2nd cycle:

Change

Introduction to Cycle Adolescence is all about

change. Each day, week, month,

year, and moment changes. Every

day is different. Changing can be

scary and exciting, and always full

of surprise and potential. This year

we will be working together to experience new situations to explore our potential and promise.

For each of us change will mean something unique and personal. As we learn, our own ideas about the

world, our friends, and our future changes. As you go through the year, your experiences, decisions and endings

will shape who you will come to be as a teenager and, ultimately as an adult, not only as a student, but as a

human being.

During English Language Arts class, you will explore our theme through your readings, activities,

presentations and writings. You will embark on new methods of completing work, thinking and expressing

yourself through these same writings, artistic expressions and activities. Change will affect everyone in a

different way. No two of you will begin at the same place, nor will you follow the same path of discovery and

exploration, expression and interpretation, and change.

Guiding Questions:

1. Where can the theme of Change be found in readings? 2. How can the idea of Change be applied to my life? 3. What areas have I already started a Change this year? 4. What habits, ideas and interests will I begin to develop now that I will carry with me as a life-long learner?

What You Will Learn To Do:

● Analyze literary text to draw conclusions and make inferences ● Differentiate points of view in literature ● Interpret devices of figurative language such as onomatopoeia, personification and hyperbole ● Interpret the effect of author’s craft ● Analyze central ideas in informational text ● Perfect the writing process using different techniques taught in class

● Interpret the meanings of idioms and euphemisms ● Distinguish between connotation and denotation ● Annotate writings ● Ask probing, meaningful questions ● Clarify and define a research topic ● Use acceptable citation of references ● Develop a higher level of vocabulary

What You Will Do:

Project Work ● Novel Project ● Mini-Choice Projects on various topics of study ● Presentations ● Out of Class Field Study and Project

Classwork

● Participate in Morning Meetings ● Independent Novel Reading ● Shelfwork ● Mini-Lessons on Literary Elements ● Writing ● Reflections ● Self-Assessment ● Vocabulary Development

Homework

● Independent Self-Selected Reading ● Journal - Reading Reflections and Topic Choice

Objectives develop and refine their critical thinking and reading skills;

respond to various literary works by analyzing structure, thematic development, and stylistic devices;

develop and refine their writing skills such that they demonstrate a mature

command of organization, diction, and syntax, and respond efficiently to a variety of writing tasks

reflect upon, draw conclusions about, and identify the relationships between

Literature and the human condition, both personal and universal.

Students will have the opportunities to explore ideas through text dependent analysis, journals,

response/reaction papers, and free-writing.

Students will respond to short passages for the following purpose:

o interpreting structure, style, theme, and such elements as figurative language,

o writing to understand

o writing to explain by using textual details to validate a meaning

o writing to evaluate by using textual details to make judgments about the work’s artistry and

social and cultural values

Standards

R.L.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as

inferences drawn from the text.

R.L. 6.1 Determine one or more themes and analyze the development and relationships to character, setting, and

plot over the course of a text; provide an objective summary.

R.L. 7.1 Analyze how a visual or audio adaptation of a narrative or drama modifies or embellishes the text.

R.L. 7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from

myths, traditional stories, or religious works, describing how the material is rendered new.

R.L. 8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a

decision; determine the impact of contextual influences on setting, plot, and characters.

R.L. 9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text;

analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other

texts.

R.L. 10.1 Use context clues to determine meanings of words and phrases.

R.L. 12.1 Compare and contrast the structure of two or more texts with similar topics or themes and analyze

how the differing structure of each contributes to meaning.

R.L. 12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact

meaning.

R.L. 13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling

and gradual release of responsibility

R.L. 13.2 Read independently for sustained periods of time to build stamina

R.L. 13.3 Read and respond to grade level text to become self-directed, critical readers and thinkers.

R.I. 8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze

the impact of specific words, phrases, analogies, or allusions on meaning and tone.

R.I. 8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same

topic.

R.I. 10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds

to conflicting evidence or viewpoints

R.I. 11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same

topic.

R.I. 11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is

sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

R.I. 12.1 Engage in whole and small group reading with purpose and understanding

R.I. 12.2 Read independently for sustained periods of time.

R.I. 12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

W. 1.1 Write arguments that:

a) introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and

organize the reasons and evidence logically;

b) use relevant information from multiple print and multimedia sources;

c) support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable

sources;

d) use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and

evidence;

e) develop the claim and counterclaims providing credible evidence and data for each;

f) develop and strengthen writing as needed by planning, revising, editing, rewriting;

g) paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;

h) establish and maintain a formal style and objective tone; and

i) provide a concluding statement or section that follows from and supports the argument.

W. 4.1. When writing:

a) show knowledge of the function of gerunds, participles, and infinitives and their functions in particular

sentences;

b) form and use verbs in the active and passive voice;

c) form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; and

d) recognize and correct inappropriate shifts in verb voice and mood.

C. 1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent

lines of thinking.

C. 1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of

several speakers and respond with relevant ideas, evidence, and observations.

C. 1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new

information expressed by others and when necessary modify personal ideas.

C. 2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard

format for citation.

Grade Reflection NAME__________________________ Class: _____________

Researchers have found that several qualities are important for a person to be a successful learner. Please

answer each question. Then, take some time to reflect on all of your answers and your grade for this quarter.

You must schedule a meeting with me to discuss your quarter grade. Please elaborate on each answer with

complete sentences. You may write on the back.

Answer each question and give a specific example that supports yourself.

1. SELF-CONTROL: How do you act in class? Do you pay attention when your classmates and/or the

teacher is speaking or do you often talk with a neighbor during those times? Can you restrain yourself from

being off task at inappropriate times, or are you unable to stop yourself even when it distracts you and your

classmates from a learning task?

2. PERSEVERANCE (GRIT): Do you do your best work most of the time? Do you give your best effort even

when you are not that interested in the learning task? Or do you typically do the least amount you believe you

can get away with?

3. CONSCIENTIOUSNESS: Do you do your homework and classwork on time? Do you keep track of your

assignments? Is your class folder or binder organized and up-to-date?

4. CURIOSITY: Do you work to find something of interest in whatever we are studying, even though on the

surface it might not "grab you." Do you think of thoughtful questions to ask your classmates during

presentations, to write down when you are reading, or to ask the teacher? Do you try to "stretch yourself"?

5. ETHICS: Have you generally acted ethically? In other words, have you done your own work and not copied

from a classmate or plagiarized from a book or from the Internet when you could have done so and would likely

not have been discovered?

6. GIVING: Adam Grant, an author and researcher, suggests that people are generally one of three types:

givers, takers and matchers. Givers tend to help others without always expecting something in return; Takers

tend to look out for themselves and take advantage of others; and matchers tend to only give when they can

expect to get something back. Grant suggests that people who are Givers are the ones who are most

successful in life. In this class, have you tended to be a giver, taker or matcher?

7. MASTERY: How well do you think you've learned the concepts we have explored in class? Have you

"mastered" it? In other words, do you know enough of the key ideas to be able to explain it to others and to

apply them to your own life?

8: FINAL GRADE: Reflect on your answers to all of the previous seven questions. Does your grade match

your true potential and work ethic? Feel free to provide any additional evidence to support your position that

you have not described earlier.

Final grade for this quarter:

Second Cycle Theme: Change

Group Initiative or Game Title: One Duck

Purpose: To illustrate the concept of New Beginnings, how a person can experience, learn and grow from new beginnings by the starting over each time during the game. Materials: A circle of chairs, one for each participant 8-35 people Procedures: Students take a seat in the circle in a chair. Ask them to repeat the parts of the phrase: One duck…fell in...the pond...kerplunk!” The punctuation is purposeful, and should be noticeable in the recitation of the verse the first time. (i.e. “One duck.” pause “fell in.” pause “the pond.” pause “kerplunk.” - like stanzas in a song or a poem.) Instruct your students that you would now like them to repeat the verse - one person at a time in a clockwise direction, only one part being said by each person. (Demonstrate) Once they do it all the way around the circle, explain that now after the complete phrase is complete, the next time around you will say it twice. For example, the fifth person will say “One duck, one duck”, and so on around the circle. See if the students can pick up on the pattern and how long you can go. If someone messes up, the whole process starts over. Variations (if possible):

Put up an “invisible wall” between two participants and reverse it when it gets to that person Create new verses to add to it or are completely different. Do it as a round and see how many overlaps you can handle Add ducks.

Awareness of Process Questions:

What happened? What was expected? How did you/we do? Was it easy? Was it difficult? What made it so? What strategy did you use? Was it effective? What would have made a difference for you? What does this game tell us as a group? What did you notice? How is this game a metaphor for our theme? What does it teach us? How can this help us deal with struggles and roadblocks?

The Deadly Car Attack at a White Nationalist Rally in Charlottesville and Its Aftermath

B Y J E F F T R U E S D E L L • @ J H T R U E S D E L L

POSTED ON AUGUST 14, 2017 AT 1:45PM EST

A woman was killed and at least 19 people were injured Saturday after a “Unite the Right” white nationalist rally drew attendees and counter-demonstrators into confrontation on the streets of Charlottesville, Virginia.

The woman, 32-year-old Heather Heyer, died after a car intentionally plowed through a crowd of counter-demonstrators as the rally broke up, authorities said.

That attack followed a Friday night march through the University of Virginia’s campus by hundreds of torch-bearing white supremacists who witnesses said chanted “white lives matter” and anti-Semitic slurs.

The deadly violence was the climax of a chaotic weekend that was initially stirred by a gathering in protest of the planned removal of a Confederate memorial statute.

Here are five things to know about what happened.

1. Conflict Grew from Fight Over Confederate Statue

The weekend’s confrontation evolved from escalating tensions over Charlottesville’s proposed removal of a statue of Confederate Gen. Robert E. Lee from a public park.

In May, a nighttime protest that included prominent white nationalist Richard Spencer gathered around the statue bearing torches, reports Time.

And on July 8, more than 50 members of the Ku Klux Klan — who traveled from North Carolina to rally against the city’s action — were met by more than 1,000 people who turned out to protest against them, according to The New York Times.

The call for white nationalists to converge again this past weekend led those on both sides of the city’s decision to organize.

Right-wing blogger Jason Kessler, who reportedly organized the “Unite the Right” rally, acknowledged the conflict over the Confederate symbol but said in an interview, “This is about an

anti-white climate within the Western world and the need for white people to have advocacy like other groups do,” according to Time.

On the eve of Saturday’s planned event, a crowd of white supremacists carrying torches marched through the University of Virginia campus chanting “white lives matter” and “you will not replace us.”

2. Victim Died ‘Doing What Was Right,’ Her Mother Says

Saturday’s rally devolved into violence as demonstrators and counter-demonstrators clashed, hurling projectiles and engaging in fisticuffs.

The assembly was declared unlawful by authorities, and police moved to break up the crowds. As one gathering of counter-demonstrators walked downtown, a car revved and raced into them.

Heyer, a paralegal, was struck and killed. The driver then fled the scene.

“She died doing what was right. My heart is broken, but I am forever proud of her,” Heyer’s mother said, according to a GoFundMe page set up to help her family and which quickly exceeded its goal to raise $50,000.

Heyer’s friend and former co-worker Marissa Blair said she was saved when Blair’s fiancé, Marcus Martin, pushed Blair out of the way of the oncoming vehicle, according to the Times. Although Blair walked away with only a scraped arm and a leg bruise, Martin attended a later memorial service for Heyer in a wheelchair with a broken leg.

“We were just marching around, spreading love — and then the accident happened,” Blair said. “In a split second you see a car, and you see bodies flying.”

3) Suspect’s Mom Thought He Was Attending ‘Something to Do With Trump’ Police identified the suspected driver as 20-year-old James Alex Fields Jr. of Maumee, Ohio, according to CNN, Washington Post and the Associated Press. He is being held on charges of second-degree murder, malicious wounding and failure to stop in an accident that resulted in death.

