Genocide rationale

1
Genocide Institute Lesson Plans By Theresa
Bartsch Summer 2008
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Genocide rationale

• The purpose of genocide education is
• To teach students that diversity and differences
  especially those of race, religion, and gender
  should not be the cause for immediate
  discrimination and conflict
• To teach students that individual diversity
  should be respected and honored rather than used
  as measurements by which to value or devalue
  people
• To teach students that absolute power can corrupt
  and result in actions that are human rights
  violations/ genocide

3
Human Rights rationale

• The purpose of human rights education is
• to teach students to identify the rights commonly
  considered basic human rights
• To teach students to identify actions which
  violate those basic human rights
• To teach students to respect those basic rights
  through their actions and words.
• To teach students to identify victims,
  perpetrators, upstanders, and bystanders.
• To teach students that activism plays a
  significant role in ending human rights violations

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Genocide/ Human Rights Lesson 1 Are the
Ukrainians our brothers? Should we help them?
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Should we help them?

• Mini Lessons
• Mini Lesson 1 What are they talking about?
• Mini Lesson 2 Are these our revolutionary
  brothers?
• Mini Lesson 3 Should we help them?
• Mini Lesson 4 Picture analysis
• Mini Lesson 5 Should we help them now?

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Should we help them?

• Grade 5th
• Instructional setting
• Small group, preferably done as a guided reading
  center
• Overview
• Students will analyze statements and draw
  conclusions about the potential issues, events,
  and players of the statements
• Students will examine quotations, photographic
  evidence to determine the necessity of helping
  the Ukrainians.

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Should we help them?

• Rationale
• The purpose of this lesson with regards to
  genocide education is to
• To teach students that absolute power can corrupt
  and result in actions that are human rights
  violations/ genocide
• Objectives
• Students will
• Analyze selected quotations from Ukrainian
  proclamations
• Determine who are the key players and what are
  the key issues for the Ukrainians
• Compare statements made by the Ukrainians to
  those made during the revolutionary war
  simulations/protests in class. (Can they
  determine who is the victim, perpetrator in both
  examples)
• Develop a written statement about whether these
  revolutionaries are our brothers and whether
  we should support them.

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Should we help them?

• Set Induction
• History detectives another revolution is
  brewing. The Ukrainian people have been
  oppressed by the Soviet Government.
  Unfortunately, this is all you know at the
  moment. You have been reading proclamations from
  the Ukrainian people, but you dont understand
  everything that has been written about the
  situation. The papers in front of you are
  quotations from the proclamations of the
  Ukrainian people. Your task , detectives, is to
  sort out some of the details and emotions and
  uncover why revolution is at hand.
• Can you figure out what is going on in the
  Ukraine?

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Should we help them?

• Suggested Readings/Sites for Teachers
• Articles on the Ukrainian genocide
• http//www.archives.gov.ua/Sections/Famine/Serbyn-
  2006.php
• http//www.infoukes.com/history/famine/gregorovich
  /
• Basic introductory sites for Ukrainian genocide
• http//www.ukrainiangenocide.com/dbackgroundontheg
  enocide.html
• http//www.loc.gov/exhibits/archives/ukra.html
• http//www.historyplace.com/worldhistory/genocide/
  stalin.htm
• http//www.artukraine.com/famineart/famprogr.htm
• Required Materials/readings
• Copies of the Ukrainian proclamation quotations
• Class created revolutionary war
  propaganda/quotations

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Ukrainian Quotations

• Remember well get even with you
• Whoever enters the collective farm will be killed
• Throw the Communists into the fire!
• Down with the AntiChrist

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Ukrainian Quotations

• Down with gigantism. Long live free, individual
  farming. Down with communism
• Down with coercion. Long live free labor. Long
  live true suffrage
• Long live capitalism, the tsar, and God, down
  with the autocracy of Communism
• Peasants, take your weapons, sticks, knives, and
  pitchforks, whatever you have, burn and smash the
  communists and take control before its too late

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Should we help them? Standards

• NCSS themes
• Theme 4 Individuals, Groups, and Institutions
• Theme 5 Power, Authority, and Governance
• Theme 9 Global connections
• Rockford Public Schools Power Standards
• Language Arts
• Write responses to text that demonstrate a deep
  understanding of the text
• State a clear position supported with relevant
  evidence

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Should we help them? Standards

• Rockford Public Schools Power Standards
• Social Studies
• explain the basic principles of the United States
  government including structures and functions of
  the federal government and the rights and
  responsibilities of citizens
• Analyze and interpret historical stories and
  events using primary source documents, images,
  maps, media, literary works

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Should we help them? Standards

• Illinois State Standards
• 16.A.2a Read Historical stories statements
  and determine events which influenced their
  writings
• 16. A. 2c Ask questions and seek answers by
  collecting and analyzing data from historic
  documents, images, and other literary and
  non-literary sources
• 18.B. 2a Describe interactions of groups of
  individuals, groups, and institutions in
  situations drawn from the local community.

