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Clear instructions were issued that no Africans were to be involved: only an individual who was "a servant of the Kenya government who is a British subject of European descent" could participate in the purge.

Many of the watch files ended up at Hanslope Park. They came from 37 different former colonies, and filled 200 metres of shelving. But it is becoming clear that much of the most damning material was probably destroyed. Officials in some colonies, such as Kenya, were told that there should be a presumption in favour of disposal of documents rather than removal to the UK – "emphasis is placed upon destruction" – and that no trace of either the documents or their incineration should remain.

In middle and high school, that's where the loss of instruction time comes.

has to be an engaged study of the past.

[National History Day] is not just for gifted and talented students; this is a program that does extremely well with kids in the lower quartile.

riginal research, you have an opportunity to form your own opinion on a topic. You're looking at original material. They do have to read secondary material so that they can have context. Have you talked to any teachers about how they're discussing the killing of Osama bin Laden with students? What should teachers be saying to their students? What's the importance of recent history in history class? I haven't had the chance to talk to any teachers since [last] Sunday. But I can tell you that what I hope they're doing is helping young people put this in perspective. I hope they're helping students understand the history of terror and understand why 9/11 happened in the first place. You have to understand the history of the Middle East and the history of the United States' role there, so you can draw some meaning and understanding. Using the word understanding doesn't mean condoning; it just means you need to understand why it may have happened. See how your school stacks up in our rankings of Best High Schools. Have something of interest to share? Send your news to us at highschoolnotes@usnews.com. More High School Notes posts Reader Comments Add Comment Start the discussion! Be the first to comment on this story. var RecaptchaOptions = { theme : 'clean' }; Add Your Thoughts Title Comment 3000 characters left About You Name Email State - state - AL AK AZ AR CA CO CT DE DC FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY International Please enter the two words below into the text field underneath the image. Recaptcha.widget = Recaptcha.$("recaptcha_widget_div"); Recaptcha.challenge_callback(); Your comment will be posted immediately, unless it is spam or contains profanity. For more information, please see our

t is clear that only at the last minute Aptheker remembered the slaves and threw in the phrase about their “response.” Historically this is a crime. The non-slaveholding whites who supposedly pushed the South into the Civil War were not in any way democrats. They were small planters and city people who formed a rebellious but reactionary social force, hostile to the big planters, the slaves and the democratically minded farmers in the non-plantation regions. What particular purpose this new development is to serve does not concern us here. What is important, however, is its logical identity with the hostility to Negro radicalism and independent Negro politics which has appeared in Aptheker’s work from the very beginning to this climax-pushing the Negroes aside for the sake of non slaveholding whites in the South. However fair may be the outside of Stalinist history and politics, however skillful may be the means by which its internal corruption is disguised, inevitably its real significance appears. There is no excuse today for those who allow themselves to be deceived by it. For all interested in this sphere, it is a common duty, whatever differences may exist between us, to see to it that the whole Stalinist fakery on Negro history be thoroughly exposed for what it really is.