He was denied bond during an initial court appearance on Monday. It is unclear if he has retained an attorney.

Fields grew up in Kentucky and recently moved to Ohio with his mother, Samantha Bloom, according to NPR. Bloom said she was aware that her son had planned to attend a rally in Virginia, but she was unaware that it was focused on white nationalism.

“I thought it had something to do with Trump,” she said. “Trump’s not a supremacist.”

One of Fields’ high school teachers has since spoken out about what he claims were his former student’s apparent white-nationalist ideologies, including an admiration for the Nazi military.

4. Republicans Among Critics of Trump’s Initial Response

In the immediate aftermath of the incident, President Donald Trump spoke out against the violence in Charlottesville.

However, in remarks that immediately drew rebuke, Trump did not explicitly lay blame on the white supremacists — instead insisting that “bigotry and hatred” was coming from “many sides,” even as the U.S. attorney general, Jeff Sessions, said the car attack “does meet the definition of domestic terrorism,” according to the Times.

Trump’s initial statement sparked a backlash as critics said the embattled president’s remarks didn’t go far enough to specifically condemn the prejudice and racism at the root of the violence.

On Monday, a member of the president’s American Manufacturing Council, Ken Frazier of Merck pharmaceuticals, who is African-American, resigned from the council to protest Trump’s response and noted that he himself was taking “a stand against intolerance and extremism.”

“America’s leaders must honor our fundamental values by clearly rejecting expressions of hatred, bigotry and group supremacy, which run counter to the American ideal that all people are created equal,” Frazier said in a statement posted to Twitter.

Trump mocked the stand, responding with a Tweet of his own that Frazier “will have more time to LOWER RIPOFF DRUG PRICES!”

On Monday, nearly 48 hours after the attack, Trump said, “Racism is evil,” the Timesreports.

The president added, “Those who commit violence in its name are criminals and thugs, including the KKK, neo-Nazis, white supremacists and other hate groups that are repugnant to everything we hold dear as Americans.”

5. Two Police Died in an Incident Related to Conflict

Two Virginia state troopers, Jay Cullen and Berke Bates, also died in a helicopter crash Saturday near the demonstrations.

The state police said in a statement that the helicopter was “assisting public safety resources with the ongoing situation” when it crashed in a wooded area.

“Three people died who didn’t have to die,” Charlottesville Mayor Michael Signer said. “So we’re praying for them and their families and loved ones.”

Source: http://people.com/crime/charlottesville-white-nationalist-rally-car-attack-what-to-know/

What is the main point of this article?

According to paragraph 1, is this considered terrorism?

Do you think 45’s lack of blame was a political move?

Could you assume that freedom of speech is not truly free if it includes hate speech?

The article states that this is about an anti-white climate, is this true? Explain your answer.

Has the media influenced this anti-white rhetoric?

What is propaganda and how is it used in this article?

Opportunity Outside of the Classroom

MEMORIAL PARK

Address: 700 Hampton Street, Columbia, SC 29201

Phone: (803) 545-3100

General Information:

Memorial Park is located at the corner of Gadsden and Hampton streets in downtown Columbia. Memorial Park

is dedicated to the memory of those who have fought and died in service to their country. With winding paths,

benches and flowering bushes, this seven-acre park has become a popular place to spend an afternoon. The

Vietnam Memorial Monument features two freestanding granite walls inscribed with the names of South

Carolinians killed or lost in action in Vietnam.

The property is bordered by Hampton, Gadsden, Washington and Wayne Streets and is one block south of

Finlay Park. It was created to serve as a memorial to those who served their country. It presently has

monuments honoring the USS Columbia warship and those that served with her during WWII; the China-

Burma-India Theater Veterans of WWII; casualties of the Pearl Harbor attack of December 7, 1941, who were

from South Carolina; and the State Vietnam War Veterans.

The park was dedicated in November 1986 along with the unveiling of the South Carolina Vietnam Monument.

It is the largest monument of its type outside of Washington, D.C., stands here as a memorial to 980 South

Carolinians who died in Vietnam. Plans are ongoing for the future development of the Korean War Memorial as

funds are raised.

The park has a water fountain next to the Vietnam Memorial. There is a creek running through the park with a

small bridge over it and lots of birds for the kids to chase.

Purpose:

The purpose of this field study is to connect the Cycle Theme of Change to the Memorial Project.

Educational Aspects:

Students will be required to bring writing implements and their memorial project packet. There will be an

option to bring cameras to capture the memorial. Students will observe the memories, learn about the history of

the memorial, and record observations, quotes, and details. Students may be allowed time to explore the park if

time permits.

Needs of the Adolescent:

Physical: There will be lots of movement navigating throughout the park, time to eat a healthy snack

and lunch, if time permits, as well as time to relax while enjoying their snacks.

Emotional: Making connections between the memorial they will have to create for victims of a genocide

and the memorials that stand before them.

Social: There will be an opportunity to work with peers and interact with knowledgeable adults.

Cognitive: There will be opportunities to explore, inquire, work, reflect and use creative expression to

synthesize new information.

Follow up activities will be included to extend the lesson beyond the field study. Some activities the

students will be able to choose from are:

1. Photostory

2. Research other memorials around the world

Student work will be assessed using various rubrics for each category, plus student self-assessments.

Overview

Field studies can be scheduled for Monday through Friday.

The minimum number of participants is 15. Students may be divided into groups in order to

ensure a successful program.

One adult is required for every seven children.

Cost

Additional cost for Transportation would be determined based on district costs.

The Coming of Humans and WAR

Have you ever wondered what may have caused the emergence of human beings? This is a lesson that may answer some of those questions. (You need to make a map of Africa that shows where the apes live now and a map that shows where human fossils have been found) Thirty-five million years ago in the Miocene Era the great apes flourished in the warm forested areas of Africa, Europe and Asia. This was their period of greatness, but it was not to last. During the next 15 million years the Earth entered a long period of cooling. The North and South Pole ice packs expanded causing the rest of the Earth to become drier. The forests shrank and the deserts grew. The apes became isolated in small forested areas of Africa and Southeast Asia. They competed with the monkeys for food and habitation and the monkeys were winning. Perhaps the monkeys succeeded because they could eat unripe fruit which left less choice for the apes who had to wait until the fruit ripened. By 10 million years ago, there were only 4 species of apes left: the gorilla, orangutan, chimpanzee and bonobo. Paleontologists have recently uncovered fossils of a new extinct species that lived 4.5 million years ago , Ardipithecus ramidus, ground man who may be the root of all humans, in Aramis, Ethiopia. The fossils are human-like in that the eye teeth are smaller and the base of the skull is small which means that this ape was bipedal, walking on two legs. Animals that walk with four legs or on their knuckles need a large base of the skull to accommodate the large muscles that hold up the head. The fossils were also ape-like though, in that the molars were small and had a light covering of enamel which shows that it ate mostly fruit. It lived at the forest's edge. They copied the strengths they observed in other animals - using sticks like the claws of lions to dig and axes and spears to hunt and rip open their prey. They ate a variety of food, but a good quantity of their food was meat. This new diet allowed them to eat less and receive more energy; their brain grew and their bodies became taller, even reaching 6 feet. Their hips became more like ours so that walking long distances became possible and walk they did. By 1 million years ago Homo Erectus had populated all the warmer areas of Earth. While isolated in different areas Homo Erectus developed different characteristics and life styles related to their habitat, but their tools remained virtually unchanged for about 500,000 years. The Earth was again cooling and many societies did not survive as the ice moved down into Europe. In Europe one group successfully evolved into a hardy species known as Neanderthal. They had wide nasal passages to warm the cold air before it entered their lungs and stocky, strong bodies that conserved energy. They would live on until 35,000 years ago when their numbers finally dwindled to extinction. Homo Erectus did not survive the Earth's challenge. In Africa however, the humans had been isolated. The Sahara had spread until North Africa was cut off and the Kalahari Desert had separated north Africa. The forests again shrank, but humans living between the great deserts were again evolving. New tools were being developed and their brain size was close to that of modern humans. When the ice age ended, they again walked out of Africa into the Middle East and Asia, One more geological event was to challenge the survival of this new species. 74,000 years ago Mount Toba in Sumatra exploded in the largest volcanic eruption known to date. The Earth again cooled as the sun was blocked by huge clouds of ash. Many animals died, but this new species named Homo Sapiens did survive and 30,000 years ago the Earth supported about 300,000 people. These new people moved into all habitable areas of Earth and slowly evolved into the many kinds of people that we see today.

Our history on Earth is very short. 200,000 years is a blink of an eye in the history of all life on Earth. Many species, including some of our own, have tried to find a life here on Earth only finding the challenge too great. Remember that life on Earth began its journey over 3 billion years ago with small microorganisms too small to detect. They have led us to our present diversity. All life is interconnected with each other and with the Earth itself. It is up to each one of us to protect the Earth and the species that have evolved over so many millions of billions of years ago.

Even though we have been on the earth for only a short period of time, we spent most of our time engaged in war with each other. We will go through the wars from 1BC to 2009 (present time). Our involvement in war shows that even though we are all a part of the human species, we struggle to recognize each other as equal. We fight over money, land, and power while destroying the earth in which we live.

(Teacher: From the list below, choose 2-3 wars from each time period to discuss with the class. Use pictures to illustrate each war and how it has an effect on the world that was created billions of years ago).

Timeline of Wars - before

1BC

1274 BC

1046 BC

580 BC - 265

499 BC - 448

431 BC - 404

395 BC - 387

343 BC - 290 BC

334 BC - 323 BC

274 BC - 200 BC

264 BC - 146 BC

215 BC - 168 BC

205 BC - 201 BC

191 BC - 188 BC

135 BC - 71 BC

89 BC - 63 BC

58 BC - 50 BC

55 BC - 54 BC

53 BC - 51 BC

49 BC - 45 BC

44 BC - 30 BC

34 BC-22 BC

Battle of Kadesh

Shang-Zhou War in China.

Greek Punic Wars

Persian Wars

Peloponnesian War

Corinthian War

Samnite Wars between Rome and

Samnium

Wars of Alexander the Great

Syrian Wars

Punic Wars between Rome and Carthage

Macedonian Wars

Cretan War

Roman-Syrian War

Roman Servile Wars

Mithridatic Wars

Julius Caesar's Gallic Wars

Julius Caesar's Roman invasion of Britain

Parthian War of Marcus Licinius Crassus

Caesar's civil war

Roman Civil War

Chinese War

Timeline of Wars - AD 1 - 999

43 96

60 61

184 205

533 534

772 804

Roman conquest of Britain

Boudica's Uprising

Yellow Turban Rebellion

Vandal War

Saxon Wars

Timeline of Wars - AD 1 - 1199

1066 1088

1096 1099

1145 1149

1189 1192

Norman conquest of England

First Crusade

Second Crusade

Third Crusade

Timeline of Wars - 1200 - 1299

1202 1204

1206 1324

1213 1221

1215 1217

1248 1254

Fourth Crusade

Mongol wars and conquests

Fifth Crusade

First Barons' War (England)

