Time
Period/Historical
Era/Genocide
Overview of history
of genocide
(including major
emphasis on 20th
century genocides
such as: Armenia,
Nazi Europe,
Cambodia, Bosnia,
Rwanda, Syria, the
Sudan, and Iraq.
Emphasis also major
stages of genocide
(1-8) and
introduction of the
term ‘genocide,’
when it was first
used, by whom, and
why.
Unit #/Number of
Days
(approximate) **
Based on 4th block
scheduling for any
given 9-week
grading period.
1
Days allotted: 5
days
Core
Content/POS/Standards
Activities/Technology/Instructional Learning Targets/Outcomes and
Strategies
Key Vocab
SS-H-HP-U-2 Students
will understand that
history is a series of
connected events
shaped by multiple
cause effect
relationships, tying past
to present.
1. Pre and post-assessment of
infamous genocides throughout
history.
2. Guided Notes and
documentaries: Genocide an
Introduction
3. Intro to Raphael Lemkin and his
‘crime without a name.’
4. Intro to stages of Genocide (18): Classification, Symbolization,
Dehumanization, Organization,
Polarization, Preparation,
Extermination, Denial.
5. Introduce students to iWitness
via the Shoah Foundation
(http://iwitness.usc.edu/SFI/)
6. Weekly quiz and unit exam.
7. WebQuest on stages of
genocide.
8. Movies/documentaries:
The Genocide Factor
SS-HS-5.3.4
Students will analyze
how nationalism,
militarism and
imperialism led to world
conflicts and the rise of
totalitarian governments
(e.g., European
imperialism in Africa,
World War I, the
Bolshevik Revolution,
Nazism, and World War
II).
SS-H-HP-S-1
Students will
demonstrate an
understanding of the
Students will be able to:
-Identify and define genocide
(and provide examples of it
throughout history(
-Explain the origins of the term
‘genocide.’
-Identify and describe Raphael
Lemkin’s contributions to
Genocide studies.
-Identify and describe the stages
of genocide and provide
examples of each.
-Be able to interpret and analyze
primary and secondary sources
from media sites such as
iWitness, the USC Shoah
Foundation, Yad Vashem, and
the USHMM
______________________
Stages of genocide (8)
Dr. Stanton
ethnic cleansing
culpability
UN Security Council
UN Convention for the
Prevention of Genocide
extermination vs. genocide
Armenian Genocide:
Time Frame: First
World War (1915)
2
Days allotted: 3-4
days
interpretative nature of
history using a variety of
tools (e.g., primary and
secondary sources,
Internet, timelines,
maps, data): a)
investigate and analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group,
nationality, age,
economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (world
civilizations, U.S. history)
SS-H-HP-S-1
Students will
demonstrate an
understanding of the
interpretative nature of
history using a variety of
tools (e.g., primary and
secondary sources,
Internet, timelines,
maps, data): a)
investigate and analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group,
intent to commit genocide
Raphael Lemkin
Nuremberg Trials
‘never again and again’
Chapter 7/UN Charter
No Fly Zone
‘A crime without a name’
genocide
1. Pre and post-Assessment of
Armenian genocide (facts, people,
concepts).
2. Guided Notes: intro to the
Armenian Genocide and
documentary.
3. Weekly quiz and unit exam over
content
4. Student-created Pamphlets and
newspapers about genocide in
Armenia and its 100th Anniversary
(2015).
5. WebQuest on overview of
Armenian genocide.
Students will be able to:
-identify and describe causes of
the Armenian genocide.
-analyze the stages of genocide
in Armenia and apply specific
stages.
-identify and describe the role of
the Committee and Union and
Progress (CUP) of the Young
Turk Movement.
-explain the role of Mustafa
Kemal in the Armenian
massacre/genocide.
-explain the impacts of the
Armenian genocide on Raphael
nationality, age,
6. Documentary/Movies:
economic status,
Screamers (segments only), The
religion, politics,
Armenian Genocide, Ararat.
geographic factors) of
people and historical
events in the modern
world (world
civilizations, U.S. history)
SS-H-HP-U-2
Students will understand
that history is a series of
connected events
shaped by multiple
cause effect
relationships, tying past
to present.
Nazi Genocide in
Europe: 1933-1945
A concise summary
and overview of the
Holocaust and how
it unfolded in
Germany from
1933-1945. Major
emphasis will be on
defining and
providing examples
of Anti-Semitism in
Europe and in the
US during the
1920s-1940s.
3
Days allotted: 10
days
SS-HS-5.3.4
Students will analyze
how nationalism,
militarism and
imperialism led to world
conflicts and the rise of
totalitarian governments
(e.g., European
imperialism in Africa,
World War I, the
Bolshevik Revolution,
Nazism, and World War
II).
SS-H-HP-S-1
1. Pre and post-Assessment about
specific stages/events of the
Holocaust.
2.Documentaries/Movies:
The Pianist
Schindler’s List (segments only)
White Rose
Escape from Sobibor
Life is Beautiful
Defiance
Judgment at Nuremberg
Band of Brothers—one episode
Au revoir, les enfants
Europa Europa
Hitler’s Children
Lemkin later on.
