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Social Studies Technology Social Studies Technology ProjectProject
Julie WilcoxJulie Wilcox
ED 639ED 639
Genocide Unit based on NCSS Genocide Unit based on NCSS Thematic StandardsThematic Standards
Ninth grade Social StudiesNinth grade Social Studies
I CultureI CultureArmenia the forgotten genocide
Activity 1 Viewing of short ABC News video clip Students view the ABC News video entitled The Century with Peter Jennings found at
httpwwwteachgenocideorgvideosindexhtmpictureIn this video a basic overview of the Armenian genocide is found In addition it
displays the centrality of a groups cultural identity to the act of genocideActivity 2 WorksheetStudents complete a worksheet over the video they viewed which can be found at
httpwwwteachgenocideorgfilesVideosThe_Century_HandoutpdfActivity 3 Identifying groupsActivity 3 Identifying groupsStudents will be given six handouts with news articles relating to the Armenian Students will be given six handouts with news articles relating to the Armenian
genocide from different countries between 1898 and 1915 The purpose is to genocide from different countries between 1898 and 1915 The purpose is to identify different cultural groups and their perceptions motives and views within identify different cultural groups and their perceptions motives and views within news literature They will highlight different groups as they meet them and take news literature They will highlight different groups as they meet them and take notes The news articles can be found at notes The news articles can be found at httpwwwteachgenocideorgdocumentsindexhtmhttpwwwteachgenocideorgdocumentsindexhtm and printed to become and printed to become handouts for the class handouts for the class
I Culture continuedI Culture continued
Activity 4 Viewing of Armenia The BetrayedIn a BBC Correspondent 45 minute program Fergal Keane investigates how a terrible slaughter three quarters of a century ago has returned to haunt the relationship between Turkey and its western allies Incorporates cultural themes with current events The video can be found at httpnewsbbccouk2hiprogrammescorrespondent2562999stm
Activity 5 Discussion of Armenia The BetrayedAs a whole class discuss the ldquoconnections between the assumptions beliefs and values of a culture and the actions policies and products of the peoplehelliprdquo (taken from the NCSS standards book page 20) Focus specifically on the Turks Armenians and the West collectively Discuss these connections at the time of the Armenian genocide as well as what is happening right now Students can come to the board and add input The class and teacher construct dialogue charts on the board as the discussion evolves
II Time Continuity and ChangeII Time Continuity and ChangeGenocide throughout History
Activity 1 Brainstorming What is GenocideWrite the word Genocide on the board Ask students if they know what it means The term was first used by Rafael Lempkin in 1944 in his book Axis Rule in Occupied Europe The word is a hybrid consisting of the Greek word genos meaning race nation or tribe and the Latin suffix cide meaning killing Write as many definitions and ideas that the class gives as possible
Activity 2 Short Writing Assignment Using the online resources below test students understanding of what constitutes a genocide
according to the UN Convention on the Prevention and Punishment of the Crime of Genocide adopted in 1951 at httpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Genocide List Have students make a list of genocides from the past century As a reference use the web site for
the International Association of Genocide Scholars atScholars at httpwwwisg-iagsorgreferencesdef_genocidehtmlhttpwwwisg-iagsorgreferencesdef_genocidehtml
Activity 4 Class lecture and handout on the eight stages of genocideActivity 4 Class lecture and handout on the eight stages of genocideHandout and lecture information found at Handout and lecture information found at Genocide WatchGenocide Watch
httpwwwgenocidewatchorg8stageshtm httpwwwgenocidewatchorg8stageshtm Here there are definitions and descriptions of the Here there are definitions and descriptions of the eight stages of genocideeight stages of genocide
II Time Continuity and Change II Time Continuity and Change continuedcontinued
Activity 5 Genocide timeline of eventsActivity 5 Genocide timeline of events Creating a timeline of events will help students identify illustrate explain and interpret the causes and Creating a timeline of events will help students identify illustrate explain and interpret the causes and
progression of events that leads to genocideprogression of events that leads to genocideStudents should work in small groups to create a life-size timeline on large poster paper or newsprint Students should work in small groups to create a life-size timeline on large poster paper or newsprint
sheets Each large blank sheet should represent one year and that year will be written in large bold sheets Each large blank sheet should represent one year and that year will be written in large bold print on the top Have students work in their groups to decorate their year sheet with pictures print on the top Have students work in their groups to decorate their year sheet with pictures (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and other memorabilia Encourage students to research the important events of that year and think in other memorabilia Encourage students to research the important events of that year and think in terms of people and their ideas the government the economy and societal factors that illustrate each terms of people and their ideas the government the economy and societal factors that illustrate each stage in the progress toward genocide When student groups are finished with their posters hang stage in the progress toward genocide When student groups are finished with their posters hang them on a wall in the classroom or hallway in consecutive years to create the timeline of each them on a wall in the classroom or hallway in consecutive years to create the timeline of each genocidegenocide
Websites of student use for this timeline project can include but are not limited toWebsites of student use for this timeline project can include but are not limited to Frontline The Triumph of EvilFrontline The Triumph of Evil
httpwwwpbsorgwgbhpagesfrontlineshowsevilhttpwwwpbsorgwgbhpagesfrontlineshowsevil NOW The Politics of SudanNOW The Politics of Sudan
httpwwwpbsorgnowpoliticssudan2htmlhttpwwwpbsorgnowpoliticssudan2html Genocide WatchGenocide Watch
httpwwwgenocidewatchorghttpwwwgenocidewatchorg BBC The Rwandan GenocideBBC The Rwandan Genocide
httpnewsbbccouk1hiworldafrica1288230stmhttpnewsbbccouk1hiworldafrica1288230stm The Committee on Conscience DarfurThe Committee on Conscience Darfur
httpwwwushmmorgconsciencealertdarfur httpwwwushmmorgconsciencealertdarfur
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
Genocide Unit based on NCSS Genocide Unit based on NCSS Thematic StandardsThematic Standards
Ninth grade Social StudiesNinth grade Social Studies
I CultureI CultureArmenia the forgotten genocide
