20th Century Genocides


cropped genocide.PNG

Essential Questions:

Q1 – Why do people make distinctions between us and them?
Q2- How does society influence our identity
Q3- What influences peoples’ choices when faced with injustices?
Q4- What circumstances make genocide possible?

Opening Activities on Genocide


Opener:

1. Define genocide in your own words
3. Make a list of all the things you associate with genocide
4. Explain the difference between a genocide and a mass murder.

Class activity:


Spectrum of Violence
Spectrum of violence.PNG

As a class will decide where each of the acts below should be placed on the Spectrum



Background:
A world is populated by two groups of people: Purple people and Pink people.

  • Spitting on someone because they are Purple
  • Calling someone bad names because they are Purple
  • Beating up a random Purple person walking down the street because they are Purple
  • Passing a law to prevent all Purple people from getting jobs by Pink People
  • Ransacking a neighborhood, breaking windows of houses and painting graffiti on Purple peoles' homes
  • Killing a family because they are purple
  • Rounding up Purple people and taking them to a school yard and killing them

  • What do you think is the message of this activity?


Genocide Anticipation Guide

(paper copy distributed to both classes)

Questions to Consider:

  • What makes some people resist and others obey authority?
  • How was it possible for the whole world to stand by without halting the destruction?
  • How can we ensure that laws and rules are applied to everyone in the same way?
  • Where does one draw the line between obeying the law or obeying one’s conscience?
  • Under what conditions are most people likely to feel more responsible for helping others?

Human Nature: Opinion Survey:

  • A paper copy will be provided to each student
  • Don't forget the analysis at the end of the survey




Genocide Convention: Here (Homework for period 3 and 4)
  • A paper copy will also be provided
  • Mark up the Text
  • Be sure to circle and define words unfamiliar to you
  • This markup will include the "So What" paragraph



Pryamid of Hate.png



We will use this chart in our study of Genocides











Wednesday, February 5th: Classes will meet in the LibraryNote: In the event of snow, work is to be completed at home

  • Create a 20th Century Genocide page on your wiki
  • Down load a picture that you feel best represents the Act of Genocide
  • To get to my 20th century Genocide page, click more at the end of pages listed on the right side of my wiki
  • Copy and paste questions to be considered from my wiki to yours

  • Copy the link to the Ten Stages of Genocide Here
  • Copy the ten Stages of Genocide into a Google Doc to Mark up:
1. Start with the title
2. Look up words you do not know
3. Add comments




Side Bar: Basis of the Vulcan greeting in Jewish history


Complete template on stages of Genocide as a Google Doc:

  • When complete upload link for your document to your wiki


Use the ten stages of Genocide document:

Use the timeline on this link and your knowledge of history to identify how the Holocaust fit into the 10 stages of genocide:
Holocaust Time Line
History Place on Holocaust



Opener: What is Elie Wiesel's message in this quote:
What types of actions could you take?


“I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.”
Elie Wiesel


Holocaust Video (School Project) by grkitkat


For absent students, a digital copy of the dialectical journal is provided:

Nazi Propaganda poster activity:



NaziPropaganda 1.jpg

nazi propoganda 2.jpg

Nazi Proganda 3.jpg

Nazi propoganda 5.jpg


The path to Nazi Genocide:

Published onJan 13, 2014 by the United States Holocaust Museum.

The film providing a concise overview of the Holocaust and what made it possible. Using rare footage, the film examines the Nazis' rise and consolidation of power in Germany as well as their racist ideology, propaganda, and persecution of Jews and other innocent civilians. It also outlines the path by which the Nazis led a state to war, and with their collaborators, killed millions -- including systematically murdering 6 million Jewish people. This 38-minute resource is intended to provoke reflection and discussion about the role of ordinary people, institutions, and nations between 1918 and 1945.



Topic guide on Path to Nazi Genocide:



Cambodian Genocide:
Cambodian Genocide.jpg



Opener:

John Pilger's Introduction to his documentary, “Year Zero: The Silent Death of Cambodia”

  • What did you find the most interesting about his background on Cambodia
  • List what you learned about Cambodia from his introduction
  • Did Pilger display a bias in his background material? provide evidence to support your point of view

Overview of the genocide:Overview


Background on Pol Pot: Pol Pot

Save the Last Word Instructions:

Using the table below, evaluate the Khmer Rouge's reasoning for civil/political, social and cultural, economic, and personal rules. Evaluate each grouping separately.

Table of KR rules.GIF

If you had to select two stages of Genocide to apply to the conditions of life chart of the Khmer Rouge:
  • What would they be
  • Provide evidence to support your selections





The Killer Game:Background:
A small notgame inspired by the thousands of senseless killings committed in Cambodia under the Khmer Rouge regime. Requires no gaming skills whatsoever. Takes about three minutes to play through, though the length varies, and the experience is never quite the same for any two people.

To Play the game
  • Please select with Music
  • Please come to class with your own headphones if possible

Link to game:here

Answer the reflection questions on the Killer game and print a copy to be turned in.

World Response to the Cambodian genocide




How the Cambodian Genocide Meets the Ten Stages of Genocide:
You May use the following sites to complete the template for the Ten Stages of Genocide in Cambodia:



Anatomy of the Cambodian Genocide: Here


Blue Scarves and Yellow Stars by Greg Stanton: Here

Cambodian Genocide Weebly: Here

On this site, scroll down to the part that covers Cambodia:Here


Survivor Stories
Students will watch and reflect on survivor stories



Dith Bran was one of the Cambodian Genocide survivors. Like many members of Cambodian families, he was affected by the barbaric war from 1975 to 1979. Dith Pran is the man behind" The Killing Fields" movie. Dith Pran died of Cancer at the age of 65, however before he died he recorded this video about his experiences in Cambodia. He has been recognized as one of the Cambodian heroes who helped bring the horrors of the Cambodian genocide to the attention of the world.




This video tells the story of Arun, a survival of the genocide inflicted on the Cambodian people during the rule of the Khmer Rouge




Wednesday, April 2nd - classes will be held in the Library:

The Killing Fields
Killing Fields.jpg



Plot
Sydney Schanberg is a New York Times journalist covering the civil war in Cambodia. Together with local guide and translator, Dith Pran, they cover some of the tragedy and madness of the war. When the American forces leave, Dith Pran sends his family with them, but stays behind himself to help Schanberg cover the event. As an American, Schanberg won't have any trouble leaving the country, but the situation is different for Pran; he's a local, and the Khmer Rouge are moving in.


Final Assessment:




Check before you print your Google Doc:
  • Introduction
  • Definition and how it relates to Holocaust and Cambodian Genocide
  • Articles 1-8 of Genocide Convention
  • Three stages of Genocide
Two examples for each genocide for each stage
  • What should the international community should do to respond to genocide
  • Summary