________________________
Ottomans and Armenians
Grand Vizier
Young Turks
CUP and Young Turk Movement
Sultan Abdul Hamid
Mustafa Kemal
deportations
Ambassador Henry Morgenthau
first example of modern
genocide
Christians, Muslims, and Jews
Tanzimat
Hamidian massacres
Balkan Massacres
millet
temporary law of deportation
Tehcir Law
Students will be able to:
-explain the origins of the word
‘Shoah’ or Holocaust.
-identify and describe AntiSemitism in pre and post-war
Germany.
-explain the role of the state in
mass murder and genocide.
-identify and describe Allied
contributions (or lack thereof) to
save European Jews during the
1930s by researching
immigration policies of the US.
-make connections between US
immigration laws of the 1930s-
Additional emphasis
will also be placed
on stages of the
Holocaust (from
separation,
identification,
concentration and
later denial);
emphasis will also
be placed on how
the Final Solution
came to be
(including major
players and
conferences);
application of the 7
stages of genocide
to correspond to
Nazi actions during
1933-1945. Lastly,
emphasis will be
placed on
international
reaction to this
genocide (via
primary sources) as
well as international
reaction to AntiSemitism today
throughout the
world.
Students will
demonstrate an
understanding of the
interpretative nature of
history using a variety of
tools (e.g., primary and
secondary sources,
Internet, timelines,
maps, data): a)
investigate and analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group,
nationality, age,
economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (world
civilizations, U.S. history)
b) examine multiple
cause-effect
relationships that have
shaped history (e.g.,
showing how a series of
events are connected)
Nicky’s Family
The Life of Judah
Inside Hana’s Suitcase
Blessed is the Match
Footprints in the Snow
Excerpts from the United States
Holocaust Museum and Memorial
And the Violins Stopped Playing
Auschwitz: Inside the Nazi State
Blind Spot: Hitler’s Secretary
Conspiracy
Der ewige Jude
The Grey Zone
The Triumph of the Will
Nuremberg
Playing for Time
Sophie Scholl: The Final Days
The Wannsee Conference
The Reader (segment on trial only)
3. Guided Notes and
documentaries
4. iWitness testimonies
5. Psychological profiling and
concepts associated with
bystanders and upstanders
throughout the Holocaust and
history.
6. Creation of Resistance-themed
newspapers from 1930s-1940s
7. Student-created Wikipedia
entries based on their research
about concentration camps
8. Unit Exam and weekly quizzes
over content.
1940s to today’s immigration
debate.
-describe major resistance
efforts during the Holocaust
(ghetto uprising, White Rose
Movement, German Youth
during the 1930s-1940s)
-identify and describe major
stages of the Holocaust, as
outlined and legalized by the
National Socialist Government
(including the Nuremberg Race
Laws, Law for the Restoration of
the Professional Civil Service, denaturalization law, etc.)
-examine and conduct research
on different types of
concentration camps in Poland
and Western Europe.
-explain how the Allied countries
meted out justice after the
Second World War (Nuremberg
Trials).
-explain and analyze Israeli
efforts to capture former Nazis
after the Second World War.
-draw conclusions about the
similarities and differences
between this genocide and
previous/future genocides.
__________________________
Einsatzgruppen
101st Battalion/Ordinary Men
Adolf Hitler
9. Student-created cartoons
depicting resistance today and
from the 1930s-1940s.
10. WebQuest on Resistance.
Cambodian
Genocide and the
Khmer Rouge
6
Days allotted: 7
days
SS-H-HP-S-1
Students will
demonstrate an
understanding of the
interpretative nature of
1.Pre and post-Assessment over
Pol Pot and Cambodian genocide
2. Guided Notes and
documentaries
Joseph Goebbels
Heinrich Himmler
Aryan/Aryanization
National Socialist Party of
Germany
Hadamar/euthanasia
undesirables
bystanders vs. upstanders
Wannsee Conference
Madagascar Plan
Nuremberg Trials
Extermination vs. concentration
camps
liberation of Auschwitz,
Buchenwald, Dachau, Ohrdruf
death marches
Final Solution
former Nazis captured by
Mossad (Eichmann)/Operation
Eichmann
Kristallnacht
Dr. Mengele
White Rose
liquidation
Sir Nicholas Winton
resistance—definition and
examples of
ghetto
Warsaw ghetto
Students will be able to:
- identify members of the Khmer
Rouge.
history using a variety of
tools (e.g., primary and
secondary sources,
Internet, timelines,
maps, data): a)
investigate and analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group,
nationality, age,
economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (world
civilizations, U.S. history)
b) examine multiple
cause-effect
relationships that have
shaped history (e.g.,
showing how a series of
events are connected)
SS-H-HP-U-2
Students will understand
that history is a series of
connected events
shaped by multiple
cause effect
relationships, tying past
to present.