Activity 1 Viewing of short ABC News video clip Students view the ABC News video entitled The Century with Peter Jennings found at
httpwwwteachgenocideorgvideosindexhtmpictureIn this video a basic overview of the Armenian genocide is found In addition it
displays the centrality of a groups cultural identity to the act of genocideActivity 2 WorksheetStudents complete a worksheet over the video they viewed which can be found at
httpwwwteachgenocideorgfilesVideosThe_Century_HandoutpdfActivity 3 Identifying groupsActivity 3 Identifying groupsStudents will be given six handouts with news articles relating to the Armenian Students will be given six handouts with news articles relating to the Armenian
genocide from different countries between 1898 and 1915 The purpose is to genocide from different countries between 1898 and 1915 The purpose is to identify different cultural groups and their perceptions motives and views within identify different cultural groups and their perceptions motives and views within news literature They will highlight different groups as they meet them and take news literature They will highlight different groups as they meet them and take notes The news articles can be found at notes The news articles can be found at httpwwwteachgenocideorgdocumentsindexhtmhttpwwwteachgenocideorgdocumentsindexhtm and printed to become and printed to become handouts for the class handouts for the class
I Culture continuedI Culture continued
Activity 4 Viewing of Armenia The BetrayedIn a BBC Correspondent 45 minute program Fergal Keane investigates how a terrible slaughter three quarters of a century ago has returned to haunt the relationship between Turkey and its western allies Incorporates cultural themes with current events The video can be found at httpnewsbbccouk2hiprogrammescorrespondent2562999stm
Activity 5 Discussion of Armenia The BetrayedAs a whole class discuss the ldquoconnections between the assumptions beliefs and values of a culture and the actions policies and products of the peoplehelliprdquo (taken from the NCSS standards book page 20) Focus specifically on the Turks Armenians and the West collectively Discuss these connections at the time of the Armenian genocide as well as what is happening right now Students can come to the board and add input The class and teacher construct dialogue charts on the board as the discussion evolves
II Time Continuity and ChangeII Time Continuity and ChangeGenocide throughout History
Activity 1 Brainstorming What is GenocideWrite the word Genocide on the board Ask students if they know what it means The term was first used by Rafael Lempkin in 1944 in his book Axis Rule in Occupied Europe The word is a hybrid consisting of the Greek word genos meaning race nation or tribe and the Latin suffix cide meaning killing Write as many definitions and ideas that the class gives as possible
Activity 2 Short Writing Assignment Using the online resources below test students understanding of what constitutes a genocide
according to the UN Convention on the Prevention and Punishment of the Crime of Genocide adopted in 1951 at httpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Genocide List Have students make a list of genocides from the past century As a reference use the web site for
the International Association of Genocide Scholars atScholars at httpwwwisg-iagsorgreferencesdef_genocidehtmlhttpwwwisg-iagsorgreferencesdef_genocidehtml
Activity 4 Class lecture and handout on the eight stages of genocideActivity 4 Class lecture and handout on the eight stages of genocideHandout and lecture information found at Handout and lecture information found at Genocide WatchGenocide Watch
httpwwwgenocidewatchorg8stageshtm httpwwwgenocidewatchorg8stageshtm Here there are definitions and descriptions of the Here there are definitions and descriptions of the eight stages of genocideeight stages of genocide
II Time Continuity and Change II Time Continuity and Change continuedcontinued
Activity 5 Genocide timeline of eventsActivity 5 Genocide timeline of events Creating a timeline of events will help students identify illustrate explain and interpret the causes and Creating a timeline of events will help students identify illustrate explain and interpret the causes and
progression of events that leads to genocideprogression of events that leads to genocideStudents should work in small groups to create a life-size timeline on large poster paper or newsprint Students should work in small groups to create a life-size timeline on large poster paper or newsprint
sheets Each large blank sheet should represent one year and that year will be written in large bold sheets Each large blank sheet should represent one year and that year will be written in large bold print on the top Have students work in their groups to decorate their year sheet with pictures print on the top Have students work in their groups to decorate their year sheet with pictures (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and other memorabilia Encourage students to research the important events of that year and think in other memorabilia Encourage students to research the important events of that year and think in terms of people and their ideas the government the economy and societal factors that illustrate each terms of people and their ideas the government the economy and societal factors that illustrate each stage in the progress toward genocide When student groups are finished with their posters hang stage in the progress toward genocide When student groups are finished with their posters hang them on a wall in the classroom or hallway in consecutive years to create the timeline of each them on a wall in the classroom or hallway in consecutive years to create the timeline of each genocidegenocide
Websites of student use for this timeline project can include but are not limited toWebsites of student use for this timeline project can include but are not limited to Frontline The Triumph of EvilFrontline The Triumph of Evil
httpwwwpbsorgwgbhpagesfrontlineshowsevilhttpwwwpbsorgwgbhpagesfrontlineshowsevil NOW The Politics of SudanNOW The Politics of Sudan
httpwwwpbsorgnowpoliticssudan2htmlhttpwwwpbsorgnowpoliticssudan2html Genocide WatchGenocide Watch
httpwwwgenocidewatchorghttpwwwgenocidewatchorg BBC The Rwandan GenocideBBC The Rwandan Genocide
httpnewsbbccouk1hiworldafrica1288230stmhttpnewsbbccouk1hiworldafrica1288230stm The Committee on Conscience DarfurThe Committee on Conscience Darfur
httpwwwushmmorgconsciencealertdarfur httpwwwushmmorgconsciencealertdarfur
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
I CultureI CultureArmenia the forgotten genocide
Activity 1 Viewing of short ABC News video clip Students view the ABC News video entitled The Century with Peter Jennings found at
httpwwwteachgenocideorgvideosindexhtmpictureIn this video a basic overview of the Armenian genocide is found In addition it
displays the centrality of a groups cultural identity to the act of genocideActivity 2 WorksheetStudents complete a worksheet over the video they viewed which can be found at
