Inquiry_5_Slides-Yazidi_Narrative_Presentation

Teaching the Yazidi Genocide With a Narrative-Based Approach Haroon Al Hayder and Kimberly Sleeper Ethel LeFrak Holocaust Education Conference 2024 Seton Hill University November 12, 2024 Purpose ● To equip you with background information on Yazidis, Yazidism, and the 2014 genocide. ● To demonstrate techniques of using of narrative as a method of teaching about modern genocides, particularly the 2014 Yazidi genocide, in a trauma- informed way that respects and humanizes survivors and others in the community. https://bit.ly/yezidi “Strong” by Malaeen Luqman Ezidi I Am First Read: ● Highlight or underline words, phrases, or structures that pain experienced by women in society stand out to you strong, no matter what happens to us.” Poem: “Ezidi Poetry (2014)” from Journal of Levantine Studies Location Created: Duhok, Iraq Art: Google Arts and Culture - the United Nations Type: Painting Partner Share Share what you annotated or what stood out to you in the poem. I noticed… I wonder…? This reminds me of… Yazidi Origins, Beliefs and Culture. ● An ethno-religious minority ● Name meaning “worshippers of Who are Yazidis? God” ● Originally from Mesopotamia ● The religion shows deep connections to ancient Mesopotamian faiths, incorporating elements of worship and rituals that have persisted through centuries (Kreyenbroek & Rasho, 2005). ● Most speak Kurmanji, a dialect of Kurdish Beliefs ● Yazidism is monotheistic: meaning they believe in one God. ● The term "Yazidi" (also spelled "Yezidi," "Izîdî," "Ezdayi," or "Êzîdî") originates from Kurmanji, translating to "the one who created me," reflecting their belief in a singular Creator and God. ● God has entrusted creation to seven angels ○ Malek Taus, the peacock angel, is the foremost of these angels ● Primarily passed on through oral traditions Tawûsê Melek The hierarchical structure of Yazidism includes seven archangels, with Tawûsê Melek, the Peacock Angel, as the most significant figure entrusted by God with the guardianship of the world and the protection of the Yazidi people (Allison, 2016). Misrepresentations ● Christians and Muslims have previously mistaken Malek Taus to be a figure of Satan ○ This has caused Yazidis throughout history to be inaccurately labeled as “devil worshippers” Lalish ● Lalish is the holiest site in Yazidism ○ A pilgrimage is made to the temple Lalish Yazidi around the world ● Historically, Yazidis have primarily inhabited northern Iraq, particularly the Sinjar region, but they also have significant populations in the Shekhan area, the Nineveh Plains, and other parts of Iraqi Kurdistan (Asatrian & Arakelova, 2014). Yazidi communities are also found in Syria, Turkey, Armenia, Georgia, European Countries,Russia, USA, https://joshuaproject.net/people_groups/20455.ed October 27, 2024. Yazidi Holidays ● The Yazidi have three major religious celebrations, ● in April (New Year ( Ser Sal), ● In October (Pilgrimage to Sheikh Adi’s Tomb in Lalesh) Jamya Shekhadi and ● In December (Fasting Feast). History of Yazidi Genocides ● Ottoman Governor of Mosul,Muhammad Pasha al Jalili (1805-1820) ● The Kurdish Emir Muhammad Pasha al-Rawanduzi (1832) ● The Ottoman General Hafiz Pasha (1844) ● The Ottoman General Ömer wehbi Pasha (1891) ● The Iraqi Army Forces Attack (1935) ● The Arabization Campaign by Saddam Hussein (1975) ● Sheikhan Attack (2/15/2007) ● Al-Qaeda Car Bomb Attack (8/14/2007) ● IS Attack (Aug 3rd 2014) IS Attack (Aug 3 rd 2014) ❖5000 to 7000 Yazidi killed ❖More than 5000 Yazidi kidnapped ❖Destruction of more than 20 Yazidi holy sites in Sinjar. ❖Destruction of more than %80 percentage of Yazidi homes in Sinjar. ❖More than 400,000 Yazidi were displaced