Seventh Crusade

1270 1270

1271 1272

1296 1328

Eighth Crusade

Ninth Crusade

First War of Scottish Independence

Timeline of Wars - 1300 - 1399

1323 1328

1326 1332

1337 1453

Peasant revolt in Flanders

Polish–Teutonic War

Hundred Years' War

Timeline of Wars - 1400 - 1499

1419 1434

1425 1454

1454 1466

1455 1485

Hussite Wars

Wars in Lombardy

Thirteen Years' War

Wars of the Roses

Timeline of Wars - 1500 - 1599

1509 1512

1519 1521

1529 1532

1531 1572

1537 1548

1554 1557

1563 1564

1568 1648

1570 1573

1571 1571

Ottoman Civil War

Spanish conquest of the Aztec Empire

Inca Civil War

Spanish conquest of the Inca Empire

Conquistador Civil War in Peru

Russo-Swedish War

Burmese–Siamese War

Eighty Years' War

Ottoman–Venetian War

Russo-Crimean War

Timeline of Wars - 1600 - 1699

1600 1611

1602 1661

1618 1648

1634 1638

1635 1659

1640 1701

1642 1646

1648 1649

1649 1651

1652 1654

1654 1660

1655 1655

1675 1676

1683 1699

1688 1697

1689 1692

Polish–Swedish War

Dutch–Portuguese War

Thirty Years' War

Pequot War

Franco-Spanish War

Beaver Wars (Iroquois)

First English Civil War

Second English Civil War

Third English Civil War

First Anglo-Dutch War

Anglo-Spanish War

Peach Tree War (Susquehannock)

King Philip's War

Great Turkish War

Nine Years' War including King

William's War

Jacobean Rising in Scotland

Timeline of Wars - 1700 - 1799

1700 1721

1711 1715

1712 1716

1715 1717

1721 1763

1728 1733

1739 1748

1744 1748

1754 1763

1756 1763

1758 1761

1763 1766

1775 1783

1776 1794

1779 1783

1785 1795

1789 1799

1791 1804

Great Northern War

Tuscarora War

First Fox War

Yamasee War

Chickasaw Wars

Second Fox War

War of Jenkins' Ear

King George's War

French and Indian War (Part of the Seven

Years' War)

Seven Years' War

Anglo-Cherokee War

Pontiac's War

American Revolutionary War

Chickamauga Wars

Anglo-Spanish War

Northwest Indian War

The French Revolution

Haitian Revolution

Timeline of Wars - 1800 - 1899

1803 1815

1804 1813

1808 1810

1808 1833

1810 1821

1812 1815

1813 1814

1817 1858

1818 1828

1820 1875

1821 1832

1821 1848

1825 1830

1827 1827

1832 1832

1835 1836

1839 1842

1846 1864

1846 1848

1849 1924

1850 1865

1853 1856

1861 1865

1864 1868

Napoleonic Wars

Russo-Persian War

Rum Rebellion

Spanish American wars of independence

Mexican War of Independence

War of 1812

Creek War

Seminole Wars

Zulu Wars of Conquest

Texas–Indian wars

Greek War of Independence

Comanche–Mexico War

Java War

Winnebago War

Black Hawk War

Texas Revolution

First Opium War

Navajo Wars

Mexican-American War

Apache Wars

California Indian Wars

Crimean War

American Civil War

Snake War

1866 1868

1867 1875

1876 1877

1877 1877

1878 1879

1879 1879

1879 1880

1899 1901

1899 1902

Red Cloud's War

Comanche Campaign

Great Sioux War (Black Hills War)

Nez Perce War

Cheyenne War

Sheepeater Indian War

Victorio's War

Boxer Rebellion

Second Boer War

Timeline of Wars - 1900 - 1999

1905

1910 1921

1914 1918

1917 1923

1919 1923

1919 1921

1927 1949

1936 1939

1939 1945

1946 1949

1948 1949

1950 1953

1952 1960

1953 1959

1954 1962

1955 1975

1961 1961

1979 1989

1980 1988

1982 1982

1990 1991

1991 1995

1992 1995

1998 1999

Russian Revolution

Mexican Revolution

World War I

Russian Civil War

Turkish War of Independence

Irish War of Independence

Chinese Civil War

Spanish Civil War

World War II

Greek Civil War

1948 Arab–Israeli War

Korean War

Mau Mau Uprising

Cuban Revolution

Algerian War

Vietnam War

Bay of Pigs Invasion

Soviet war in Afghanistan

Iran–Iraq War

Falklands War

Gulf War

Croatian War of Independence

Bosnian War

Kosovo War

Timeline of Wars - 2000 - To Date

2001

2003 2011

2006 2009

2008 2009

War in Afghanistan

Iraq War

War in Somalia

Gaza War

Tragedies and Memorials

“Establishing lasting peace is the work of education; all politics can do is keep us out of war.”

- Dr. Montessori

In this lesson, students explore how tragedies, such as the bombing of Hiroshima, can be memorialized in a

sensitive, inclusive and meaningful manner through museums, landmarks and other types of memorials.

The video clips provided with this lesson are from Fallen City, a film by director Qi Zhao that explores the lives

of three families who survived, but suffered terrific losses during the devastating 2008 earthquake that

destroyed the mountain city of Beichuan. While the city is being rebuilt, the journey from the ruined old city of

Beichuan to the new Beichuan nearby is long and heartbreaking for the survivors. They struggle with loss--most

strikingly the loss of children and grandchildren--and feelings of loneliness, fear and dislocation that no amount

of propaganda can disguise.

OBJECTIVES

By the end of this lesson, students will:

Differentiate among various types of museums, landmarks, memorials and so on

Assess the impact of museums and memorials that center on disasters and tragedies

Examine different points of view regarding the role of museums and landmarks in memorializing

tragedy and disasters

Articulate how museums and similar institutions can best memorialize disasters and tragedies

Formulate ideas for a venue that memorializes disasters, tragedies and related themes

SUBJECT AREAS

Language Arts

Social Studies

Current Events

MATERIALS

Internet access and equipment to show the class online video

LCD projector

Self-adhesive chart paper

Masking or painter's tape

Oak tag or chart paper cut into strips; on each strip, write a statement or question listed on the Quotation

Sheet (use all or select a few). Post the strips around the classroom. (ALTERNATIVE METHOD:

Small groups read and discuss the statements/questions, distributed as a document.)

ESTIMATED TIME NEEDED

One 50-minute class period (though extended time may be helpful to delve more deeply into the topic)

FILM CLIPS

Clip 1: Getting Away From That (Length: 2:39)

This clip begins at 1:05:54 with a text card that reads, "Mr. Peng and his wife lived in Beichuan." It ends at

1:08:33 with Mr. Peng saying, "She left town to get away from that."

Clip 2: Never Forget My Father (Length: 2:59)

The clip begins at 11:08:44 with Hong saying, "A stepfather cannot be the real father." It ends at 1:11:43 when

Hong says, "Because they are just some man to man things."

Clip 3: The Doll Cheers Me Up (Length 1:37)

The clip begins at 1:12:09 with Li Guihua saying, "I think I have seen through life already." It ends at 01:13:46

when Li Guihua says, "The doll cheers me up."

Clip 4: Earthquake Aftermath as Museum (Length: 0:42)

The clip begins at 01:42:35 with a text card that reads, "The old Beichuan becomes the earthquake museum." It

ends at 01:43:17 with a broadcast voice saying, "With the support of our society, residents here are embracing a

better future."

Clip 5: Rebuilding (Length: 0:43)

The clip begins at 01:14:37 with News 60-Minute broadcasting, "The May 12th earthquake destroyed Beichuan

City." It ends at 01:15:20 with the statement "As the new city grows, people can look forward to a promising

new life."

Clip 6: Brand New (Length: 0:40)

The clip begins at 01:19:24 with a newscaster saying, "A brand new Beichuan city covers 38.7 square miles." It

ends at: 01:20:04 with the statement "Tax is around 200 million yuan, which is three times that of the old

Beichuan."

Clip 7: Community No More? (Length: 0:22) The clip begins 01:20:06 with Li Guihua asking "Which way

shall we go?" It ends at 01:20:28, when a neighbor says, "We'll never see it again."

ACTIVITIES

1. Ask each student to name a favorite museum, landmark, or memorial and describe its primary focus. Chart

their contributions in a way that categorizes themes. Discuss with students the various types and focal points of

museums, landmarks and memorials.

2. Have students reflect on how they interact with museums, landmarks and memorials that highlight tragedies,

natural disasters and other emotion-provoking and sometimes hard-to-fathom occurrences. Prompts:

How do you feel?

What do you learn?

How are the exhibits and displays at these institutions different from those you have seen in other types

of museums?

3. Tell students they are going to spend a few minutes learning about the aftermath of the 2008 earthquake in

China that destroyed the mountain city of Beichuan. Provide additional details about the catastrophe and the

film's focus.

4. Distribute and review with students the graphic organizer Memorializing Tragedy. Tell students that as they

watch the clips, they should take notes in response to the chart's descriptors, or they can fill in grid sections after

each clip.

5. Show Clip 1: Getting Away From That (Length: 2:39); Clip 2: Never Forget My Father (Length: 2:59);

and Clip 3: The Doll Cheers Me Up (Length 1:37). Briefly review with students the thoughts they noted on

their charts.

6. Show Clip 4: Earthquake Aftermath as Museum (Length: 1:22). Additionally, share images from the

museum: http://www.amusingplanet.com/2014/06/beichuan-preserved-ruins-of-earthquake.html

7. Probe with students their thoughts about and response to the earthquake museum in Beichuan. Sample

prompts:

Is creating a museum like this the right thing to do? Explain.

Why memorialize a tragedy in this way? Why would someone choose to keep the ruins as a museum?

Does the museum make heard the voices of those affected by the disaster? Explain why or why not.

Does the museum reflect the true stories of victims and survivors? How?

8. Instruct students to move around the room and read the various statements and questions posted. Give them 5

to 10 minutes to read and reflect. After students have read each card, ask each of them to stand near the

statement/question that most closely reflects his or her thoughts on how to memorialize tragedies and to be

prepared to share why he or she connects with that selection. (If time permits, share with students some

websites depicting the range of museums and memorials that center on difficult themes. Include the recently

created National September 11 Memorial and Museum in New York City.)

9. Point out that, as students probably noticed when reading the quotations, having museums and similar

institutions present tragedies and disasters is sometimes a point of contention. Ask the students what they

believe should be reflected in an exhibit, museum or memorial that is centered on a tragedy or disaster and how

to include the different voices in the creation of such memorials. Share with students the following quote from a

blog post about a panel discussion at the 2012 American Alliance of Museums conference that raises the

question of the purpose of memorialization:

And a question for us about what the take-away message of memorials and memorial museums could or

should be. As a group, we tried to puzzle out an answer. The first phase of a project might be

memorialization, often driven by what the victims feel is appropriate. The second might be education--

just that our audiences gain basic knowledge and facts. But the third stage is how we inspire action, how

to ensure that we, as individuals, as I somewhat inelegantly phrased it, make a decision about whether

we are Oskar Schindler or wimps.

(Source: http://uncatalogedmuseum.blogspot.com/2012/05/memorials-museums-and-future-

because.html)

Discuss with students, using some or all of the following prompts:

Is a museum or landmark an appropriate tool to memorialize tragedies?

If yes, what should the focus be? If the focus should be education, toward what end goal? If the focus

should be thinking about the victims, what is the purpose of thinking about the victims? For example, is

it designed to prevent this from happening again?

Should there be an admission fee? If yes, where should that money go?

Should there be a gift shop?

Should this type of museum or landmark exist at all? What are other ways to think about the tragedy, to

bring people together, to make reparations and so on?

Ask students whether they will now approach these and other types of museums and memorials with a more

critical eye toward messaging, purpose and design.

10. Choose one of the following two tasks:

OPTION A: Have student groups revisit the Beichuan memorial to discuss how it might be designed or

focused differently, or how the one that is in place might be built upon to ensure that it reflects and

includes the various historic, communal, individual, political and familial perspectives raised in the film.

Students can write their ideas and/or draw their designs on chart paper.

OPTION B: Ask students to discuss/design some type of memorial (physical or otherwise) representing

a tragedy, disaster or related event in their community or elsewhere (for example, the Boston Marathon

bombing), or rethink museums, memorials or similar institutions in their communities. Students can

write their ideas and/or draw their designs on chart paper.

11. Invite groups to share their design thoughts, noting which elements they considered and included in their

models.