httpwwwteachgenocideorgfilesVideosThe_Century_HandoutpdfActivity 3 Identifying groupsActivity 3 Identifying groupsStudents will be given six handouts with news articles relating to the Armenian Students will be given six handouts with news articles relating to the Armenian
genocide from different countries between 1898 and 1915 The purpose is to genocide from different countries between 1898 and 1915 The purpose is to identify different cultural groups and their perceptions motives and views within identify different cultural groups and their perceptions motives and views within news literature They will highlight different groups as they meet them and take news literature They will highlight different groups as they meet them and take notes The news articles can be found at notes The news articles can be found at httpwwwteachgenocideorgdocumentsindexhtmhttpwwwteachgenocideorgdocumentsindexhtm and printed to become and printed to become handouts for the class handouts for the class
I Culture continuedI Culture continued
Activity 4 Viewing of Armenia The BetrayedIn a BBC Correspondent 45 minute program Fergal Keane investigates how a terrible slaughter three quarters of a century ago has returned to haunt the relationship between Turkey and its western allies Incorporates cultural themes with current events The video can be found at httpnewsbbccouk2hiprogrammescorrespondent2562999stm
Activity 5 Discussion of Armenia The BetrayedAs a whole class discuss the ldquoconnections between the assumptions beliefs and values of a culture and the actions policies and products of the peoplehelliprdquo (taken from the NCSS standards book page 20) Focus specifically on the Turks Armenians and the West collectively Discuss these connections at the time of the Armenian genocide as well as what is happening right now Students can come to the board and add input The class and teacher construct dialogue charts on the board as the discussion evolves
II Time Continuity and ChangeII Time Continuity and ChangeGenocide throughout History
Activity 1 Brainstorming What is GenocideWrite the word Genocide on the board Ask students if they know what it means The term was first used by Rafael Lempkin in 1944 in his book Axis Rule in Occupied Europe The word is a hybrid consisting of the Greek word genos meaning race nation or tribe and the Latin suffix cide meaning killing Write as many definitions and ideas that the class gives as possible
Activity 2 Short Writing Assignment Using the online resources below test students understanding of what constitutes a genocide
according to the UN Convention on the Prevention and Punishment of the Crime of Genocide adopted in 1951 at httpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Genocide List Have students make a list of genocides from the past century As a reference use the web site for
the International Association of Genocide Scholars atScholars at httpwwwisg-iagsorgreferencesdef_genocidehtmlhttpwwwisg-iagsorgreferencesdef_genocidehtml
Activity 4 Class lecture and handout on the eight stages of genocideActivity 4 Class lecture and handout on the eight stages of genocideHandout and lecture information found at Handout and lecture information found at Genocide WatchGenocide Watch
httpwwwgenocidewatchorg8stageshtm httpwwwgenocidewatchorg8stageshtm Here there are definitions and descriptions of the Here there are definitions and descriptions of the eight stages of genocideeight stages of genocide
II Time Continuity and Change II Time Continuity and Change continuedcontinued
Activity 5 Genocide timeline of eventsActivity 5 Genocide timeline of events Creating a timeline of events will help students identify illustrate explain and interpret the causes and Creating a timeline of events will help students identify illustrate explain and interpret the causes and
progression of events that leads to genocideprogression of events that leads to genocideStudents should work in small groups to create a life-size timeline on large poster paper or newsprint Students should work in small groups to create a life-size timeline on large poster paper or newsprint
sheets Each large blank sheet should represent one year and that year will be written in large bold sheets Each large blank sheet should represent one year and that year will be written in large bold print on the top Have students work in their groups to decorate their year sheet with pictures print on the top Have students work in their groups to decorate their year sheet with pictures (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and other memorabilia Encourage students to research the important events of that year and think in other memorabilia Encourage students to research the important events of that year and think in terms of people and their ideas the government the economy and societal factors that illustrate each terms of people and their ideas the government the economy and societal factors that illustrate each stage in the progress toward genocide When student groups are finished with their posters hang stage in the progress toward genocide When student groups are finished with their posters hang them on a wall in the classroom or hallway in consecutive years to create the timeline of each them on a wall in the classroom or hallway in consecutive years to create the timeline of each genocidegenocide
Websites of student use for this timeline project can include but are not limited toWebsites of student use for this timeline project can include but are not limited to Frontline The Triumph of EvilFrontline The Triumph of Evil
httpwwwpbsorgwgbhpagesfrontlineshowsevilhttpwwwpbsorgwgbhpagesfrontlineshowsevil NOW The Politics of SudanNOW The Politics of Sudan
httpwwwpbsorgnowpoliticssudan2htmlhttpwwwpbsorgnowpoliticssudan2html Genocide WatchGenocide Watch
httpwwwgenocidewatchorghttpwwwgenocidewatchorg BBC The Rwandan GenocideBBC The Rwandan Genocide
httpnewsbbccouk1hiworldafrica1288230stmhttpnewsbbccouk1hiworldafrica1288230stm The Committee on Conscience DarfurThe Committee on Conscience Darfur
httpwwwushmmorgconsciencealertdarfur httpwwwushmmorgconsciencealertdarfur
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
I Culture continuedI Culture continued
Activity 4 Viewing of Armenia The BetrayedIn a BBC Correspondent 45 minute program Fergal Keane investigates how a terrible slaughter three quarters of a century ago has returned to haunt the relationship between Turkey and its western allies Incorporates cultural themes with current events The video can be found at httpnewsbbccouk2hiprogrammescorrespondent2562999stm
Activity 5 Discussion of Armenia The BetrayedAs a whole class discuss the ldquoconnections between the assumptions beliefs and values of a culture and the actions policies and products of the peoplehelliprdquo (taken from the NCSS standards book page 20) Focus specifically on the Turks Armenians and the West collectively Discuss these connections at the time of the Armenian genocide as well as what is happening right now Students can come to the board and add input The class and teacher construct dialogue charts on the board as the discussion evolves
II Time Continuity and ChangeII Time Continuity and ChangeGenocide throughout History
