Genocide Institute Lesson Plans By: Theresa Bartsch Summer 2008

Genocide Institute Lesson Plans By: Theresa Bartsch Summer 2008

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

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

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

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?

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.

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.

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 don’t 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?

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/dbackgroundonthegenocide.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

Ukrainian Quotations • Remember … we’ll get even with you • Whoever enters the collective farm will be killed • Throw the Communists into the fire! • Down with the AntiChrist

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 it’s too late

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

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

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.

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.

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

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

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.

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

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

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

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?

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

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

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

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

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

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.

Procedures:What 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.

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

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

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.

Genocide/ Human Rights Lesson 3: School Rules

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

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

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

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

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?

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-17th-april-1975_2008/ Sites and readings for S-21 • http://www.yale.edu/cgp/photographs.html • http://www.chgs.umn.edu/museum/exhibitions/cambodian/s21.html • http://www.killingfieldsmuseum.com/ • (Readings) http://hgs.oxfordjournals.org/cgi/content/abstract/18/2/234 • http://www.dccam.org/Publication/Monographs/Division703.pdf • Required Materials: • Copies of the Prison rules • Copies of Cambodian narratives (some edited for content)

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.

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.

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

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.

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

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.

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

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

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

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

Genocide Institute Lesson Plans By: Theresa Bartsch Summer 2008