EXTENSIONS

Rebuilding and Recovery: The Human Perspective Students explore the human element of tragedies, delving into what it means to rebuild and recover as a person

and the elements that are at the core of such personal regeneration.

Discuss with students:

What is the range of trauma people experience during a tragedy or disaster? How do people exhibit that

trauma?

How do people recover from tragedies and trauma?

What is important when it comes to moving through the recovery process? What happens if proper

support and guidance are absent?

The Importance of Community Students can discuss the role of community in individuals' lives and what happens when community is lost,

either through a natural disaster or through other situations that separate a person from the community to which

he or she was closest.

Have students consider how a community can be rebuilt in ways that balance history with newness, the latter a

result of actual physical rebuilding. Show Clip 5: Rebuilding(Length: 0:43); Clip 6: Brand New (Length:

0:40); and Clip 7: Community No More?(Length: 0:22).

Probe: How can the past and current community be joined? How can those who have lost a community

contribute to its rebuilding?

Students can examine the rebuilding of Beichuan after the earthquake and whether a balance of past and present

was achieved. They also can reflect on other events, such as Hurricane Katrina, Hurricane Sandy and the 2011

earthquake and tsunami in Japan. The following sites speak to the issue of rebuilding devastated communities:

Wilson Center: After the Disaster: Rebuilding Communities

Herald Sun: "'Focus on Community' After Natural Disasters"

Memorials and Meaning Students can research local, regional, national and/or international memorials (museums and beyond) to learn

why they were created and what they memorialize. Ask students to compare and contrast the various ways these

memorials have dealt with the events that inspired them, including presentation, admission fees and gift shops.

Memorial Project: Genocide throughout History “We are preaching hope, standing on the bones of the past.”

― John Rucyahana, The Bishop of Rwanda: Finding Forgiveness Amidst a Pile of Bones

LEARNING CONTEXT

Purpose or Focus of Experience

Memorials are found in every human culture. Why do human beings

create memorials? What makes an effective memorial? The

purpose of this learning experience is to introduce students to the

concept of memorials, based on prior knowledge. This experience

offers students the opportunity to extend and refine knowledge

about World War II by creating a memorial to different groups who

suffered as a result of the war.

Immediately prior to the introduction of this experience, students

were given Hiroshima and Night to read in class. These books,

although graphic and sometimes dense, provided students with rich

facts about the past that they will never forget. Students will draw

upon information learned from their readings and class discussions,

plus added research, to complete the assignment.

CONNECTION TO STANDARDS

ELA Standard: Read, write, listen and speak for information and understanding

Organization and use of information

Students will extract relevant information from a variety of sources, including print and electronic references

Students will interpret and analyze information

Students will compare and synthesize information from different sources

Students will document all sources according to MLA guidelines

Application and use of information

Students will design a memorial, which meets the criteria set by the class and teachers.

ESSENTIAL QUESTION

How can knowledge of history and the use of memorials help us to not repeat the

mistakes of history? Analyze whether understanding and studying genocides enables

your generation to be more accepting of people while honoring the past.

CONTENT KNOWLEDGE Declarative, Procedural

Declarative: Procedural:

Students will know that: Students will:

The Holocaust & Hiroshima occurred during

World War II.

Be able to use a variety of resources including the

internet, print and video resources for research.

Concentration Camps were created to

separate European Jews and others from the

general population. They were originally used

as work camps, but many ultimately became

"death camps."

Learn how to distinguish legitimate web sources

using set criteria.

The Atomic Bomb was dropped on Hiroshima

on August 6, 1945.

Document information using MLA-based format

provided in class.

Japanese-Americans were placed in

internment camps in the United States.

Utilize "book marked" websites

Memorials are created to honor,

commemorate and educate others.

Determine criteria for a good memorial, and

construct an effective memorial based on the

criteria.

The Project

Student Assignment Sheet

A. Project or Presentation:

Task: To extend and refine knowledge of World War II events by creating a memorial for the people

who suffered during this war.

Based on the novel you have read, you will

select a group of people who suffered as a

result of World War II. Your memorial must

have all of the elements listed in class. (Be

sure you have taken good notes or have

checked the chart paper for our criteria.)

Step 1 - identify the group of people (Japanese-Americans who were placed in internment camps, European Jews who were systematically killed by the Nazis, Citizens of Hiroshima when the bomb was dropped, etc.)

Step 2 - gather photos, information, testimony, artifacts (can be photocopies), poetry (can be your own) etc. to create your memorial. Note: it is best to "over" collect materials so that you have the ability to edit your work.

Step 3 - BE SURE TO DOCUMENT all of your resources.

Step 4 - design your memorial. You may want to consider a theme for your memorial. You may work with other students who have read the same novel as you. Be creative in the way that you display your information.

Remember that your purpose is to teach and present an emotional display so that others will not

"repeat" this history.

Your obstacles: Markers, glue, construction paper and computers will be available. You may want to

bring in cardboard, fabric, wallpaper, Styrofoam and other items to enhance your project. Also, you may

work on this project at home.

INTRODUCTION THE HISTORY OF GENOCIDE

by Dr. Paul B. Winkler

Executive Director New Jersey Commission on Holocaust Education

Although the term genocide was coined in the twentieth century, it describes a phenomenon that is as

old as recorded history. Baillet (1912, 151-152) tells us that genocides were common in predynastic

Eqypt; the Assyrians (Chalk and Jonassohn 1990, 58-61) claim to have practiced it, if we are to

accept their own reports; and several cases are to be found in the Old Testament (Chalk and

Jonassohn 1990, 61-63).

The Old Testament contains several quite specific descriptions that are of interest to us. The

Amalekites are reported to have been annihilated several times, which might raise questions about

the historical accuracy of the reports or about the completeness with which the annihilations were

carried out. Our interest is not so much in these details as in the style in which they were reported.

That style allows us to conclude that the physical destruction of the entire people of defeated

opponents was not unusual at that time, nor that it evoked any humanitarian outrage. The victims

seemed to have accepted their fate as the usual lot of the losers at the same time as they were

lamenting their losses.

The origins of genocide are shrouded in the unrecorded past. In antiquity, because it is always

reported in connection with wars, we can make an educated guess about its roots. City-states and

empires were very small by modem standards; many of them were located in the so-called golden

triangle, the modern Middle East. The geopolitical dimensions of this area seemed to have been

designed to produce almost continuous warfare. The valleys of the Tigris and the Euphrates are very

fertile with few natural boundaries. The region lies across the trade routes between Asia, Europe, and

Africa. Similar criteria apply to the Nile Valley. Thus, opportunities for competition and conflicts

leading to wars seemed to be ever present. However, these wars initially did not settle anything; the

defeated party went home, recruited and trained another army, produced more and sometimes better

weapons, and then returned to fight another war in order to recoup losses and wreak revenge. It did

not take much imagination for someone to decide that the only way to preserve a victory was to

annihilate the vanquished enemy entirely, not only the combat forces. Baillet (1912, 167-168) argues

that this method of concluding a victorious campaign lasted for about 1,000 years in Egypt before it

fell into disuse. This change was not the result of any rise in humanitarian concerns, but rather the

realization that the victims would be much more valuable alive than dead.

The states in the fertile crescent were extraordinarily labor intensive because their fertile valleys

required elaborate irrigation systems; because the large number of gods they worshipped all required

temples; and because few rulers were content with the palaces of their predecessors and therefore

spent huge resources on new palaces, or burial sites in Egypt, to glorify their reign.

Thus, the new realization that the captives of a conquered enemy were much more useful as slaves

than as corpses became widespread in the area.

Genocides continued to be performed by states and empires in order to eliminate a real or perceived

threat, in order to terrorize a real or imaginary enemy, or in order to acquire economic resources that

others owned but which could not be carried off as loot or booty. These three motives were usually

present at the same time, although one of them tended to predominate in any particular situation. Of

course, the farther we go back into the past, the more difficult it becomes to obtain evidence of the

motives of the perpetrators.

In antiquity it is particularly difficult to account for the fates of peoples. From inscriptions, clay tablets,

and parchments we know a great many names of peoples about whom hardly anything else is known.

Even when we know something of their history, some of them have disappeared without our knowing

what happened to them. The classic illustration is the story of the Hittites who are well known to us

from scripture and Egyptian records (Chalk and Jonassohn 1990, 60- 61). We know that they

conquered their neighbors and built an empire that competed with Assyria and Egypt. Then they

disappeared from history without a trace. In fact, it is only in modern times that the remains of their

capital were discovered; it had been burned to the ground and cursed to prevent it from being

resettled. Their writing was deciphered, and the peace treaty that they negotiated with Ramses II was

decoded. However, we still have no idea what happened to the Hittite people. Were they dispersed to

other areas? Did they assimilate into the culture of their conquerors? Or were they slaughtered? Only

the development of an archeology of genocide holds any promise of solving that riddle.

The history of empires, right into the modern period, is punctuated by periodic persecutions,

sometimes escalating into genocides, which were performed either to build up an empire or to

maintain it. One of the important characteristics of these types of genocides is that the victim groups

were always located outside the perpetrator society, physically and socially. The campaigns of

Athens against Melos, of Rome against Carthage, of Genghis Kahn against several peoples (Chalk

and Jonassohn 1990), and of the Crusaders against populations of Antioch and Jerusalem

(Runciman 1962), may serve as examples.

Some believe that genocide has become the ultimate human rights problem of the modern world. The

term genocide was first used by Raphael Lemkin in 1944 during World War II, in which more civilians

had died than soldiers. Lemkin, a professor of law in Poland who escaped the Nazis, used the term to

describe a “…coordinated plan of different actions aiming at the destruction of essential foundations

of the life of national groups with the aim of annihilating the groups themselves.” Raphael Lemkin

(1900-1959) devoted his life to a single goal: the outlawing of a crime so extraordinary that language

had not yet recognized its existence. In 1944, Lemkin made one step towards his goal when he

created the word “genocide” which meant, in his words, “the destruction of a nation or an ethnic

group.” While he had lived long enough to see his word popularized and the Genocide Conventions

adopted by most of the world, recent history serves as a reminder that laws and treaties are not

enough to prevent genocide. On December 9, 1948, the United Nations adopted the Genocide

Convention, which defined genocide as follows:

…genocide means any of the following acts committed with the intent to destroy, in whole or in part, a

national, ethnical, racial, or religious group as such: (a) killing members of the group; (b) causing

serious bodily or mental harm to members of the group; (c) deliberately inflicting on the group

conditions of life calculated to bring about its physical destruction in whole or in part; (d) imposing

measures intended to prevent births within the group; and (e) forcibly transferring children of the

group to another group. While the limitation of Lemkin’s definition is its broad nature, that of the

United Nations has been criticized as being both broad and narrow (Totten, Parsons, Charny, 1997,

p. xxiv). Because neither of these definitions has satisfied many who have sought to apply them to

very serious acts against groups of people, we are now confronted with many definitions of genocide,

a phenomenon that can be puzzling to young people who are seeking their own set of criteria to help

them evaluate the numerous violations of human rights around the world today.

In the present Convention, genocide means any of the following acts committed with intent to destroy,

in whole or in part, a national, ethnical, racial or religious group, as such:

1. Killing members of the group;

2. Causing serious bodily or mental harm to members of the group;

3. Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in

whole or in part;

4. Imposing measures intended to prevent births within the group;

5. Forcibly transferring children of the group to another group

Ten Stages of Genocide

“Ten Stages of Genocide” was a document developed by Dr. Gregory H. Stanton, a professor at Mary

Washington University and the Vice President of the International Association of Genocide Scholars

(2006). Stanton also leads Genocide Watch, a non-profit organization dedicated to the fight against

genocide. (“Ten Stages of Genocide” was originally written in 1996 at the U.S. Department of State as

the “Eight Stages of Genocide,” presented at the Yale University Center for International and Area

Studies in 1998, and revised in 2013.)