Activity 1 Brainstorming What is GenocideWrite the word Genocide on the board Ask students if they know what it means The term was first used by Rafael Lempkin in 1944 in his book Axis Rule in Occupied Europe The word is a hybrid consisting of the Greek word genos meaning race nation or tribe and the Latin suffix cide meaning killing Write as many definitions and ideas that the class gives as possible
Activity 2 Short Writing Assignment Using the online resources below test students understanding of what constitutes a genocide
according to the UN Convention on the Prevention and Punishment of the Crime of Genocide adopted in 1951 at httpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Genocide List Have students make a list of genocides from the past century As a reference use the web site for
the International Association of Genocide Scholars atScholars at httpwwwisg-iagsorgreferencesdef_genocidehtmlhttpwwwisg-iagsorgreferencesdef_genocidehtml
Activity 4 Class lecture and handout on the eight stages of genocideActivity 4 Class lecture and handout on the eight stages of genocideHandout and lecture information found at Handout and lecture information found at Genocide WatchGenocide Watch
httpwwwgenocidewatchorg8stageshtm httpwwwgenocidewatchorg8stageshtm Here there are definitions and descriptions of the Here there are definitions and descriptions of the eight stages of genocideeight stages of genocide
II Time Continuity and Change II Time Continuity and Change continuedcontinued
Activity 5 Genocide timeline of eventsActivity 5 Genocide timeline of events Creating a timeline of events will help students identify illustrate explain and interpret the causes and Creating a timeline of events will help students identify illustrate explain and interpret the causes and
progression of events that leads to genocideprogression of events that leads to genocideStudents should work in small groups to create a life-size timeline on large poster paper or newsprint Students should work in small groups to create a life-size timeline on large poster paper or newsprint
sheets Each large blank sheet should represent one year and that year will be written in large bold sheets Each large blank sheet should represent one year and that year will be written in large bold print on the top Have students work in their groups to decorate their year sheet with pictures print on the top Have students work in their groups to decorate their year sheet with pictures (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and other memorabilia Encourage students to research the important events of that year and think in other memorabilia Encourage students to research the important events of that year and think in terms of people and their ideas the government the economy and societal factors that illustrate each terms of people and their ideas the government the economy and societal factors that illustrate each stage in the progress toward genocide When student groups are finished with their posters hang stage in the progress toward genocide When student groups are finished with their posters hang them on a wall in the classroom or hallway in consecutive years to create the timeline of each them on a wall in the classroom or hallway in consecutive years to create the timeline of each genocidegenocide
Websites of student use for this timeline project can include but are not limited toWebsites of student use for this timeline project can include but are not limited to Frontline The Triumph of EvilFrontline The Triumph of Evil
httpwwwpbsorgwgbhpagesfrontlineshowsevilhttpwwwpbsorgwgbhpagesfrontlineshowsevil NOW The Politics of SudanNOW The Politics of Sudan
httpwwwpbsorgnowpoliticssudan2htmlhttpwwwpbsorgnowpoliticssudan2html Genocide WatchGenocide Watch
httpwwwgenocidewatchorghttpwwwgenocidewatchorg BBC The Rwandan GenocideBBC The Rwandan Genocide
httpnewsbbccouk1hiworldafrica1288230stmhttpnewsbbccouk1hiworldafrica1288230stm The Committee on Conscience DarfurThe Committee on Conscience Darfur
httpwwwushmmorgconsciencealertdarfur httpwwwushmmorgconsciencealertdarfur
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
II Time Continuity and ChangeII Time Continuity and ChangeGenocide throughout History
Activity 1 Brainstorming What is GenocideWrite the word Genocide on the board Ask students if they know what it means The term was first used by Rafael Lempkin in 1944 in his book Axis Rule in Occupied Europe The word is a hybrid consisting of the Greek word genos meaning race nation or tribe and the Latin suffix cide meaning killing Write as many definitions and ideas that the class gives as possible
Activity 2 Short Writing Assignment Using the online resources below test students understanding of what constitutes a genocide
according to the UN Convention on the Prevention and Punishment of the Crime of Genocide adopted in 1951 at httpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Genocide List Have students make a list of genocides from the past century As a reference use the web site for
the International Association of Genocide Scholars atScholars at httpwwwisg-iagsorgreferencesdef_genocidehtmlhttpwwwisg-iagsorgreferencesdef_genocidehtml
Activity 4 Class lecture and handout on the eight stages of genocideActivity 4 Class lecture and handout on the eight stages of genocideHandout and lecture information found at Handout and lecture information found at Genocide WatchGenocide Watch
httpwwwgenocidewatchorg8stageshtm httpwwwgenocidewatchorg8stageshtm Here there are definitions and descriptions of the Here there are definitions and descriptions of the eight stages of genocideeight stages of genocide
II Time Continuity and Change II Time Continuity and Change continuedcontinued
Activity 5 Genocide timeline of eventsActivity 5 Genocide timeline of events Creating a timeline of events will help students identify illustrate explain and interpret the causes and Creating a timeline of events will help students identify illustrate explain and interpret the causes and
progression of events that leads to genocideprogression of events that leads to genocideStudents should work in small groups to create a life-size timeline on large poster paper or newsprint Students should work in small groups to create a life-size timeline on large poster paper or newsprint
sheets Each large blank sheet should represent one year and that year will be written in large bold sheets Each large blank sheet should represent one year and that year will be written in large bold print on the top Have students work in their groups to decorate their year sheet with pictures print on the top Have students work in their groups to decorate their year sheet with pictures (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and other memorabilia Encourage students to research the important events of that year and think in other memorabilia Encourage students to research the important events of that year and think in terms of people and their ideas the government the economy and societal factors that illustrate each terms of people and their ideas the government the economy and societal factors that illustrate each stage in the progress toward genocide When student groups are finished with their posters hang stage in the progress toward genocide When student groups are finished with their posters hang them on a wall in the classroom or hallway in consecutive years to create the timeline of each them on a wall in the classroom or hallway in consecutive years to create the timeline of each genocidegenocide
