justice. For both sides. Period.”| {Such gross editorialization should serve as a disqualifier when choosing a major textbook and, thus, an ancillary effort will be started ASAP to supplant this resource with a more balanced one; there are plenty of alternatives (starting with anything by Bernard Lewis) from which to choose.} Chapter 19 ["The Reassertion of Islamic Power” has a one-sided section [“Israel’s Rising Militancy"] but no formal Conclusion-section; excerpts regarding what happened in the ‘80s are problematic, It takes a swipe @ Reagan "policymaking was defective throughout the decade of Ayatollah Khomeini"] as well as @ Israel (“Israeli policies demoralized the country and did not enhance its security.”), absent recognition that Reagan was helping Israel survive. Uncritically, Israel was noted to lack faith in the UN peacekeeping force in Lebanon, omitting the fact that then {and now] such entities are useless. {For example, a news report on 7/13/2016 claims that Hezbollah has more missiles in Lebanon aimed @ Israel than does the aggregate of NATO. (Israel's UN Ambassador Warns: Hezbollah Has 120,000 Hidden Missiles — More Than All European NATO Allies) http://www.algemeiner.com/2016/07/12/israels-un- ambassador-to-security-council-hezbollah-has-120000-hidden-missiles-more-than-all-of-nato- ossesses/i] Additional examples of how “Israel was showing greater hostility toward the Arabs” were noted, absent reference to Arab [PLO] terrorism. And Israel's having wiped-out Iraq’s nuclear reactor at Osiraq [une, 1981] was characterized as a “belligerent act,” ignoring the fact that it ultimately denied Iraq’s Saddam Hussein the ability to create a nuke, The last ‘graph starts/finishes in a fashion that seems to honor the advent of Islamism (Iranian and otherwise, the “Arab Spring"). [The Islamic revolution enabled the ‘mostaz’afan to find their voice and to vent their anger on rulers and foreign advisors who exalted material wealth and power in the name of “modernization.” ..|t is time for collaboration between ‘Muslims and non-Muslims on a basis of mutual understanding and respect; the need for violent confrontation is past.”] Chapter 20 ["The Gulf Wer and the Peace Process”) has an introduction to a section on “Palestinians and the Peace Process” that ignores ongoing opposition to Israel's existence. ["Lately, what we have been calling the “Arab-Israeli conflict” has reverted to being the ‘Palestinian Question.’ Israel's backers used to attribute the problem to the refusal of the Arab states to recognize the Jewish state. Well, Egypt did 50 in 1979, Jordan would do so in 1984. The Palestinians were victims of the conflict because the Arab governments refused to absorb them, unlike Israel, which has welcomed the Jews from the Arab countries after 1948. | used to argue that, despite the propaganda put out by both Arab nationalists and Zionists, the Palestinians were actually being absorbed or at least employed by both Israel and the Arab states. Recently, though, the Palestinians’ plight has refuted my argument.EDUCATOR MISCONDUCT COMPLAINT Both Israel and the Arab countries seem to have turned against the Palestinians, who now mainly comprise the descendants of the Arab refugees of 1948 from what became Israel.”] Again, notwithstanding the overt opining, factual foundations for the anti-Israel editorialization is sorely lacking. [Because Abington does not employ a later edition of the book, the last chapter of the online version was only “noted.”] Thus, the one major textbook on Middle East History is skewed towards the Palestinian Arabs |to the Point of lionizing the religious foundations for anti-US Islamism] and against recognition that Israel has had to struggle to maintain its existence, Further corroboration of why the Goldschmidt/Davidson textbook on Middle East history must be supplanted/relegated has emerged [The Sickness Bequeathed: Islamic Anti-Semitism, Nazi Fascism and Ethno-Centric Nationalism Continuity in the Muslim Middle East, by Ted A. Wilson and Andrey S. Kulikov. https://kuscholarworks.ku.edu/handle/1808/4558?show-full, page 93]: ‘A Concise History of the Middle East, by Arthur Goldschmidt, Jr. and Lawrence Davidson, is a 559-page volume [Westview Press, Boulder, Colorado, 8” Edition, (2005)] Frequently referenced and selected as a text source for many university courses across the United States, it covers the periods of both world wars, the Palestinian-Israeli conflict and details the profile of Hajj Amin Al-Husseini; while saying absolutely nothing about his involvement with Hitler. On the contrary, it directly advocates that “..it is historically incorrect to regard him as a Nazi.” It goes on to assert: “He was the leader of, @ nationalist movement fighting against British Imperialism and Zionist colonialism.” It does, however, depict the [Grand] Mufti [of Jerusalem] ~ the man who was personally received by Hitler and recruited hundreds of Muslim volunteers for the Nazi SS Brigades —asa “hero to the Palestinian Arabs.” {page 282} ‘The interaction of Hitler/Al-Husseini is a well-documented example of traditional collaboration of anti- Semites _[http://www.jewishvirtuallibrary.org/isource/History/muftihit.html] and, sadly, another component of efforts to exterminate Jewry that merits attention instead of cover-up. Emblazoning this photograph into the minds/hearts of those studying the Shoah is necessary:EDUCATOR MISCONDUCT COMPLAINT [And perhaps the following summary of the Wilson/Kulikov text shows why it should be viewed as a leading candidate to replace what is now the centerpiece for a Middle East history course [0.b., absent the “text <> curriculum” x-walk, it cannot be discerned which course uses this text, and it cannot be determined whether it is “elective” or “core” from the District's perspective]. Noting the contrast between Goldschmidt’s stark pontification and Wilson’s measured tone, opting to employ the iater {or work by Bernard Lewis, for example] should be carefully weighed, for it places European/Global anti- Semitism within a cognizable/accessible context (c/w Act 70): Present day analysis of the relations between Muslim and Jews almost automatically presumes a history of antagonism and animosity. This history is often addressed as primal and stretching back to the beginnings of islam as @ religion. Such postulations trickle into the contemporary political discourse constricting policy achievements for a constructive solution of the current geo-political stalemate in the Middle East. Muslims and Jews, in fact, have a history of co-existence. ‘Anti-Semitism in the Middle East and hostility between Muslims and Jews increased toward the end of the Ottoman rule and moved further toward enmity by World War Il European anti-Semitism of the Middle Ages and Enlightenment period could be viewed as harsher, more violent and brutal than its examples in the Muslim Middle East. Anti- Judaism as a concept in the context of Islam did not always equate to the racial anti- ‘Semitism of Europe and Russia. Anti-Semitism based particularly upon racial or ethnic ‘grounds and involving false suppositions and accusations came to the Muslim Middle East from Europe. The discrimination against the Jews in Europe culminated in the highest form of persecution - Hitler's Holocaust. The Muslim Middle East was contaminated with the ideas of Mein Kampfin the early stages of formation of the independent Arab states out of the remains of the Ottoman Empire. After 1919, Germany, stripped of any role in the region by victorious Britain and France, became only a remnant of the Ottoman-German Alliance. The rise of German power under the Nazis in the 1930s fostered new hopes of alliance across the Muslim Middle East, which could have meant a removal of the British and French colonial powers then present in the region, Many Muslim Arab leaders saw the new Germany of the 1930's as the potential force poised to counter-balance the power distribution in parts of the Arab world governed by Britain and France. The new anti-Jewish ideology, conducive in building a common ‘ground between the occupied Arab states and Germany as the new contender for the world domination, was injected into the religious thought of the day and later woven into the interpretation of the Qur'an. “The evolution of religion alone was not responsible for the formation of anti-Semitic sentiment and the Jew-hatred preached today by some Islamic leaders. The term “islamo-fascism," used in the political discourse in_ 21 ked an outburst of condemnation and protest, However, while it is not applicable to the Muslim world universally, some Muslim groups not only seek to bring about @ totalitarian empire, but have their roots in Naz! ideology and genocide.EDUCATOR MISCONDUCT COMPLAINT Honest acknowledgment of the past propensities in the Muslim Middle East to embrace ‘Nazi ideology and propaganda is a necessary step for understanding the phenomenon of the Islamic terrorism and racial anti-Semitism. Accurate historical background is essential for enacting effective policy decisions. Lastly, in light of the increasing number of comparisons made in the Arab media to equate Israel itself to Nazi Germany and some United Nations diplomats today publicly espousing similar views, there is urgency jin the need to publicize an undistorted historical record on the subject of Islamic anti- feological influence in the Middle East. perspective also provides an example of the “contemporization” process that has been explored from multiple perspectives in prior memos; the key-point, here, is that such discussion doesn’t cross the putative rec-line that would segue from fact into opinionating. Therefore, without quoting any one of the myriad Shoah-related resources that have been ID'ed [including, of course, “Echoes and Recollections”|, the contrast is stark between relying on a text that overtly eschews awareness of a key-facet of anti-Semitism..and invoking texts that would convey knowledge of the global mega-forces of anti-Semitism in past/current cultures. A resource [www_DiscoverTheNetwork.org] self-characterized as “A Guide to the Political Left” provides extensively-hyperlinked background information regarding LAWRENCE DAVIDSON, Inttp://Awww.discoverthenetworks.org/individualProfile.asp?indid=2367] emphasizing this: * Professor of modern Middle Eastern history at West Chester University in Pennsylvania Advocates complete U.S. divestment from Israel Characterizes Palestinian terrorism as the inevitable and logical outgrowth of Israeli depredations ‘* Contends that Hamas does "charitable work" Lawrence Davidson is a professor at West Chester University in Pennsylvania, where he teaches courses in modern Middle Eastern history, the history of science, and European intellectual history. His chief area of research is in U.S-Mideast relations, a subject about which he often speaks publicly Here is his belief-system, all consistent with what had been gleaned previously: Calling Israel an “indecent” and “racist” state guilty of massive human-rights violations against the Palestinian people, Davidson portrays Israeli anti-terrorism measures—such as the use of checkpoints, the construction of a separation barrier in the West Bank, and the “draconian land and sea blockade” of Gaza—as exercises in “pure, mean harassment” designed to “humiliate” the Palestinians and make their lives “as miserable as possible.” Likening such “tactics” to “the behaviors of both pogroms and concentration camps,” the professor denounces the Jewish state for pursuing a “blatantly criminal” campaign of “collective punishment” that has impoverished “over a million and a half people.” “The goal of Israeli society,” says Davidson, is to render non- Jews "second-class citizens and, eventually, [to] expel [them] altogether.” 