Institute of Texan Cultures
Faces of Survival: Part 4
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Introduction
Dear Educator,
This guide explores the subject of genocide through lessons, resources and strategies to help students grasp this difficult
concept. Created by students in the UTSA History Department, this guide is meant to be incorporated into your
classroom activities prior to visiting the Faces of Survival exhibit here at the Institute of Texan Cultures. If you are unable
to visit the exhibit in person, the activities can also be used independently. The contents of this guide are based on
Social Studies and English Language Arts TEKS for grades 7 through 12, but some activities may be modified for lower
grades.
For additional resources and information on ITC exhibits and tours, please visit http://www.texancultures.com/
If you have any questions or would like more information on materials, resources and services for students and
educators, please do not hesitate to contact us.
Respectfully,
The Institute of Texan Cultures
Education and Interpretation
210.458.2281
itceducation@utsa.edu
Table of Contents
Introduction ............................................................................................................................................................................ 2
Using Pre-lesson Part 4 ........................................................................................................................................................... 3
Opening: Create Your Own Anti-Genocide Law ................................................................................................................. 4
Review: Eight Stages of Genocide and the Holocaust ........................................................................................................ 5
Cambodia and Rwanda: “Never Again?” ........................................................................................................................... 6
Texas Essential Knowledge and Skills (TEKS) ........................................................................................................................ 11
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Using Pre-lesson Part 4
This lesson is part four of the Faces of Survival Pre-lesson Educator Guide, parts one through three of the Faces of
Survival lessons will need to be completed before starting this lesson. This lesson contains three activities: the opening
activity and two classroom activities. Below you will find a description of each activity.
Opening: Create Your Own Anti-Genocide Law (5-10 minutes):

Supplies: Writing utensil, use link in handout to find some examples for students, Create Your Own AntiGenocide Law handout
Students will reflect on yesterday’s activities and create their own anti-genocide law.
Review: Eight Stages of Genocide and the Holocaust (10-15 minutes):

Supplies: Eight Stages of Genocide and the Holocaust handout and writing utensil
Students will review the eight stages of genocide and their consequences.
Cambodia and Rwanda: “Never Again?” (25-35 minutes) & Closing: “Where Does This Leave Us?” (5-10 minutes)

Supplies: Writing utensil, Never Again handout, and projector to view maps in handout
Students will answer questions about genocide and its impact on the world.
Student Learning Objectives

Students will be able to discuss and analyze the eight stages of genocide in Cambodia and Rwanda, and the
repercussions for modern-day society.

Student-friendly: I can discuss and analyze the eight stages of genocide in Cambodia and Rwanda; and, connect
these genocides to the present day.
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Name: ____________________________________________
Date: _____________
Opening: Create Your Own Anti-Genocide Law
In yesterday’s lesson, we discussed the development of the first anti-genocide law: the UN Convention on the
Prevention and Punishment of Genocide (1948)
Link: https://treaties.un.org/doc/Publication/UNTS/Volume%2078/volume-78-I-1021-English.pdf
Directions: Think about the questions below be prepared to discuss.