Websites of student use for this timeline project can include but are not limited toWebsites of student use for this timeline project can include but are not limited to Frontline The Triumph of EvilFrontline The Triumph of Evil
httpwwwpbsorgwgbhpagesfrontlineshowsevilhttpwwwpbsorgwgbhpagesfrontlineshowsevil NOW The Politics of SudanNOW The Politics of Sudan
httpwwwpbsorgnowpoliticssudan2htmlhttpwwwpbsorgnowpoliticssudan2html Genocide WatchGenocide Watch
httpwwwgenocidewatchorghttpwwwgenocidewatchorg BBC The Rwandan GenocideBBC The Rwandan Genocide
httpnewsbbccouk1hiworldafrica1288230stmhttpnewsbbccouk1hiworldafrica1288230stm The Committee on Conscience DarfurThe Committee on Conscience Darfur
httpwwwushmmorgconsciencealertdarfur httpwwwushmmorgconsciencealertdarfur
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
II Time Continuity and Change II Time Continuity and Change continuedcontinued
Activity 5 Genocide timeline of eventsActivity 5 Genocide timeline of events Creating a timeline of events will help students identify illustrate explain and interpret the causes and Creating a timeline of events will help students identify illustrate explain and interpret the causes and
progression of events that leads to genocideprogression of events that leads to genocideStudents should work in small groups to create a life-size timeline on large poster paper or newsprint Students should work in small groups to create a life-size timeline on large poster paper or newsprint
sheets Each large blank sheet should represent one year and that year will be written in large bold sheets Each large blank sheet should represent one year and that year will be written in large bold print on the top Have students work in their groups to decorate their year sheet with pictures print on the top Have students work in their groups to decorate their year sheet with pictures (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and (photographs or drawings) slogans artwork poems copies or re-created newspaper clippings and other memorabilia Encourage students to research the important events of that year and think in other memorabilia Encourage students to research the important events of that year and think in terms of people and their ideas the government the economy and societal factors that illustrate each terms of people and their ideas the government the economy and societal factors that illustrate each stage in the progress toward genocide When student groups are finished with their posters hang stage in the progress toward genocide When student groups are finished with their posters hang them on a wall in the classroom or hallway in consecutive years to create the timeline of each them on a wall in the classroom or hallway in consecutive years to create the timeline of each genocidegenocide
Websites of student use for this timeline project can include but are not limited toWebsites of student use for this timeline project can include but are not limited to Frontline The Triumph of EvilFrontline The Triumph of Evil
httpwwwpbsorgwgbhpagesfrontlineshowsevilhttpwwwpbsorgwgbhpagesfrontlineshowsevil NOW The Politics of SudanNOW The Politics of Sudan
httpwwwpbsorgnowpoliticssudan2htmlhttpwwwpbsorgnowpoliticssudan2html Genocide WatchGenocide Watch
httpwwwgenocidewatchorghttpwwwgenocidewatchorg BBC The Rwandan GenocideBBC The Rwandan Genocide
httpnewsbbccouk1hiworldafrica1288230stmhttpnewsbbccouk1hiworldafrica1288230stm The Committee on Conscience DarfurThe Committee on Conscience Darfur
httpwwwushmmorgconsciencealertdarfur httpwwwushmmorgconsciencealertdarfur
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
III People Places and the III People Places and the EnvironmentEnvironment
Native Americans loss of land and lifeActivity 1 LectureTeacher led lecture on Chief Joseph of the Nez Pierce tribe Focus is on the consequences of the need for resources (eg the discovery of gold in the Dakotas which the consequences of the need for resources (eg the discovery of gold in the Dakotas which
led to the encroachment of whites on Sioux and Cheyenne land)led to the encroachment of whites on Sioux and Cheyenne land) the relationships between resources and exploration colonization and settlement of different the relationships between resources and exploration colonization and settlement of different
regions of the world (eg the discovery of gold and the settlement of the American West and regions of the world (eg the discovery of gold and the settlement of the American West and their influence on Native American life and culture)their influence on Native American life and culture)
Knows the location and human features on maps (eg the escape route of Chief Joseph and Knows the location and human features on maps (eg the escape route of Chief Joseph and the Nez Perce the difficulty of the trek due to land features)the Nez Perce the difficulty of the trek due to land features)
Knows the spatial dynamics of various historical events (eg the territory where the Nez Knows the spatial dynamics of various historical events (eg the territory where the Nez Perce lived the place to which the American government wished to move them the escape Perce lived the place to which the American government wished to move them the escape route used by Chief Joseph and the Nez Perce how close they came to escaping into route used by Chief Joseph and the Nez Perce how close they came to escaping into Canada)Canada)
Activity 2 Class reading out loud Students receive a handout of a copy of an excerpt from the magazine article An Indianrsquos Views of
Indian Affairs The piece was published in a magazine for a white audience in 1879 two years after the writer had surrendered to the US government The piece was written by the Nez Perce leader Chief Joseph A copy of the excerpt can be found at printed out for handouts at httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslost
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
III People Places and III People Places and Environments continuedEnvironments continued
Activity 3 Class DiscussionClass discussion centered on twelve discussion questions given to students as a handout found at
httpschooldiscoveryeducationcomlessonplansprogramshowthewestwaslostDiscussion focus is on the changes that occur in the meaning use distribution and importance of the changes that occur in the meaning use distribution and importance of
resources and the location of places geographic features and patterns of the environmentresources and the location of places geographic features and patterns of the environment
Activity 4 Computer LabStudents independently explore three websites to prepare information for the next project Native American Sites httpwwwnativeculturelinkscomindianshtml Indian Removal Indian Removal httpwwwpbsorgwgbhaiapart44p2959htmlhttpwwwpbsorgwgbhaiapart44p2959html Encyclopedia Britannica Online httpwwwbritannicacomEncyclopedia Britannica Online httpwwwbritannicacom