6EDUCATOR MISCONDUCT COMPLA\ He further accuses Zionists of having “purposely molded” for themselves a “discriminatory society” that practices “ethnic cleansing” against Palestinians, whom “the majority” of Jews view as nothing more than “beasts walking on two legs.” In a January 2009 CounterPunch article about Operation Cast Lead—the Israel-Hamas war which was then raging in Gaza—Davidson stated that “lelver since Israel's withdrawal of its settlers from the Gaza Strip in 2005, it has slowly turned that territory into a besieged ghetto.” Moreover, he accused Israel of wanting “to destroy Hamas” and thereby take away that organization's “ability to do its charitable work and carry on resistence" (sic). “To call Hamas a ‘terrorist organization,” Davidson maintains, is “considerably out of date.” “It would be more fitting,” he proposes, “to assign the epithet to the Israeli government”—which he depicts as a “purveyor of state terrorism” that “has brought sudden death to much larger numbers of innocent people than Hamas.” Asserting further that Hamas “has a right to defend itself against predatory neighbors,” Davidson says that the organization “should not be expected to negotiate” with a nation (Israel) that “adamantly refuses to recognize it as the legitimately elected government of Palestine (which it is).” In. addition, the professor has characterized Hamas’ multitudinous rocket launches into southern israel as "symbolic acts of resistance” that ultimately do “little damage." Davidson contends that Israeli Jews are largely blind to their own human-rights transgressions and thus adhere “to a mythologized and self-centered interpretation of events” that ignores the role Jews themselves have played in provoking terrorism against their country. He further maintains that Israel, emboldened by the considerable financial and military aid it receives from the United States, has “never sought any ‘meaningful compromises with [its] neighbors.” Indeed, he blames America for having “done the most” to make Israel “the bully that dominates the [Mideast] neighborhood.” To punish the Jewish state for its alleged wrongdoings, Davidson advocates “the isolation of the entire Israeli society on the model used against apartheid South Africa.” This could be achieved, he says, by a coordinated worldwide campaign of boycott, divestment, and sanctions. Davidson also admonishes the U.S. for failing, like Israel, to appreciate how its own foreign policies have antagonized Muslims worldwide, and for thus failing to understand its own role in provoking the 9/11 attacks. According to the professor, 9/11 provided “paranoid” American Zionists and American Christian fundamentalists with a pretext ‘upon which to “imagine an Islamic conspiracy to subvert the United States.” He derides such people for drawing parallels between the supposedly bad intentions of Muslims on the one hand, and the “communist aims during the Cold War" on the other. “Both were thought to have secret agents and sleeper cells in the U.S.," says Davidson dismissively, and to be “hostile to the American way of life.”EDUCATOR MISCONDUCT COMPLAINT 4 2008 Davidson supported the presidential campaign of Senator Barack Obama. A month before the election, the professor joined a host of colleagues, students, and academic staff in signing a statement expressing “support” for, and opposing “the demonization of,” the "Distinguished Professor of Education and Senior University Scholar,” Bill Ayers, the former Weather Underground terrorist whose relationship with candidate Obama had drawn sharp criticism from Republicans. On at least one occasion, Davidson has been a guest speaker at a gathering of the Left Forum. To view a list of additional noteworthy Left Forum speakers and panelists, click here. Davidson is a board member of the U.S. Campaign for the Academic and Cultural Boycott of Israel, alongside such notables as Hamid Dabashi, Ilan Pappé, Michel Shehadeh, and honorary advisory board member Desmond Tutu. Davidson is the author of such books as America’s Palestine: Official and Popular Perceptions from Balfour to Israell Statehood (2001); islamic Fundamentalism (2003); A Concise History of the Middle East (co-authored with Dr. Arthur Goldschmidt, 2006 and 2009}; and Foreign Policy Inc: Privatizing American National Interests (2008). This type of author should not be providing the major textbook [apparently] used in Abington. It is #68 in a listing of 181 textbooks and, employing this fact, other sections of this document demonstrate: [1]—it was acquired from Westview Press fand that the 5" Edition is out-of print}; [2)—it thas been used in World Civilizations (Honors) since 1997; and [3]—Abington’s internal procurer was “J. Petersen.” There are no other texts used in 10" Grade World Civilizations (Honors), although others are used in related courses that the “Honors” classes may be encompassing [assuming “World Civilizations I" had been the basis for 9" Grade studies} “World Civilizations il (College Prep)” [178] The World Today: Current Problems & Their Origins (student text) “World Civilizations Il (9 Level)” [175] World Cultures: A Global Mosaic (student text, 2004) “World Civilizations Il (College Prep & Special Ed)” [179] The World Today: Current Problems & Their Origins (answer key) “World Civilizations il (Honors)” [42,127] China: its History and Culture ‘Modern Latin America “World Civilizations Il (1)" [69] Developing World “World Civilizations Il (Career and College Prep)” [70,71] Enjoying Global History Enjoying Global History (Teacher's Edition} “World Civilizations il & All Sped” [88,89] Global Studies Global Studies (Teacher's Esition] “World Civilizations II (Honors)” [92]EpucaTor MISCONDUCT COMPLAINT History of Africa “World Civilizations II (ASI, ASII- All & Special Ed)” [130] ‘Nystrom Desk Atlas [set of 30] “World Civilizations il (3)” [43,44] China: Regional Studies Series China: Regional Studies Series {Teacher's Edition) THUS, it has been tentatively concluded that the FATALLY-FLAWED Goldschmidt/Davidson textbook is the ONLY source used for information about Middle Fast history/politics within the entire Senior High School. its true that others encompassing the Middle East are employed, but no others are “exclusive.” Campus Watch in the Medio htto://www.campus-watch.org/article/id/6969 Whose View of Islam Do You Trust: Pa. Professors or Pa. Police? by Leonard Getz and Steve Feldman The Philadelphia Bulletin (February 26, 2009) http://www.thebulletin.us/articles/2009/02/26/commentary/op-eds/doc49a68792942f3449669724.txt Leonard Getz is national vice president of the Zionist Organization of America; Steve Feldman is the executive director of the Greater Philadelphia District of ZOA. Which Pennsylvania institution do you think is doing the better job educating its students about Islam, West Chester University or the Municipal Police Officer Education & Training Commission? ‘The answer lies in a comparison between a conference West Chester University hosted recently called “Islam In America: Understanding Intercultural Differences" and a course the Commission is mandating for its law enforcement personnel, "Radical Islam: A Law Enforcement Primer. ‘The panelists chosen for the West Chester University program appear to have been plucked from a who's who of apologists for Islam. There was iftekhar Hussain, chairman of the Council on America Islamic Relations (CAIR) for Pennsylvania, The U.S. Department of Justice, labeled CAIR as part of a Hamas-affiiated conspiracy in the United States. "Since its founding by Muslim Brotherhood leaders,” says Justice, "CAIR has conspired with other affiliates of the Muslim Brotherhood to support terrorists.” At the conference, Mr. Hussain portrayed CAIR and other like-minded groups [such as the Muslim Public A‘fairs Council, the Muslim American Freedom Foundation, Islamic Society of North America and Muslim Students Association] as merely civil-rights or benign social organizations. When he was asked whether the terrorist-front group, the Holy Land Foundation, helped finance CAIR, Mr. Hussain dismissed the allegation as the amount was only $5,000. When he made the unsubstantiated claim that hate crimes against Muslims were increasing, but then told that the FBI found hate crimes against Muslims were actually decreasing, he called the FBI findings "lies."EDUCATOR MISCONDUCT COMPLAINT ‘Then there was Imam Hassan Qazwini. In the 1980s, just after the onset of the Islamic Revolution, Imam Qazwini immigrated to Iran with his family. In 1998, he founded the Young Muslim Association, aimed at educating Muslim American youth. He also heads a mosque that hosted avowed anti-Semite Louis Farrakhan. When Minister Farrakhan called Jewish Americans "forces of evil" with a "Satanic mentality,” Imam Qazwini and his congregants gave Minister Farrakhan a standing ovation, At the WCU conference, he described "jihad" as "the inner struggle one has to go through to be a better person ... not to gossip, not to steal, not to lie." He made no mention that radical Muslims understand "jihad" to mean Islamic revolution, and the motivating force behind Muslim terrorism. He claimed: "Over 99 percent of Muslims are peace-loving and law-abiding" when most experts say 10 percent are radical Islamists. At 120 milion people, this is equal to about one-third of the population of the United States. Imam Qazwini is also reportedly a close associate of Sheikh Mohammed Hussein Fadlallah, spiritual leader of the Lebanese terrorist group Hezbollah, which has murdered scores of Americans. But if these special guests of West Chester University, (and its numerous co-sponsoring university groups) didn't show up, WCU could have relied on their in-house propagandists. Dr. Lawrence Davidson, professor of history, teaches courses in modern Middle Eastern history and is the author of America's Palestine: Official and Popular Perceptions from Balfour to Israeli Statehood. In a January 2009 article in Counterpunch, Dr. Davidson defends the terrorist group Hamas, (a group that openly calls for the murder of Jews), and makes the patently false and hysterical claim that Israel (not Hamas) “has slowly turned the Gaza territory into a besieged ghetto” and accuses Israel of "committing crimes against humanity" without any evidence to support his scurrilous accusation. He offers not a word about Hamas stealing U.N. aid meant for the people of Gaza. In the same article, Dr. Davidson puts forward other delusional ranting that causes not a stir among university officials, probably because it fits neatly into their agenda of teaching falsehoods about Israel. Dr. Davidson writes that the United Nations Security Council, which includes Libya, China and Russia follows] the lead of their basically pro-Zionist governments," and that "resistance groups of Gaza had only their home made [sic] missiles to fight back offensively." The fact that the U.N. confirmed Gazans fired at Israeli civilians using Iranian supplied and Chinese-made Grad and Katyusha rockets (smuggled through Egypt) is immaterial. He, like the debunked Jimmy Carter, accuses Israel of being an apartheid society, despite the fact that 10 Arab Israelis serve in the Knesset, one Arab Israeli serves on its Supreme Court and several other Arab Israelis serve as diplomats and cabinet ministers. Not to mention Israeli Arabs and other minorities enjoy ‘equal rights and have a higher standard of living than Arabs in other Middle Eastern lands. ‘At the conference, he asked and answered his own question: "Why were we attacked on 9/11? According to Bush, because Muslims hate our values.” Of course, President Bush differentiated between the Muslim faith and radical Islam. But Dr. Davidson kept Mr. Bush's distinction a secret. Dr. Davidson openly admitted coercing his students to attend this one sided [sic] conference, saying "some of the students have been dragooned here — it's for your own good.” Some faculty members dangled the carrot of extra credit in front of their students, making it difficult to choose not to attend.EDUCATOR MISCONDUCT COMPLAINT ‘Then there is Dr. William Leslie Hewitt, professor of history and graduate coordinator, who doesn't attempt to hide his contempt for America. At the conference, he exclaimed: "There is ‘self-delusion’ ‘among Americans. We think of ourselves as a peaceful people, but do not use the term ‘genocide’ to describe what Americans have done to, say, native Americans...Our historical approach is a violent one _..When the U.S. invades a country, we call it ‘offering democracy’." No one offered an opposing view. ‘And let's not forget Dr. Helen Schroefper, assistant professor in the department of philosophy/religious studies who developed courses on Women and Religion, Religion in America, and Islam. What better candidate to whitewash Islam's violent tendencies toward women, [sic] She cited Quran Sura 4:34 which instructs men to "beat them [women] lightly," and spun it as a positive thing, saying "this is meant to limit violence against women, not encourage it." But the fact is "The Quran says the Husband should first verbally admonish her, next ground her to the bedroom like a child, and finally when all else fails, to beat her.” {See http://www. bible.ca/islam/islam- fe-beating-koran-4-34.htm.} Perhaps out of professional courtesy, Dr. Davidson invited retired Penn State professor of Middle Eastern history, Dr. Arthur Goldschmidt. Dr. Goldschmidt — who not surprisingly collaborated with Dr. Davidson on a book — made outlandish statements such as "militant Muslims only want people to respect them" ignoring the fact that militant Muslims pose a critical threat to Western society. He sald: {have a fairly positive attitude about the Muslim Brotherhood," a view shared by Osama Bin Laden deputy Ayman al-Zawahiri and Sayyid Qutb, the man who inspired the formation of al-Qaida. He claimed that "Muslims are more likely to suffer from war and violence than to initiate them" when in fact there are currently 17 conflicts or wars in the world begun by Muslims. {See http://en.wikipedia.org/wiki/List_of_wars in the Muslim world#Modern Wars.) But the most insulting, self-servicing and laughable invective from Dr. Goldschmidt was in telling the students to beware of the works by Daniel Pipes and Robert Spencer as these men are not scholars. It's understandable that Dr. Goldschmidt would steer his students away from Mr. Pipes and Mr. Spencer, as people like Dr. Goldschmidt are on their radar screen. Daniel Pipes’ CampusWatch monitors distorted teachings about Islam on college campuses and Robert Spencer's latest book, Stealth Jihad: How Radical Islam is Subverting America Without Guns or Bombs, describes institutions of higher learning like West Chester University, and professors like Dr. Goldschmidt and Dr. Davidson perfectly: "American universities have become propaganda centers not only for the anti-American Left, but for stealth Jihadists and their allies — the apologists who are dedicated to lulling Americans into believing there is no jihadist threat.” When the Zionist Organization of America suggested to WCU interim President Dr. Linda L. Lamwers that balance be added to the program, and offered to make recommendations prior to the opening of this conference, she shot us down, despite the fact that their announcement reads: "Don't Be Surprised If We Add