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Literature of the Holocaust and Genocide CURRICULUM GUIDE

1. Literature of the Holocaust and Genocide 2. CP-A 3. 5 credits 4. Revised June 2012 5. No Prerequisites, Open to grades 11-12

6. COURSE DESCRIPTION

Literature of the Holocaust and Genocide exposes students to a variety of literary works, including diaries, memoirs, poems, documentaries, and films, dealing with the Holocaust and other Genocides that have occurred throughout history. Through their reading and exploration of these historic atrocities, students will come to understand the steps leading to genocide and how a certain race, religion, or part of a population becomes a scapegoat and target. Students will examine the political climate in the region and the policies of the United Nations and foreign powers to attempt to understand why the world does not immediately intervene. Finally, issues of conscience will be discussed as students experience the works.

High Point Regional High School’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards and address the elimination of discrimination by narrowing the achievement gap, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

7. COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CCSS Addressed: Reading Literary Text>>Grade 12

Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple

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meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author’s choices concerning how to structure specific to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 8. Not applicable in literature 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity 10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Reading: Informational Text » Grade12 Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Integration of Knowledge and Ideas

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7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity 10. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

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Writing » Grade 12 Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending

to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so

that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

b. Apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Speaking & Listening » Grade12

Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

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3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language » Grade 12

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Notations for the CCSS are as follows: RL.11-12. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (example: RL.11-12.1-3) RI.11-12. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W.11-12. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 SL.11-12.1, 2, 3, 4, 5, 6 L. 11-12. 1, 2, 3, 4, 5, 6

8. COURSE OBJECTIVES

Students will examine how identities are formed as well as how these identities influence

behavior and shape choices. Students will explore the concept of “a universe of obligation” and how this concept can

influence individual and collective behavior. Students will define genocide and the steps, or stages, leading to genocide. Students will become familiar with the history of each time period and country/region

about which they are reading. Students will read and study a variety of texts and genres about the Holocaust and other

genocides. Students will identify the central ideas of the texts. Students will summarize texts to present their texts to the class. Students will begin to evaluate critically the representation of the Holocaust and other

genocides in a variety of texts and genres. Students will write in response to their reading/research/media viewing in a variety of

genres. Students will support their opinions with details from the text.

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Students will analyze how the author’s point of view effects the overall meaning of a text, and the representation of an event.

Students will demonstrate comprehension of terms, historical events, genres, and works related to the Holocaust and various genocides in quizzes and tests.

Students will conduct research on a variety of topics and will present their findings orally.

Students will organize, prepare, and present spoken presentations clearly and expressively.

Students will expand their knowledge of the human condition and human cultures. Students will explore the concept of justice and accountability in relation to crimes

against humanity and genocide. Students will identify actions that can be taken to prevent and stop genocide. Students will choose and complete a project promoting human rights.

COURSE UNITS

Unit 1: Identity and Community - A Long Way Gone, Memoirs of a Boy Soldier by Ishmael Beah/The Bite of the Mango by Mariatu Kamara (3 weeks) Goals:

To promote a sense of community within the classroom. To encourage students to think critically about issues of identity and community. To read and analyze a non-fiction account of the civil war in Sierra Leone, focusing on

the individual’s loss of identity and community. To analyze why survivors write memoirs and how their point of view effects the overall

meaning of the text. To explore the characteristics of a survivor and to recognize these characteristics

in themselves. To increase student awareness of human rights issues resulting from armed conflicts.

Objectives- Students will be able to:

identify factors that shape their identity and recognize how their identity is informed by others.

appreciate the qualities which make their classmates unique as well as the qualities they have in common.

explore the relationship between the individual and society and identify factors that shape the identity of a community/society.

consider how membership in a particular group can influence how people view those outside of the group.

interpret the events in A Long Way Gone or The Bite of the Mango to understand the loss of identity and community during the civil war in Sierra Leone.