Activity 5 Tribal Fact BookActivity 5 Tribal Fact BookStudents choose a Native American tribe and make a historical fact book outlining the tribersquos Students choose a Native American tribe and make a historical fact book outlining the tribersquos
history and current status Students should include information on how the tribe was affected history and current status Students should include information on how the tribe was affected by the encroachment of white settlers and the imposition of federal policies Students must by the encroachment of white settlers and the imposition of federal policies Students must include a MAP tracing the tribes population movement until the present if possible include a MAP tracing the tribes population movement until the present if possible
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
IV Individual Development and IV Individual Development and IdentityIdentity
Hitler and the Holocaust the psychological effects on individualsThroughout this lesson students will learn about behaviors associated with peer
pressure conformity personal identity deviance stereotyping altruism social expectations and roles
Activity 1 Choosing a bookStudents choose which short non-fiction book of the following four that they would
like to read Upstairs Room by Johanna Reiss We Are Witnesses Five Diaries of Teenagers Who Died in the Holocaust by Jacob
Boas Rescue The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive Stories of Jewish Children Rescued from the Holocaust by
Maxine B RosenbergBook recommendations at httprememberorgeducatelessonplanhtmlActivity 2 Class reading timeThe first thirty minutes of the fifty minute class period for seven class periods is
dedicated to silent reading
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
IV Individual Development and IV Individual Development and Identity continuedIdentity continued
Activity 3 Note taking during readingStudents are expected to take notes based on the psychological concepts
handouts worksheet given to themActivity 4 Class discussion of underlying conceptsThe last twenty minutes of the fifty minute class period for seven class periods
is dedicated to class discussion of underlying psychological concepts which present themselves naturally in the reading One specific topic will be addressed daily from this list peer pressure conformity personal identity deviance stereotyping altruism social expectations and roles Brainstorming lists will be kept on the board and students will be expected to take their own notes and keep them in their binders
Activity 5 Post-reading writing assignment After reading students will describe and explain their own personal social
emotional physical and cognitive feelings to what they have read In addition students will try to apply these psychological concepts (feelings) to how a character from their chosen book might have felt
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
V Individuals Groups and V Individuals Groups and InstitutionsInstitutions
Rwanda Many different storiesRwanda Many different storiesActivity 1 Computer Lab background researchActivity 1 Computer Lab background researchThrough the use of the computer lab students will learn about key events in Rwandan history terms Through the use of the computer lab students will learn about key events in Rwandan history terms
used in the film and the basic principles of the United Nations They will uncover the meaning used in the film and the basic principles of the United Nations They will uncover the meaning of genocide and explore different points of view in reporting a historical event Students will of genocide and explore different points of view in reporting a historical event Students will navigate through the following sites navigate through the following sites
Official Web site of the Republic of RwandaOfficial Web site of the Republic of Rwandahttpwwwrwanda1comgovernmenthistoryhtmlhttpwwwrwanda1comgovernmenthistoryhtml
RRemembering Rwanda The Rwanda 10th Anniversary Memorial Projectemembering Rwanda The Rwanda 10th Anniversary Memorial ProjecthttpwwwvisiontvcaRememberRwandaChronologyhtm httpwwwvisiontvcaRememberRwandaChronologyhtm
Universal Declaration of Human RightsUniversal Declaration of Human RightshttpwwwunorgOverviewrightshtml httpwwwunorgOverviewrightshtml
What Does the United Nations Do for Human Rights and JusticeWhat Does the United Nations Do for Human Rights and Justicehttpwwwunorggeninfoirch4ch4htmhttpwwwunorggeninfoirch4ch4htm
Activity 2 Viewing the Movie GActivity 2 Viewing the Movie Ghosts of Rwandahosts of Rwanda This can be found at httpwwwpbsorg
Activity 3 Note taking from a particular perspectiveActivity 3 Note taking from a particular perspective Break the class into seven groups and hand out the student worksheets found at Break the class into seven groups and hand out the student worksheets found at
httpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4htmlhttpwwwpbsorgwgbhpagesfrontlineteachghostsworksheet4html
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
V Individuals Groups and V Individuals Groups and Institutions continuedInstitutions continued
Activity 3 continuedActivity 3 continuedAssign each group to track one of the following groups or individuals while viewing Assign each group to track one of the following groups or individuals while viewing The United Nations The United Nations The United States The United States The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights The International Red Cross (IRC) and Monique Mujawamariya (Rwandan human rights
activist) activist) Carl Wilkins (the only American to remain in Rwanda) Carl Wilkins (the only American to remain in Rwanda) The Tutsis The Tutsis The Hutus The Hutus The journalists The journalists Activity 4 Activity 4 Ghosts of Rwanda Ghosts of Rwanda Movie DiscussionMovie DiscussionAs a whole class students discuss the impact of the film focusing on possible causes events and As a whole class students discuss the impact of the film focusing on possible causes events and
continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to continuing effects of the 1994 Rwanda genocide Students are responsible for contributing to class discussion with a focus on the group they had been tracking in their notes class discussion with a focus on the group they had been tracking in their notes
Activity 5 Reflection writing assignmentActivity 5 Reflection writing assignmentStudents step back from what they have seen to reflect on the larger issues raised by Students step back from what they have seen to reflect on the larger issues raised by Ghosts of Ghosts of RwandaRwanda Students will explore the different actions and reactions of people and groups who Students will explore the different actions and reactions of people and groups who were involved in Rwanda Writing assignment prompts found at were involved in Rwanda Writing assignment prompts found at httpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtmlhttpwwwpbsorgwgbhpagesfrontlineteachghostspostviewinghtml