Death Toll ❖ 5 to 7 thousands died ❖ More than 150 of children and elderly died due to thirst and hunger ❖ Kocho village: mass killing of 412 men and 0ver 900 women and children were enslaved ❖ Mass killing in Hardan, Qini, Solag, and other villages Mountain Siege ❖ 150 to 200 thousands Yazidis trapped on Mt. Sinjar ❖ Hundreds of children and elderly died due to thirst and hunger ❖ Siege was broken by Yazidis, YPG and US Air Force Death Path to Freedom ❖ Trapped Yazidis walked ~200 Km to safety – Many died on the way ❖ Siege was broken by Yazidis, YPG and US Air Force ❖ Many elderly and disabled were left behind Displaced People ❖ About a half million Yazidi displaced (over 80% of Yazidi population in Iraq) ❖ They still in dire need for shelter and basic needs. ❖ Harsh weather and lack of sanitation are among many problems Yazidi Hostages ❖ 5 to 7 thousands Yazidi hostages ❖ Largest enslavement in 21 st century ❖ 1500-35000 Yazidi women are sold ❖ Forced conversion to Islam The Enslavement of Yazidi Women by IS ❏ 5000-7000 Yazidi hostages mostly women and children were enslaved ❏IS used Yazidi women as sex slaves. (confirmed in IS Dabiq magazine and other social media) ❏During enslavement IS forcing conversion to Islam and training Yazidi children to become future Jihad fighters Holy Sites Destroyed ❖ More than 20 Temples destroyed ❖ 15 Religious people were burned inside one temple in Sinjar ❖ Elderly and disabled at sacred sites were killed “Strong” by Malaeen LUQMAN Ezidi I Am Second Read: ● Find connections from the background information and pain experienced by women in society note them and I drew it so that we can always be sLocation Created: Duhok, Iraq to us.” Type: Painting Narrative Through Testimony Narrative ● Preview the testimonies Through ● Choose 2-3 to annotate Testimony ● What events or ideas 6MINUTE TIMER-COUNTDOWNTIMER(MINIMAL)familiar with? This 6-minute countdown●imerWhat do you wonder?onaluse andhas some minimalsoundeffects inthe last5seconds. ● What connections can you make? Remembering the KochoMassacre By August15th, 2014, ISIS hadalready takencontrolofmostofthe Sinjarregionandencircledthe village ofKocho. The internationally declaredgenocide resultedinthe murderofhundreds ofinnocentmen, violentseparationoffamilies, abductionofwomenandchildren, massacre ofthe elderly, andforceddisplacementofthe entire Kochocommunity. Ithas beennine years since the Kochomassacre andthe community stillbears the trauma. Today, mostformerKochoresidents lack access toeducation, livelihoods, cleanwater, andhealthcare due tothe devastating destructionoftheirvillage. Kochocommunity members deserve justice, supporttorebuild, andmemorializationinitiatives tohonorthose whowere lostandhealthroughcollective remembrance. #Yazidi#YazidiGenocide #KochoMassacre Photo Description ✤ Describe each photo in one word ✤ At the end, choose three photos that stood out to you the most ○ You will describe why that photo stood out to you ○ Then, you will meet with others to discuss the photo 1 'Burning Women,' by Hanna Hassan. (Yazidi Cultural Archives). Retrieved from Google Arts and Culture “The Art of Yazidi Survival” 2 Image: Free Yezidi Foundation 3 Image: Nadia’s Initiative 4 Caption: IS extremists launched a genocidal campaign against the minority involving killings, abductions, rape and enslavement. [Getty]. Image retrieved from Arab News “Iraq marks ninth anniversary of the Yazidi genocide by Islamic state group.” 