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determine the central idea in their text, discuss their opinions with their classmates, and support their assertions with details from the text.

evaluate their beliefs about human nature and discuss how they would react to circumstances similar to Ishmael Beah’s or Mariatue Kamara’s in Sierra Leone.

research and explain the human rights issues arising from such conflicts including the plight of refugees and the use of child soldiers.

Technology:

Students will view interviews of Ishmael Beah on Youtube. Students will view film of Mariatu Kamara’s Peace Day Presentation at HPRHS. Students will view the documentary film, Sierra Leone’s Refugee All Stars. Students will utilize the internet to gather statistics on the use of child soldiers/ the status

of refugees in the world today. Students will create slide shows to present their findings. Students will develop and maintain student/class blogs.

Unit 2: The Road From Home - The Armenians of the Ottoman Empire and the Genocidal Process (3 weeks) Goals – To:

Read the biography, The Road From Home, of an Armenian genocide survivor. Explore the differences/similarities between a biography and a memoir. Define genocide. Establish the characteristics of genocide in general, and to explain why

efforts at genocide continue to this day. Examine methods of escalating violence leading to genocides through a study of the

Eight Stages of Genocide. Examine the causes of the Armenian genocide. Identify the results of the trials held by the Turkish government in 1919 and be able to

describe what ultimately happened to the leaders of the Armenian genocide (Enver Pasha, Talaat Bey and Djemal Pasha).

Apply their understanding of justice to the treatment of Enver Pasha, Talaat Bey, and Djemal Pasha.

Connect their understanding of justice to events in their own lives. Examine the ways in which the Armenian genocide became a prototype of subsequent genocides.

Objectives – Students will be able to:

Summarize the events leading up to the Armenian genocide.

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Trace one girl’s journey to survival during the Armenian genocide in A Road from Home, the biography of Veron Kherdian.

Identify Raphael Lemkin as the creator of the term genocide and define genocide according to the United Nations definition.

Analyze the escalation of oppression and violence in Armenia according to the Eight Stages of Genocide. Evaluate primary documents from the Armenian genocide. Write reflective, narrative, and biographical compositions in relation to their reading of A

Road from Home and their study of the Armenian genocide. Relate literature to their own lives through online and classroom discussions as well as

written responses. Define justice in their own words. Decide who should be held accountable and how, in order for justice to be achieved. Draw parallels between the Holocaust and understand how history was repeated in part

because the genocide against the Armenians was not acknowledged.

Technology:

Teacher will give a Power Point presentation of Dr. Gregory Stanton’s Eight Stages of Genocide.

Students will view “The Armenian Genocide” DVD Documentary. Students will create survey questions regarding the trial of the perpetrators of the

Armenian genocide. Students will take an instant online survey and will discuss the results and their opinions.

Unit 3: First They Killed My Father by Loung Ung - Cambodia and the Killing Fields (4 weeks): Goals – To:

Read the memoir of a Cambodian genocide survivor. Analyze voice, perspective and memory in telling one’s story. Understand the role of propaganda in fueling hatred, and to raise awareness of hate

groups active in the world today. Explore the strength of the human spirit and the will to survive. Study the history of the Cambodian genocide. Examine the causes of the Cambodian genocide. Assess the consequences of the Cambodian genocide and the residual human rights issues

such as land mines. Promote the importance of speaking out against hatred and intolerance by evaluating the

lack of response from the world during the Cambodian genocide. Conduct an in-depth study of an additional genocide and teach the history, causes, and

consequences of the genocide to the class.

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Objectives – Students will be able to:

Understand the loss of innocence experienced by Loung Ung, and children like her, during the genocide.