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
VI Power Authority and VI Power Authority and GovernanceGovernance
Darfur and the International CommunityActivity 1 Video clip viewingActivity 1 Video clip viewing Five video clips are prepared for the students to view as a whole class The Five video clips are prepared for the students to view as a whole class The
following resources which were chosen will help students to learn about following resources which were chosen will help students to learn about the background on Sudan and the controversy over the role of the the background on Sudan and the controversy over the role of the international community international community
NOW Understanding Sudanhttpwwwpbsorgnowpoliticssudan2html
NOW Interview with Samantha Powerhttpwwwpbsorgnowpoliticspowerhtml
NewsHour Online Ravaged Regionhttpwwwpbsorgnewshourbbafricajan-june05kristof_6-10html
NewsHour Online Sudan in Crisishttpwwwpbsorgnewshourbbafricajan-june04sudan_6-24html
BBC Sudan A Nation Dividedhttpnewsbbccouk2hiin_depthafrica2004sudandefaultstm
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
VI Power Authority and VI Power Authority and Governance continuedGovernance continued
Activity 2 Quiet ReadingActivity 2 Quiet Reading Students read alone and take notes on the Students read alone and take notes on the UN Convention on the Prevention UN Convention on the Prevention
and Punishment of the Crime of Genocideand Punishment of the Crime of Genocide adopted in 1951 which is found adopted in 1951 which is found at at httpwwwpreventgenocideorglawconventiontexthtmhttpwwwpreventgenocideorglawconventiontexthtm
Activity 3 Writing assignmentActivity 3 Writing assignmentBased on the evidence ask students if the crisis in Darfur should be legally Based on the evidence ask students if the crisis in Darfur should be legally
termed genocide Why or why not termed genocide Why or why not
Activity 4 Presentation of papers to the classActivity 4 Presentation of papers to the class
Activity 5 Whole class discussionActivity 5 Whole class discussionWorking as a class decide what kind of response the United States and the Working as a class decide what kind of response the United States and the
world should undertake if any to alleviate the situation in Darfur A list of world should undertake if any to alleviate the situation in Darfur A list of possible options is constructed on the main boardpossible options is constructed on the main board
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
VII Production Distribution and VII Production Distribution and ConsumptionConsumption
The Economics of GenocideTwo articles relating to the economics of genocide are read They have widely differing
viewpoints as to the role that economics in general and international investments by corporations have in furthering genocide Both specifically relate to the Sudanese region of Africa
Activity 1 Class reads article 1 aloudStudents read The Economics of Genocide in Sudan by E Reeves found at
httpwwwsudanreevesorgSections-article523-p1htmlActivity 2 Class reads article 2 aloudStudents read The Economics of Genocide by Chris Makler found at
httpeconblogapliacom200606economics-of-genocidehtmlArticle 3 Class discussion 1The class discusses and maps on the board how the following topics relate to their readings
Topics include The role of government in economic policy making The role of globalization in all economic decisions Interdependent world economies The ethics of investments Unequal distribution of resources and the results (trade war etc)
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
VII Production Distribution and VII Production Distribution and Consumption continuedConsumption continued
Article 4 Class discussion 2Article 4 Class discussion 2Students discuss how two viewpoints could be so different on the role of economics in
genocide They analyze their readings to determine the authorsrsquo tone motive whatrsquos missing from the argumentActivity 5 Video clipsStudents listen to several video clips that demonstrate how people can make a
difference in the spread of genocide through donations and economic ingenuity Battling Genocide One Cooker at a Time from Southern California Public Radio
Found at httpwwwmefeediacomentrybattling-genocide-one-cooker-at-a-time6647441
Google Darfur Chapter One A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
Google Darfur Chapter Five A documentary by Robert Simental and Matt Bowen Found at httpwwwgoogledarfurcom
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
VIII Science Technology and VIII Science Technology and SocietySociety
How science and technology have influenced and been influenced by individuals How science and technology have influenced and been influenced by individuals societies and cultures in relation to genocidesocieties and cultures in relation to genocide
Activity 1 Class discussionActivity 1 Class discussionDiscuss tools of war and the ethics of creating scientific things for the purpose of Discuss tools of war and the ethics of creating scientific things for the purpose of
killing Examples may include the atomic bomb biological diseases chemical killing Examples may include the atomic bomb biological diseases chemical weapons etc weapons etc
Activity 2 ReadingActivity 2 Reading Students read aloud as a class the Students read aloud as a class the Prevention of Genocide Act of 1988Prevention of Genocide Act of 1988 found at found at
httpmembersaolcomapollo711wargenocide-acthtmlhttpmembersaolcomapollo711wargenocide-acthtmlThis was the Congressional act which placed sanctions on IraqThis was the Congressional act which placed sanctions on Iraq
Activity 3 ReadingActivity 3 Reading Students read aloud as a class the article from BBC News Students read aloud as a class the article from BBC News Dutchman in Iraq Genocide
Charges found at httpnewsbbccouk2himiddle_east4360137stmThis article explains how prosecutors in the Netherlands have formally charged a
Dutch businessman with complicity in genocide for selling chemicals to Iraqs former regime
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
VIII Science Technology and VIII Science Technology and Society continuedSociety continued
Activity 4 Reading Students read aloud as a class the Wikipedia article with detailed
information about the Kurdish city of Halabja which was attacked in 1988 by poison gas found at httpenwikipediaorgwikiHalabja_poison_gas_attack
Activity 5 Discussion of Reading and Video clipsActivity 5 Discussion of Reading and Video clipsStudents will discuss the use of chemical weapons on the Kurdish Students will discuss the use of chemical weapons on the Kurdish
populations of Iraq by the Hussein regime in the late 1980rsquos populations of Iraq by the Hussein regime in the late 1980rsquos Focus on the role of technology in enabling genocide to occur Focus on the role of technology in enabling genocide to occur ethical questions regarding further weapon development and ethical questions regarding further weapon development and past development and the global communities role in stopping past development and the global communities role in stopping the spread of such weaponsthe spread of such weapons