5 What We Carried: Yazidis of Lincoln, Nebraska. A collaborative storytelling project with Lincoln’s Yazidi Community. Photos: Jim Lommasson 6 What We Carried: Yazidis of Lincoln, Nebraska. A collaborative storytelling project with Lincoln’s Yazidi Community. Photos: Jim Lommasson 7 What We Carried: Yazidis of Lincoln, Nebraska. A collaborative storytelling project with Lincoln’s Yazidi Community. Photos: Jim Lommasson 8 CaptioTemple in the village of Aknalich, 35 kilometres from the Armenian capital Yerevan. Image retrieved from Business Time article’ “Long-persecuted Yazidis welcome new 'sanctuary' temple.” 9 Image: Kilian Foerster 10 “Cone-shaped roofs over the tomb of Şêx Adî in Lalish.” Downloaded with Permission. Copyright Claire Thomas Photography, “Yazidi New Year,” 2022 11 Downloaded with Permission. Copyright Claire Thomas Photography, “Yazidi New Year,” 2022 12 Caption: Yazidi women gather outside the Holy Temple in Lalish to celebrate the first Yazidi New Year since victory over ISIS was declared in Iraq. Downloaded with Permission. Copyright Claire Thomas Photography, “Yazidi New Year,” 2022 13 Caption: The Yazidi tradition of celebrating the New Year originates from Mesopotamian culture and is one of the oldest rituals still practiced. Downloaded with Permission. Copyright Claire Thomas Photography, “Yazidi New Year,” 2022 14 Caption: Inside the Holy temple of Lalish where colorful pieces of cloth are tied around pillars. Visitors to the temple are invited to tie knots in the material as a form of prayer. Downloaded with Permission. Copyright Claire Thomas Photography, “Yazidi New Year,” 2022 Caption: A man from a group of Yazidi survivors and volunteers digs new graves in 15 2019 to properly bury family members whose remains were discovered in mass graves in the Yazidi village of Kocho, northern Iraq. Now, a year later, many family members are still waiting for the bodies to undergo DNA testing and be returned to them. Image: Andrea DiCenzo for NPR 16 Image: Newsha Tavakolian / Magnum Photos Narrative I noticed… Through Testimony: Partner Share I wonder…? This reminds me of… Teaching with Testimony and Sensitive Topics ● What methods do you currently use while teaching with testimony? ● What agreements and expectations do you establish before teaching about sensitive or heavy topics? Trauma-Informed Teaching: Teaching About Sexual Assault in the 6-12 Classroom ● USHMM’s “Guidelines for Teaching About the Holocaust” are a great place to start ○ Avoid simple answers to complex questions ○ Strive for precision of language ○ Avoid comparisons of pain ○ Translate statistics into people ○ Make responsible methodological decisions ● In a typical classroom you may not have students who have survivors of modern genocides ○ Prevalence of sexual assault: it is highly likely you will have students who have been sexually assaulted (primary trauma) ■ 1 in 9 girls and 1 in 53 boys are sexually assaulted by an adult before age 18. Trauma-Informed Teaching: Teaching About Sexual Assault in the 6-12 Classroom Trauma-informed: ● Offering choice ● Offering control ○ Control = “I know what’s coming next” ● Encouraging collaboration image: Flaticon.com Trauma-Informed Teaching: Examples Core Values and Community Agreements ● Give students specific language to express their https://bit.ly/ values and perspectives ○ Encourage collaboration corevalues0 ● May be used at the beginning of semester and/or before a specific unit https://bit.ly/4fdvBI Z Trauma-Informed Teaching: Examples Draw Trade + Respond ● Look back to what you have annotated ● Pass your paper to someone near you ● Create a visual representation to ● Write next to your partner’s respond to the text drawing to respond: How does the ○ Ex: What the speaker is other person’s art make you think thinking/feeling or feel? ○ Ex: Events the speaker states that stood out to you ○ I noticed you included… ○ I wondered about… ○ Ex: How you are thinking/feeling ○ I also