Special Guests!” She justified her response to us in a letter with this gem: "1 do want to point out that West Chester University has proudly established a Holocaust and Genocide Education Center which has offered of a number of courses." "EDUCATOR MISCONDUCT COMPLAINT Either its Holocaust Center has failed to teach, or Dr. Lamwers has failed to learn that when Nazism first came on the scene it too was not taken seriously. But by the time its tyranny was finally understood, it was too late. ‘A more honest approach to the study of Islam occurs about 50 miles northwest of West Chester where the Municipal Police Officers Education & Training Commission offers a course to its law enforcement Personnel to “illuminate the foundations of radical ideology known as Jihadism and make clear that “radical Islam poses an ominous and ever present threat to the West in general and to the United States and its allies in particular." The course was developed to "better understand the mindset, motivations and actions" of the various radical Islamic groups. It is interesting to point out that while both the university and the Commission claim to present "an understanding” of Islam, it is the Commission's training course that discusses the verses in the Quran that call for the killing of non-believers, the abrogation of Jewish and Christian scriptures, and that Islam means "submission to the will of Allah.” While the training course reiterates that most Muslims observe only the moderate teachings of Islam, the university doesn't even acknowledge the threat of radical Islam, Contributors to the Commission's training course include Dr. Emir Caner, the dean of Southwest Baptist, Theological Seminary and a former Muslim; Dr. Mark Gabriel, who has a doctorate in Islamic history and. culture and is @ former Muslim; Dr. Lawrence Goodson, a professor of Middle East Studies in the Department of National Security and Strategy at the U.S. Army War College; and Dr. Walid Phares, a Senior Fellow and Director of the Future Terrorism Project at the Foundation for the Defense of Democracies, born and raised in Lebanon, Unlike West Chester University which promoted the white washing of the meaning of “Jihad,” the Commission's training manual quotes Dr. Phares: "Jihad is not benign, and the West's denial of that fact is terribly ironic. The United States is paving the way for its own defeat by blurring its vision, confusing its mind and moderating its reactions to the early danger signs.” ‘Where WCU allows Dr. Goldschmidt to give short shrift to the dangers of the Muslim Brotherhood, the Commission's training course clearly warns that the "Muslim Brotherhood is the operational organization that controls the Islamist movement and its ideology helped spawn various radical groups including Hamas." The course includes the founder of the Muslim Brotherhood Hasan Al Banna’s article, "The Way of Jihad” which includes the following passage: "Think not of those who are killed in the Way of Allah as dead ... whosoever fights in the Cause of Allah and is killed is victorious.” The irony here is that one Commonwealth of Pennsylvania institution is training its police to protect people from an evil that another Commonwealth of Pennsylvania institution denies even exists. Go figure.EDUCATOR MISCONDUCT COMPLAINT Distillation of the Suggested Insertions ~ Supplemented by Current Events This focuses on what should be added in Abington, with an eye toward providing a statewide model- curriculum, remodeled based on what may comprise another school district's substrate. The more ‘overlapping information that is invoked, the more an underlying sequential strategy to create continuity will have become manifest. Wikipedia hyperlinks provide extensive-cites. 8" Grade Social Studies [see page #16] https://en.wikipedia.org/wiki/Human rights https://en.wikipedia.org/wiki/Freedom_of speech 7* Grade Social Studies [see page #23] https://en.wikipedia.org/wiki/Armenian Genocide https://en.wikipedia.org/wiki/Genocide https://en.wikipedia.org/wiki/Genocides in_histo 8 Grade Social Studies [see page #46] https://en.wikipedia.org/wiki/Human_rights#Violations bhttp://www.reuters.com/article/uk-slavery-idUSL1561464920070322 9 Grade Social Studies [see page #47] http://echoesandreflections.org/the-lessons/lesson-1-indexy https://en.wikipedia.org/wiki/Oh! What _a_Lovely War 10 Grade Social Studies [see page #48] http://echoesandreflections.org/the-lessons/lessons-components/ {second and third lessons} http://echoesandrefiections.org/resource-center/educator-video-toolbo» https://en.wikipedia.org/wiki/Ship_of Fools film) https://en.wikipedia.org/wiki/The Holocaust 11° Grade Social Studies [see page #69] https://www_ushmm.org/wlc/en/article,php?Moduleld=10005182 hitos://en.wikipedia.org/wiki/Auschwitz bombing debate http://echoesandreflections.org/the-lessons/lessons-components/ {fourth and fifth lessons} http://echoesandreflections org/resource-center/educator-video-toolbox, httos://en.wikipedia.org/wiki/Holocaust_(miniseries https://www.youtube.com/playlist2list=PLwBDLe3_hLE4a7g5b-3XsDxn5pAvnpF BEDUCATOR MISCONDUCT COMPLAINT 12 Grade Social Studies [see page #72 http://echoesandreflections.org/the-lessons/lessons-components/ {sixth-through-tenth lessons} http://echoesandreflections.org/resource-center/educator-video-toolbox/ “Man's Search for Meaning” by Viktor Frankl. 6" Grade Social Studies Introduce the concept of Human Rights and its tenets, encouraging students to address these: 7.1 Right to life 7.2 Freedom from torture 7.3. Freedom from slavery 7.4 Right to a fair trial 7.5 Freedom of speech 7.6 Freedom of thought, conscience and religion 7.7 Freedom of movement 7.8 Rights debates 7.8.1 Right to keep and bear arms 7.8.2. Future generations 7.8.3 Sexual orientation and gender identity 7.8.4 Trade 7.85 Water 7.8.6 Sexual and reproductive rights 7.8.7 World Health Organization 7.8.8 Information and communication technologies 7.8.9 Right to Non-refoulement vs. Right to Asylum By expanding the interpersonal [micro] concepts in the flip-chart, to [macro] issues, students would be able to recall/discuss newly-appreciated Human Rights that hadn’t previously reached overt consciousness-level consideration. It would be apt to focus upon Speech-Freedom for it is intuitive in this age-group [as elementary school is being completed], and it also segues into the overall desire to help students learn ASAP how to set appropriate personal limits [e.g., sexting]. Explore major forces-at-play (ID’ed when Human Rights were violated in the Holocaust] manifest when rooted in prior genocides [Armenia, Ireland], extant in concurrent genocides (Russia, China], afoot in subsequent genocides (Cambodia, Darfur] and currently extant [Yazidis, Christians]. These could be discussed within geographical contexts and invoked to explore how people/places interact. Lemkin coined the word “genocide” when Armenians were targeted and, thus, students could simply compare/contrast these two types of mass-murder, Nazi/Armenian, By expanding the geographical [micro] concepts in the coursework, to [macro] issues, this would introduce the “contemporization” [“relevance”} concept that would permeate these efforts. 4EDUCATOR MISCONDUCT COMPLAINT £8" Grade Social Studies Recap the list of human rights and discuss when they may be unambiguously violated (again, citing both history and current events]. Because slavery violates human rights, probing its origins [dating back to Biblical (arguably-hierarchal) roots] would allow for comparing/contrasting the history of past/present slavery, citing [1]—abolition of slavery in Europe, (2]—economic factors that fomented the War Between the States, and [3]—ways people feel “behaviorally” enslaved, justifiably or not. Expanding the American-slave [micro] concepts in the coursework, to [macro] issues unifying awareness of the ‘manifestations of racial/religious bigotry, citing engrained sources that yielded both enslavement of one ethnic group [e.g., African Americans] by another, and the murder of one religious/cultural group [e.g., Jews] by another. 9" Grade Social Studies Delve into the first of ten lessons on the Holocaust, introducing the roots of genocide and how they are scrutinized. {Note that the Echoes and Reflections website projects the need to devote 120-180 minutes to complete this sample-unit and that this illustrates how to compose others.) Although the European roots of anti-Semitism antedate the onset of WW-1, noting the farcical triggers for its inception [setting the stage for WW-Il] enhances awareness of how deep-set rumblings [of prejudice] can suddenly cause movement of tectonic plates [of modern history]. Expanding the WW-l/WW-II [micro] concepts in the coursework, to [macro] issues would then introduce a sobering, intuitive mantra [murder is the worst form of human rights violations"), placing the Holocaust and Genocide into a dynamic context [recognizing that they evolve from Human Rights Violations, as perps often purposely obscure their inherent incrementalism]. 10* Grade Social Studies Recap the Nuremberg Laws, for they “legalized” the Nazis’ initial anti-Semitic efforts, and delve into the second and third lessons on the Holocaust c/o Echoes and Reflections; elucidation of the profundity of the “anti-Semitism” manifest in “Nazi Germany” would segue into discussion of how demagogues invoke key forces [economic, political, social, religious, cultural, philosophical] to enhance anti-Semitism and, by extension, Genocide and Human Rights Violations. Therefore, expanding Nazi anti-Semitism [micro] concepts in the coursework to [macro] manifestations would increasingly prompt students to invoke didactic information when contemporizing. Drawing from current affairs would help them compare/contrast why leaders have or haven't forthrightly opposed/fought atrocities whenever any such threats arise, particularly when tools existed that can be redirected to this end [including the capacity to “Send in the Marines’. 11" Grade Social Studies Invoke the fourth [“Ghettos") and fifth ["Final Solution”) lessons on the Holocaust c/o Echoes ond Reflections, invoking [if possible] the 1980's TV-miniseries “Shoah.” Students could then be asked what they would do if situated in variable locales [Jewish in Germany, Gentile in America] after having been apprised of the discomfiting facts that the Holocaust was building in the ‘30's and exploding in the ‘40's. 15EDUCATOR MISCONDUCT COMPLAINT By expanding the Holocaust [micro] concepts in the coursework to [macro] Issues, students could be invited to conjure how they would act if they were either potential-victims of contemporary “man-made catastrophes” [modern jargon] or positioned to act affirmatively/decisively to eradicate such inhuman conduct [in all ramifications] as a priority. 12" Grade Social Studies Invoke the sixth-through-tenth lessons on the Holocaust c/o Echoes and Reflections [Jewish Resistanc Rescuers and Non-Jewish Resistance; Survivors end Liberators; Perpetrators, Collaborators and Bystanders; and The Children], invoking non-fiction survival-accounts with unblemished import, decades hence, such as the inspirational “Man’s Search for Meaning” This would easily yield recapping ‘multifactorial origins of anti-Semitism engrained in Europe, prompting students to categorize responses to the Holocaust and then to x-ruff these rejoinders with how current-day leaders react to current-day Genocide. By expanding the Perfect-Storm [micro] concepts in the coursework, to [macro] issues, other units in a restored semester-long MANDATED 12” Grade Social Studies curriculum would launch students into a turbulent world, armed with didactic data that would maximize desire for and ability to achieve lifelong learning. To follow are cites from the Wikipedia websites, recognizing both that anyone can modify text and that editors briskly review such submissions to ensure veracity; obviously, curricular-goals, subject- overviews, and lesson-plans can be sculpfed accordingly, perhaps modeled after major excerpts from ‘the following. Apologies are perhaps indicated regarding the length of this section but—due to the need ‘to encompass all “Contents” within “References”—the extended version of what is intended to be taught was necessarily generated. Recalling how this process has been methodically carried-out, there appears to have been no alternative than to provide what may be perceived as “muscle on the bone” of the “skeletal” outline previously, strategically, written. Omitted, of course, is elaboration of the content in each section of the Contents; this may be excerpted to whatever degree is deemed necessary to ensure credibility of the data is assured. {Apologies for the length of this document cannot be proffered, inasmuch as it is felt that it is a totally unnecessary requirement imposed by “educators” who wish to impede what they view as turf-intrusion when, in actuality, the goal is to ensure compliance with all facets of Act 70.) The page #’s on which each entry may be located are noted on the outline on page #13. {INSERTED COMMENT: These related to the original document, so they were updated in this copy thereof } 6" Grade Social Studies hhetps://en.wikipedia.org/wiki/Human rights Contents + 1___ History of the concept © 14 16°18" century e 12 19% century © 13 20 century 16EDUCATOR MISCONDUCT COMPLAINT 2____ Philosophy ecoace 24 Classifica BL Criticism 3.2__ Categorization 3.3___Three generations 4___ International protection and promotion ‘4.1 United Nations Charter 4.2 Universal Declaration of Human Rights International treaties 44 45 ustomary international law International humanitarian law 4.6 United Nations system 4.6.1 Political bodies * 46.11 rity Council + 4.6.1.2 General Assembh + 4.6.1.3 Human Rights Council 4.6.2 Treaty bodies 4.7___ Regional human rights regimes 4.8 Human rights promotion 5___Non-governmental actors 5.1 Non-governmental organizations 5.2 __Human rights defenders 5.3 Corporations 6 Violations Z__Substantive rights Z1__Right to life Z.2___ Freedom from torture © 73 Freedom from slavery o 24 Right to a fair trial o 2 Freedom of speech °o 76 Freedom of thought, conscience and religion o 77 Freedom of movement © 728 Rights debates + 7.8.1 Right to keep and bear arms + 782 Future generations + 183 Sexual orientation and gender identi * 7.84 Trade + 785 Water « 7.8.6 Sexual and reproductive rights . 