WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
SEPTEMBER
CONTENT
Introduction to
Genocide
Eugenics
Darfur
BENCHMARK
NJCCCS: 6.1.12/A1, A5,
6.2.8 E/1, E/2, E/14, 6.3.12
F/2, G/2, 6.4.8 D/4, D/5,
D/6, 6.4.8 F/10, 6.4.12 L
SKILLS
Students will
demonstrate an
understanding of the
factors that contribute
to genocide.
ASSESSMENT
Students will be given
scenarios of genocide and they
will be asked to place them in
the correct stages of genocide.
Students will
demonstrate and
understanding of how
the following affect
genocide:
Political and economic,
religions and belief
systems, geography
and a regions natural
resources
Research various
organizations that support
Darfur. Are they legit? How
much money do they give in
aid? Most effective?
Students will be able to
judge historical actions
in relation to eugenics
and track how the
science led to genocide
Quiz on Eugenics
Current Event
Create a scrapbook using
current events (include
displacement, devastation and
destruction, international
response, latest developments,
map and pictures)
Students will research
the underlying causes
of the genocide in
Darfur.
Write letters to the editor,
president, congress person,
United Nations etc. about what
steps should be taken to end
the genocide in Darfur
Students will consider
Produce a public service
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
if Darfur is the first
genocide directly
related to global
warming?
ASSESSMENT
announcement (PSA) about
Darfur
Students will discuss
what role is the United
Nations playing in the
attempt to end this
genocide, if any?
Armenian Genocide
Holocaust
OCTOBER
NJCCCS: 6.1.12/A1, A5,
6.2.8 E/1, E/2, E/14, 6.3.12
F/2, G/2, 6.4.8 D/4, D/5,
D/6, 6.4.8 F/10, 6.4.12 L
Students will
demonstrate an
understanding of the
factors that contributed
to these genocides.
Students will
demonstrate and
understanding of pregenocide
history/culture of the
victims.
Students will
demonstrate and
understanding of how
A student group will research
and create a power point
presentation on the genocide
of Armenia (including: causes,
prehistory, eye witness
accounts, effects etc)
Students will contrast the
timeline of the Armenian
genocide to the patterns and
stages of genocide.
(http://www.armeniangenocide.org/chronology.html)
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
political and economic
systems led to the
Holocaust.
ASSESSMENT
Students will do a literature
review on an outside reading
on the Holocaust.
Students will
demonstrate and
understanding of how
religions and belief
systems led to certain
groups being a target
of genocide.
Exam
Quiz on readings
Film Review for Holocaust
related movie.
Students will be able to
prove that the
Armenian genocide did
indeed occur using
evidence.
Rwandan Genocide
Cambodian Genocide
NOVEMBER
NJCCCS: 6.1.12/A1, A5,
6.2.8 E/1, E/2, E/14, 6.3.12
F/2, G/2, 6.4.8 D/4, D/5,
D/6, 6.4.8 F/10, 6.4.12 L
Students will
demonstrate and
understanding of pre
genocide
history/culture of the
victims.
Matching the 8 steps of
genocide with the chronology
of the Rwandan genocide.
A student group will research
and create a power point
presentation on the pre-
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
Students will
demonstrate and
understanding of how
the following affect
genocide:
Political and economic,
religions and belief
systems, geography
and a regions natural
resources
Students will discuss
the relationship
between the Hutu and
Tutsi and what caused
the genocide between
these two groups of
people from the same
country?
The class will research
the role did the UN
played, if any, in
subsiding the problems
in Rwanda?
Students will assess if
these genocides have
been prevented?
ASSESSMENT
genocide history
Mock trial of Pol Pot and the
Khmer Rogue (crimes against
humanity, etc).
Write a position paper about
the international tribunal for
the Cambodian Genocide
(1975-1979).
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
Students will identify
who were the
perpetrators, victims,
collaborators and
bystanders of each
genocide?
Students will discuss
what significant roles
did Pol Pot and the
Khmer Rogue play in
the Cambodian
genocide investigating
the repressive practices
of the Pol Pot regime
Students will consider
what was the longrange impact on the
victim groups?
Students will research
what is the main
difference between the
international criminal
court and international
criminal tribunals?
ASSESSMENT
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
Ukrainian Forced
Famine, Native
American Genocide,
Irish Potato Famine
DECEMBER
BENCHMARK
NJCCCS: 6.1.12/A1, A5,
6.2.8 E/1, E/2, E/14, 6.3.12
F/2, G/2, 6.4.8 D/4, D/5,
D/6, 6.4.8 F/10, 6.4.12 L
SKILLS
Students will
demonstrate and
understanding of pre
genocide
history/culture of the
victims.
Students will
demonstrate and
understanding of how
the following affect
genocide:
political and economic,
religions and belief
systems, geography
and a regions natural
resources
Students will
understand how
Nationalism
contributed to the
ASSESSMENT
A student group will research
and create a power point
presentation on the genocides.
Students will create a mock
trial of the United States
government.
Students will debate if the
treatment of the Native
Americans was truly genocide.
Students will write a letter to
British parliament urging them
to atone for the Irish Potato
Famine.
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
targeting of the
Ukrainian people by
the Soviet government.
Students will analyze
the effect of
colonization on Native
Americans.
Students will track the
migration and decline
of Native Tribes in
North America.
Students will judge the
action of the United
States government
against the qualities of
genocide to see if the
Trail of Tears can be
categorized as such.
Students will
investigate the
relationship between
Ireland and England?
And how religion and
occupation played an
important role in that
ASSESSMENT
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
relationship.
ASSESSMENT
Students will evaluate
if these events are truly
genocides.
Bosnian genocide
Review,
Final Exam
JANUARY
NJCCCS: 6.1.12/A1,
A5, 6.2.8 E/1, E/2,
E/14, 6.3.12 F/2, G/2,
6.4.8 D/4, D/5, D/6,
6.4.8 F/10, 6.4.12 L
Students will research
Where are the Balkan
states? What ethnic
groups make up the
Balkans? How/Why
was Yugoslavia
created?
When was Yugoslavia
created?
Students will debate
the significant role
Marshal Tito played in
maintaining the
A student group will research
and create a power point
presentation on the genocide
of Bosnia (including: causes,
prehistory, eye witness
accounts, effects etc)
Final Exam
WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP
Teacher: Rokosny, Brennan
Course: Genocide
Course # 207
*Please note the order in which the genocides are
taught will vary based on the availability of guest
speakers.
The order for 2008-09: Rwanda, Armenia, Darfur,
Holocaust, Cambodia, Ukrainian, Native American,
Irish Potato Famine and Bosnia.
MONTH
CONTENT
BENCHMARK
SKILLS
organization of
Yugoslavia.
Students will
determine what led to
the start of war in
1992? Who was seen
as the targets/victims
of ethnic cleansing?
Students will evaluate
what role did religion
play in the genocide?
What was the final
outcome of the
genocide/war?
ASSESSMENT