Analyze how the author’s point of view effects the presentation of the genocide. Pinpoint passages that express the author’s point of view. Write from the perspective of their five-year old selves. Respond to a variety of informal writing prompts related to the reading of First They

Killed My Father. Identify and discuss the factors that motivated Loung Ung to survive. Understand the role the United States played in the Khmer Rhouge’s popularity among

the people of Cambodia. Identify the propaganda techniques employed by the Khmer Rhouge to control the

population of Cambodia. Identify the people who were considered enemies of the Khmer Rhouge and analyze why

they were targeted. Research a twentieth-century genocide using the internet. Teach the researched event to the class using technology such as PowerPoint or

Photostory. Draw parallels between the victims of the Cambodian genocide and the victims of other

genocides. Contribute to a variety of paired/small group/class-wide discussions.

Technology: Students will watch the movie, The Killing Fields, and the documentary, The Flute

Player. Students will utilize search engines to find information about twentieth-century

genocides. Students will utilize PowerPoint, Google Docs, Photo-story, etc. to create a presentation.

Unit 4: The Jews of Europe and the Holocaust – (12 weeks) Goals - To:

Provide context for the events of the Holocaust by studying Jewish Life in Pre-World War II Europe, the history of antisemitism, the failure of the Weimar Republic and the Nazis Rise to Power.

Develop an understanding of pre–World War II Jewish religious, cultural, and communal life in Europe in order to distinguish individual lives from the statistics of the Holocaust.

Study the stages of persecution and murder of the Jews during the Holocaust. Develop an understanding of core topics from the Holocaust including:

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o World War II in Europe o Murder of the Disabled o Ghettos o Mobile Killing Squads o Concentration Camp System o Jewish Resistance and Non-Jewish Resistance o Rescue o Death Marches o Liberation

Read an account of the Holocaust from the perspective of a survivor, rescuer or resistance fighter.

Expose students to a variety of literature from the period. Conduct an in-depth study of the life of a Holocaust survivor. Students will develop an understanding of what resistance is and the different forms it

can take. Students will develop an understanding that history is made of individual stories, and that

individuals do make a difference.

Objectives – Students will be able to:

Locate and examine pre–World War II Jewish religious, cultural, and communal life in Europe through photographs from that time.

Analyze and describe a historical image. Interpret what some aspects of pre–World War II Jewish life in Europe may have been

like and relate that to their own lives. Recognize the individuality of Jewish lives lost in the Holocaust. Define antisemitism and understand the role it played in Hitler’s ascension to power. Gather historical data from primary and secondary sources. Complete a research report on one of the core topics of the Holocaust and present their

findings to the class in an oral presentation. Gather historical data from primary and secondary sources. Trace the persecution of the Jews under the Nazis from 1933 to 1945. Become an expert on an individual who survived the Holocaust, learning about his or her

experience and the factors that contributed to their survival. Students will identify, collect, and synthesize information from various sources about

resistance and individuals who resisted. Students will analyze the information for specific details.

Write short statements and narratives about diaries and survival stories. Demonstrate comprehension through verbal, written, and visual formats. Watch and analyze various movies and documentaries.

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Technology: Teacher will show a variety of films and documentaries to illustrate events from the

Holocaust. Students will use the internet, including the U.S. Holocaust Memorial Museum’s website,

to view historical photographs and to conduct research on Jewish Life in Pre-World War II Europe and other topics.

Students will use Power Point to create slide shows about their Holocaust survivor’s life and experience during the Holocaust.

Students will use video conferencing to hear the story of a Holocaust survivor.

Unit 5: Left to Tell by Imaculee Ilibagiza - The Tutsis of Rwanda: Goals - To:

Read the memoir of a Rwandan genocide survivor. Study the history of the Rwandan genocide and analyze the warning signs that were

present before the genocide. Examine the causes of the Rwandan genocide. Study the role of the international community in the Rwandan genocide. Assess the consequences of the Rwandan genocide.

Objectives - Students will be able to:

Respond in writing and through class discussions to the survival story of Imaculee Illibagiza.