2__Worlk Organization + 7.8.8 Information and communication technologies + 7.8.9 Right to Non-refoulement vs. Right to Asylum 8 __Relationship with other topics © 8.1 __ The environment &2 National security 7EDUCATOR MISCONDUCT COMPLAINT © 83. Relativism and universalism 9 See also 10___ References 11__Bibliography © 1L1__ Books ° Atti © 113 Online © 1.4 Miscellaneous 12_Further reading 13 External links Bibliography Books Beitz, Charles R. (2009). The idea of human rights. Oxford: Oxford University Press. ISBN 978- 19-957245-8, ‘Moyn, Samuel (2010). The last utopia: human rights in history. Cambridge, Mass.: Belknap Press of Harvard University Press. ISBN 978-0-674-06434-8. External link in |title= (help) Donnelly, Jack (2003). Universal human rights in theory and practice (2nd ed.). Ithaca: Cornell University Press, ISBN 978-0-8014-8776-7, Ball, Olivia; Gready, Paul (2006). The no-nonsense guide to human rights. New Internationalist. Oxford. [SBN 978-1-904456-45- Freeman, Michael (2002). Human rights: an interdisciplinary approach. Cambridge: Polity Press. ISBN 978-0-7456-2355-9, Doebbler, Curtis F. J (2006). Introduction to international human rights Jaw. Cd Publishing. ISBN 978-0-9743570-2-7. Keys, Barbara J, (2014). Reclaiming American Virtue: The Human Rights Revolution of the 1970s, Cambridge, MA: Harvard University Press. Shaw, Malcolm (2008). International Law (6th ed.). Leiden: Cambridge University Press. ISBN 978-0-511-45559-9, Ishay, Micheline R. (2008). The history of human rights: from ancient times to the globalization era. Berkeley, Calif: University of California Press. ISBN 0-520-2564: Brownlie, lan (2003). Principles of Public International Law (6th ed.). OUP. ISBN 0-19-955683-0, Glendon, Mary Ann (2001). A world made new: Eleanor Roosevelt and the Universal Declaration of Human Rights. New York: Random House. [SBN 978-0-679-46310-8. Sepilveda, Magdalena; van Banning, Theo; Gudmundsdéttir, Gudriin; Chamoun, Christine; van Genugten, Willem J.M. (2004). Human rights reference handbook (3rd ed. rev. ed.). Ciudad Colon, Costa Rica: University of Peace. ISBN 9977-925-18-6,[5] Ignatieff, Michael (2001). Human rights as politics and idolatry (3. print. ed.). Princeton, NJ: Princeton University Press. ISBN 0-691-08893-4 Articles Alston, Philip (August 2005). "Ships Passing in the Night: The Current State of the Human Rights and Development Debate seen through the Lens of the Millennium Development Goals". Human Rights Quarterly. 27(3): 755-829. doi:10.1353/hrq.2005.0030. Endsjo, Dag @istein (2005). "Lesbian, gay, bisexual and transgender rights and the religious relativism of human rights". Human Rights Review. 6:2 (2): 102-10. doi:10.1007/s12142-005- 1020-1. 18EDUCATOR MISCONDUCT COMPLAINT + Glendon, Mary Ann (April 2004). "The Rule of Law in The Universal Declaration of Human ights". Northwestern University Journal of international Human Rights. 2:5. Online ‘+ Nickel, James (2010). "Human Rights". The Stanford Encyclopedia of Philosophy (Fall 2010 ed.) Fagan, Andrew (2005). "Human Rights". The Internet Encyclopedia of Philosophy. ISSN 2161- 0002. Miscellaneous + Roosevelt, Eleanor (December 9, 1948). On the Adoption of the Universal Declaration of Human Rights (Speech). Third regular session of the United Nations General Assembly. Paris, France. = "Universal Declaration of Human Rights". UN General Assembly. December 10, 1948. 217 A (Il) Further reading + Abouharb, R. and D. Cingranelli (2007). "Human Rights and Structural Adjustment". New York: ‘Cambridge University Press. + Barzilai, G (2003), Communities and Law: Politics and Cultures of Legal Identities. The University ‘of Michigan Press, 2003. ISBN 0-47211315-1 + Barsh, R. (1993). “Measuring Human Rights: Problems of Methodology and Purpose.” Human Rights Quarterly 15: 87-121. * Chauhan, 0.P. (2004). Human Rights: Promotion and Protection. Anmol Publications PVT. LTD. ISBN 81-261-2119-X ‘+ Forsythe, David P. (2000). Human Rights in International Relations. Cambridge: Cambridge University Press. International Progress Organization. ISBN 3-900704-08-2 + Forsythe, Frederick P. (2009). Encyclopedia of Human Rights (New York: Oxford University Press) ‘+ Ishay, M. (2004). The history of human rights: From ancient times to the globalization era. Los Angeles, California: University California Press. ‘+ Landman, Todd (2006). Studying Human Rights. Oxford and London: Routledge ISBN_0-415- 32605-2 ‘+ Renouard, Joe. Human Rights in American Foreign Policy: From the 1960s to the Soviet Collapse (U of Pennsylvania Press, 2016). 324 pp. © Robertson, Arthur Henry; Merrills, John Graham (1996). Human Rights in the World: An Introduction to the Study of the International Protection of Human Rights. Manchester University Press. ISBN 0-7190-4923-7, * Steinberg, Gerald M., Anne Herzberg and Jordan Berman (2012). Best Practices for Human Rights and Humanitarian NGO Fact-Finding. Martinus Nijhoff Publishers / Brill SBN 9789004218116 + Steiner, J. & Alston, Philip. (1996). international Human Rights in Context: Law, Politics, ‘Morals. Oxford: Clarendon Press. |SBN 0-19-825427-X * Shute, Stephen & Hurley, Susan (eds.|. (1993). On Human Rights: The Oxford Amnesty Lectures. New York: BasicBooks. [SBN 0-465-05224-X External links ‘+ "Human rights", Internet Encyclopedia of Philosophy. ‘+ United Nations: Human Rights + UN Practitioner's Portal on HRBA Programming UN centralized webportal on the Human Rights- Based Approach to Development Programming ‘Simple Guide to the UN Treaty Bodies (International Service for Human Rights) Country Reports on Human Rights Practices U.S. Department of State. International Center for Transitional Justice (ICT) ‘The International institute of Human Rights 19EDUCATOR MISCONDUCT COMPLAINT IHRLaw.org International Human Rights Law — comprehensive online resources & news Human rights at DMOZ https://en.wikipedia.org/wiki/fFreedom of speech Contents, © 1___ Origins © 2 Right to freedom of speech and expression o 2d Jationship to other rights + 3.__Democracy + 4 Social interaction and community 25 imitations ‘+ 6___The Internet and information Society © 6.1 Freedom of information © 6.2 Internet censorshit z History of dissent and truth 8___See also 9 References 10__ Further reading 11___External links Mill, John Stuart (1859). "Inlroductory* On Liberty (4th ed,). London: Longman, Roberts & Green (published 1869). para. 5 Society can and does execute iis own mandates ... it practises 2 social tyranny more formidable than many kinds of political oppression, since, though not usually uphold by such extreme penalties, it leaves fewer means of escape, penetrating much more deeply into the details of life, and ensiaving the soul itself. Protection, therefore, against the tyranny of the magistrato is not enough. Jump up’ Mill, John Stuart (1859). Discussion’. On (4th ed.). London: Longman, Roberts & Green (published 1869). para. 19. in respect to all persons but those whose pecuniary circumstances make them independent of the good will of other people, opinion, on this subject, is as efficacious as law; ‘men might as well be imprisoned, as excluded from the means of eaming their bread. Jump up’ Ton Cate, irene M. (2070). "Speech, Truth and Freedom: An Examination of John Stuart Mil's_and_Justice Oliver Wendell Holmes's Free Speech Defenses" Yale Joumal of Law & the ‘Humanities. 22 (1) Article 2. {A} central argument for freedom of speech in On Liberty is that in order to maximize the benefts a society can gain .. must permanently commit (0 restraining dominant {groups from their natural inclination to demand conformity Jump up’ Wragg, Paul (2015). "Free Spooch Rights al Work: Resolving tho Differences between Practice and Liberal Principle” (POF). Industrial Law Joumal. Oxford University Press. 44 (1) 11. (subscription required (help). Comparison may be made between Mills tyrannical majority’ and the employer who dismisses an employee for expression that it disikes on moral grounds. The protection of employer action in these circumstances evokes Mills concem about state tolerance of coercive ‘means to ensure conformity with orthodox moral viewpoints and so nulify unorthodox ones. Jump up van Mil, David, ‘Freedom of Speech’. Stanford Encyclopedia of Philosophy. Retrieved 10 Apnil 2014 Jump ups “Article 19" Intemational Covenant on Civil and Political Rights. Office of the United Nations High Commissioner for Human Rights; adopted and opened for signature, ratification and accession by UN General Assembly resolution 2200A (XX) of 16 December 1966, entry into force 23 March 1976. 23 March 1976 Retrieved 13 Merch 2014: Jump up* Ambika Kumar (Summer 2006). "Using Courts to Enforce the Free Speech Provisions of the International Covenant_on_Civil_and_Pollical Rights". Chicago Joumal of international Law. 7 (1) (subscription required) ‘Jump up to: +2« Smith, David (2006-02-05). "Timeline: a history of tree speech" The Guardian London. Retrieved 2010-06-02. 20EDUCATOR MISCONDUCT COMPLAINT Jump up* Reaflaub, Kurt; Ober, Josiah; Wallace, Robert (2007). Origins of democracy in ancient Greece. University of Califomia Press. p. 65 ISBN 0-520-24562-8, Jump up*M. P. Charlesworth (March 1943). “Ereedom_of Speech _in_ Republican Rome" The Classical Review. The Classical Association. 57 (1). 49.doi:10, 1017/s0009840x0034 1283. Jump up’ Wiliams, E. N. (1960). The Eighteenth-Century Constitution. 1688-1815. Cambridge University Press, pp. 26-29. OCLC 1146699 Jump ups Arthur W. Diamond Law Library at Columbia Law School (26 March 2008). ‘Declaration of the Rights of Man and of the Citizen” Hrer org. www incr.org. Retrieved 25 June 2013. Jump up’ United Nations (10 September 1948). "The Universal Declaration of Human Rights" UNorg. ww-.un.org, Retrieved 25 June 2013, ‘* Jump up to: a®*#* Andrew Puddephatt, Freedom of Expression, The essentials of Human Rights, Hodder Arnold, 2008, pg.128 ‘* Jump up to: a+ Bret, Sebastian (1999). Limits fo tolerance: freedom of expression and the public debate in Chile. Human Rights Waich. p. xxv. [SBN 978-1-56432-192-3, Jump upé Sanders, Karen (2003). Ethics & Journalism, Sage. p. 68, [SBN 978-0-7619-6967-9. Jump up’ Marlin, Randal (2002). Propaganda and the Ethics of Persuasion. Broadviow Press. pp. 226-227, ISBN 978-1551113760 Jump ups Marlin, Randal (2002). Propaganda and the Ethics of Persuasion. Broadview Press. p. 226. ISBN 978-1551113760, Jump up Marlin, Randal (2002). Propaganda and the Ethics of Persuasion. Broadview Press. (pp. 228-229. ISBN 978-1551113760. Jump up’ ‘A Decade of Measuring the Quality of Govemance" (POF). World Bank. Archived from the ‘original (PBF) on Apri 8, 2008. Jump up’ "Freedom of expression promotes democracy'htp:/wmw.dande.eu/en/articie/alexander- tschke-promoting-free-media-task-development-policy, by Alexander Matschke in E*C/E+Z January 2015 Jump ups Marlin, Randal (2002). Propaganda and the Ethi n. Broadview Press. p. 229. ISN 978-1551113760. Jump up* "A message from Chancellor Block on the importance of civil discourse." Newsroom. 16 May 2014. 18 May 2014. ‘Jump up to: a#=#* "Freedom of Speech" Stanford Encyclopedia of Philosophy. 17 Apri 2008. Retrieved 29 May 201%. Jump up* Church members enter Canada, aiming to picket bus victim's funeral. CBC News, 8 August 2008 ‘Jump up to: a*Harcourt. "Conclusion" The Collapse of the Harm Principle. Retrieved 7 ‘September 2015. Jump ups Kenneth Einar Himma. “Philosophy of Law’. Inlemet Encyclopedia _of Philosophy. Retrieved 13 March 2014. Jump up “Tenemos Que Librar Con Ferocidad La Luche Por Le Libertad De Expresion’, “Libertad Digital internacional, 2010 Jump up’ "Noam Chomsky interview’, "The Telegraph’, July 8, 2010, Jump up4 Lechtholz-Zey, Jacqueline: Laws Banning Holocaust Denial. Genocide Prevention Now, Retrieved September 2, 2010 Jump ups Caglayan, Mustafa (19 January 2016). "Norman Finkelstein: Charlie Hebdo is sadism, not satire", vavw.aa.comtr. Anadolu Agency. Retrieved 26 January 2015. Jump up’ *Culte Musulman et Islam de France" CFOM TV. 22 March 2007. Relrieved 21 December 2011. Jump up’ Brandenburg v. Ohio, 395 U.S. 444 (1989) Jump up’ Jasper 1999, p. 32 Jump upé Brandenburg, at 447 Jump up’ Brandenburg, at 450-1 Jump up’ Lewis 2007, p. 124 Jump up Glanville, Jo (17 November 2008). "The big business of net censorship" The Guardian London. Retrieved 26 March 2014. 