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
IX Global ConnectionsIX Global ConnectionsStopping Genocide in the world What can we doStopping Genocide in the world What can we do
Activity 1 Group brainstormingActivity 1 Group brainstormingChallenge the students to define genocide What is genocide When is something killing versus
genocide How do we measure it and define it
Activity 2 Spectrum of Violence ActivityDraw a horizontal line on the board Label one end ldquoleast harmfulrdquo and the other end ldquomost
harmfulrdquo This is the ldquospectrum of violencerdquo Describe to the students a world which is populated by two groups of people the Purple People and the Pink People Ask students where on the spectrum they would place the following acts of violence
1048729 Spitting on someone because they are Purple 1048729 Calling someone a bad name because they are Purple 1048729 Beating up a random Purple person walking down the street because they are Purple 1048729 Passing a law to prevent all Purple people from getting jobs from Pink people 1048729 Ransacking a neighborhood breaking windows of houses and painting graffiti on Purple
peoplesrsquo houses 1048729 Killing a Purple family because they are Purple 1048729 Rounding up and taking all Purple people to a school yard and killing them
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
IX Global Connections continuedIX Global Connections continued
Activity 3 Lecture and Discussion Topic What can be done to stop genocide Focus on what global organizations countries and
individual groups of people have done in response to genocide in the past and what others are doing now
Activity 4 View video clipsActivity 4 View video clipsThese videos give students options of what they themselves can actually do in addition to These videos give students options of what they themselves can actually do in addition to
providing information into what the global community is saying and doing providing information into what the global community is saying and doing Stop Genocide in DarfurStop Genocide in Darfur httpwwwyoutubecomwatchv=vZ4r_TLGoxs httpwwwyoutubecomwatchv=vZ4r_TLGoxs Calling on China to Use its Leverage to Stop GenocideCalling on China to Use its Leverage to Stop Genocide from CSPAN from CSPAN
httpwwwyoutubecomwatchv=74SdtseftRwhttpwwwyoutubecomwatchv=74SdtseftRw Stop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAgStop Darfur Genocide httpwwwyoutubecomwatchv=UcrD2WKrkAg Maris Hanis amp Sam Bell Have a Hand in Stopping GenocideMaris Hanis amp Sam Bell Have a Hand in Stopping Genocide From Genocide Intervention From Genocide Intervention
Network httpwwwyoutubecomwatchv=WGVJGCuQS28Network httpwwwyoutubecomwatchv=WGVJGCuQS28 Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History Stopping Genocide Darfur Sudan Narrated by John Weiss Associate Professor of History
at Cornell Universityat Cornell University httpwwwyoutubecomwatchv=3jrg5t0I-NU httpwwwyoutubecomwatchv=3jrg5t0I-NU
Activity 5 Making a class planActivity 5 Making a class planStudents engage in a discussion and make a plan as to what they will do as a class to help stop the Students engage in a discussion and make a plan as to what they will do as a class to help stop the
genocide in Darfurgenocide in Darfur
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
X Civic Ideals and PracticesX Civic Ideals and PracticesRwanda Exploring civic responsibilitiesRwanda Exploring civic responsibilities
Activity 1 Class discussionActivity 1 Class discussionAsk the students to recall a time when they stood by silently while an injustice was occurring Invite students to
share a story If participation is low teacher shares own storyActivity 2 Briefly explore the studentsrsquo feelings and reactions with a handout involving the following
questions Did you consider intervening to stop the injustice while it was happening What prevented you from intervening What did you feel as you witnessed the injustice If you were in the victimrsquos shoes what would you have wanted from a bystanderwitness How did you feel afterwards What did you do If you could go back in time what would you change about your reaction to the situation How do you plan to respond to similar situations in the futureQuestions for handout found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Activity 3 LectureActivity 3 LectureIntroduce the background of Rwanda what happened and the definition of genocide This information can be Introduce the background of Rwanda what happened and the definition of genocide This information can be
found at found at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1 Students are given a handout with the definition of genocide from Students are given a handout with the definition of genocide from the UN Convention on the Prevention and
Punishment of the Crime of Genocide This can be found at This can be found at httpwwwpreventgenocideorglawconventiontexthtm
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
X Civic Ideals and Practices X Civic Ideals and Practices continuedcontinued
Activity 4 LectureActivity 4 LectureIntroduce the background of Darfur and the situation occurring their Students are Introduce the background of Darfur and the situation occurring their Students are
expected to take notes and are given a small packet of information from expected to take notes and are given a small packet of information from Activity 5 Class DiscussionActivity 5 Class DiscussionLink the events in Rwanda to the ongoing events in Darfur Ask students Link the events in Rwanda to the ongoing events in Darfur Ask students Are there similarities between what is happening in Darfur today and what
happened in Rwanda What lessons have we learned from what happened in Rwanda and how can they be
applied to the current situation in DarfurActivity 6 Brainstorming about Civic Duties related to DarfurWrite three terms on the board ndash ldquoInternationalrdquo ldquoNationalrdquo and ldquoLocalrdquo Ask the
students for ideas about what can be done to stop the genocide on each level Begin with international and end with the local level and write their responses on the board
At the end of the lesson distribute the Resource Pages to all students Tell them that they can take specific steps to help prevent and stop genocide Encourage them to learn more The Resource Pages can be downloaded at httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
ReferencesReferencesPBS Teachers wwwpbsorgGenocide Watch wwwgenocidewatchorgPrevent Genocide International httpwwwpreventgenocideorgBBC httpnewsbbccoukArmenian Genocide Resource Guide for Teachers wwwteachgenocideorgInstitute for Holocaust and Genocide Studies
Resource Center The Morris and Dorothy Hirsch Collection httpwwwraritanvaleduHolocaustindexhtmlHolocaustTeacherResources
American University Washington College of Law Center for Human Rights and Humanitarian Law Genocide Teaching Project httpwwwwclamericaneduhumrightcenterrwandalessonplanpdfrd=1
Discovery Education httpschooldiscoveryeducationcomlessonplansYou tube httpwwwyoutubecomWikipedia httpenwikipediaorg