“Ten Stages of Genocide” is a formula for how a society can engage in genocide. Genocide cannot be

committed by an individual or small group; rather, it takes the cooperation of a large number of people

and the state. The genocidal process starts with prejudice that continues to grow. By knowing the

stages of genocide, citizens are better equipped to identify the warning signs and stop the process from

continuing.

The ten stages of genocide are: classification, symbolization, discrimination, dehumanization,

organization, polarization, preparation, persecution, extermination, and denial.

Ten Stages of Genocide By Gregory H. Stanton

Genocide is a process that develops in ten stages that are predictable, but not inexorable. At each

stage, preventive measures can stop it. The later stages must be preceded by the earlier stages, though

earlier stages continue to operate throughout the process.

1. CLASSIFICATION:

All cultures have categories to distinguish people into "us and them" by ethnicity, race, religion, or

nationality: German and Jew, Hutu and Tutsi. If societies are too segregated (divided) they are most likely

to have genocide. The main way of preventing genocide at this early stage is to develop opportunities in

a society for people to work and live together who are from different ethnic, social, national or religious

backgrounds. This will allow people to become more tolerant and understanding of each other. In the

United States, public schools serve this function, as they are places where all young people can go

regardless of their ethnic, social, national or religious backgrounds. This search for common ground is

vital to early prevention of genocide

2. SYMBOLIZATION:

We give names or other symbols to the classifications of ethnicity, race, religion, or nationality. We name

people “Jews" or "Gypsies", or distinguish them by colors or dress, and apply them to members of groups.

Classification and symbolization are universally human and do not necessarily result in genocide unless

they lead to the stage of dehumanization. When combined with hatred, symbols may be forced upon

unwilling members of minority groups: the yellow star for Jews under Nazi rule, the blue scarf for people

from the Eastern Zone in Khmer Rouge Cambodia. Sometimes we impose symbols on ourselves like

gangs using certain colors. That is the group’s right but sometimes backfires when they are discriminated

against. To combat symbolization, hate symbols can be legally forbidden (swastikas) as can hate speech.

Group marking like gang clothing or tribal scarring can be outlawed, as well.

The problem is that legal restrictions will fail if unsupported by society. Sometimes if we outlaw certain

names but hate exists new names will just take their place. If widely supported, however, denial of

symbolization can be powerful, as it was in Bulgaria, when many non-Jews chose to wear the yellow star,

depriving it of its importance as a Nazi symbol for Jews. According to legend in Denmark, the Nazis did

not introduce the yellow star because they knew even the King would wear it.

3. DISCRIMINATION:

A dominant group uses law, custom, and political power to deny the rights of other groups. The powerless

group may not be given full civil rights or even citizenship. Examples include the Nuremberg Laws of

1935 in Nazi Germany, which stripped Jews of their German citizenship, and prohibited their employment

by the government and by universities. Prevention against discrimination means full political

empowerment and citizenship rights for all groups in a society. Discrimination on the basis of nationality,

ethnicity, race or religion should be outlawed. Individuals should have the right to sue the state,

corporations, and other individuals if their rights are violated.

4. DEHUMANIZATION:

Dehumanization is when one group treats another group as second-class citizens. Members of a persecuted

group may be compared with animals, parasites, insects or diseases. When a group of people is thought

of as “less than human” it is easier for the group in control to murder them.

At this stage, hate propaganda in print and on hate radios is used to make the victims seem like villains.

In fighting this dehumanization, one must remember that there is no right of “freedom of speech” to tell

people to commit murder. Outlawing hate speech can help save the lives of those targeted. If a country is

on the verge of committing genocide it is no longer a democracy (if it was before), and the broad freedom

of speech protected in a democracy may need to be limited in such a country. Hate radio stations should

be shut down, and hate propaganda banned. Hate crimes and atrocities should be promptly punished.

5. ORGANIZATION:

Genocide is always organized, usually by the state, though sometimes informally or by terrorist groups.

Special army units or militias are often trained and armed. Plans are made for genocidal killings. To

combat this stage, membership in these militias should be outlawed. Their leaders should not be allowed

to travel outside their country where they may be able to raise funds or get weapons. The U.N. should

enforce arms embargoes on governments and citizens of countries involved in genocidal massacres, and

create commissions to investigate violations, as was done in post genocide Rwanda.

6. POLARIZATION:

Extremists drive the groups apart. Hate groups broadcast propaganda that reinforces prejudice and hate.

Laws may forbid intermarriage or social interaction between the groups. Extremist terrorism targets

moderates, and intimidates them so that they are silent. Moderate leaders are those best able to prevent

genocide and they are often the first to be assassinated. Prevention may mean security protection for

moderate leaders or assistance to human rights groups. Assets (money and property) of extremists may be

seized, and opportunities for international travel denied to them. If extremists try to take over the

government, then international sanctions should be put in place.

7. PREPARATION:

National or perpetrator group leaders plan the “Final Solution” to the Jewish, Armenian, Tutsi or other

targeted group “question.” They often use euphemisms to cloak their intentions, such as referring to their

goals as “ethnic cleansing,” “purification,” or “counter-terrorism.” They build armies, buy weapons and

train their troops and militias. They indoctrinate the populace with fear of the victim group. Leaders often

claim, “If we don’t kill them, they will kill us.” Prevention of preparation may include arms embargos and

commissions to enforce them. It should include prosecution of incitement and conspiracy to commit

genocide, both crimes under Article 3 of the Genocide Convention1.

8. PERSECUTION:

Victims are identified and separated out because of their ethnic or religious identity. Death lists are drawn

up. In state sponsored genocide, members of victim groups may be forced to wear identifying symbols.

Their property is often confiscated. Sometimes they are even segregated into ghettoes, deported into

concentration camps, or confined to a famine-struck region and starved. Genocidal massacres begin. They

are acts of genocide because they intentionally destroy part of a group. At this stage, a Genocide

Emergency must be declared. If the political will of the great powers, regional alliances, or the U.N.

Security Council can be mobilized, armed international intervention should be prepared, or heavy

assistance provided to the victim group to prepare for its self-defense. Humanitarian assistance should be

organized by the U.N. and private relief groups for the inevitable tide of refugees to come.

9. EXTERMINATION:

Extermination begins, and quickly becomes the mass killing legally called "genocide." It is

"extermination" to the killers because they do not believe their victims to be fully human (see

dehumanization). When it is sponsored by the government, the armed forces often work with private

armies to do the killing. Sometimes the genocide results in revenge killings by groups against each other,

creating the downward whirlpool-like cycle of mutual genocide where the victims actually organize and

commit a second genocide on the perpetrators. At this stage, only rapid and overwhelming armed

intervention can stop genocide. Real safe areas or refugee escape regions should be established with

heavily armed international protection. The U.N. needs troops that can go in to genocidal areas and stop

the killing when the U.N. Security Council calls it. The U.N. may decide to act through regional military

forces from organizations like NATO. Relief groups should be prepared to assist the victims. If the U.N.

will not get involved directly, militarily powerful nations should provide the airlift, equipment, and

financial means necessary for regional states to intervene with U.N. authorization.

10. DENIAL:

Denial is the tenth stage that always follows genocide. It is among the surest indicators of further genocidal

massacres. The perpetrators of genocide dig up the mass graves, burn the bodies, try to cover up the

evidence and intimidate the witnesses. They deny that they committed any crimes, and often blame what

happened on the victims. They block investigations of the crimes, and continue to govern until driven

from power by force, when they flee into exile. Leaders of the genocide continue to deny the crime unless

they are captured and a tribunal (special court) is established to try them. The best response to denial is

punishment by an international tribunal or national courts. There the evidence can be heard, and the

perpetrators punished. Tribunals or international courts must be created. They may not prevent the worst

genocidal killers, but at least some mass murderers may be brought to justice.

Materials:

1) “12 Ways to Deny a Genocide”

http://www.genocidewatch.org/aboutgenocide/12waystodenygenocide.html

2) “Sudan Criticizes Obama for Calling Darfur Genocide”

http://abcnews.go.com/International/wireStory?id=8077616

Project Planner

Essential Question: How can knowledge of history and the use of memorials help us to not repeat the

mistakes of history?

Complete this guide as you conduct your research.

Describe aspects of genocide you would like to research:

Explain why you are interested in the aspects listed above:

Key words and synonyms that relate to your topic (what key words are you googling):

Write inquiry questions that you need to research to answer the essential questions:

Websites you want to use:

Assignment Phase 1

After reading “Ten Stages of Genocide” by Gregory Stanton and gathering some information about the

genocide you chose to research, complete the following activities.

1. Classification:

All cultures have categories to distinguish people into "us and them" by ethnicity, race, religion, or

nationality: German and Jew, Hutu and Tutsi. If societies are too segregated (divided) they are most likely

to have genocide.

Classification (Example from your genocide):

2. Symbolization:

We give names or other symbols to the classifications of ethnicity, race, religion, or nationality. We name

people “Jews" or "Gypsies", or distinguish them by colors or dress; and apply them to members of groups.

Classification and symbolization are universally human and do not necessarily result in genocide unless

they lead to the stage of dehumanization. When combined with hatred, symbols may be forced upon

unwilling members of minority groups: the yellow star for Jews under Nazi rule, the blue scarf for people

from the Eastern Zone in Khmer Rouge Cambodia.

Symbolization (Example from your genocide):

3. Discrimination:

A dominant group uses law, custom, and political power to deny the rights of other groups. The powerless

group may not be given full civil rights or even citizenship.

Discrimination (Example from your genocide):

4. Dehumanization:

Dehumanization is when one group treats another group as second-class citizens. Members of a persecuted

group may be compared with animals, parasites, insects or diseases. When a group of people is thought

of as “less than human” it is easier for the group in control to murder them.

Dehumanization (Example from your genocide):

5. Organization:

Genocide is always organized, usually by the state, though sometimes informally or by terrorist groups.

Special army units or militias are often trained and armed. Plans are made for genocidal killings.

Organization (Example from your genocide)

6. Polarization:

Extremists drive the groups apart. Hate groups broadcast polarizing propaganda. Laws may forbid

intermarriage or social interaction. Extremist terrorism targets moderates, intimidating and silencing the

center.

Polarization (Example from your genocide)

7. Preparation:

National or perpetrator group leaders plan the “Final Solution” to the Jewish, Armenian, Tutsi or other

targeted group “question.” They often use euphemisms to cloak their intentions, such as referring to their

goals as “ethnic cleansing,” “purification,” or “counter-terrorism.” They build armies, buy weapons and

train their troops and militias. They indoctrinate the populace with fear of the victim group. Leaders often

claim, “If we don’t kill them, they will kill us.”

Preparation (Example from your genocide)

8. Persecution:

Victims are identified and separated out because of their ethnic or religious identity. Death lists are drawn

up. In state sponsored genocide, members of victim groups may be forced to wear identifying symbols.

Their property is often confiscated. Sometimes they are even segregated into ghettoes, deported into

concentration camps, or confined to a famine-struck region and starved. Genocidal massacres begin.

Persecution (Example from your genocide)

9. Extermination:

Extermination begins, and quickly becomes the mass killing legally called "genocide." It is

"extermination" to the killers because they do not believe their victims to be fully human. When it is

sponsored by the state, the armed forces often work with militias to do the killing.

Extermination (Example from your genocide)

10. Denial:

Denial is the tenth stage that always follows genocide. It is among the surest indicators of further genocidal

massacres. The perpetrators of genocide dig up the mass graves, burn the bodies, try to cover up the

evidence and intimidate the witnesses. They deny that they committed any crimes, and often blame what

happened on the victims. They block investigations of the crimes, and continue to govern until driven

from power by force, when they flee into exile.

Denial (Example from your genocide)

Assignment Phase 2

Essential Issue: Can we stop genocide from reoccurring?