2EDUCATOR MISCONDUCT COMPLAINT. ‘Jump up’ Godwin, Mike (2003). Cyber Rights: Defending Free Speech in the Digital Age. MIT Press. ‘pp. 349-352 [SBN 0-262-57 168-4 “Jump up_to: @® Rowland, Diane (2008). Information Technology Law. Routledge-Cavendish, pp. 463-465. ISBN 978-1859417560. Jump ups Klang, Mathias; Murray, Andrew (2005). Human Rights in_the Digital Age. Routledge. p. 1. ISBN 978-1-9043 Jump up’ Guibault, Lucy; Hugenholtz, Bemt (2006). The future of the public domain: identifying the commons in information law, Kluwer Law Intemational. p. 1. ISBN 9789041124357, ‘Jump ups Protecting Free Expression Online with Freenet — Internet Computing, IEEE Jump up Paul, Darren (January 14, 2008). "industry rejects Australian govt sanitized Intemmet ‘measure” The Industry Standare Jump up’ Marti, Robert. Adam, G. Stuart (1994). A Sourcebook of Canadian Media Law. MoGi- ‘Queen's Press. pp. 232-234. ISBN 0866292387, Jump up’ Deibert, Robert; Palfrey, John G; Rohozinski, Refal; Zitrain, Jonathan (2008). Access denied: the practice and policy of glabal Intomet ftering. MIT Press. Jump up’ “Mission”. Global intemet Freedom Consortium. Retrieved2008-07-29 Jump up§ Intemet Enemies, Reporters Without Borders, Paris, March 2011 ‘Jump up’ Watts, Jonathan (February 20, 2006). "War ofthe words” London: The Guardian Jump up’ "How Censorship Works in China: A Brief Overview”. Human Rights Watch Retrieved 2606-08-30 ‘Jump up’ Chinese Laws and Regulations Regarding Internet Jump up’ "6_ Henric van Cuyek, Bishop of Roermond (1546-1609). Paneayricae orationes septem. couvain: Phiipous Zanarus, 1596." Ecclesiastical Censorship, ‘Heresy and Error’ The Ecclesiastical Censorship of Books, 1400-1800. Bridwell Library. December 17, 2000. Retnieved 26 June2011. "Jump up to: ade Sola Pool, Ithiel (1983). Technologies of freedom. Harvard University Press, . 14. [SBN 976-0-674-87233-2 “Jump up to: a8# MacQueen, Hector L; Waelde, Charlotte; Laurie, Graeme T (2007). Contemporary Intellectual Property: Law and Policy. Oxford University Press. p. 34. [SBN 978-0-19-926339-4 ‘Jump up Castllo, Anastasia (2010). Banned Books: Censorship in Eighteonth-Gentury Enaiand. GRIN Verlag. p. 12. ISBN 978-2-640-71688-3. ‘Jump up’ "The index of expurations" ‘Heresy and Error’: The Ecclesiastical Censorship of Books, 1400-1800. Bridwell Library. December 17, 2000. Retrieved 26 June 2011. Jump up’ ’52__Jacobus de Voragine (c._ 1230-1298). Legenda aurea _sanctonum, Madrid: Juan Garcia, 1688". The Index of Expurgations, ‘Heresy and Error: The Ecclesiastical Censorship of Books, 1400-1800. Bridwell Library. December 17, 2000. Retrieved 26 June 2011. ‘Jump up to: a 8 «#2 Sanders, Karen (2003). Ethics & Journalism Sage. p. 66 ISBN 978-0-7619-6967- a Jump up’ “43. John Mion (1608-1674). Areopadilca: A Speech of Mr_Jobn Mion forthe Liberty of Unlicene'd Printing, to the Parfament of Enatand. London” [s.n,| 1644" Early Censorship in England, “Heresy and Err” The Ecclesiastical Censorship of Books, 1400-1860. Bridwell Library. December 17, 2000. Retrieved 26 June 2011 * Jump up to: ade Sola Pool, lthie! (1983). Technologies of treedom. Harvard Universily Press. . 15, ISBN 978-0.674-87233-2 * Jump up to: a Jonatinan Israel (2002). Radical Enlightenment. Oxford University Press. pp. 265- 267. Jump up Jonathan Israel (2006). Enlightenment Contested. Oxford University Press. pp. 158A, 781. Jump up’ Jonathan Israel (2010). A Revolution ofthe Mind. Princeton University Press. p. 76 Jump ups H. Amold Barton (1986). Scandinavia in the Revolutionary Era ~ 1760-1818. University of Minnesota Press. pp. 90-91. Jump up’ Sanders, Karen (2003). Ethics & Joumalism. Sage. p. 67. ISBN 978.0-7619.6967-9. Jump _up* Warburton, Nigel (2009). Free Speech: A Very Short Introduction. Oxford. pp. 24~ 29, ISBN 978.0-1 * Jump up to: a Boller, Jr, Paul F.: George, John (1989). They Never Said IA Book of Fake Quotes, \Misquotes, and Misleading Atinbutions. New York: Oxford University Press. pp. 124-126, ISBN 0-19- 5055411.EDUCATOR MISCONDUCT COMPLAINT © Jump ups Mark Achbar and Peter Wintonick (1992). Manufacturing Consent: Noam Chomsky and the Media, © Jump ups Lee Bolinger (1988). The Tolerant Society. Oxford: Oxford University Pross. 7 Grade Social Studies hetps://en.wiki ‘wiki/Armenian_ Genocidk Contents © 1___Background © L.1___Armenians under Ottoman rule © 1.2 __ Reform implementation, 1840s-80s, © 13 Armenian national liberation movement © 1.4___Hamidian massacres, 1894-96 * 2Prelude to the Genocide © 2.1 The Young Turk Revolution of 1908 © 2.2 The Adana massacre of 1909 o 2.3 The Balkan Wars © 3___World War! 3.1 Battle of Sarikamish 3.2__ Directive 8682, 25 February 3.3 Van, April 1915 3.4 Arrest and deportation of Armenian notables, April 1915 3.5 ___Deportations = 3.5.1 Death marches = 3.5.2 Concentration camps © 3.6 Confiscation of property = 3.6.1 International aid to victims © 3.2__The "Special Organization" © 3.8 Massacres + 3.8.1 Mass burnings + 382 "Drowning * 3.8.3 Use of poison and drug overdoses Trials * 3.9.1 Turkish courts-martial 3.92 Prosecution in Malta * 3.9.3 Trial of Soghomon Tehlirian «4 Armenian population, deaths, survivors, 1914 to 1923 © 5 Reports and reactions © 5.1 The U.S. Mission in the Ottoman Empire + 5.1.1 Ambassador Morgenthau's Stoi © 5.2 Allied forces in the Middle East = 5.2.1 Arnold Toynbee: The Treatment of Armenians © 5.3 Austrian and German joint mission = 5.3.1 Armin T, Wegner © 5.4__ Ottoman Empire and Turkey 23EDUCATOR MISCONDUCT COMPLAINT © 8.5 Russian military © 5.6 Scandinavian missionaries ané diplomats © 57 Persia & Studies on the Genocide © 6.1 Terminology Zz Recognition of the Genocide o 21 Republic of Turkey and the Genocide + 211 Controversies » & The wublic of Armeni the Genocide 8___Cultural loss 9___Reparations to the victims ‘© 9.1 Reparations on the grounds of international law © 92 Sevres Treaty © 93 Lawsuits 10 Commemoration © 10.1 Memorials © 10.2 Portrayal in the media + 11__imazes + 12 Seealso + 13 Notes + 14 References + 15 Further reading © 15.1__Historical overviews © 15.2Specific issues and comparative studies ° 153 Survivors' testimonies and memory © 15.4 Former Armenian communities o 15.5 World responses and foreign testimony © 15.6 Memory and historiography * 16 ___External links References: 1. Gingeras, Ryan (2016). Fall of the Sultonate: The Great War and the End of the Ottoman Empire 1908-1922. Oxford University Press, Oxford. p. 166. ISBN 978-0-19-166358-1. Retrieved 18 June 2016. By January, Ottoman regulars and cavalry detachments associated with the old Hamidiye had seized the towns of Urmia, Khoy, and Salmas. Demonstrations of resistance by local Christians, comprising Armenians, Nestorians, Syriacs, and Assyrians, led Ottoman forces to ‘massacre civilians and torch villages throughout the border region of iran Jump up’ Kevorkian, Raymond (2011). The Armenian Genocide: A Complete History. |.8.Tauri. . 710. ISBN 978-0-85773-020-6. Retrieved18 June 2016. (.. In retaliation, we Killed the Armenians of Khoy, and | gave the order to massacre the Armenians of Maku." ...) Without distorting the facts, one can affirm that the centuries-old Armenian presence in the regions of Urmia, Salmast, Qaradagh, and Maku had been dealt a blow from which it would never recover. } Jump_up’ Yeghiayan, Vartkes, ed. (1991). “British Foreign Office Dossiers on Turkish War Criminals". American Armenian International College. (..) Assyrians who were killed in Khoy, some 700 Armenian residents of Khoy were also massacred at the same time, June 1918. 2410, un. 12. B. 14. 15. 16. 17. 18. 1s. 20. EDUCATOR MISCONDUCT COMPLAINT. Jump _upA "Tsitsernakaberd Memorial Complex Armenion Genocide _Museum-Institute Retrieved 17 June 2016. Jump up’ Kifer, John (7 December 2007]. "Armenian Genocide of 1915: An Overview". The New York Times Jump_up* "The forgotten Holocaust: The Armenian mossacre that inspired Hitler". The Daily ‘Mail, London. 11 October 2007. Jump up Gécek, Fatma Mige (2015). Denial of violence: Ottoman past, Turkish present and collective violence _against_the Armenians, 1789-2009. Oxford University Press. . 1, [SBN 019933420%, Jump up’ Auron, Yair (2000). The banality of indifference: Zionism & the Armenian genocide. Transaction. p. 44, ISBN 978-0-7658-0881-3. Jump up’ Forsythe, David P. (11 August 2009). Encyclopedia of human rights(Google Books). Oxford University Press. p. 98. ISBN 978-0-19-533402-9. Jump up’ Chalk, Frank Robert; Jonassohn, Kurt (10 September 1990). The history and sociology of genocide: analyses and case studies. Institut montréalois des études sur le génocide. Yale University Press. pp. 270=1SBN 978-0-300-04446-1. Jump up’ Armenian Genocide (affirmation), The International Association of Genocide Scholars, That this assembly of the Association of Genocide Scholars in its conference held in Montreal, June 11-3, 1997, reaffirms that the mass murder of Armenians in Turkey in 1915 is a case of genocide which conforms to the statutes of the United Nations Convention on the Prevention and Punishment of Genocide. it further condemns the denial of the Armenion Genocide by the Turkish government and its official and unofficial agents and supporters. Jump up’ Fisk, Robert (14 October 2006). "Let_me denounce genocide from the dock". The Independent. Archived from the original on 24 January 2014. Retrieved 31 August 2016. Jump up" facts about the Armenian genocide 100 years ago - CNN.com. CNN. Retrieved 2015-12-13. Jump up’ "100 Years Ago, 1.5 Million Armenians Were Systematically Killed, Today, It's Still Not AGenocide.". The Huffington Post. Retrieved2015-12-13. Jump up* Kieser, Hans-Lukas; Schaller, Dominik |. (2002), Der Vélkermord an den Armeniern und die Shoah [The Armenian genocide and the Shoah) (in German), Chronos, p. 114, ISBN 3-0340- 0561-x Jump up’ Walker, Christopher J. (1980), Armenia: The Survival of a Nation, London: Croom Helm, pp. 200-3 Jump up’ Bryce, Viscount James; Toynbee, Arnold (2000), Sorafian, Ara, ed., The Treatment of Armenians in the Ottoman Empire, 1915-1916: Documents Presented to Viscount Grey of Falloden (uncensored ed.), Princeton, NJ: Gomidas, pp. 63549, ISBN 0-953519: Jump_up* Schaller, Oominik J; Zimmerer, Jurgen (2008). “Late Ottoman genocides: the dissolution of the Ottoman Empire and Young Turkish population and extermination policies — introduction". Journal of Genocide Research. 10 (1): 714. doi:10.1080/14623520801950820. Jump_up’ Jones, Adam (2010). Genocide: A Comprehensive Introduction. Taylor & Francis. pp. 171-172. ISBN 978-0-203-84696-4. A resolution was placed before the AGS membership to recognize the Greek and Assyrian/Chaldean components of the Ottoman genocide against Christians, alongside the Armenian strand of the genocide (which the IAGS has already formally acknowledged). The result, passed emphatically in December 2007 despite not inconsiderable ‘opposition, was a resolution which | co-drafted, reading as follows: Jump_up* “The Many Armenian Diasporas, Then and Now" GeoCurrents. Retrieved 13 December 2015. 2521, 2 23. 24. 25. 26. 27. 28. 29, 30, 31, 32, 33, 34, 35. 36. 37. 38. 39, EDUCATOR MISCONDUCT COMPLAINT Jump up’ Totally Unofficial: The Autobiography of Raphael Lemkin. New Haven and London: Yale University Press. 2013. pp. 19-20. Jump up to: a* "Council of Europe Parliamentary Assembly Resolution". Armenian genocide. Retrieved 17 June 2016. * Jump up to: a® Ferguson, Niall (2006). The War of the World: Twentieth-Century Conflict and the Descent of the West. New York: Penguin Press. p. 177.ISBN 1-59420-100-5 Jump up’ "A Letter from The International Association of Genocide Scholars"(PDF). Genocide Watch, 13 June 2005. "Jump up to: a# Rummel, RJ (1 April 1998), "The Holocaust in Comparative and Historical Perspective”, The Journal of Social Issues, 3 (2) Jump up’ "For Turkey, denying _an__Armenian genocide _ i question _ of identity” america.aljazeera.com. Retrieved 2015-12-13, Jump up’ "Notional Assembly of the Republic _of Armenia _- Official Web Site - arliament.om”. parlioment.am. Archived from the original on 2015-06-27. Jump up Renwick Monroe, Kristen (2012). Ethics in on Age of Terror and Genocide: Identity and ‘Moral Choice. Princeton University Press. p. 13. ISBN 0-691-15143-1. Retrieved 17 June 2016, Jump up Loytomaki, Stiina (2014). Law and the Politics of Memory: Confronting the Past Routledge. p. 31. ISBN 978-1-136-00736-1. To date, more than 20 countries in the world have officially recognized the events as genocide and most historians and genocide scholars accept this view. Jump up’ Frey, Rebecca Joyce (2009). Genocide and International Justice. Infobase Publishing. p. 83, ISBN 978-0-8160-7310-8, Retrieved 15 April2016. Jump up Herzig, Edmund; Kurkchiyan, Marina (2004). The Armenians: Past and Present in the ‘Making of National Identity. Routledge. p. 47.ISBN 978-1135798376. Jump up Khachaturian, Lisa (2011). Cultivating Nationhood in Imperial Russia: The Periodical Press and the Formation of a Modern Armenian Identity. Transaction Publishers. p. 1. ISBN 978- 1412813723, Jump up Adalian, Rouben Paul (2010). Historical Dictionary of Armenia (2 ed.). Scarecrow Press. . 337. ISBN 978-0810874503 Jump up" Barsoumian, Hagop (1982), "The Dual Role of the Armenian Amira Ciass within the Ottoman Government and the Armenian Millet (1750-1850)", in Braude, Benjamin; Lewis, Bernard, Christians and Jews in the Ottoman Empire: The Functioning of a Plural Society, , New York: Holmes & Meier ‘Jump up to: a® Barsoumian, Hagop (1997), "The Eastern Question and the Tanzimat Era”, ‘in Hovannisian, Richard G, The Armenian People From Ancient to Modern Times, i: Foreign Dominion to Statehood: The Fifteenth Century to the Twentieth Century, New York: St. Martin's, pp. 175-201, ISBN 0-312-10168-6 Jump _up4 (Armenian) Hambaryan, Azat S. (1981). "2uymumutif unghwpantinkumuit b puqmpult npmypjnvtip 1870-1900 pp." [Armenia's social-economic and political situation, 1870-1900] in 2uy Anymippp Dunnuimpynct (History of the Armenian People), ed. Tsatur ‘Aghayan et al. Yerevan: Armenian Academy of Sciences, vol. 6, p. 22. Jump up to: a* A’goston, Ga’bor; Alan Masters, Bruce (2010). Encyclopedia of the Ottoman Empire. Infobase Publishing. pp. 185-6. ISBN 978-1-4381-1025-7. Retrieved 15 April 2016. Jump up to: a®étefenlitimea palckian, Peter (2003). The Burning Tigris: The Armenian Genocide and America’s Response. New York: HarperCollins. pp. 25, 445. ISBN 0-06-019840-0. Jump_up’ Ramsay, W.M. (1897). Impressions of Turkey during Twelve Years’ Wanderings. London: Hodder and Stoughton. pp. 206-207. 