DAY ONE | Pre-Test, Big Question, and Enduring Understanding
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
1-1) Genocide Unit Pre-Test
1-2) Definition of Genocide
1-3) Summarized Definitions of the 10 Stages of Genocide
OVERVIEW
Day one includes a Pre-Test of prior knowledge that students bring to the unit on genocide, and on two historical examples of genocide: the Holocaust and the Armenian Genocide.
Students will be introduced to major concepts of this unit: what genocide is (definition) and that instances of genocide can be understood and studied as taking place in stages. Students will receive definitions of 10 Stages of Genocide from the work of Dr. Gregory Stanton (summarized from the definitions provided at the website Genocidewatch.com.)
Students will be asked to consider the big question of this unit of study: Am I Supposed to Care?, by responding to the following question in discussion or writing (as an exit ticket):
Why should (or shouldn’t) a student your age care, learn, or be concerned about the concept of genocide and historical examples of genocide? Do you think most students your age already do care about these topics? Why or why not? Please explain.
LESSON SEQUENCE
Provide copy of Unit Pre-Test as a bell-ringer or warm-up activity. Ask students to complete and turn in Pre-Test
Provide students with the definition of the term Genocide from the resources. Study and discuss the term with students, and let them know you’ll be using and returning to the term many times in the next days. Ask them if they can think of any examples from history of the different parts of the definition taking place in the past. Ask students if the date the definition was established is significant (three years after WW2.)
Provide students with the summarized definitions of the 10 Stages of Genocide, and present definitions in dialogue with students so they can ask questions, provide or ask for examples from history, and/or put into their own words so they begin to grow comfortable with the terms and concepts. Tell students you’ll be exploring many of the terms in detail over the next days as you explore many historic examples of genocide.
Conclude by asking students to think about and respond in writing to prompt, as follows:
Why should (or shouldn’t) a student your age care, learn, or be concerned about the concept of genocide and historical examples of genocide? Do you think most students your age already do care about these topics? Why or why not? Please explain.
Activity Length
One (1) 50-minute class periods