“12 Ways to Deny a Genocide”

http://www.genocidewatch.org/aboutgenocide/12waystodenygenocide.html

“Sudan Criticizes Obama for Calling Darfur Genocide”

http://abcnews.go.com/International/wireStory?id=8077616

How could the genocide you are studying been prevented?

Hate Crimes

Introduction to Hate Crimes

A hate crime is criminal behavior motivated in whole, or in part, by bias. Hate crimes can be

crimes against property; such as vandalism, or crimes against persons, such as assault. At the

federal level, hate crime laws cover incidents involving race, religions, sexual orientation,

ethnicity/national origin and disability. Some states also provide protections for other categories,

such as gender identity.

Experts debate the number of hate crimes that occur each year in the United States. National data

published by the FBI since 1992 have shown annual totals of about 6,000 to 10,000, depending on

the year. But a 2005 report from the Bureau of Justice Statistics found an average annual total of

191,000 hate crimes. Threat means the real level of hate crime could run between 19 and 31 times

higher than the numbers that the FBI has been officially reporting for more than a decade.

It is important to distinguish between hate crimes and bias incidents. Bias incidents, such as

bigoted name-calling, certainly involve bias, but they do not always involve a criminal act. All hate

crimes are bias incidents, but not all bias incidents are criminal. Bias incidents can and should be

dealt with in schools and workplaces through anti-bullying and anti-harassment policies, but they

are unlikely to be resolved within the justice system.

Focus Question – please answer with detail. You may do some research to help you answer these

questions. 1. What is the difference between a hate crime and a bias incident?

2. How are hate crimes and bias incidents related to other expressions of bigotry, from bullying to genocide?

3. How can a community work to prevent hate crimes? Respond to hate crimes?

4. How can our school prevent hate crimes and/or bias incidents?

Research Guide for Holocaust Denial Introduction to Holocaust Denial

Despite an enormous amount of evidence about the Holocaust and of the Nazi murder of millions of

Jews during World War II, shortly after the war some former Nazis began spreading the lie that the

Holocaust never occurred. In this research project, your team will look at who denies the Holocaust

and what strategies they use to do this.

Preparing Students through Literature

“Holocaust denial began with the Nazis, who carried out their murderous program in secret and

couched it in misleading terminology. But German Nazis, and others of their countrymen later, were

not the Third Reich’s most credible defenders. That task would fall to others, European and American

neofascists who understood that a Nazi revival was possible only if the accusation of Nazi genocide

of the Jews — an accusation backed by mountains of evidence — was somehow eliminated.

In 1966, American Nazi Party founder George Lincoln Rockwell, in a magazine interview, took the

argument one step further, saying it was ‘self-defense’ for people to kill Jews. ‘Are you implying that

Hitler was justified in exterminating 6 million European Jews?’ Interviewer Alex Haley asked. ‘I don’t

believe for one minute that any 6 million Jews were exterminated,’ Rockwell replied. ‘It never

happened. You want me to prove it?’ Rockwell then offered up statistics purporting to show that there

were more Jews alive after the war than before it.”

Excerpted from Kenneth S. Stern’s article “Lying About the Holocaust” in the Intelligence Report, Fall

2001, Issue 103, pages 50-55.

On the Internet

Holocaust Denial

www.splcenter.org/get-informed/intelligence-files/ideology/holocaust-denial

This selection from the Southern Poverty Law Center profiles the key tenets, players and

organizations within the Holocaust denial movement.

Holocaust History Project

www.holocaust-history.org

Online archives of documents, photographs, recordings, essays and links regarding the Holocaust,

with special emphasis on refuting Holocaust denial and revisionism.

Holocaust Denial on Trial

www.holocaustdenialontrial.org

Informational site centered on the transcripts of the David Irving v. Penguin Books and Deborah

Lipstadt libel trial of January 2000 and the reports filed for the defense by many eminent Holocaust

historians. Allows both simple and advanced keyword searching of the site, including all transcripts,

reports and witness statements. Supplements the trial documentation with timelines of Holocaust

history and the history of the Holocaust denial phenomenon. Sponsored by Emory University’s

Witness to the Holocaust Program and the Institute for Jewish Studies.

Holocaust on Trial (PBS)

www.pbs.org/wgbh/nova/holocaust

Companion site to a PBS documentary on the Irving v. Lipstadt trial. Includes a timeline of Nazi

abuses, the director’s story of the making of the documentary and the film’s transcript. Also provides

information about Nazi medical experiments and flawed science, aimed at refuting Holocaust denial.

Irving v. Lipstadt (The Guardian Special Report)

www.guardianunlimited.co.uk/irving

The Guardian newspaper in Manchester, England, closely monitored the Irving v. Lipstadt libel trial as

it took place in a London courtroom in the early part of 2000. This site includes the collected articles

and reports.

Nizkor Project

www.nizkor.org

An online collection of electronic resources on the Holocaust and Holocaust denial and revisionism.

Includes the reproduction of numerous primary source materials, detailed information on Nazi

documents and evidence presented at the Nuremberg Trials as a means of refuting Holocaust

deniers and revisionists. Produced and directed by Ken McVay

Focus Questions

1. Why do people want to deny that the Holocaust happened?

2. What is in it for them?

3. Who are some of the major Holocaust deniers?

4. What do they say happened?

5. Who are some of the key people who dispute what Holocaust deniers say?

6. How is Holocaust denial antisemitic?

Research Guide for Contemporary Genocides

Introduction to Contemporary Genocides

The Holocaust was not the first and is not the last genocide. Since 1900, about 170 million people

worldwide have been killed. Many others have been raped, tortured, starved and otherwise

oppressed in an attempt to eradicate their religious or ethnic groups. In this research project, your

group will look at the many genocides and see that the horror has not stopped.

Preparing Students Through Literature

On August 24, 1941, two months after Germany’s surprise attack on Soviet Russia on June 22,

British Prime Minister Winston Churchill delivered a live broadcast from London. Only a year before,

the German attack had concentrated on the bombardment of British cities. Churchill described

dramatically the barbarity of the German occupation in Russia:

The aggressor … retaliates by the most frightful cruelties. As his armies advance, whole districts are

being exterminated. Scores of thousands — literally scores of thousands — of executions in cold

blood are being perpetrated by the German police-troops upon the Russian patriots who defend their

native soil. Since the Mongol invasions of Europe in the Sixteenth Century, there has never been

methodical, merciless butchery on such a scale, or approaching such a scale. And this is but the

beginning. Famine and pestilence have yet to follow in the bloody ruts of Hitler’s tanks. We are in the

presence of a crime without a name.

Excerpted from www.preventgenocide.org

In her book, A Problem From Hell: America and the Age of Genocide, Samantha Power examines the

vexing challenge of living up to the promise “Never Again”:

The sharpest challenge to the world of bystanders is posed by those who have refused to remain

silent in the age of genocide. In each case a few Americans stood out by standing up. They did not

lose sight of right and wrong, even as they were repeatedly steered to a “context” that others said

precluded action.

They refused to accept either that they could not influence U.S. policy or that the United States could

not influence the killers. These individuals were not alone in their struggles, but they were not in

crowded company either. By seeing what they tried to get done, we see what America could have

done. We also see what we might ourselves have attempted. By seeing how and why they failed, we

see what we as a nation let happen.

Excerpted from A Problem From Hell ($30), Basic Books, 387 Park Ave. S, New York, NY 10016

On the Internet

Genocide Watch

www.preventgenocide.org

Genocide Watch monitors political and ethnic violence worldwide. The project’s education campaign,

Prevent Genocide International, offers abundant classroom-friendly material, including commentary

on defining, preventing and redressing acts of genocide.

Responding to Genocide Today

www.ushmm.org/genocide

This section of the website for the United States Holocaust Memorial Council seeks to alert the

national conscience, influence policy makers and stimulate worldwide action to confront and work to

halt acts of genocide and related crimes against humanity.

Key People, Places or Concepts

A Timeline of Genocides 1901-2006

German Southwest Africa 1904-1908: Genocide of Hereros

Ottoman Turkey 1915-1923: Ittihad Genocide of Armenians and Assyrians

USSR 1932-1934: Soviet Genocide/Famine in Ukraine (Holodomor)

German Occupied Europe 1941-1945: Genocide of Jews (Shoah/Holocaust)

German Occupied Europe 1941-1945: Genocide of Roma-Sinti (Parajmos)

East Pakistan 1971: Genocide in East Bengal

Burundi 1972: Selective Genocide of Hutus.

Cambodia 1975-1979: Khmer Rouge “Killing Fields” and Genocide

Guatemala 1981-83: Genocide in the Maya Highlands

Iraq 1987-88: Anfal Campaign in Kurdistan

Bosnia-Herzegovia 1992-1995: Serb “Etnicko Ciscenje” of Bosnian Muslims

Rwanda 1994: Akazu “Hutu Power” Genocide of Tutsis

Darfur 2003-present: Genocide of Fur, Zaghawa and Masaalit ethnic groups

Focus Questions

1. What have you learned about the systematic way that the Nazis began to dehumanize Jewish people?

2. Does that apply to these other genocides? How?

3. What role does language, both spoken and written, play in genocide?

4. What role do religion and race play in genocide?

5. What are likely events that can lead to genocide?

6. What makes these persecutions similar and what makes them different?

The World Was Silent

There aren’t many Armenian Americans in Pensacola, so when two of my students and I discovered our

common heritage, we eagerly compared family customs and stories. Tabouli, grape leaves and choereg were

familiar foods to us, and drinking thick, sweet Armenian coffee while our grandparents discussed in Armenian

what they didn’t want us to understand was a common experience.

But greeting each other with "Eench bez-es? (How are you?)" or discussing Armenian culture didn’t form my

strongest connection with the Kayir sisters. The real bond came from two painful truths: that our families were

victimized by one of the greatest atrocities of the 20th century, and that, for most people around us, the

Armenian Genocide remains invisible.

While in the 8th grade, Alex Kayir entered a project about the Armenian Genocide in a history competition.

When she informed her teacher of her choice, Alex was surprised and disturbed by the teacher’s reaction.

"My history teacher hadn’t even heard of this tragic event, nor had the other history teachers at my middle

school," recalls Alex. "My topic was even foreign to most of the judges!"

Although I shared Alex’s exasperation, I was not surprised. While in high school, I entered the same

competition, also selecting the Armenian Genocide as my focus. I ran up against the same reaction. Like Alex

and her sister, Karen, I was always more than willing to explain to teachers or friends what the Armenians

endured almost 100 years ago and who they are today.

A few years ago, realizing how thin my understanding was of my own family’s history, I sent my grandfather in

Memphis, Tennessee, a tape recorder, some blank cassettes and a few guiding questions.

Several weeks later, he sent back four tapes. Stretched out on a carpet that my grandparents had brought with

them from Beirut, I loaded the first cassette into my tape player. In the comfort of my home, I listened as a

nightmare unfurled around me.

Dear Kristine, This is the story of my life …. A 4-year-old boy named Garo, in a village in Southern Anatolia,

learns that his father — a minister and physician’s assistant — has been beheaded by government forces. Garo

is then displaced from all his cousins, grandparents, aunts, uncles and, for several years, his mother, sisters and

brother. Sixty-nine members of his family are brutally killed.

Garo lives in orphanages, endures hunger, and suffers through fevers, nearly dying. The orphanage officials

give him a new, Muslim name — Mehmet. He works in fields, sleeps in filth, and starves for food and love.

Four years later he is reunited with two aunts, two sisters, a brother and his mother. They depart from Mercine

in Cilicia by boat. They finally reach Beirut to start a new life, which will eventually lead him to Memphis.

A letter from Garo’s father, a photograph, two rugs and two water jugs are the only possessions they carry from

their life in Anatolia.