2640, 41, 42. 43, 4s. 46. 47, 48, 49, 50, 51, 52, 53, 5A, 55, 56. EDUCATOR MISCONDUCT COMPLAINT “Jump up to: a#edefaniikimaeaaakcam, Taner (2006).A Shameful Act: The Armenian Genocide and the Question of Turkish Responsibility. New York: Metropolitan Books. [SBN 0- 8050-793: * Jump up to: a®###£24! Dadrian, Vahakn_N (1995). The History of the Armenian Genocide: Ethnic Conflict from the Balkans to Anatolia to the Caucasus. Oxford: Berghahn Books. ISBN 1 S718: Jump up’ "Article 16", Treaty of San Stefano, As the evacuation of the Russian troops of the territory they occupy in Armenia... might give rise to conflicts and complications detrimental to the maintenance of good relations between the two countries, the Sublime Parte engaged to carry into effect, without further delay, the improvements and reforms demanded by local requirements in the provinces inhabited by Armenians and to guarantee their security from Kurds and Circassians Jump up’ Nalbandian, Louise (1963), The Armenian Revolutionary Movement: The Development of Armenian Political Parties through the Nineteenth Century, Berkeley: University of California Press Jump up’ Libaridian, Gerard (2011). "What was Revolutionary about Armenian Revolutionary Parties in the Ottoman Empire?”. In Suny, Ronald; et cl. A Question of Genocide: Armenians and Turks at the End of the Ottoman Empire. Oxford: Oxford University Press. pp. 82-112. Jump up’ "Armenian Genocide". history.com. History. Jump up The German Foreign Ministry operative, Ernst Jackh, estimated that 200,000 Armenians were killed and a further 50,000 expelled from the provinces during the Hamidian unrest, French diplomats placed the figures at 250,000 killed. The German pastor Johannes Lepsius was more meticulous in his calculations, counting the deaths of 88,000 Armenians and the destruction of 2,500 villages, 645 churches and monasteries, and the plundering of hundreds of churches, of which 328 were converted into mosques. - Jump up’ "Young Turk Revolution". matrix.msu.edu. Retrieved 2015-12-13. . Jump _upf "Days of horror described; American missionary an eyewitness of murder and apine". New York Times. 28 April 1908. Jump uot "30,000 Killed in massacres: Conservative estimate of victims of Turkish fanaticism in ‘Adana Vilayet". New York Times. 25 April 1909. Jump up’ Walker, Christopher J. "World War | and the Armenian Genocide". The Armenian People from Ancient to Modern Times. I. p. 244. Jump up’ Suny 2015, pp. 244 Jump up Toynbee, Arnold. Armenian Atrocities: The Murder of a Nation. London: Hodder and Stoughton, 1945, pp. 181-2 "Jump up _to:_a®** Morgenthau, Henry (2010) [First published 1918]. Ambassador ‘Morgenthau's Story: A Personal Account of the Armenian Genocide. Cosimo, Inc. ISBN 97% 61640-396-6, Retrieved 15 April 2016. Jump up Hinterhoff, Eugene. Persia: The Stepping Stone to India. Marshall Cavendish Illustrated Encyclopedia of World War I. i. pp. 153-57. Jump up’ Ugur Ungor; Mehmet Polatel (9 June 2011). Confiscation and Destruction: The Young Turk Seizure of Armenian Property. Bloomsbury Publishing. p. 65. ISBN 978-1-4411-1020- 6. ..were rounded up and deported to the interior where most were murdered. Jump up Heather Rae (15 August 2002). State Identities and the Homogenisation of Peoples. Cambridge University Press. p. 160.1SBN 97 ‘9708-5. on the night of 23-24 April 1915 with the arrest of hundreds of intellectuals and leaders of the Armenian community in [..] They were deported to Anatolia where they were put to death. 27EDUCATOR MISCONDUCT COMPLAINT 57. Jump up’ Steven L. Jacobs (2009). Confronting Genocide: Judaism, Christianity, islam. Lexington Books. p. 130. {SBN 978-0-7391-3589-1. On 24 April 1915 the Ministry of the interior ordered the arrest of Armenian parliamentary deputies, former ministers, and some intellectuals. Thousands were arrested, including 2,345 in the capital, most of whom were subsequently executed . 58. Jump up’ Alan Whitehorn (26 May 2015). The Armenian Genocide: The Essential Reference Guide. ABC-CLIO. p. 139. ISBN 978-1-61069-688-3. That particular date was chosen because on April 24, 1915, the Ottoman Young Turk government began deporting hundreds of Armenian leaders and intellectuals from Constantinople (Istanbul); most were later murdered en masse. 59, Jump up’ Emmanuel Sampath Nelson (2005). The Greenwood Encyclopedia of Multiethnic American Literature: A - C, Greenwood Publishing Group. p. 205. ISBN 978-0-313-33060-5. On the night of April 24, 1915, the brightest representatives of the Armenian intellectual elite of Constantinople, including writers, musicians, politicians, and scientists were arrested and brutally massacred. 60. Jump ups "Twenty-Seven”. Ambassador Morgenthau's Story. BYU. 1918. 61, * Jump up to: a#*4*/2 Fisk, Robert (2005). The Great War for Civilisation: The Conquest of the Middle East. New York: Alfred A Knopf. ISBN 1-84115-007-X. 62. * Jump up to: a®* Fromkin, David (1989). A Peace to End All Peace: The Fall of the Ottoman Empire and the Creation of the Modern Middle East. New York: Avon Books. ISBN 0-8050-6884-8. 63. Jump up" Theodore Roosevelt, Letters and Speeches, New York: Library of America, 2004, p. 736. See Rosen, Ruth. "The hidden holocaust". San Francisco Chronicle. 15 December 2003. 64, Jump up Kabacali, Alpay (1994). Talat Pasa'nin hatiralan. iletisim Yayinlan. 65. Jump up’ "Ermeni Meselesi" (PDF) (in Turkish). Hist.net. 11 March 2001. p. 12. 66. Jump up’ Akcam, Toner (2004). From empire to republic: Turkish nationalism and the Armenion genocide. Zed Books. p. 174. ISBN 978-1-8427; 67. * Jump up to: a” "Exiled Armenians starve in the desert; Turks drive them like slaves, American committee hears ;- Treatment raises death rate". New York Times. 8 August 1916. Archived from the original on 2 February 2012. 68. Jump up’ “Armenians are sent to perish in desert; Turks accused of plan to exterminate whole population; people of Karahissar massacred”. New York Times. 18 August 1915, 69. Jump up’ "Génocide arménien: le scénario". Histoire (in French). 1 April 2009. 70. Jump up’ Von Joeden-Forgey, Elisa (2010). "Gender and Genocide". In Donald Bloxham, A. Dirk ‘Moses, The Oxford Handbook of Genocide Studies. Oxford University Press. p. 72. ISBN 978- 0199232116. 71. Jump _up’ Akcam, Taner (2012). The Young Turks' Crime against Humanity: The Armenian Genocide and Ethnic Cleansing in the Ottoman Empire. Princeton University Press. pp. 312- 15, ISBN 978-0691153339, 72. Jump up Gust, Wolfgang (2013). The Armenian Genocide: Evidence from the German Foreign Office Archives, 1915-1916. Berghahn Books. pp. 26-27. ISBN 9781782381433, 73. Jump up* "L'extermination des déportés Arméniens ottomans dans les camps de concentration de Syrie-Wésopotamie (1915-1916)”. imprescriptible.fr (in French). Retrieved 17 June 2016. 74, Jump up’ Kotek, Joél; Rigoulot, Pierre (2000). Le sidcle des camps (in French). JC Lattés. ISBN 2709641550. 75. Jump up’ Kaiser, Hilmar (2010). "18. Genocide at the Twilight of the Ottoman Empire". In Donald Bloxham. The Oxford Handbook of Genocide Studies. A. Dirk Moses. OUP Oxford. p. 35, ISBN 978-0-19-161361-6, Retrieved 15 April 2016. 28EDUCATOR MISCONDUCT COMPLAINT 76, Jump up Gust, Wolfgang (2013). The Armenian Genocide: Evidence from the German Foreign Office Archives, 1915-191. Berghahn Books. pp. 653-4.SBN 9781782381433. 77. Jump up Bayur, Yusuf Hikmet, Turk Inkilabr Tarihi. Ankara: Tiirk Tarih Kurumu Basimevi, 1983, vol. 3, pt. 3, as cited in Dadrian, History of the Armenian Genocide, pp. 223-24. 78. Jump up4 Robert Marrus, Michael (2002). The Unwanted: European Refugees from the First World War Through the Cold War. Temple University Press. pp. 83-4. ISBN 1-4399-0551-7. 79. Jump up’ "Would Send Here 550,000 Armenians; Morgenthau Urges Scheme to Save Them From Turks". New York Times, 13 September 1915. 80. Jump up* Oren, Michael B (2007). Power, Faith, and Fantasy: America in the Middle East 1776 to the Present. New York: WW Norton & Co. ISBN 0-393-33030-3, 81. Jump up Goldberg, Andrew. The Armenian Genocide. Two Cats Productions, 2006 82. Jump up’ Suzanne £, Moranian. "The Armenian Genocide and American Missionary Relief Efforts", in America and the Armenian Genocide of 1915. Jay Winter (ed.) Cambridge: Cambridge University Press, 2004, 83. Jump upA “Fact sheet: armenian genocide". Knights of Vartan Armenian Research Center, The University of Michigan-Dearborn. Archived from the original on 21 August 2014. ‘84. Jump up’ Dadrian, Vahakn (November 1991). "The Documentation of the World War | Armenian Massacres in the Proceedings of the Turkish Military Tribunal". International Journal of Middle East Studies. 23 (4): 549-76 (560). doi-10.1017/S0020743800023412. JSTOR 163884. ‘85. Jump up4 Rummel, Rudolf J. Genocide never again (book 5) (PDF). Lumina Press, ISBN 1-59526- 075-7. Retrieved 17 June 2016. 86, Jump up’ Guenter Lewy (Fall 2005). "Revisiting the Armenian Genocide". Middle East Quarterly. 87. * Jump up to: a* Auron, Yair (2000). "The Banality of indifference: Zionism and the Armenian Genocide". New Brunswick, New Jersey: Transaction Publishers. 88. Jump upA British Foreign Office 371/2781/264888, Appendices B., p. 6. 89. Jump up’ Takvimi Vekayi, No. 3540, 5 May 1919. 90. Jump up’ McClure, Samuel S. Obstacles to Peace, Boston, New York: Houghton Mifflin Company, 1917, pp. 400-1 91. * Jump up to: a* Viscount Bryce (1916). "The Treatment of Armenians in the Ottoman Empire 1915-16: Documents presented to Viscount Grey of Falloden, Secretary of State for Foreign Affairs". New York and London: GP Putnam's Sons, for His Majesty's Stationery Office. ‘92. * Jump up to: a*£ Charny, Israel W.; Tutu, Desmond; Wiesenthal, Simon (2000).Encyclopedia of genocide (Repr ed.). Oxford: ABC-Clio. p. 95.1SBN 0874369282. 93, Jump up’ 11 April 1819 report, US. National Archives. R.G. 59. 867. 4016/41 94. Jump _up4 Winter, Jay (2004). America_and the Armenian Genocide of 1915. Cambridge University Press. p. 81. SBN 978-1-139-45018-2 95. Jump up’ Toronto Globe, 26 August 1915. ‘96. Jump up’ Takvimi Vekdyi, No. 3616, 6 August 1919, p. 2. 97. Jump up4 Akcam 2012, p. 312. 98. Jump uPA Cipher telegrarn, 12 luly 1916. US. National Archives, R.G. 59.867.48/356. 99, Jump upA Lifton, Robert Jay, Nazi Doctors: Medical Kiling and the Psychology of Genocide, New York: Basic Books, 1986, p. xi 100. Jump up’ Dadrian, Vahakn N. "The Turkish Military Tribunal's Prosecution of the Authors of the Armenian Genocide: Four Major Court-Martial Series". Holocaust and Genocide Studies, 11(1), 1997, pp. 28-59. 301 Jump up’ Genocide Study Project, HF Guggenheim Foundation, in The Holocaust and Genocide Studies, Volume 11, Number 1, Spring 1997. 29EDUCATOR MISCONDUCT COMPLAINT 102, Jump up to: a® Vahakn N. Dadrian, "The Role of Turkish Physicians in the World War | Genocide of Ottoman Armenians". The Holocaust and Genocide Studies 1, no. 2 (1986), pp. 169~ 92. 103. Jump up Baron, Jeremy Hugh. "Genocidal Doctors". Journal of the Royal Society of Medicine. November 1999, 92, pp. 590-93, 104. Jump up’ Gunnar Heinsohn: Lexikon der Vélkermorde. Reinbek 1998. Rowohlt Verlag. p. 80 (German) 105. Jump up RECOGNIZING THE 81ST ANNIVERSARY OF THE ARMENIAN GENOCIDE. United States Government Printing Office. Retrieved 21 January 2013 106. Jump up* Armenian Genocide Survivors Remember. Queens Gazette, Retrieved 21 January 2013 107. Jump_up* Public Record Office, Foreign Office, 371/4174/136069 in Dadrian p.342 108 Jump up Turkei By Klaus-Detlev. Grothusen. 109. * Jump up to: a ® Bonello 2008, 110, Jump up’ Turkey's EU Minister, Judge Giovanni Bonello And the Armenian Genocide - ‘Claim about Malta Trials is nonsense’. The Malta Independent. 19 April 2012. Retrieved 10 August 2013 1. Jump up’ Lemkin, Raphael (April 1946). "Genocide". American Scholar. 15 (2): 227-230, Retrieved 20 April 2015. 12. ‘Jump up to: a£* Bloxham, Donald (2005). "The Great Game of Genocide: Imperialism, Nationalism, and the Destruction of the Ottoman Armenians”. Oxford: Oxford University Press. 123. Jump _up’ "94th Anniversary of the Armenian Genocide at the desert of Der Zor". Armenian Orthodox Church (official website). 17 April 2009. 114. Jump up’ John 6. Heidenrich (2001). How to prevent genocide: 0 quide for policymakers, ‘Scholars, and the concerned citizen. Greenwood Publishing Group. p. 5. ISBN 978-0-275-9698: us. Jump up’ "French in Armenia ‘genocide’ row". BBC News. 12 October 2006.Archived from the original on 7 April 2008. 116. Jump_up* Woods, Allan (6 May 2006). “Turkey protests Harper's marking of genocide". Ottawa Citizen. Archived from the original on 13 March 2008. 117. Jump up "Death toll of the Armenian Massacres". Encyclopaedia Britannica. 118, Jump up Melson, Robert (1996). Revolution and genocide: on the origins of the Armenian genocide and the Holocaust (1st pbk. ed.). Chicago: University of Chicago Press. 147. ISBN 0226519910. 119, Jump up Sarafian, Ara (13 March 2009). "Taloat Pasha's Black Book documents his campaian of race extermination, 1915-17" (PDF). Armenian Cause Foundation. The Armenian Reporter, 120. Jump upf Tavernise, Sabrina "Nearly a Million Genocide Victims, Covered in a Cloak of Amnesia". New York Times, 8 March 2009 121, Jump up’ Justin McCarthy, The End of Ottoman Anatolia, in Muslims and Minorities: The Population of Ottoman Anatolia and the End of the Empire, New York Univ. Press, 1983. 