Unit 2
Genocide
Genocide
Unit Overview/Summary:
Students will demonstrate an understanding of the impact of genocide on their lives and the global community.
Unit Duration:
_____ Days
Relevant Standards:
Standards Coding Key:
Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry
Priority Content Standards
MW.His.4.c.
Analyze the complex and interacting factors that led to genocide during different historical eras (e.g., Armenia, Uganda, Cambodia, Bosnia, Rwanda, Darfur).
MW.Civ.5.a.
Analyze national and international responses to refugee crises sparked by natural disasters, war, and genocide (e.g., Ukraine, Syria, Rohingya, Somalia, Latin America).
His.2.US.b.
Assess the US response to human rights violations around the world (e.g., genocide, support for free elections, sanctions, humanitarian aid, funds for human rights organizations).
His.16.US.c.
Develop arguments about the juxtaposition between the United States’ founding ideals and actions of the Federal government during World War II using evidence from multiple relevant sources (e.g., Japanese-American Internment, Holocaust intervention, Braceros Program, Fair Employment Practices Act, segregated regiments, women in the military).
MW.Geo.6.a.
Evaluate the impact of settlement on the environmental and cultural characteristics of the early modern world (e.g., hacienda, encomienda, Jesuit missionaries, East India Company, Ottoman Empire, unification of Japan, Indigenous genocide)
Supporting Inquiry Standards
INQ 9–12.6
Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
INQ 9–12.9
Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
INQ 9–12.10
Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
INQ 9–12.11
Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical)
INQ 9–12.12
Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Examples and Explanations:
Transfer Goal: Aligned to District Vision of a Graduate
Aligned to District Vision of a Graduate
An Effective Communicator
clearly and concisely conveys information for shared understanding
His.16.US.c.
command of the language; written and verbal
His.16.US.c.
Skilled Socially
uses effective verbal and non-verbal communication skills
His.16.US.c.
A Critical Thinker
applies unbiased analysis and evaluation
MW.His.4.c.
MW.Civ.5.a.
His.2.US.b.
His.16.US.c.
MW.Geo.6.a.
willing to adapt new information and question things
MW.His.4.c.
MW.Civ.5.a.
His.2.US.b.
His.16.US.c.
MW.Geo.6.a.
A Problem Solver
can persevere and adapt
MW.His.4.c.
MW.Civ.5.a.
His.2.US.b.
His.16.US.c.
MW.Geo.6.a.
able to determine the root cause of issues
MW.His.4.c.
His.16.US.c.
MW.Geo.6.a.
Essential Questions:
Why does genocide happen, and how can it be prevented?
What responsibilities do individuals, nations, and global organizations have in protecting human rights?
How do power and perspective influence responses to injustice?
What lessons from past genocides are most important for the future?
Enduring Understandings:
Genocide results from complex interactions of power, identity, and systemic inequality.
Human rights are often violated when political, economic, or social interests outweigh moral responsibility.
Responses to genocide—both action and inaction—shape global justice and accountability.
Understanding the past is essential to preventing future atrocities.
What Students Will Know:
MW.His.4.c.
Genocide
Political factors (authoritarianism, state power)
Social factors (ethnic tensions, identity, propaganda, dehumanization)
Economic factors (resource competition, inequality)
Historical context and case studies (Armenia, Cambodia, Rwanda, Bosnia, Darfur)
Perpetrators, victims, bystanders
Stages and warning signs of genocide
MW.Civ.5.a.
Refugees and internally displaced persons (IDPs)
Causes of displacement (war, genocide, natural disasters)
National policies and international responses
Humanitarian aid and refugee camps
International organizations (e.g., UN, NGOs)
Human rights protections
His.2.US.b.
Human rights violations (genocide, political repression)
U.S. foreign policy tools (sanctions, diplomacy, military intervention, humanitarian aid)
International organizations and agreements
National interests vs. moral responsibility
Case studies of U.S. involvement or inaction
His.16.US.c.
Founding ideals (freedom, equality, democracy)
Federal government actions during World War II
Civil liberties and human rights
Case studies (Japanese American internment, Holocaust response, Bracero Program, Fair Employment Practices Act, segregated regiments, women in the military)
Primary and secondary sources
Historical context (war, national security)
MW.Geo.6.a
Settlement systems (hacienda, encomienda)
Empires and institutions (East India Company, Ottoman Empire, Jesuit missions)
Indigenous populations
Cultural change and cultural destruction
Environmental impact of settlement
Economic motives (resources, labor, trade)
Genocide and displacement
What Students Will Do:
MW.His.4.c.
Analyze multiple and interacting causes of genocide
Identify patterns and warning signs across case studies
Compare causes and outcomes of different genocides
Evaluate the roles of governments, groups, and individuals
Use evidence to explain how genocide develops over time
MW.Civ.5.a.
Analyze causes of refugee crises
Evaluate effectiveness of national and international responses
Compare different countries’ policies toward refugees
Assess humanitarian, political, and ethical considerations
Propose solutions to address refugee crises
His.2.US.b.