I have never seen the village where my grandfather was born. I cannot speak the language of my ancestors, nor

do I practice their Armenian Apostolic and Congregational Evangelical faiths.

I have not known hunger, pain or the death of loved ones, as my grandfather has known them. My schooling

wasn’t appreciably different from that of any other middle-class American child of the 1970s.

I learned about literature, mathematics, sciences, social movements and wars. I learned that the Ottoman was a

great empire stretching across the Middle East and into Europe, but I never learned that racism became an

institutionalized aspect of that empire — a hatred powerful enough almost to destroy my own culture.

Remembrance and Denial

The ancient homeland of the Armenian people straddles the Caucasus Mountains between Russia and Anatolia,

or Asia Minor, which is a part of modern Turkey.

Over the centuries, this region has been the scene of repeated conquests, annexations, independence movements

and population shifts. By the late 19th century, more than 2 million Christian Armenians were living in the

Muslim Ottoman Empire, to the west of Russian Armenia.

Fears of an Armenian separatist movement fanned the flames of anti-Christian hatred among Ottoman leaders

and led to the first wave of massacres and expulsion of Armenians in 1894-96.

The Ottoman alliance with Germany during World War I, after the "Young Turks" had seized control of the

Ottoman government with the intention of modernizing the Turkish nation-state, once again aroused tensions

between Turkish nationalists and the Armenians, many of whom favored Russia in the war.

When a small segment of the Armenian community responded to Russia’s call for assistance, the Ottomans

ordered the expulsion of the entire Armenian population. More than one million Armenians died in massacres

or from starvation during the removal campaign.

Roughly 600,000 escaped, fleeing to the new Soviet Union, to Europe and to the Americas in what became

known as the Armenian Diaspora. The massacres themselves are widely recognized as the Armenian Genocide,

though the United States government has avoided using the term, out of concern for Turkey’s role as a NATO

ally.

The will to destroy entire groups of people on the basis of their religion, race, ethnicity or political convictions

has been the plague of the last 100 years, a period labeled by many historians as the Century of Genocide.

During the 20th century, more than 50 million people perished in genocidal campaigns around the world —

from the Armenians in Anatolia to the Jews in Germany to the victims of the Khmer Rouge in Cambodia and,

more recently, the Hutus and Tutsis in Rwanda and Bosnian Muslims in the former Yugoslavia.

Many high school students today, however, learn about this phenomenon solely through its most massive

example, the Jewish Holocaust. Not only do many teachers lack training in non-Western history, much less

genocide studies, but available resources on the topic also focus primarily on the Nazi campaign.

Some educators believe we are doing our students a disservice by shielding them from the devastating toll

genocides in other parts of the world have inflicted on humankind.

"The deep attention to Holocaust education has really opened up an avenue for thinking about human rights,"

notes Adam Strom of Facing History and Ourselves, a human rights education project that has been promoting

genocide studies for more than 25 years.

"If we focus only on Germany from ’33 to ’45, we miss the larger patterns of human behavior. There are

threads connecting genocides, and as educators we need to recognize them."

The central thread is hate.

"Hate can happen anywhere," says Mercedes Metz, assistant principal at Wilson Middle School in Glendale,

Calif., home to one of the heaviest concentrations of Armenians outside the Middle East. "That is one of the

most important lessons we want students to understand from studying genocide — the pervasive problem of

hate."

For Metz and a growing number of educators around the country, the Armenian Genocide serves as a portal to

more universal human rights issues. Metz co-authored the California Curriculum Guide to Genocide,

introduced in the mid-1980s and recently reissued, which places the Armenian Genocide in context with other

mass killings of the 20th century to help students develop an overall awareness of how and under what

conditions such atrocities occur.

The Armenian experience is particularly instructive in a discussion of genocide because, as the first such event

of the "modern" century, it set a model that other groups followed in carrying out similar campaigns.

The use of technology for mass killings was a decisive development. The Ottomans used trains to transport

large numbers of Armenians out of populous areas and into the desert, where they faced either forced marches

or mass graves. Also, the newly introduced telegraph permitted Ottoman officials, notably Talaat Pasha, to

order massacres in multiple villages at the same time.

The question of what causes a nation or empire to turn against a segment of its own population is one that San

Diego teacher Dale Griepenstroh finds especially relevant for today. Students in his middle school world history

classes read Michael Arlen’s Passage to Ararat, the story of the author’s discovery that his father endured the

Armenian Genocide.

"I want them to understand that the Armenian Massacres are examples of intolerance within a multiethnic

society that had once been tolerant and dependent on its diversity but changed its course when faced with its

own demise," Griepenstroh explains.

Another compelling reason to study the Armenian Genocide is the international controversy that surrounds the

event. The Turkish government continues to deny that it carried out an expulsion and extermination campaign

in 1915.

Many European countries, including France, Italy and Sweden, have formally acknowledged the Armenian

Genocide, but the United States has yet to do so. Diplomatic concerns over U.S. military bases in Turkey, as

well as the nation’s participation in the international campaign against terrorism, have kept the United States

from officially recognizing the atrocities.

Since the 1980s, Peter Balakian, a professor of literature and genocide studies at Colgate University, has been a

forerunner in the Armenian American community’s efforts to bring an end to both official and popular denial.

Balakian received the 1998 PEN/Martha Albrand Prize for his memoir Black Dog of Fate.

"What is morally important about understanding perpetrators’ denials and attempts to cover up human rights

crimes," notes Balakian, "is the lesson that the denial of genocide is the final stage of genocide. Judy Herman

has written in her book Trauma and Memory that the last act of the perpetrator is always to cover up. Denial is

an important aspect of the criminal pathology of both murder and mass murder."

Balakian and others emphasize the contrast between Holocaust denial, which is roundly dismissed as an anti-

Semitic fabrication, and denial of the Armenian Genocide, which continues to influence international

diplomacy.

The United States’ refusal to recognize the Genocide officially is of particular concern to Adam Strom at Facing

History. "The dilemma for the U.S. at the time of the Genocide," he notes, "is that there was a deep awareness

of the atrocity (see First Person), yet no direct action was taken outside of raising funds. The question arises:

Does the U.S. react because there is an injustice taking place, or do we refrain out of respect for that country’s

sovereignty?

"I think it’s the dilemma all of us face right now," Strom continues, "as we watch human rights atrocities occur

across the world. When do we respond, and when do we say, ‘Oh, that’s not our responsibility — it’s too

complicated?’

"September 11 is a reminder that New York City is not that far from Central Asia, and we are all connected.

The choices we make at one time, they come back, and so we need to think about responding to each other as

human beings."

Engin Akarli, professor of modern Middle East studies at Brown University, is one of the few Turkish scholars

who publicly acknowledge the Turkish extermination campaign against the Armenians. Especially in light of

recent events, he cautions against interpreting genocide itself in racist terms.

"I have seen the attitude so often that Western democracies are incapable of genocide, and therefore genocide

must be the result of something which is to the east." In this view, he says, "Hitler is an anomaly of Europe, but

when Turks do this, it becomes characteristic of Turks.

"This becomes a kind of hegemonic model — ‘I have seen one Turk; all Turks are the same.’ ‘I have seen one

Armenian; all Armenians are the same.’ Everyone fits into these general categories, and nobody has the ability

any longer to distinguish among the complexities. If you conclude that Turks are all the same, that Turks are

barbarians, what are you doing? You are repeating the cause of the problem."

Another Kind of Urgency

On a spring morning at the Rose and Alex Pilibos School in Little Armenia, a section of Hollywood, the

courtyard and playground are aswirl with children in plaid uniforms, laughing, running and speaking in

Armenian.

The bittersweet aroma of Armenian coffee, served to me in beautiful demitasse cups, lingers in the air as

principal Viken Yacoubian discusses with passion why the 13 Armenian heritage schools scattered throughout

metro Los Angeles are such a necessity: Armenian language and culture must survive, and what happened to the

Armenians must not be repeated.

"In the elementary grades," Yacoubian explains, "the Genocide is not specifically addressed, but the students

have a basic understanding even at that point, because they participate in the commemoration of April 24, the

day designated by Armenians to remember the Genocide."

On that date, Armenian heritage schools close, churches hold special services, and students participate in

citywide marches to mark the day in 1915 when more than 300 Armenian men were rounded up and executed in

Constantinople, now Istanbul.

While a primary aim of the heritage schools is for young Armenian Americans to develop a comprehensive

understanding of their own history, Yacoubian and Varktes Kourouyan, principal of Arshag Dickranian School,

want their students to be well-versed in other histories as well. Like Yacoubian, Kourouyan believes that it is

important to study mass extermination campaigns, including the Holocaust, the Cambodian Genocide and the

current persecution of the Kurds in the Middle East.

"Students must learn the history of non-Armenians as part of the process of learning tolerance for other groups,"

explains Lora Kouyoumjian, a veteran teacher at Dickranian.

By their senior year at Pilibos, students take on the most difficult and controversial aspect of the Genocide: the

denial. Yacoubian places great emphasis on teaching students to respond to the denial in a constructive manner.

"Denial is a major dimension of all sorts of psychological issues that subsequent generations such as mine have

faced and that Pilibos kids now face," says Yacoubian, whose grandparents were survivors. "In my younger

days I went through almost a post-traumatic stress syndrome after my grandfather and grandmother told me

stories about the Genocide and the fact that it was consistently denied."

Teachers and students at Pilibos address the denial in a more activist way than those at Dickranian. After

learning about the denial, some students want to take a personal role in helping to end it. Yacoubian and his

colleagues encourage them to engage in non-violent protest and to volunteer for politicians dedicated to gaining

recognition of the Genocide.

In just a few years, the last of those who survived will be gone. Educators at Armenian heritage schools find

that teaching about the Genocide not only promotes historical awareness and intergenerational understanding

but also regenerates the pride in Armenian culture that genocide and denial themselves threaten to destroy.

"What our students learn in their coursework at Pilibos," Yacoubian explains, "is often so unique from other

curriculums that when they attend college, they teach professors about the Genocide."

His words remind me of what the Kayir sisters have taught me.

"When I tell people my heritage," Karen says, "they usually ask, ‘Who are the Armenians?’ I’m proud to be an

Armenian, and I will patiently explain to the curious who Armenians are, and maybe someday my explanation

won’t be needed."

Visual Presentation Rubric

1 (D) 2 (C) 3 (B) 4 (A)

Organization Presentation is not

sequential or

logical and it may

be hard for the

audience to

understand the

purpose

Presentation may

not be sequential

or logical but the

audience

understands the

purpose

Presentation is

sequential, logical

and audience

understand the

purpose

Presentation is

sequential, logical

and effectively

conveys the

meaning and

purpose to the

audience

Knowledge Presenters have

only a basic

understanding of

the content and do

not develop

reasonable

conclusions

Presenters show a

basic

understanding of

the content but do

not develop

reasonable

conclusions

Presenters

demonstrate a firm

grasp of the

content and

generalize

reasonable

conclusions

Presenters

demonstrate an in-

depth

understanding of

the content and

provide valid and/or

reasonable

conclusions

Graphics –

Clarity

Many graphics and

content are too

small or unclear

from the audience

seating

The audience can

identify graphics

and content when

pointed out

Most graphics and

content are clear

from the audience

seating

Graphics and

content are easily

viewed and

identified from the

audience seating

Graphics-

Relevance

Graphics do not

directly relate to the

topic OR detract

from the

presentation

Most graphics

relate to the topic

and presentation

All graphics and

content are related

to the topic and

most make it easier

to understand the

presentation

All graphics are

related to the topic

and make it easier

to understand the

presentation and

support the

presenters

conclusions

Speaking

Skills, Eye

Contact

Presenter does not

engage the

audience, doesn’t

not speak clearly

and reads directly

from slides or notes

Presenter does not

engage the

audience or speaks

in a low voice and

reads from slides

or directly from

notes

Presenter engages

the audience,

speaks clearly,

makes eye contact

often, but relies on

slides or notes

Presenter engages

the audience,

speaks clearly,

makes frequent

eye contact and

does not read from

slides or notes

Visual

Product

The presentation is

not engaging or

effective or does

not make use of

available

technology

effectively and has

errors or bugs that

The presentation

may not be

engaging or

effective but utilizes

available

technology but has

errors or bugs that

detract from its

effectiveness

The presentation is

engaging, effective,

utilizes available

technology

effectively but may

have errors or bugs

that detract from its

effectiveness

The presentation is

engaging, effective,

utilizes available

technology

effectively and is

free of errors / bugs

detract from its

effectiveness

Resource

Page, Works

Cited

The document

does not

demonstrate

adequate research,

all resources are

electronic, some of

which may be

unreliable and has

not been formatted

in MLA format

The document

does not

demonstrate

adequate research,

relies heavily on

electronic

resources, some of

which may be

unreliable and has

been formatted in

MLA format

The document

reflects adequate

research (print and

electronic) but

relies heavily on

electronic

resources, some of

which may be

unreliable and has

been formatted in

MLA format

The document

reflects wide

ranging research

(print and

electronic), show

use of reliable

resources and has

been formatted in

MLA format and

may be annotated

B. Reflective Essay

Write an essay (1 1/2 page minimum). Please reflect on your memorial. I would like to know what you feel you

learned during this experience. Respond to all areas of learning that you feel you touched upon.