Describe key events in Rwanda’s history. Explain the relationship between the Tutsis and the Hutus. Analyze the role of ID cards, the radio, and propaganda played in fostering hatred

and fear in Rwanda. Explain the role of the international community in the Rwandan genocide. Explain the issues that Rwanda faces in the post-genocide era. Think critically about the responsibility of the US in preventing genocide. Identify actions that they can take to stop genocide.

Technology:

Teacher will show a variety of films and documentaries to illustrate events from the Rwandan genocide.

Students will utilize search engines to identify organizations that are actively working to stop genocide.

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Students will organize a “Human Rights Organizations” fair to educate each other, and their peers, about how they can make a difference in the lives of others.

Unit 6: The Translator by Daoud Khari- The Tribes of Darfur, Sudan Goals - To:

Make connections between the Holocaust and the conflict in the Darfur region of Sudan sixty years later.

Read the memoir of a witness to the Darfur genocide. Examine recent news stories about the genocide in Darfur. Explore the causes of the genocide in Darfur. Identify the targeted groups in Darfur, the perpetrators and the scope of the conflict. View the events in Darfur using primary documents, photographs, and film. Examine ways in which young people are working to raise awareness

about the conflict in the Sudan. Identify actions that could take place to stop the genocide in Darfur. Create an exhibit of posters or photo gallery of pictures about Darfur. Plan an event – a bake sale, movie night, or other event to raise money for Darfur

refugees. Objectives - Students will be able to:

Use the phrase “Never Again?” as a writing prompt for a poem. Respond to quotations about the crisis in Darfur through writing and drawing. Respond in writing and through class discussions to the memoir, The Translator. Describe key environmental, economic, and political factors contributing to the conflict

in the Darfur region of Sudan. Explain the relationship between the Arab and non-Arab tribes in Sudan, Darfur. Conduct research about President Omar El Bashir and the role of the Sudanese

government in the genocide. Write a critique of a news story about the genocide in Darfur. Research current conditions in Darfur and write an editorial to propose ways to respond

to the crisis today. Present an organized and clear argument to a reader who knows little about Darfur. Create an informative exhibit about the genocide in Darfur for World Peace Day. Plan and host a fundraising event to benefit the refugees in Darfur.

Technology:

Teacher will show a variety of films and documentaries about the crisis in Darfur.

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Students will utilize search engines to find current news stories on Darfur, and to research Omar El Bashir and the Sudanese government.

Students will plan and promote an activity to benefit the Solar Cooker Project. ASSIGNMENTS Students will complete assignments throughout the year. Assignments include: Journal Responses Writing Prompts Literature Circles Blog Entries/Discussions Book Reviews Research Assignments Oral Presentations Power Point/Photo Story/Movie Maker Presentations Service Learning Projects Quizzes and Tests Essays In-class Activities Mid-term and final exams EVALUATION TOOLS Measures of student progress: Timely submission of all assignments Completion of homework assignments Reading assignments In-class participation Completion of marking period projects Written Responses Completion of class activities Completion of research assignments Final Service-learning Project

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Effectiveness of the Course: Determined by: Student final projects Student evaluation feedback Exams Mid-term and final exams will be written for the first time in the 2008-09 school year. COURSE POLICIES Student success in Literature of the Holocaust and Genocide is contingent upon the following factors: Timely and conscientious completion of all reading and written assignments; Consistent class attendance; Active class participation in activities and discussion; Participation in and completion of Service-learning Projects Quality of Oral Presentations; Timely completion of all marking period projects. These projects are designed to be cumulative in their synthesis of content; therefore, each step is important in the process.

REFERENCES AND RESOURCES

The following is a list of the books, reference materials, and films that may be consulted in each unit of the course. Not all of the materials listed will be used each year and additional resources may be added as they become available.