Assess the effectiveness of U.S. responses to global human rights issues
Analyze how national interests influence foreign policy decisions
Evaluate different policy options (intervention, sanctions, aid)
Construct arguments about appropriate U.S. actions
Use evidence to support claims about global responsibility
His.16.US.c.2
Develop evidence-based arguments about contradictions between ideals and actions
Analyze multiple perspectives and sources
Evaluate the extent to which policies aligned with democratic principles
Compare impacts on different groups
Support claims with historical evidence
MW.Geo.6.a
Evaluate impacts of settlement on cultures and environments
Analyze how economic and political motives drove expansion
Compare experiences of Indigenous and colonizing groups
Explain connections between settlement and human rights violations
Use geographic and historical evidence to support conclusions
Demonstration of Learning:
Assessments:
Formative Assessments:
REQUIRED:
Suggested:
Reading inventories/ engagement surveys
Reading goals
Reader/Writer notebooks; journaling
Annotations and close reading analysis
Anecdotal observations of students in groups or partnerships
Quick writes and on-demand writing samples
Do Nows/Bell Ringers
Exit tickets
1:1 or small group conferring
Summative Assessments:
REQUIRED:
None
Suggested:
Unit Specific Vocabulary and Terminology:
Academic Vocabulary
Genocide
Refugee
Displacement
Indigenous
Humanitarian
Liberties
Authoritarianism
Dehumanization
Perpetrators
Victims
Bystanders
Propoganda
Repression
Sanctions
Diplomacy
Aligned Unit Materials, Resources, and Technology:
Resources
“Teaching the Holocaust and Genocide” (OLR Backgrounder: Holocaust and Genocide Instruction in Public Schools) - CSDE
Resources: Choices: Genocide- Never Again.
Video Resources: Global Issues for Students:
Genocide (Schlessinger Media).
System of a Down (political rock group) Screamers- Introductory video with focus on Armenian genocide. In the main menu please choose the audio option first, then choose the educational audio to screen any inappropriate language/lyrics).
Facing Sudan – focus on what regular people can do to help in Darfur with a viewing guide/video activity guide located at http://www.facingsudan.com/FS_Lessonplans.pdf
Hotel Rwanda - viewing guide/video activity guide located at http://www.amnestyusa.org/education/pdf/rwanda_brochuredivided.pdf
PBS Ghosts of Rwanda- educational materials located at the PBS.org website
You tube clips for Cambodia and Bosnia
Cross Cycle Tasks:
Suggestions:
Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.
Use Google Forms for a questionnaire or survey about upcoming topic.
Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.
Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.
Quizlet Study Sets activity.
Last day of the Cycle:
Students meet in small groups to read and discuss text they will create posts for:
Week 1: post 2 reflections and respond to 2 reflections
Week 2: post 2 questions or wonderings
First day of the New Cycle:
Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)
Opportunities for Interdisciplinary Connections:
Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects
https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf
Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc
Mathematical Practice Standards
Next Generation Science Standards
Standards for students that are aligned to priority standards
https://www.nextgenscience.org/search-standards
International Society for Technology in Education (ISTE)
Standards for students that are aligned to priority standards
https://iste.org/standards/students
CTE Competency Standards
Utilizing tasks, projects and assignments that connect to trade technologies:
Aerospace Manufacturing
Architecture
Automotive Technology
Automotive Collision Repair and Refinishing
Bioscience and Environmental Technology
Biotechnology
Building and Civil Construction
Culinary Arts
Criminal Justice and Protective Services
Digital Media
Diesel and Heavy - Duty Equipment Repair
Electrical
Graphic Design
Heating
Ventilation and Air Conditioning
Health Technology
Hairdressing and Cosmetology
Information Technology
Landscape Design
Installation and Equipment
Masonry
Mechanical Design and Engineering Technology
Precision Machining Technology
Plumbing and Heating
Plumbing, Heating and Cooling
Robotics and Automation
Tourism
Hospitality and Guest Services Management
Veterinary Science
Welding and Metal Fabrication
Components of Social, Emotional, and Intellectual Habits
Develop logic and reasoning/Critical and analytic thinking
Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking
Develop logic and reasoning/Applying known information to new experiences
Compare, contrast and evaluate experiences, tasks and events building on prior knowledge
Develop logic and reasoning/Reasoning and problem solving
Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations)
Develop a positive attitude toward learning/Cooperation during learning experiences
Listen, discuss, and negotiate ideas in order to discover new learning with peers
Opportunities for Application of Learning:
Extension Activity:
Rwanda:
Giving Without Borders: Examining the Work of Doctors Without Borders (Grades 6-12) http://www.nytimes.com/learning/teachers/lessons/991020wednesday.html
In this lesson, students assess the mission, accomplishments and global impact of Doctors
Without Borders, the medical relief organization awarded the 1999 Nobel Peace Prize.
Students analyze stories of recent work done by the organization in different countries around
the world, focusing on why the group was present in each case, the various obstacles that
they had to overcome and the difference that their presence made in each country and to the
people they helped.
Riot, Revolution and Reform Revisiting the Tiananmen Square Massacre (Grades 6-12)
http://www.nytimes.com/learning/teachers/lessons/990602wednesday.html
Students examine the student protests and subsequent massacre at Tiananmen Square in
1989 and the current petition by victims' family members to open a criminal investigation of
the responsible officials. After reading and discussing two New York Times articles about the
events, one from 1989 and one from 1999, students will research the perspective of either a
student protester or government official and write a research-based diary entry relaying this
person's point of view.
Bringing Peace to the Balkans, Piece by Piece (Grades 6-12)
http://www.nytimes.com/learning/teachers/lessons/990212friday.html
The New York Times on the Web's Learning Network's special news package, "Kosovo: A Bitter Struggle in a Land of Strife," is a rich resource of articles, editorial pieces, photos, maps, and other features from The New York Times' coverage of Kosovo. Today's lesson plan features multiple suggestions for using this tremendous resource in your classroom
Critical Consciousness for Diversity and Equity:
Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.
Why is it important for me and my students to be critically conscious for diversity and equity?
How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?
How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?
How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?
What do I know about various aspects of identity? What do I need to learn?
What do my students know about various aspects of identity? What do they need to learn?
In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities.
Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world.
One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey.
Multilingual Learners:
For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards.
Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.