122, Jump up Justin McCarthy, The Population of the Ottoman Armenians, in The Armenians in the Late Ottoman Period, The Turkish Historical Society for The Council of Culture, Arts and Publications of The Grand National Assembly of Turkey, Ankara, 2001, pp. 65-86 123. Jump up Frédéric Paulin, Négationnisme et théorie des populations stables: le cas du génocide arménien, in Hervé Lebras (dir.), 'invention des populations. Biologie, Idéologie et politique, Editions Odile !acob, 2000. 30EDUCATOR MISCONDUCT COMPLAINT 124. Jump up’ Hilmar Kaiser, a German expert on the Armenian genocide, also criticizes McCarthy's calculation techniques in an interview with Dirk van Delft published in the NRC Handelsblad, p. 51, Amsterdam, Saturday, 27 May 2000 125. Jump up Vahakn N. Dadrian, Warrant for Genocide: Key Elements of Turko-Armenian Conflict, New Brunswick, N.J.: Transaction Publishers, 1999. See also his essay: Ottoman Archives and Denial of the Armenian Genocide, in The Armenian Genocide: History, Politics, Ethics, R.6. Hovanissian, ed. New York: St. Martin's Press, 1992 pp. 294-7 126. Jump up’ Levon Marashlian, Politics and Demography: Armenians, Turks and Kurds in the Ottoman Empire, Zoryan Institute for Contemporary Armenian Research & Documentation Inc. September 1990 127. Jump up’ Kemal H. Karpat, Ottoman Population 1830-1914: Demographic and Social Characteristics, Madiscon, Wisconsin: University of Wisconsin Press, 1985. See also Tableau indicant le nombre des divers éléments de la population dans I'Empire Ottoman au 1er Mars 1330 (14 Mars 1914), Istanbul: Zelitch Brothers, 1919. Foreword by Refet. FO 371/4229/86552. May 1919. 128. Jump up’ £1-Ghusein, Fa'iz (1917). Martyred Armenia, p. 2 129. Jump up’ Fisk, Robert (2005), The Great War for Civilisation: The Conquest of the Middle East, New York: Alfred A Knopf, ISBN 1-84115-007-x. 130. Jump up Christopher J. Walker (1980). Armenia, the Survival of a Nation. St. Martin's Press, ISBN 978-0-312-04944-7, © Akcam, Taner (2007). A Shameful Act: The Armenian Genocide and the Question of Turkish Responsibility. p. 327. 131. Jump up’ These are according to the figures provided by Alexander Miasnikyan, the President of the Council of People's Commissars of Soviet Armenia, in a telegram he sent to the Soviet Foreign Minister Georgy Chicherin in 1921. Miasnikyan's figures were broken down as follows: of the approximately 60,000 Armenians who were killed by the Turkish armies, 30,000 were men, 15,000 women, 5,000 children, and 10,000 young girls. Of the 38,000 who were wounded, 20,000 were men, 10,000 women, 5,000 young girls, and 3,000 children. Instances of mass rape, murder and violence were also reported against the Armenian populace of Kars and Alexandropol: see Vahakn N. Dadian. (2003). The History of the Armenian Genocide: Ethnic Conflict from the Balkans to Anatolia to the Caucasus. New York: Berghahn Books, pp. 360 361, ISBN 1-57181-666-6. 132. Jump up’ Armenia : The Survival of a Nation, Christopher Walker, 1980. 133. Jump uph 1815 declaration + Affirmation of the United States Record on the Armenian Genocide Resolution 106th Congress, 2nd Session, House of Representatives ‘+ Affirmation of the United States Record on the Armenian Genocide Resolution Introduced in House of Representatives) 109th Congress, 1st Session, H.RES.316, 14 June 2005. 15 September 2005 House Committee/Subcommittee:intemational Relations actions. Status: Ordered to be Reported by the Yeas and Nays: 40-7. ‘+ "Crimes Against Humanity’, 23 British Yearbook of International Law (1946) p. 181 ‘+ William A. Schabas, Genocide in International Law: The Crimes of Crimes, Cambridge University Press, 2000, pp. 16-7 ‘+ Original source of the telegram sent by the Department of State, Washington containing the French, British and Russian joint declaration 31EDUCATOR MISCONDUCT COMPLAINT 134. * Jump up to: a" Horton, George (2008) [1926]. The Blight of Asia, An Account of the ‘Systematic Extermination of Christian Populations by Mohammedans and of the Culpability of Certain Great Powers: with the True Story of the Burning of Smyrna. London: Gomidas Institute (Sterndale Classics). ISBN 978-1-903656-79-2. Foreword by James W. Gerard(1926) with a new introduction by James L. Marketos (2003 or 2008). 135, Jump up’ Winter, Jay, ed. (2003). America and the Armenian genocide of 1915. New York: Cambridge University Press. p. 183. ISBN 978-0-511-16382- 136. Jump_up* Merrill 0. Peterson, "Starving Armenians": America and the Armenian Genocide, 1915-1930 and After. Charlottesville: University of Virginia Press, 2004, 137. Jump upf James L. Barton, Turkish Atrocities: Statements of American Missionaries on the Destruction of Christian Communities in Ottoman Turkey, 1915-1917. Gomidas Institute, 1998, ISBN 1-884630-04-9, 138. Jump up® The Treatment of Armenians in the Ottoman Empire, 1915-1916: Documents Presented to Viscount Grey of Falloden by Viscount James Bryce and Arnold Toynbee, Uncensored Edition. Ara Sarafian (ed.) Princeton, New Jersey: Gomidas Institute, 2000. ISBN O- 9535191.5-5. 139. Jump up’ Auswéirtiges Amt, West German Foreign Office Archives, K170, no. 4674, folio 63, in Balakian, The Burning Tigris, p. 186. 140. Jump up* Ye'or, Bat (1985). The Dhimmi: Jews and Christians Under Islam. Fairleigh Dickinson University Press. p. 95. ISBN 161147079N. 141. “Jump up to: a**¢Dabag, Mihran “The Decisive Generation: Self-authorization and delegations in deciding a genacide" pages 113-135 from Genocide: Approaches, Case Studies, And Responses edited by Graham Charles Kinloch, Raj P. Mohan, New York: Aigora Publishing, 2008 page 121. 142. Jump up’ Robert Fisk (21 October 2012). "Photograph links Germans to 1915 Armenia ‘genocide". London: The Independent. 143. Jump up Armin T. Wegner e gli Armeni in Anatolia, 1915: immagini e testimonianze = Armin T. Wegner and the Armenians in Anatolia, 1915 : images and testimonies, Milan, Guerini, 1996. See also Wegner. "Photo collection". Armenian Genocide. 144 Jump up’ Nazer, James (1968). The first genocide of the 20th century: the story of the Armenian massacres in text and pictures. T & T Publishing, inc. p. 123. 145. Jump up "Wegner Biographie" (in German). DE. 146. Jump up’ Der Mugrdechian, Barlow (May 2000). "Destination Nowhere" Premieres in Fresno". Hye Sharzhoom. Archived from the original on 2003-09-20. 147, Jump up Bartrop, Poul R.; Jacobs, Steven Leonard, Modern Genocide: The Definitive Resource and Document Collection, ABC-CLIO.p. 64.1SBN 1610693647 148, ‘* Jump up to: a ®£ Dadrian, Vahakn N. (1991). Documentation of the Armenian Genocide in Turkish Sources. Institute on the Holocaust and Genocide. 149, Jump up Aksam, Toner (2004). From empire to republic: Turkish nationalism and the Armenian genocide. Zed Books. p. 158. ISBN 978-1-84277-527-1, 150. Jump up’ Karakachian, Vahakn (2 April 2015). “interview With Ara Sarafian, Director of the Gomidas institute". Horizon Weeki. 151. Jump up’ Ahmet Refik (transcribed by Hamide Koyukan), Kafkas Yolunda iki Komite iki ital, Ankara, Kebikeg Yayinlani, 1994, ISBN 975-7981-00-1, p. 27. 152 Jump up’ Insel, Ahmet. ""This Conduct Was a Crime Against Humanity’: An Evaluation Of the Initiative to Apologize to the Armenians". Birikim. Archived from the original on 1 November 2013. 32EDUCATOR MIsconpuCT COMPLAINT 153, Jump_up’ "Eye Witnesses Tell The Story". Greek America. Cosmos Communications Group. 4 (1-7) 36. 1998. 154. * Jump up to: a® Najmuddin; Najmuddin, Dilshad; Shahzad (2006). Armenia: A Resume with Notes on Seth's Armenians in India. Trafford Publishing ISBN 1-4669-5461-2. 155. Jump up’ Fisk, Robert (2008). The age of the warrior selected essays. New York: Nation Books. p. 57. ISBN 0-7867-3180-X. 156. Jump _up* Rettman, Andrew (2011-12-22). "Franco-Turkish relations hit new low on genocide bill". EUobserver. 187. Jump up'Jerjian, George (2003). The truth will set_us free: Armenians and Turks reconciled. G) Communication. p. 46 158. Jump up’ "Allies Reject Turkey's Plea”. New York Times. 26 June 1919. 159, Jump up* ‘Turkish Statesman Denounces Atrocities: Cherif Pasha Says Young Turks Long Planned to Exterminate the Armenian” (PDF). New York Times. 10 October 1915. Retrieved 15 April 2016. 11-19:3,4 160. Jump up? "Tiirk Schindler’: Vali Celal Bey”. NTVMSNBC (in Turkish). 4 August 2010, 161. * Jump up to: a" Akcam 2012, p. 425. 162. ‘Jump _up to: a**Derogy, Jacques (1990). Resistance and Revenge: The Armenian Assossination of the Turkish Leaders Responsible for the 1915 Massacres and Deportations, Transaction Publishers. p. 32. ISBN 1-4128-3316. 163. Jump up "Halep Valisi Celal'in Anilar", Vakit, 12 December 1918, Turkish text:Nehirde su yerine kan akiyor ve binlerce masum cocuk, kabahatsiz ihtiyar, aciz kadmlar, kuvvetli gencler bu kan cereyani icinde ademe dogru akip gidiyorlardh 164. Jump _up’ Bedrosyan, Raffi (29 July 2013). "The Real Turkish Heroes of 1915".The Armenian Weekly. 165. Jump up’ Hull Isabel V. (2013). Absolute Destruction: Military Culture and the Practices 9f War in imperial Germany. Cornell University Press. p. 273. ISBN 0-8014-6708-X. 16. Jump_up’ Kévorkian, Raymond H. (2010). The Armenian genocide :_a complete history (Reprinted. ed,). London: l. B. Tauris. p. 417. ISBN 1-84885-561-3. 167. Jump_up’ Kieser, Hans-Lukas (2006). Turkey Beyond Nationalism Towards Post- Nationalist identities. London: .8. Tauris & Co. p. 119. ISBN 978-0-85771-757-3. 168. Jump up’ Dadrian, Vahakn N.; Akcam, Taner (2011). Judgment at istanbul the Armenian genocide trials (English ed.). New York: Berghahn Books. p. 28. ISBN 085745286X. 169, Jump.up® Akeam, Toner (2004). From empire to republic: Turkish nationalism and the Armenian genocide (2. impr. ed.). New York: Zed Books. p. 200. ISBN 1-84277-521 170. Jump_up’ Babikian, Aris (3 June 1998). "Wall of silence built around Armenian genocide". The Ottawa Citizen. p. A14. a1. Jump up Babikian, Aris (16 January 2001). "Clear evidence of Turkish responsibility for Armenian genocide". The Daily Telegraph, London (UK). p. 27. 172. Jump_up’ "Kemal Promises More Hangings of Political Antagonists in Turkey"\Los Angeles Examiner. 1 August 1926. Archived from the original on 2015-04-11. 173. Jump ups Turkiye Biiyik Millet Meclisi Gizli Celse Zabitlar,, Vol. |, Ankara, Turkiye Is Bankes! Kultir Yayinlar, 1985, p. 177, Turkish text: Tehcir meselesi, biliyorsunuz ki diinyay: velveleye veren ve hepimizi kati! telakki ettiren bir vaka idi. Bu yapimazdan ewel dlem-i nasraniyetin bunu hazmetmeyecegi ve bunun icin biittin gayz ve kinini bize tevcih edeceklerini biliyorduk. Neden katillk nvanimi nefsimize izafe ettik? Neden o kadar azim, miiskil bir dava ‘cine giraik? Sicf canimizdan daha aziz ve daha mukaddes bildigimie vatanimizin istikbalini taht-1 emniyete almak icin yapilmis seylerdir.EDUCATOR MISCONDUCT COMPLAINT 174, Jump up’ Special Cable to THE NEW YORK TIMES. (23 February 1915)."Massacre By Turks in Caucasus Towns: Armenians Led Out into the Streets and Shot or Drowned — Old Friends Not Spared". Select.nytimes.com. 175. Jump up’ New York Times Dispatch. Russians Slaughter Turkish llird Army: Give No Quarter to Men Held Responsible for the Massacre of Armenians.New York Times, 6 March 1916. 176. * Jump up to: a®*#®Avedian, Vahagn (21 May 2008). "The Armenian Genocide 1915: From a Neutral Small Stote's Perspective: Sweden" (PDF). Uppsala University. Retrieved 17 June 2016, wv. Jump up* “Armenia”. Norwegian State Archive, Retrieved 17 June 2016. 178. * Jump up to: a “Danish Photo Exhibit Documents Armenian Life In Ottoman Harpoot ‘and Mezreh; Diaries of Moria Jacobsen to Be Issued". Armenian Reporter. 34 (2): 22. 13 October 2001. ISSN 1074-1453, 179, * Jump up to: a* Naguib, edited by Nefissa: Okkenhaug, Inger Marie (2008) Interpreting welfare ond relief in the Middle East ([Online-Ausg.].ed.). Leiden: Brill, ISBN 90-04-16436-7. 180. Jump up* Sarafian (2001). Jacobsen, Maria, ed. Diaries of a Danish missionary : Harpoot, 1907-1919, introd. by Ara. Transl, by Kirsten Vind. Princeton, NJ (u.a.): Gomidas Inst. ISBN 1 903656.07-9, 181. Imp up" Bjernlund, Matthias (2008). "Karen Jeppe, Aage Meyer Benedictsen, and the Ottoman Armenians: National survival in imperial and colonial settings”. Haigazian Armenological Review. 28: 9-43, 192 Jump_up’ Bjarnlund, Matthias (Fall 2006). "When the Cannons Talk, the Diplomats Must be Silent’— A Danish diplomat in Constantinople during the Armenian aenocide”. Genocide Studies and Prevention. 1 (2}: 197-223. doi:10.3138/1567-7412-67a6-441q. 183. Jump up’ Bsirup, Johannes (1938). Erindringer (in Danish). H. Hirsch-sprungs forlag. p. 118. 184. Jump up’ “The Jihad Rampant in Persia by Rev. Robert M. Labree-reporting from Tabrie, Persia". Ciicia.com. July 1915, Retrieved 17 June 2016. 185. "Jump up to: a*"iamaladeh, Mohammad-Ali". Encyclopaedia Iranico. Retrieved17 June 2016. 186. Jump up’ "international Association of Genocide Scholars Officially Recognizes Ottoman Genocides Against the Armenians, Assyrians, and Hellenics". 11 March 2008. 187. Jump up’ Yair Auron. The Banality of Denial: israel and the Armenian Genocide, — Transaction Publishers, 2004, — p. 9:"...when Raphael Lemkin coined the word genocide in 1944 +e cited the 1915 annihilation of Armenians as a seminal example of genocide" 188. Jump_up’ William Schabas, Genocide in international law: the crimes of crimes. — Cambridge University Press, 2000. — p. 25:"Lemkin’s interest in the subject dates to his days as a student at Lvov University, when he intently followed attempts to prosecute the perpetration of the massacres of the Armenians 189, Jump up’ Dirk Moses, A, (2004). Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History. Berghahn Books. p. 21. ISBN 978-1-57181-410- 4, Retrieved 15 April 2016. indignant that the perpetrators of the Armenian genocide had largely escaped prosecution, Lemkin, who was a young state prosecutor in Poland, began lobbying in the early 1930s for international law to criminalize the destruction of such groups.EDUCATOR MISCONDUCT COMPLAINT 190. Jump up "Coining @ Word and championing a Cause: The Story of Raphael Lemkin". United States Holocaust Memorial Museum (USHMIM), Holocaust Encyclopedia. Archived from the original on 2010-06-15.Lemkin's memoirs detail early exposure to the history of Ottoman attacks against Armenians (which most scholars believe constitute genocide), antisemitic pogroms, and other histories of group-targeted violence as key to forming his beliefs about the need for legal protection of groups. 191. Jump up* "Genocide Background". Jewish World Watch. The Armenian genocide (1915- 1923) was the first of the 20th century to capture world-wide attention; in fact, Raphael Lemkin coined his term "genocide" in reference to the mass murder of ethnic Armenians by the Young Turk government of the Ottoman Empire. 192. Jump up’ "An Open Letter_Concerning_Historians_Who Deny the Armenian Genocide" (POF). International Association of Genocide Scholars. 1 October 2006. Retrieved 17 June 2016. 193. Jump _up* "The relationship between the Armenian Genocide and the Holocaust is apparent in two periods of history. The first is the debate that raged in Germany regarding the slaughter of Armenians by its ally the Ottoman Empire in the early 1920s. The debate came down in favor of genocide, and by the time the Nazis came to power, violence against the Armenians had been understood and even outright justified, already for decades. The second period is when the Nazis were in power and looked to the post-ethnic cleansing Turkey as a role model"; Ihrig, Stefan; How the Armenian Genocide Shaped the Holocaust; 2016;http://www.thedallybeast.com/articles/2016/01/24/how-the-armenian-genocide-shaped- the-holocaust.html 194, Jump up’ “Adolf Hitler - Statements on Record Relating to the Armenian Genocide". Armenian-genocide.org. 22 August 1939. Retrieved14 April 2016. 195. Jump_up* Richard G Hovannisian, The Armenian Genocide, History Politics, Ethics., 1992, p.XVI 196, Jump up’ Khatchig Mouradian, "Explaining the Unexplainable: The Terminology Employed by the Armenian Media when Referring to 1915", The Armenian Weekly, 23 September 2006 197 jump up’ Krikor Beledian, “L'expérience de la catastrophe dans la littérature arménienne', Revue d'histoire arménienne contemporaine, no. 1, 1995, p. 131 198 Jump up Martine Hovanessian, "Exil et catastrophe arménienne: le difficile travail de evil" in William Berthomiére and Christine Chivallon (eds., Les diasporas dans le monde contemporain, Paris: Karthala-MSHA, 2006, p. 231 199. Jump up Erdogan tells Germany to look at own ‘genocide’ history, Yeni afak, 6 June 2016. "...Armenian claims of "genocide" during the 1915 events", "Turkey denies the alleged ‘Armenian "genocide", [1] 200. _ Jump up "History group head slams ‘outlandish' German resolution".aa.com.tr. 7 June 2016, Retrieved 17 June 2016. 201 Jump up’ Ayda Erbal, "Mea Culpas, Negotiations, Apologias: Revisiting the ‘Apology’ of Turkish intellectuals,” in Birgit Schwelling (ed.), Reconciliation, Civil Society, and the Politics of Memory: Transnational Initiatives in the 20th Century, Bielefeld: Transcript, 2012, p. 88: "Seemingly unaware that any term used to refer to a historical crime of this nature is necessarily always already ‘politicized,’ when used in this context, just as when President Obama used the same term as a means of avoiding the word genocide, Medz Yeghern ceases to be a private term of communal mourning for Armenians, it becomes something else: a political instrument in the hands of others."EDUCATOR MISCONDUCT COMPLAINT 202. Jump up Stanley, Alessandra (17 April 2006). "A PBS Documentary Makes its Cose for the Armenian Genocide, With or Without a Debate". New York Times. 203. * Jump up to: a® "Turkey Recalls Envoys Over Armenian Genocide", International Center for Transitional Justice. 8 May 2006, Archived from the oriainalon 3 July 2008. 208. Jump up “International Center for Transitional Justice". Armeniapedia. Retrieved 17 June 2016. 208, Jump up* international Association of Genocide Scholars (13 June 2005). "Letter to Prime Minister Erdogan". Genocide Watch. Archived from the original on 4 June 2007. 206. Jump up "Nobel Loureates call for tolerance, contact and cooperation between Turks and Armenians" (PDF). Elie Wiese! Foundation. 9 April 2007. Archived from the original (PDF) on 10 July 2007. 207. Jump upA Danielyan, Emil (10 April 2007). "Nobel Laureates Coll For Armenian-Turkish Reconciliation". Radio Free Europe/Radio Liberty. Archived from the original on 2 July 2007. 208. Jump up’ Philips, David L. (9 April 2007). "Nobel Laureates Call For Turkish-Armenian Reconciliation" (PDF). The Elie Wiesel Foundation for Humanity. Archived from the ‘original (PDF) on 23 June 2007. 209. Jump up "Congress Must Recognize the Armenian Genocide". American Thinker. 2007 2008. 210. Jump upf Ye'or, Bat. Islam and Dhimmitude. Madison, New Jersey: Fairleigh Dickinson University Press, 2002, p. 374. 241, * Jump up to: a **# El-Ghusein, Faiz (1918). Martyred Armenia, [SBN 0-87899-003-8, 212. Jump up Toynbee, Arnold Joseph. Turkey: a Past and a Future. 1917, pp. 22-3. 213, Jump up’ Cohan, Sara (1 October 2005). "A Brief History of the Armenian Genocide" (PDF). Social Education. 69 (6): 333-37, Archived (PDF)from the original on 22 June 2012. 214, Jump_up’ Kamiya, Gary (16 October 2007), "Genocide: An_inconvenient_truth", Salon (opinion) 215, Jump up’ Jaschik, Scott (10 October 2007), Genocide Deniers, [US: History News Network 216. Jump_up4 kifner, John (7 December 2007), "Armenian Genocide _of 1915: An Overview", The New York Times 217. Jump_upA Cameron, Fraser (2003). US Foreign Policy After the Cold War: Global Hegemon or Reluctant Sheriff?. Routledge. p. 91. ISBN 1134498012. 218, Jump up “Britain sidesteps Armenian genocide recognition o century after killings". The Guardian. 23 April 2015. 219. Jump up "Barack Obama on the Importance of US-Armenio Relations". Archived from the original on 4 May 2010. 220, Jump up "Barack Obama Campaign Promise No. 511” Archived from the original on 6 May 2010. 221 Jump ups “Statement by the President on Armenian Remembrance Day - Obama" (Press release). The White House, Office of the Press Secretary. 23 April 2015. Retrieved 14 April 2016. 222 Jump up’ Ahren, Raphael (24 April 2015). "Why Israel still refuses to recognize a century-old genocide". The Times of Israel. Retrieved 14 April 2016. 223. Jump up’ “Pope francis calls armenian slaughter_first_qenocide of the 20th century", cbc.ca. Retrieved 17 June 2016. 224 Jump up’ "Armenian genocide centenary: MEPs urge Turkey and Armenia to normalize relations". European Parliament. Retrieved 17 June 2016. 36EDUCATOR MISCONDUCT COMPLAINT 225, Jump up4 Bensch, Fabrizio. "German lawmakers call massacre of Armenians ‘genocide’, defying Turkey" reuters.com. Reuters. Archived from the original on 24 April 2015. 226. Jump ups “Russian Lawmakers Propose Bill On Accountability For Armenia Genocide Denial". Radio Free Europe / Radio Liberty. 28 November 2015. 227. Jump up Turkish Historical Society, In Turkey, there is no official thesis on the Armenian ‘ssue. If there were an official thesis, now everyone would know it (Ermeni meselesinde Turkiye’nin resmi bir tezi yok. Keske resmi tez olsayal, su anda herkes otezibilrd). (Turkish) 228, Jump up’ Dinkell, Christoph (1991). "German Officers and the Armenian Genocide". Armenian Review. 44 (1): 92. ISSN 0004-2366, 229. Jump up’ Tashan, Seyfi (April 2002). "Armenion question andthe Western powers". Turkish Daily News. 230, Jump_upf "Turkish Embassy.org = Republic of Turkey". Republic of Turkey. Archived {from the original on 2006-03-29. 231, Jump up to: a Dizel, Nese (9 September 2008). W", HyeTert (in Turkish). 232. Jump up? “Interview with Volkan Vural”. YouTube. Retrieved 17 June 2016. evlet Ermenilerden dzlir dilemeli I 233. ‘Jump up to: a® “Armenian Issue". Turkish General Staff. Archived from the original on 19 March 2007. 234. Jump_up’ "Turkey's Memory Lapse: Armenian Genocide Plagues Ankara 90 Years Qn". Spiegel Online. Archived from the original on 2006-10-27. 235, Jump_up§ "i915 yl, olaylan. Sabah (in Turkish). 27 July 2007, Archived fromthe original on 2012-10-17. Erdogan, eylilde ABD Kongresi‘nin giindemine gelmesi beklenen soykirim ‘ddialarina iliskin genelgesinde, kamu kurumlarinm, '1915 yl; olaylar’, '1915 yuh olaylar ie ilgili Ermen! iddialari veya varsayrmlan''ifadelerini kullanmalarim istedi. 236. Jump up "Turkey's initiative to Resolve Armenian Allegations Regarding 1915"(Press release). Embassy of Turkish Republic at Washington, D.C. 237. Jump up’ "Minister Oskanion Comments on Turkish Foreign Minister Abdullah Gul's Recent Remarks". Armenian Ministry of Foreign Affairs. 4 November 2006. Archived from the original on 13 February 2012. 238. Jump _upf “Turkiye _Cumhuriyeti_Vasington _Biiyiikelciligi". Turkish Embassy in Washington. 1 January 2007. Archived from the original on 2012-06-20. 239. Jump up Jacques Derogy (1 July 1990). Resistance and revenge: the Armenian assassination of the Turkish leaders responsible for the 1915 massacres and deportations. Transaction Publishers. pp. 196-. ISBN 978-0-88738 240, Jump up’ Thornberry, Patrick. international Law and the Rights of Minorities, page 64, footnote 27 241. Jump up’ "Genocide Parley with Armenians to Proceed”, New York Times, 4 June 1982 242, Jump _up&Howe, Marvine. "Turkey Denies it Threatened Jews Over Parley on Genocide", New York Times, 5 June 1982. 243, Jump up "Armenians to Take Part In Tel Aviv Seminar", New York Times, 16 June 1982. 244, Jump up’ Charny, Israel, Encyclopedia of Genocide, Vol. 1, Oxford, 2000, p. 178 245. Jump_up4 Mckenna, Kate. "Account_of Armenian Massacre Provokes Diplomatic Storm", New York Times, 3 December 1989, 246. Jump _up* Honan, William H. "Princeton Is Accused of fronting For the Turkish Government", New York Times, 22 May 1996, 37EDUCATOR MISCONDUCT COMPLAINT 2a7. Jump up’ Smith, Roger W.; Markusen, Eric; Lifton, Robert Jay (1995)."Professional Ethics gnd_the Denial _of Armenian Genocide". Holocaust and Genocide Studies. 9 (1): 1- 22. doi:10.1093/hgs/9.1.1. 248, Jump up’ "Armenian Genocide Cannot Be Denied", New York Times, 2 June 1996. 249, Jump__up® Akinhay, Osman, "Ragip Zarakolu: Hiimanist_Ekol, Benim Suc Ortatumalr", Mesele Derai (in Turkish). 250. Jump up Corley, Felix. “Obituary: Ayse Nur Zarakolul###%", independent, 14 February 2002. 251. Jump up’ Rainsford, Sarah (14 December 2005). "News — "Author's trial set to test Turkey". BBC. 252. Jump up’ Nouritza Matossian (1 March 2005). "World view: Nouritza Matossian | World news Ѥ", The Observer. London. Archived from the original on 2013-08-29. 253. Jump up’ "Court drops Turkish writer's case". BBC. 23 January 2006. 254. Jump up “IP! Deplores Callous Murder of Journalist in Jstanbul". International Press Institute, 22 January 2007. Archived from the original on 26 September 2007. 255. Jump up’ "Samast's jondarma karakolunda kahraman muamelesi" 2 February 2007. 256. Jump up’ "IP! Deplores Callous Murder of Journalist in Istonbul". International Press Institute. 22 January 2007. Archived from the original on 3 March 2007. 257. Jump up’ "BBC — Turkey threatens to expel 100,000 Armenians". BBC News, March 17, 2010. 258, Jump up* "Turkey threatens to expel 100,000 Armenians over genocide row".The Daily Telegraph. March 17, 2010. 259) Jump up’ "Erdogan Threatens To Deport Armenians From Turkey". Asbarez. 17 March 2010. Radikal (in Turkish). 260. Jump up’ Ozinian, Alin (5 December 2008). "Report: 12,000 Armenian citizens working ‘legally in Turkey”. Today's Zaman. Archived from the original on 29 April 2014. 261. “Jump up to: a* Ambrosio, Thomas. Ethnic Identity Groups and U.S. Foreign Policy. 2002, p. 12. 262. Jump _up* Atabaki, Touraj and Mehendale, Sanjyot. Central Asia and the Caucasus: Transnationalism and Diaspora, 2005, pp. 85-6. 263. dump up’ Kaufman, Stuart J. Modern Hatreds: The Symbolic Politics of Ethnic War. New York: Cornell University Press, 2001, p. 55. 264, Jump up’ Safrastyan, Ruben (29 April 2005). "Genocide Factor in Armenia's Foreign Policy". Global Politician. Archived from the original on 26 March 2014. 265. Jump up Kévorkian, Raymond H. (2011). The Armenian Genocide: A Complete History. ‘London: LB. Tauris. p. 326. ISBN 978-1-8488 266. Jump up’ Bevan, Robert. The Destruction of Memory: Architecture at War. Reaktion Books, 2007, pp. 52-60. 267. * Jump up to: a** Totten, Samuel; Parsons, William S.; Charny, Israel W. (2004).Century of Genocide: Critical Essays and Evewitness Accounts, Psychology Press. p. 69. [SBN 975 9430-4, Retrieved 24 April2016. 268. * Jump up to: a*€ "Armenian Genocide Descendants File Class Action against Deutsche Bonk and Dresdner Bank Announces Kabateck Brown Kellner LLP". Business Wire. 6 May 2030. 269. Jump up’ Cultural Genocide in The Armenian Genocide Museum-Institute. 270. Jump up’ Bevan, Robert (2006). The destruction of memory architecture at war. London: Reaktion. pp. 52-9. ISBN 1-86189-638-7. 38