Books: A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah The Bite of the Mango by Mariatu Kamara The Road from Home by David Kherdian Maus: A Survivor’s Tale Part I by Art Spiegelman In My Hands: Memories of a Holocaust Rescuer by Irene Gut Opdike All But My Life by Gerda Weissman Klein Seed of Sarah by Judith Magyar Isaacson Survival in Auschwitz by Primo Levi If Not Now, When? by Primo Levi The Children of Willensden Lane by The Cage by Ruth Minsky Sender I Promised I Would Tell by Sonia Schreiber Weitz

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Salvaged Pages: Young Writers’ Diaries of the Holocaust by Alexander Zapruder First They Killed My Father: A Daughter of Cambodia Remembers by Loung Ung We Wish to Inform That Tomorrow We Will All Be Killed With Our Families: Stories from Rwanda by Philip Gourevitch Left to Tell: Discovering God Amidst the Rwandan Holocaust by Immaculee Ilibagiza Escape from Slavery by Francis Bok The Translator by Daoud Hari Selections from The Devil Came on Horseback by Brian Steidle and Gretchen Steidle Wallace Selections from Half the Sky by Nicholas D. Kristof, Sheryl WuDunn Selections from The Sunflower by Simon Weisenthal Selections from Survivors: An Oral History of the Armenian Genocide / Donald E. Miller, Lorna T. Miller. Selections from A Problem from Hell by Samantha Powers Short Stories: Selections from This Way for the Gas, Ladies and Gentleman by Tadeusz Borowski Selections from Out of the Whirlwind: A Reader of Holocaust Literature ed. by Albert H. Friedlander “The Shawl” by Cynthia Ozick “Rosa” by Cynthia Ozick “A Scrap of Time” by Ida Fink Poetry of the Holocaust: Selections from I Never Saw Another Butterfly Selections from Out of the Whirlwind A Reader of Holocaust Literature ed. by Albert H. Friedlander Selections from The Spirit That Moves Us Volume III by Lorry Stillman in assoc. with The Holocaust Human Rights Center of Maine

Films, including documentary films may be shown in connection with the relevant unit, either as clips or in their entirety, to provide background on an event, or to provide insight into the individual’s experience. Not all films listed will be used each year.

Artistic selections include: Schindler’s List ® Carousel (G) Defiance ® The Boy in the Striped Pajamas (PG-13) Band of Brothers – TV mini-series Freedom Writers (PG-13) The Killing Fields ® Hotel Rwanda (PG-13) Sometimes in April ® Shake Hands With the Devil ® Judgment at Nuremberg (1961) NR

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Documentary films include: Sierra Leone Searches for Justice (Facing History) Nuremberg – Tyranny on Trial (The History Channel) Sierra Leone’s Refugee All-Stars The Flute Player (Arn Chorn Pond) The Armenian Genocide: ABC News with Peter Jennings The Armenian Genocide The Hidden Child – Maude Dahme The Passion of Sister Rose – Nun who fought against anti-semitism in the Catholic church. One Survivor Remembers – Gerda Weissman Klein The Boys of Buchenwald – Canadian Film – Reunion of Buchenwald Survivors I'm Still Here: Real Diaries of Young People Who Lived During The Holocaust – based on the book Salvaged Pages: Young Writers’ Diaries of the Holocaust by the film’s writer Alexandra Zapruder. Good Man in Hell: General Romeo Dallaire and the Rwanda Genocide 60 Minutes: Hiding from Death Father Romain Rurangirwa, Survivor of the Rwandan Genocide Frontline: Ghosts of Rwanda Darfur Now The Devil Came on Horseback Darfur Diaries 60 Minutes: The Bad Samaritan Frontline: A Class Divided

Textbooks and Materials

Excerpts and readings will be taken from the following sources:

Facing History and Ourselves Curriculum Materials

New Jersey Holocaust Commission Curriculum on the Holocaust and Genocide

The Whirlwind: A Holocaust Reader

A Scrap of Time by Ida Fink

The U.S. Holocaust Memorial Museum’s website

Crimes Against Humanity and Civilization – The Genocide of the Armenians Resource Book Totally Unofficial: Raphael Lemkin and the Genocide Convention – a case study published by Facing History and Ourselves

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