felt… There is no right or wrong way to do this. ○ This shows ____, which I hadn’t Neither is the goal to create “good art.” Just considered before. create. Trauma-Informed Teaching: Examples ● Control: exit strategies ○ How to leave with respect ● Control and Choice: content warnings ○ Timely: give at least 24 hours before ○ Specific: describe in specific but not graphic language; post or make resources available early if possible Closure: Reflection Connections: Where do you see that you can incorporate these strategies or this content into what you already teach? Changes: How does the incorporation of narrative (including testimony, art, poetry, photography, and other forms of storytelling) change the way students understand their moral obligations to genocide? Questions: What questions do you have for possibly incorporating these strategies? What questions do you anticipate will arise from your students? Citations Arraf, Jane. “‘Nothing Left in the World Except These Bones’: Yazidis Search for Mothers’ Remains.” NPR, December 2, 2020. https://www.npr.org/2020/12/02/940208630/nothing-left-in-the-world- except-these-bones-yazidis-search-for-mothers-remains. Finkelhor, David, Anne Shattuck, Heather A. Turner, and Sherry L. Hamby. 2014. "The Lifetime Prevalence of Child Sexual Abuse and Sexual Assault Assessed in Late Adolescence." Journal of Adolescent Health 55, no. 3 (September): 329–33. https://doi.org/10.1016/j.jadohealth.2013.12.026. Foerster, Kilian. The School of Kocho in Sinjar. Photograph. https://kilianfoerster.de/childreniraq3-11.htm, n.d. https://kilianfoerster.de/childreniraq3-11.htm. Hassan, Hanna. “Burning Women (21th Century).” https://artsandculture.google.com/story/the-art-of-yazidi-survival-united-nations/PwURZsXemMfbcw?hl=en: The United Nations, 2018. Lommasson, Jim. Photograph. Lincoln, NE, 2017. Lincoln, NE. What We Carried: Yazidis of Lincoln, Nebraska. A collaborative storytelling project with Lincoln's Yazidi Community. “Long-Persecuted Yazidis Welcome New ‘Sanctuary’ Temple.” The Business Times, October 21, 2019. https://www.businesstimes.com.sg/lifestyle/long-persecuted-yazidis-welcome-new-sanctuary- temple. Luqman, Malaeen. “Strong.” Google Arts and Culture. United Nations, 21AD. Duhok, Iraq. https://artsandculture.google.com/asset/strong-malaeen-luqman/vgFKS2p8buKvXQ?hl=en. Mershawi, Haji. “Ezidi Poetry (2014).” Journal of Levantine Studies 5, no. 1 (Summer 2015). “Nadia Murad’s October Visit to Sinjar.” Nadia’s Initiative, October 14, 2022. https://www.nadiasinitiative.org/news/nadia-murads-trip-to-sinjar. “Remembering the Victims of Kocho Massacre.”Free Yezidi Foundation, August 15, 2023. https://freeyezidi.org/news-updates/remembering-the-victims-of-kocho-massacre/. Taib Menmy, Dana. “Iraq Marks the Ninth Anniversary of the Yazidi Genocide.” The New Arab, August 4, 2023. https://www.newarab.com/news/iraq-marks-ninth-anniversary-yazidi-genocide. Tavakolian, Newsha. Photograph. https://www.newshatavakolian.com/isis-yazidi-child-soldiers, n.d. https://www.newshatavakolian.com/isis-yazidi-child-soldiers. Thomas, Claire. Photograph. https://www.clairethomasphotography.com/project/yazidi-new-year-iraq/, 2022. https://www.clairethomasphotography.com/project/yazidi-new-year-iraq/. Downloaded with permission United States Holocaust Memorial Museum. “Guidelines for Teaching About the Holocaust.” United States Holocaust Memorial Museum. Accessed September 30, 2024. https://www.ushmm.org/teach/fundamentals/guidelines-for-teaching-the-holocaust. nestoriesofhumanity.unl.edu More Resources ksleeper@lps.org haroonalhayder5@gmail.com Link to slides: https://bit.ly/NCCHEpresentation or scan this QR code: Inquiry_5_Slides-Yazidi_Narrative_Presentation