For example, did you learn something new about the use of the computer, documentation of sources, how to tell

reputable sites, etc.?

Also, respond to how you selected your project's format.

Did you brainstorm with other people in your group?

Did you work alone?

If you did group work how did you divide the tasks?

Do you feel that everyone in the group contributed equally?

What improvements do you wish you could make?

What was the most difficult part of this project?

During the presentation of the memorials, did you learn new information? What specifically?

Do you feel that you have educated and reminded others so that history will not repeat itself?

Do you feel that you have participated in being a good "world citizen"? How?

Please comment on the quote we started with, “We are preaching hope, standing on the bones of the past.” ― John Rucyahana, The Bishop of Rwanda: Finding Forgiveness Amidst a Pile of Bones

***Please feel free to reflect on anything not asked above. This reflection should be meaningful to you and helpful

to your teacher. The reflection is due the day after your presentation.

http://learning.blogs.nytimes.com/category/lesson-plans/?_r=1

Service Learning Rubric

Students should continue working on service learning during this cycle. Students may participate in feeding the homeless at Memorial Park. Please

see the school’s social worker for more details on this opportunity that is held every Saturday.

RUBRIC TO ASSESS ACADEMIC SERVICE-LEARNING REFLECTION Adapted by Dr. Barrett Brenton from Rubric Developed by Campus Compact

Gra

d

e Dimensions of Quality

(Criteria) 1 2 3 4

AWARENESS OF PURPOSE OF

SERVICE

Student demonstrates limited

awareness of the purpose of

service.

Student expresses

awareness of the purpose

of service and a one-on-

one connection with the

experience, but it is not

applied.

Student expresses empathy

and/or awareness of

personal role in service and

applies it to a connection

with solutions and the

bigger picture.

Student expresses and acts out

personal role in service and applies

the experience to developing

solutions.

APPLYING THE EXPERIENCE TO

THE MONTESSORI PHILOSOPHY

AND OBJECTIVES OF THE COURSE

Student does not apply the

academic knowledge base and

objectives of the course to the

service experience.

Student expresses some

connection between the

Montessori philosophy

and objectives of the

course and the service

experience.

Student develops a

perspective built upon the

Montessori philosophy and

objectives of the course that

is linked to the service

experience.

Student creates their own academic

perspective infused with the

Montessori philosophy and

objectives of the course and applies

it to the service experience beyond

the curriculum.

RESPONSIBILITY TO COMMUNITY

Student demonstrates a limited

awareness of personal

responsibility to community.

Student expresses insight

into community issues

pertinent to the service

project and integrates a

personal sense of

responsibility to

participating in a solution

but does not apply that

knowledge.

Student acknowledges a

responsibility to

community regarding

issues pertinent to the

service and expresses a

commitment to working

towards specific

solution(s).

Student acknowledges a

responsibility to community

regarding issues pertinent to the

service and expresses a commitment

to working towards specific

solutions. In addition, student gets

others involved.

IMPACT ON STUDENT’S

PERSONAL LIFE

Student expresses very limited or

no connection between service

and self.

Student expresses a

connection between

service and self.

Student expresses how they

could change as a result of

the service.

Student expresses change(s) in self

because of the service.

Shelf work activity for WW 2

Instructions attached to the shelfwork activity

Cycle 1 Theme: New Beginnings Take Out Appetizer Side Dish Coffee Talk Late Night Snack

Indicators: Indicators:

Literary Text:

5.1 Cite textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the

text. 8.1 Analyze how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters. 10.1 Use context clues to determine meanings of words and phrases. 13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. 13.2 Read independently for sustained periods of time to build stamina. 13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers. Informational Text: 4.1 Read grade-level text with purpose and understanding. 4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. 4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 5.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details. 8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific word choice on meaning and tone. 8.2 Identify text features and structures that support an author’s ideas or claim. 12.1 Engage in whole and small group reading with purpose and understanding. 12.2 Read independently for sustained periods of time. 12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers. Writing: Standard 1: Write arguments to support claims with clear reasons and relevant evidence. Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

Choose ALL Due _____________ ____________ pts.

Annotations Review Cornell: Notes and DOK questions

Take notes on WWII power point Read and annotate: Elie Wiesel's "The Perils of Indifference" Read and annotate: The Myth of Sisyphus (whole group – analysis) Read and annotate poetry: How Do I Love Thee (from EOC test practice) Read and annotate poetry: Invictus **Please refer back to your Cornell notes rubric** Your annotations count as a grade

Rubric Timeline rubric End of 2nd quarter self-assessment

Complete ALL Due _____________ ____________ pts. Please write the question and the date at the top of your entry.

Documentary – Auschwitz The Forgotten Evidence History EOC practice #1 review BEFORE the Hiroshima documentary, answer this in your journal: Was America justified in its bombing of Hiroshima? The Documentary – Hiroshima (take notes – dates are especially important!). We will debrief as a class. *Bring your journal entries to the documentary* AFTER the Hiroshima documentary, answer this in your journal (in poetry form, art, or writing): After watching the documentary, do you believe America was justified in the bombing of Hiroshima?

Choose ALL Due ____________ ____________ pts. Shelf Work (Choose One)

Create a World War II timeline (directions in WWII/Hiroshima box) World War II Catcher (in WW II/Hiroshima Box)

Complete all sections of Utopia project Bird’s eye view for Utopia project (please see project packet) 3D model of Utopia project (please see project packet)

Kickoff and discussion

Complete 6 word memoire Remember to bring/do: Bring to meeting to complete 6 word memoire discussion

Choose ONE Due : __________ pts. Essay

All essays must follow the TEPAC guidelines discussed in class. Please refer back to your class notes for assistance. Use essay task on page 2 Thesis statement due: _________________ Introductory paragraph due: _________________ Body paragraph 1 due: _________________ Body paragraph 2 due: _________________ Body paragraph 3 due: _________________ Conclusion due: _________________ **You may create an essay task and obtain approval** **Task must be on Hiroshima/WW 2**

Complete ALL Due ____________ ___________ pts. Work on ANY work that you are behind on. Get ahead!

Quizlet EOC vocabulary words https://quizlet.com/_2vqkz2 Please study and review. I suggest keeping the definitions in your journal.

Read 30 minutes each night

Read and annotate: #MeToo Goes to School (needed for Seminar on: _______________)

Learning Objectives: SWBAT... Gain understanding by applying reading

strategies of monitoring, searching, confirming,

cross-checking, rereading and self-correcting.

Employ comprehension strategies before,

during, and after reading text using schema,

annotating, questioning, visualizing, drawing

inferences, determining importance,

summarizing, and synthesizing.

Use metacognition to monitor meaning and

adjust strategies while reading.

Notice and analyze an author’s style and

techniques to construct meaning.

Employ a recursive writing process that

includes planning, drafting, revising, editing,

rewriting, publishing, and reflecting.

Lessons Main Dish Lessons (Optional unless instructed otherwise)

World War II lesson Hiroshima Nazi Germany The rise of Hitler Credible sources/MLA formatting Lesson Extensions ______________ _____________ _______________

Coffee Talk Activity Instructions (Activities will be presented) (Rubric(s) will be provided: Essay task: The dropping of The Bomb on Hiroshima was an emotional event for millions of people all around the world, and it was a politically important event which is still influencing politics and global relations today. People usually have strong feelings one way or the other about the dropping of the bombs on Japan. Some people think that the United States was completely justified in dropping the bombs because it saved thousands of American lives, it ended the war more quickly than any other means, and because "all is fair in love and war." Other people believe that the dropping of the bombs was an outrage, too cruel, inhuman -- that the United States stepped over the boundary line of what is acceptable in civilized warfare. Do you believe America was justified with the bombing of Hiroshima? Use evidence to support your answer. **You must find credible sources to help support your answer** Essay must haves: Introduction with thesis 2 Body paragraph with TEPAC sentence starters for evidence, paraphrase, analysis, and concluding statement. Conclusion. The conclusion is the summary of the entire essay There is a lesson on Edmodo waiting for you if you need more help with TEPAC. Leave out emotion. Use the facts from the text to help you with your essay

TEPAC Sentence starters

EVIDENCE PARAPHRASE ANALYSIS CONCLUSION

Language Frames for citing Evidence – What evidence do you have to support your topic sentence and thesis?

Language frames for Paraphrasing Information – How can you paraphrase the evidence?

Language Frames for Analyzing Information – What is the significance of the evidence?

Language Frames for Connecting to Theme/Claim – How can you connect the evidence back to your topic sentence and thesis?

For

example,

As an

illustration,

For

instance,

To

illustrate

this idea,

To

illustrate

this theme,

In other

words,

This is to

say

Literally

speaking,

Basically,

According

to

It can be

inferred

This can be

interpreted

as

The text

suggests

Figuratively

speaking

This may

suggest

To sum up

In

summary

As one can

see

This clearly

suggests

January 2018

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5

Introduce Cycle them. Thematic Kickoff

Great lesson on Humans and war G.I.: One duck

8 9 10 11 12

Begin Hiroshima documentary

Continue BBC documentary on Hiroshima

15 16 17 18 19

Deadly car attack: Seminar article – read and annotate

Seminar on Deadly car attack

World War 2 review Hiroshima Chapter 1 (Character analysis)

22 23 24 25 26

Hiroshima Chapter 1 continued (connect characters from doc

WW 2 shelf work

Hiroshima Chapter 2

29 30 31

Hiroshima Chapter 3 (activities)

Hiroshima Chapter 4 (activities)

Cycle 2 Hiroshima Students will read and annotate chapters 1-5 of Hiroshima. *Class discussions, breakdown of characters, watch documentary, WW2 notes, (align with social studies)

Genocide Students will study genocides throughout history and choose a genocide for their memorial project.

Memorials Memorial project will be completed by the end of cycle 2.

February 2018

Monday Tuesday Wednesday Thursday Friday

1 2

Hiroshima Chapter 5 (activities)

5 6 7 8 9

Introduce Genocide and Memorial project

What is genocide?

Genocide Project: Assignment Phase 1

12 13 14 15 16

Genocide Project: Assignment Phase 1 (choose genocide and begin research)

Genocide Project Phase 2

Genocide Project: Assignment Phase 2 continued (Remembrance and Denial) – class discussion

19 20 21 22 23

Project work: Creating Memorial

Project work: Creating Memorial

26 27 28

Present Genocide and memorial

Present Genocide and memorial

Service Hours due