What would you want to include in an anti-genocide law?
What would you change about the international law from 1948?
How would you make the law more effective?
Directions: Individually or with a partner, develop an anti-genocide law that would hold the perpetrators of genocide
accountable for their actions. Be prepared to share your anti-genocide law with the class and hear what other students
would do to stop perpetrators of genocide.
REMEMBER: Be specific and think carefully about what it would take to stop genocidal actions
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Name: ____________________________________________
Date: _____________
Review: Eight Stages of Genocide and the Holocaust
TOPICS COVERED:
8 Stages of Genocide
 What are the eight stages of genocide?
 Why do they matter?
 Why should you learn about the eight stages of
genocide?
Consequences of the Holocaust
 What were the international outcomes of the
Holocaust?
 Why did people think that genocide would
never happen again?
Directions: Fill in the chart and answer the questions below.
Review Questions:
1. Why do the eight stages of genocide matter? Why should you learn about the eight stages of genocide?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Which of the eight stages do you think is the easiest to stop, and why?
___________________________________________________________________________________________
___________________________________________________________________________________________
3. What were the international outcomes of the Holocaust?
___________________________________________________________________________________________
___________________________________________________________________________________________
4. What happened to the perpetrators? What happened to the victims?
___________________________________________________________________________________________
___________________________________________________________________________________________
5. Why did people think that genocide would never happen again? Were they right? Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
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Name: ____________________________________________
Date: _____________
Cambodia and Rwanda: “Never Again?”
TOPICS COVERED:
CAMBODIA:
 When and where do you see the eight stages of
genocide?
 Why did this genocide happen?
 What were the consequences?
RWANDA:
 When and where do you see the eight stages of
genocide?
 Why did this genocide happen?
 What were the consequences?
CAMBODIA
Cambodia is located in Southeast Asia
Please click the link to view a larger image of the map:
http://www.worldatlas.com/webimage/countrys/asia/khas.gif
–
What are your thoughts about the following quote:
"To keep you is no benefit. To destroy you is no loss."
-
Khmer Rouge motto regarding urbanites
–
March 1970—the Khmer Rouge (Communist Cambodians) took control of the Cambodian government
–
1975—Pol Pot led Khmer Rouge guerillas (small groups used for fighting and warfare)
•
–
Khmer Rouge: relocated thousands of “urbanites” (people who lived in cities) to the country
•
–
In less than 4 years: killed 1.5 to 2 million people (about 20 percent of the country’s population)
Ended normal school system, forbid foreign clothing, and abolished traditional cultural values and practicing
the Buddhist religion
Khmer Rouge removed children from their homes and families, and turned them into child soldiers
Connection Questions:
1. How would you feel about being a child soldier?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. How do you think these kids felt about leaving their families and killing anyone who didn’t follow Khmer laws
and practices?
___________________________________________________________________________________________
___________________________________________________________________________________________
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Many Cambodians were forced to labor in agrarian work camps in the country
–
Death from exhaustion, malnutrition, working conditions, disease, and execution
Check for Understanding:
1. How are the work camps both similar to and different from Holocaust camps?
___________________________________________________________________________________________
___________________________________________________________________________________________
Please click the link to view a larger image of the map:
http://www.yale.edu/cgp/maps/maps7579.html
Map Connections:
1. What does the map show you about the range or extent of genocide in Cambodia?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Was genocide isolated to one area? Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Which of the eight stages of genocide is evident in the map, and why?
___________________________________________________________________________________________
___________________________________________________________________________________________
Check for Understanding:
1. Why did this genocide happen?
• Targeted the “impure” or “undesirable”—political enemies, the city dwelling population, intellectuals,
religious dissidents
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Was a classless, rural society worth the killing of millions of the country’s population? Which of the eight stages
of genocide were evident in the Cambodian genocide?
___________________________________________________________________________________________
___________________________________________________________________________________________
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–
–
Consequences:
•
1979—Vietnamese entered Cambodia and stopped the Khmer Rouge, because they feared the Khmer Rouge
encroaching on their own territory
•
2003—Extraordinary Chambers in the Courts of Cambodia: established to try perpetrators from the
Cambodian genocide
Cambodia was the third genocide that occurred after the Holocaust
Connection Question:
1. Why wasn’t more done to stop the genocide?
___________________________________________________________________________________________
___________________________________________________________________________________________
RWANDA
–
April 6, 1994—the airplane carrying Rwandan President Juvenal Habyarimana (Tutsi) and Burundian President
Cyprien Ntaryamira was shot down in Kigali, killing all on board
–
Result: a 100-day period of mass slaughter of the Tutsi minority in Rwanda by the Hutu majority
–
Approximately 800,000 Tutsis and moderate Hutus were killed
Background
–
Ethnic class difference:
•
Hutu: primarily farmers
•
Tutsi: mostly livestock herders
–
After World War I, the Belgians enacted land reforms in Rwanda that unfairly helped the Tutsi over the Hutu
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1990-1993—civil war in Rwanda between two ethnic groups, the Hutu and Tutsi, ended with no clear winner
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1935: Belgians created and ID card system that included an individual’s ethnic background
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1994: When the Hutu came to power after the assassination of the Tutsi president, they could use the colonial
ID card system to track down and kill the Tutsi population in Rwanda
Check for Understanding:
1. Which stage of genocide developed out of colonialism?
___________________________________________________________________________________________
___________________________________________________________________________________________
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Please click the link to view a larger image of the map:
http://www.worldatlas.com/webimage/countrys/africa/rwafrica.gif
Map Connections:
1. In your opinion, how did the country’s location affect the international response to the genocide?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Why might a civil war lead to genocide?
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Are genocide and civil war the same thing? Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
Weapons
Please click the link to view a larger image:
http://www.rwandanstories.org/genocide/hate_radio_files/graves-not-full.jpg
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Murder of Tutsis: machetes, clubs, screwdrivers, spears, bicycle handles, and knives
–
Anti-Tutsi youth: often responsible for the deaths of neighbors and friends, and manned ID checkpoints across
the country
–
Rape as a weapon: Between 250,000 and 500,000 Tutsi women were raped by Hutus
–
