DAY FOUR | Applying Terms to Other Genocides

STUDENTS WILL:

Demonstrate prior knowledge about the term/concept of genocide and on historical examples of genocide on a unit Pre-Test.

Comprehend both key terms and concepts of this unit, specifically the term genocide and the terms and concepts of the 10 Stages of Genocide.

Reflect on and Write about the big question of this unit: Am I Supposed to Care about Genocide?

 

STUDENT WORKSHEETS | RESOURCES NEEDED

4-1) 10 Stages of Genocide Definitions
4-2) One Page Summaries
4-3) Summary Sheet for Student Work


LESSON SEQUENCE

  • Organize students into small groups (no more than four/group) and ask students to work together in a group to read about and summarize key facts of another genocide and be prepared to present the key facts to the rest of the class.

  • Distribute One-Page Case Studies of the Holodomor, Darfur, Rwanda, and Myanmar.

  • Distribute summary sheets and ask students to fill in the blank boxes, plus write a short summary of the genocide assigned to their group.

  • Give students time to read, respond, and collaborate on the genocide assigned to their group.

  • Have each group share/present the example of genocide assigned to their group, including questions and any of the connections they made to concepts from 10 stages of genocide.


Activity Length

One (1) 50-minute class periods