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Should we help them? Methods and Procedures

• Mini Lesson 1 What are they talking about?
• Set induction
• Give students the quotations
• Have students examine the quotations
• Have them highlight the names of people in yellow
• Have them highlight the names of places in green
• Have them highlight positional statements in pink
• Based on the highlights, have students write 5
  sentences about what they think the issues are in
  the case of the Ukrainians.

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Should we help them? Methods and Procedures

• Mini Lesson 2 Are these our revolutionary
  brothers?
• Based on what students feel are the key issues
  and the statements themselves, have students
  compare the Colonists and the Ukrainians
• Any comparison style graphic organizer will do.
  I will be using a 4 grid organizer.
• Students must find 5-10 similarities and
  differences

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Should we help them? Methods and Procedures

• Mini Lesson 3 Should we help them?
• Using their graphic organizer and assumptions
  sheet, students will then write a proclamation to
  the U.S. government, supporting the help of the
  Ukrainians or supporting a policy of not helping
  the Ukrainians.
• This support should explain why they are choosing
  to help or not help the Ukrainians
• This explanation should include statements about
  our own revolution and current situations in the
  United States which make it possible or
  impossible to support the Ukrainians.
• A good support statement should follow our 3 body
  paragraph writing rubric

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Should we help them? Methods and Procedures

• Mini Lesson 4 Picture analysis
• Students will receive another engaging scenario
  where picture evidence has been gathered about
  the real situation of the Ukrainians
• Students will be give the pictures to analyze
• Students will need to write down the issues that
  the Ukrainians are really protesting against.
• Students will take the Ukrainain quotations and
  rewrite them in more modern language to clarify
  the real issues.

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Should we help them? Methods and Procedures

• Mini Lesson 5 (Conclusion Activity) Should we
  help them now?
• Using the picture analysis, students will revise
  their proclamation to the U.S. government,
  supporting the help of the Ukrainians or
  supporting a policy of not helping the
  Ukrainians.
• This support should explain why they are choosing
  to help or not help the Ukrainians
• This explanation should include statements about
  our own revolution and current situations in the
  United States which make it possible or
  impossible to support the Ukrainians.
• Students need to use evidence to support their
  statements
• A good support statement should follow our 3 body
  paragraph writing rubric

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Assessment

• The final written product of the student will
  serve as the assessment. Students will be
  assessed solely on the support they can generate
  to answer the conclusion activity question

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Genocide/ Human Rights Lesson 2 What is the
most important right to respect?
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What is the most important right to respect?

• Mini Lesson 1 Which right is most important?
• Mini Lesson 2 In class debate on which right is
  most important
• Mini Lesson 3 A student definition of the right
• What does the right look like?
• How can we respect it?
• How do we know it is being violated?

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What is the most important right to respect?

• Grade 5
• Instructional Setting
• Whole class setting, class divided into groups of
  3-5
• Overview
• What is the most important right to protect?
• This lesson is best done on the second or third
  day of school when procedures and rules are
  implemented.
• This lesson is a modification of a lesson I do
  every year where students create a class list of
  the rights fellow students have in my classroom
• Example
• right to read silently
• Right to ask for help
• Right to ask questions
• The purpose of this lesson is for students to
  decide what right is most important in our
  classroom to respect and to defend

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What is the most important right to respect?

• Rationale
• The purpose of human rights education is
• to teach students to identify the rights commonly
  considered basic human rights
• To teach students to identify actions which
  violate those basic human rights
• To teach students to respect those basic rights
  through their actions and words.
• Objectives
• Students will be able to
• Define the ten rights given to them
• Prioritize the rights by what is most important
  to them to defend /respect
• Identify the characteristics of that right
• Identify ways to defend and respect that right
• Identify situations that would interfere with
  that right

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What is the most important right to respect?

