ED 596 – Teaching Genocide Multi-day Lesson Plan Template Adapted from Inquiry Design Model (IDM) Blueprint™ Instructor: Lesson Title: Aaron Lancour, Marquette Senior High School Genocide: A timeline of a modern cultural phenomenon. Primary Subject Area and Grade Level: World History 11th Grade Lesson Duration: 3 class periods. Technology Needs: Chromebook, Pencil, Paper, Graphic Organizer, . C3 Standard: P4.2 Citizen Involvement Act constructively to further the public good. 2 – P4.2.1 2 – P4.2. Participate in projects to help or inform others. GLCE/HSCE: 6.2.2 Growth of Nationalism and Nation States. 7.1.3 Genocide in the 20th Century. P1 Reading and Communication P2 Inquiry, Research, and Analysis. 7.1 Power and Resistance, Global Conflict, Genocide in the 20th Century Lesson Overview: Students will be assigned a specific Genocide in which they will become subject matter experts. Students will then choose a list of Genocide traits that they will focus on (root causes, major events of that genocide, key players, victims etc.) Measurable Objective: Students will craft a series of important documents relating to their specific Genocide. These documents will reflect their research skills honed throughout the year, as well as their content knowledge as expressed through the project information on display. Key Terms/ Vocabulary: Propaganda, Genocide, Atrocity, Holocaust, Extermination, Ethnic Cleansing, Nationalism, Prejudice, Discrimination, Racism, Bystander, Scapegoat, and Ethnocentrism Compelling Question What is Genocide? and Who are the over 250 million victims of the various Genocides in the “Modern Era” Whiteboard discussion. Define the following terms. And discuss the possible connection between them. Staging the Question ● Genocide ● Bystanders ● Propaganda ● Stereotypes ● Prejudice ● Discrimination ● Ethnocentrism ● Scapegoat Adapted from C3 Teachers (Grant, Lee, & Swan, 2014) Supporting Supporting Supporting Question 1 Question 2 Question 3 What is Genocide and Where have they occured in the Modern Era. When, where, why, who, and how of Genocides in the Modern Era. Where do we go from here? Formative Formative Formative Performance Task Performance Task Performance Task Students will be asked What is a Genocide? Students will continue researching their assigned material. Class will go over the correct definition, and be asked if they can create a list of major events that may fall under this definition. near the end of the hour, group mates will review each other's work and peer edit / offer suggestions to each other. Students will be introduced to the definition of Genocide, and a series of terms associated with Genocides. At the beginning of the next hour students will begin to put their research into action by creating their finished pieces (visuals with accompanying information) Students will be exposed to a brief caption of the U.N. Genocide definition as well as a series of Genocides in the Modern Era. Students will then conduct a White Board discussion before being assigned their specific Genocide for research. Students will find their spot along the class timeline. They will place their information in a professional display format. As a class, students will then take turns walking through their classmates work, taking notes on the important elements of each Genocide and thinking about the questions 1. Why did these horrific events happen? 2. What can be done to prevent atrocities like this from happening again? Students will then go over a last minute edit by educating each other on their respective element of the project. Groupmates will then help edit each other for any mistakes or ways to polish up their element. Adapted from C3 Teachers (Grant, Lee, & Swan, 2014) Featured Sources Featured Sources Featured Sources Holocaust Infographics http://occupytheory.org/wp-content/up loads/2014/01/Holocaust-Timeline-andFacts.jpg https://infograph.venngage.com/p/8299 3/account-checklist Group work Chart/Rubric https://drive.google.com/file/d/1zMJP hILfz5RYfrJpWylOXVjn3bnGBBdL/v iew?usp=sharing Group work Chart/Rubric https://drive.google.com/file/d/1zMJ PhILfz5RYfrJpWylOXVjn3bnGBBd L/view?usp=sharing “Path to Nazi Genocide https://www.ushmm.org/learn/introduc tion-to-the-holocaust/path-to-nazi-genoc ide/the-path-to-nazi-genocide/full-film Argument The Holocaust was a tragic, terrible example of the extreme cruelty and ignorance of human beings. This cruelty and ignorance extended to many during the rule of the Nazis in Europe. This lesson will shed light on these victims. Extension Create a Genocide awareness project. Highlighting what you learned in class. Summative Performance Task Adapted from C3 Teachers (Grant, Lee, & Swan, 2014) Take your project out of the classroom and And take it upon yourself to choose 3 people outside the classroom to share your project with. Extra credit for each person you teach. Taking Informed Action Adapted from C3 Teachers (Grant, Lee, & Swan, 2014)