Radio: Broadcasted propaganda about why the Tutsis should be killed
–
10 Commandments of the Hutu: reasons why the Hutus were superior and why the Tutsis were an inferior
group
*Hutus spread their message of genocide and ethnic hatred
through the radio, publically calling the Tutsi “cockroaches” and
urging the killing of Tutsi, Hutu moderates, and Tutsi sympathizers
*Mass graves were created for the killing of thousands of Tutsis
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Hotel Rwanda
–
The film, Hotel Rwanda, is based on the true story of Paul Rusesabagina, manager of the Diplomat Hotel in
Kigali, Rwanda. During the genocide, Rusesabagina provided shelter to more than 1,000 people in the hotel.
–
Rusesabagina currently lives in San Antonio, TX
Check for Understanding:
1. Why did the Rwandan genocide occur?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Which of the eight stages of genocide were utilized against the Tutsi?
___________________________________________________________________________________________
___________________________________________________________________________________________
International response:
–
1994: the United Nations established an International Criminal Tribunal for Rwanda, located in Tanzania. First
trial: 1997; last trial: 2012
–
92 individuals were indicted for genocide, war crimes, and crimes against humanity, but only 49 people were
found guilty
OTHER RECENT GENOCIDES
–
Guatemala (1981 – 1983):
–
•
Guatemalan army targeted Mayan population. Emerged from a civil war and developed into genocide
•
More than 200,000 dead or “disappeared,” and 1.5 million displaced
Darfur Located in Sudan (2003 – present):
•
Sudanese government utilized Janjaweed (Arab militias) to attack and destroy rebel groups and villages in
Darfur
•
More than 400,000 dead and 2.5 million displaced
REFLECTION - WHERE DOES THIS LEAVE US?
Directions: Answer the following questions on your own paper OR as part of a whole class discussion
1. What were the international outcomes of the Cambodian and Rwandan genocides?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Did the international community do enough to stop genocide from happening again? Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
3. What can YOU do to stop genocide?
___________________________________________________________________________________________
___________________________________________________________________________________________
4. Extension: Should people in San Antonio be held accountable for stopping genocidal actions? Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
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Texas Essential Knowledge and Skills (TEKS)
§113.19. Social Studies, Grade 7, Beginning with School Year 2011-2012.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze
information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions; (D) identify points of view from the
historical context surrounding an event and the frame of reference that influenced the participants;
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a
variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze
information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions; (D) identify points of view from the
historical context surrounding an event and the frame of reference which influenced the participants; (H) use appropriate
mathematical skills to interpret social studies information such as maps and graphs; (J) pose and answer questions about geographic
distributions and patterns shown on maps, graphs, charts, models, and databases.
§113.43. World Geography Studies, Beginning with School Year 2011-2012.
(13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to:
(B) compare maps of voting patterns or political boundaries to make inferences about the distribution of political power.
(14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is
expected to: (C) analyze the human and physical factors that influence the power to control territory and resources, create
conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and
organized nation groups such as the United Nations (UN) and the European Union (EU).
(15) Citizenship. The student understands how different points of view influence the development of public policies and decisionmaking processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of
different points of view that influence the development of public policies and decision-making processes on local, state, national,
and international levels; and (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural
beliefs, including nationalism and patriotism. (21) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The student is expected to: (C) create and
interpret different types of maps to answer geographic questions, infer relationships, and analyze change.
§113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012.
(11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into
the 21st century. The student is expected to: (A) describe U.S. involvement in world affairs, including the end of the Cold War, the
Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror;
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid
sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making
predictions, drawing inferences, and drawing conclusions; (H) use appropriate skills to analyze and interpret social studies
information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
(31) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.
(13) History. The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to: (E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons
for ongoing conflicts; and
(15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:
(A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical
development of a region or nation; and
(16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is
expected to: (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.
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(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to: (D) identify examples of genocide, including the Holocaust and
genocide in the Balkans, Rwanda, and Darfur;
§110.19. English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010.
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are expected to: (B) distinguish factual
claims from commonplace assertions and opinions;
(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) interpret both explicit and implicit messages in various forms of media; (C) evaluate
various ways media influences and informs audiences;
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
Fig.19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
Reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts as they become self-directed, critical readers. The student is expected to: (F) make connections between and
across texts, including other media (e.g., film, play), and provide textual evidence.
§110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010.
(10) Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are expected to: (B) distinguish factual
claims from commonplace assertions and opinions and evaluate inferences from their logic in text;
(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) evaluate the role of media in focusing attention on events and informing opinion on
issues; (C) evaluate various techniques used to create a point of view in media and the impact on audience;
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
Fig. 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and
independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (F) make intertextual links
among and across texts, including other media (e.g., film, play), and provide textual evidence.
§110.31. English Language Arts and Reading, English I, Beginning with School Year 2009-2010.
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are expected to: (B) differentiate between
opinions that are substantiated and unsubstantiated in the text;
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) compare and contrast how events are presented and information is communicated by
visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
§110.32. English Language Arts and Reading, English II (One Credit), Beginning with School Year 2009-2010.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
§110.33. English Language Arts and Reading, English III (One Credit), Beginning with School Year 2009-2010.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
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