• Set induction Today, I am taking away all your
  rights as students and as kids. However, I will
  give you the chance to save one of your rights.
  What rights do you have and which one are you
  going to save?
• Required Materials and Readings
• Copy of the ten different rights

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What right is most important?Standards

• NCSS themes
• Theme 4 Individuals, Groups, and Institutions
• Theme 5 Power, Authority, and Governance
• Theme 9 Global connections
• Rockford Public Schools Power Standards
• Language Arts
• Write responses to text that demonstrate a deep
  understanding of the text
• State a clear position supported with relevant
  evidence

27
What right is most important?Standards

• Rockford Public Schools Power Standards
• Social Studies
• explain the basic principles of the United States
  government including structures and functions of
  the federal government and the rights and
  responsibilities of citizens
• Analyze and interpret historical stories and
  events using primary source documents, images,
  maps, media, literary works

28
What right is most important?Standards

• Illinois State Standards
• 16.A.2a Read Historical stories statements
  and determine events which influenced their
  writings
• 16. A. 2c Ask questions and seek answers by
  collecting and analyzing data from historic
  documents, images, and other literary and
  non-literary sources
• 18.B. 2a Describe interactions of groups of
  individuals, groups, and institutions in
  situations drawn from the local community.

29
ProceduresWhat is the most important right to
respect?

• Mini Lesson 1 Which right is most important?
• Give students the set induction, anticipatory
  set, or the engaging scenario
• As individuals, have students choose one that
  they feel is most important and 3 reasons why
  they chose that over all the others
• Then place students in groups of 3-4 where there
  are at least 2 different ideas in the group.
• In groups of 3-4, have students discuss their
  ideas and have them do a mini debate and come to
  concensus over which right is the most important
  to protect
• All groups need at least 5 reasons why they chose
  that right.

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Procedures

• Mini Lesson 2 In class debate on which right is
  most important
• Students will come back as a whole group and
  debate
• Each group will submit one nomination
• If only one right is selected, teacher will offer
  two other choices to the debate
• Students will debate through the 3 strikes debate
  method
• The class as a whole will debate until only one
  right is left

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Procedures

• Mini Lesson 3 A student definition of the right
• When the right is chosen, students in their
  groups will answer the following questions
• What does the right look like?
• How can we respect it?
• How do we know it is being violated?
• Students will then collaborate as a class and
  come up with a definition of the right we will
  all respect
• Students will also define the parameters for
  violation of that right.
• Students as a class will sign a contract to not
  violate that human right

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Conclusion and Assessment

• Conclusion
• To conclude, the teacher will review with
  students the final generated list. Students and
  teacher will refer back to this right on an
  ongoing basis to assess whether the list needs to
  be altered
• Assessment
• Assessment will come in the form of peer
  relationships. Students will be assessed on
  their ability to respect and preserve this human
  right.

33
Genocide/ Human Rights Lesson 3 School Rules
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School Rules

• Mini Lesson 1 What rights do you have? (Review)
• Mini Lesson 2 S-21 Prison rules
• Mini Lesson 3 Excerpts from personal narratives
• Mini Lesson 4 Taking a stand

35
School Rules

• Grade 5
• Instructional setting
• individual, small group
• Overview
• The purpose of this lesson is for students to
  understand that genocide did not end with the
  Jewish Holocaust in WWII
• The purpose of this lesson is for students to
  understand that absolute power in the wrong hands
  can corrupt and destroy a society

36
School Rules

• Rationale
• The purpose of human rights education is
• to teach students to identify the rights commonly
  considered basic human rights
• To teach students to identify actions which
  violate those basic human rights
• To teach students to respect those basic rights
  through their actions and words.
• To teach students to identify victims,
  perpetrators, upstanders, and bystanders.
• To teach students that activism plays a
  significant role in ending human rights
  violations
• The purpose of genocide education is
• To teach students that absolute power can corrupt
  and result in actions that are human rights
  violations/ genocide

37
School Rules

• Objectives
• Students will be able to
• Correctly restate the rights set forth in the
  United States Constitution
• Compare the rules/ rights of S-21 to the rights
  set forth in the Constitution
• Analyze and state which rights from the American
  perspective are being violated by these rules
• Use personal narratives to prove that those
  rights are being violated
• Use narratives and the constitution to support
  whether or not S-21 is a violation of human
  rights according to Americans

38
School Rules

• Set induction (more appropriate for mini lesson
  2)
• (hand out prison rules)
• Each of you has now received a new list of rules
  for this class. How are you feeling right now?
  Why? Are these rules fair? How do they fit with
  what you have just learned about your
  Constitutional rights?

39
School Rules

• Suggested Sites and Readings for Teacher prior to
  instruction
• Basic introductory sites for the Cambodian
  genocide
• http//www.historyplace.com/worldhistory/genocide/
  pol-pot.htm
• http//www.cybercambodia.com/dachs/ (visuals
  and survival stories)
• http//www.hmd.org.uk/press/cambodian-genocide-17t
  h-april-1975_2008/
• Sites and readings for S-21
• http//www.yale.edu/cgp/photographs.html
• http//www.chgs.umn.edu/museum/exhibitions/cambodi
  an/s21.html
• http//www.killingfieldsmuseum.com/
• (Readings) http//hgs.oxfordjournals.org/cgi/conte
  nt/abstract/18/2/234
• http//www.dccam.org/Publication/Monographs/Divisi
  on703.pdf
• Required Materials
• Copies of the Prison rules
• Copies of Cambodian narratives (some edited for
  content)

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S-21 Rules

• 1. You must answer accordingly to my questions -
  don't turn them away.
• 2. Don't try to hide the facts by making pretexts
  this and that. You are strictly prohibited to
  contest me.
• 3. Don't be a fool for you are a chap who dare
  thwart the revolution.
• 4. You must immediately answer my questions
  without wasting time to reflect.
• 5. Don't tell me either about your immoralities
  or the essence of the revolution.

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S-21 Rules

• 6. While getting lashes or electrification you
  must not cry at all.
• 7. Do nothing, sit still and wait for my orders.
  If there is no order, keep quiet. When I ask you
  to do something, you must do it right away
  without protesting.
• 8. Don't make pretexts about Kampuchea Krom in
  order to hide your jaw of traitor.
• 9. If you don't follow all the above rules, you
  will get many lashes of electric wire.
• 10. If you disobey any point of my regulations
  you shall get either ten lashes or five shocks of
  electric discharge.

42
School RulesStandards

• NCSS themes
• Theme 4 Individuals, Groups, and Institutions
• Theme 5 Power, Authority, and Governance
• Theme 9 Global connections
• Rockford Public Schools Power Standards
• Language Arts
• Write responses to text that demonstrate a deep
  understanding of the text
• State a clear position supported with relevant
  evidence

43
School RulesStandards

• Illinois State Standards
• 16.A.2a Read Historical stories statements
  and determine events which influenced their
  writings
• 16. A. 2c Ask questions and seek answers by
  collecting and analyzing data from historic
  documents, images, and other literary and
  non-literary sources
• 18.B. 2a Describe interactions of groups of
  individuals, groups, and institutions in
  situations drawn from the local community.

44
School RulesStandards

• Rockford Public Schools Power Standards
• Social Studies
• explain the basic principles of the United States
  government including structures and functions of
  the federal government and the rights and
  responsibilities of citizens
• Analyze and interpret historical stories and
  events using primary source documents, images,
  maps, media, literary works

45
Procedures

• Mini Lesson 1
• Have students make a list of the rights in the
  Constitution they remember from the previous
  lessons
• After about 5 minutes, as a class, generate a
  list of those rights
• This lesson is contingent on having studied the
  Bill of Rights and some of the amendments prior.

46
Procedures

• Mini Lesson 2
• Set induction
• After reviewing the individually created lists,
  students will be given a list of the S-21 prison
  rules
• Students, in groups of 3-4, will examine the
  list
• Students will highlight any rules which violate
  any of the rights we reviewed
• Students will write both the rule, the amendment
  violated, and why the rule is a violation
• When done, the class will discuss the findings

47
Procedures

• Mini Lesson 3
• During guided reading groups, students will be
  given a center with S-21 (Cambodian) narratives
• Students will read 1-3 narratives depending on
  length
• Students will highlight any actions in the
  narratives which violate any of the rights we
  reviewed
• Students will write both the action, the
  amendment violated, and why the rule is a
  violation
• When all groups are done, the class will discuss
  the findings

48
Procedures

• Mini Lesson 4
• Students will review orally as a class the facts
  they have learned about S-21 through the prison
  rules and personal narratives
• Students will then individually take a stand on
  the issue
• Students will write a letter to a newspaper
• Student letters must take a stand on whether or
  not the treatment of the people of Cambodia was
  against human rights.
• Student letters will be a minimum of 3 paragraphs
  long and use evidence from the story to support
  their answer
• Students will have time to write in class

49
Conclusion and Assessment

• Conclusion
• To conclude, the students will read their letters
  aloud. As a class we will take a vote on whether
  or not the Cambodians are having their rights
  violated. We will then problem solve on how we
  could help people like this in the future
• Assessment
• The final written product of the student will
  serve as the assessment. Students will be
  assessed solely on the support they can generate
  to answer the conclusion activity question