3. Movies/documentaries:
Year Zero
The Killing Fields (segments)
Pol Pot: Biography
Cambodia: The Betrayal
The Secrets of S-21: Legacy of a
Cambodian Prison
Fear and Hope in Cambodia
4. Weekly quiz and unit exam.
5. Student-created brochures
about infamous Cambodian
torture prisons.
6. WebQuest on Pol Pot.
-explain and summarize how life
changed in Cambodia under the
Khmer Rouge.
-explain Pol Pot’s impacts on
Cambodia.
-examine and explain how statesanctioned torture fuelled
genocide during this time.
-summarize the impacts of the
Cambodian genocide on the
Cambodian people.
-identify and describe the
international response to this
genocide.
___________________________
Khmer Rouge
Pol Pot/Saloth Sar
Cambodian Communist Party
Kampuchea
purified
Year Zero
Mao Zedong
Great Leap Forward
Phnom Penh
killing fields
Tuol Sleng and other prisons
old society
treatment of minorities
guerrilla warfare
agrarian socialism
Kenneth Quinn
Brother Number 1 and 2
Nuon Chea
S-21 torture and killing
Rwandan Genocide:
Tutsis and Hutus
April 1994
5
Days allotted: 7
days
SS-H-HP-S-1
Students will
demonstrate an
understanding of the
interpretative nature of
history using a variety of
tools (e.g., primary and
secondary sources,
Internet, timelines,
maps, data): a)
investigate and analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group,
nationality, age,
economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (world
civilizations, U.S. history)
b) examine multiple
1. Pre and Post-Assessment over
Rwandan genocide.
2. Guided Notes overview
3. Documentaries/Movies:
Hotel Rwanda
Sometimes in April
Shake Hands with the Devil
100 Days
Kinyarwanda
Frontline: Ghosts of Rwanda
Shooting Dogs
A Sunday in Kigali
Ghosts of Rwanda
The Triumph of Evil
4. Letter writing to the UN
5. Mock trial in class (similar to the
UN Criminal Tribunals and Justice
and Reconciliation Process and
Gacaca courts)
6. Weekly Quiz and unit exam.
7. Timeline of events in 100 days.
8. WebQuest on ethnic groups of
Rwanda
machines
French influence and
colonization of SE Asia
Lon Nol
classes society
Four Year Plan
Prince Sihanouk
US actions in SE Asia
Cambodia
enemies of the state
Students will be able to:
-summarize the role of colonial
powers in the Rwandan social
and political hierarchy of the 20th
century.
-identify and describe Rwanda’s
major ethnic groups.
-explain how killing turned into
genocide in less than a year.
-identify key players of the
Interhamwe.
-explain the international
response to genocide (including
the US and UN response).
-identify and explain the
contributions of Romeo Dallaire.
-analyze the effectiveness of UN
and local courts to administer
justice after the genocide was
committed.
-categorize the stages of
genocide in 1994.
-describe and summarize the
impacts of the UN and the
cause-effect
relationships that have
shaped history (e.g.,
showing how a series of
events are connected)
SS-H-HP-U-2
Students will understand
that history is a series of
connected events
shaped by multiple
cause effect
relationships, tying past
to present.
Bosnian Genocide:
Serbs, Croats, and
the International
4
Days allotted: 5
days
SS-H-HP-S-1
Students will
demonstrate an
1. Pre and post-Assessment of
Bosnia genocide.
Arusha Accords on Rwanda in
the 20th and 21st centuries.
-find similarities and differences
between this genocide and
others studied.
___________________________
Hutus vs. Tutsis vs. Twa
cockroaches
colonial history of Rwanda—
Germany and Belgium
Hotel des Mille Collines
Romeo Dallaire
Kigali
RPF
International Criminal Tribunal
Major General Habyarimana
Interhamwe
Prime Minister Uwilingiyimana
Congo (Zaire)
Paul Kigame
UNAMIR
akazu
Arusha Accords
Hutu Power
role of radio/mass
communications—RTLM
Dallaire Fax
Justice and Reconciliation
Process
Gacaca courts
first conviction of genocide
Students will be able to:
-identify major ethnic groups in
the former-Yugoslavia.
Community
199
understanding of the
interpretative nature of
history using a variety of
tools (e.g., primary and
secondary sources,
Internet, timelines,
maps, data): a)
investigate and analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group,
nationality, age,
economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (world
civilizations, U.S. history)
b) examine multiple
cause-effect
relationships that have
shaped history (e.g.,
showing how a series of
events are connected)
SS-H-HP-U-2
Students will understand
that history is a series of
connected events
shaped by multiple
cause effect
2. Guided notes and an overview
of the timeline of genocide/major
people associated with it.
3.Movies/Documentaries:
In the Land of Blood and Honey
Sarajevo
Welcome to Sarajevo
Behind Enemy Lines (segments
only)
Go West
Milosevic on Trial
Savior
No Man’s Land
Srebrenica: A Cry From the Grave
4. WebQuest on the breakup of
Yugoslavia after the Second World
War.
-explain how post-war Europe
intensified rivalries among
ethnicities.
-describe the Russian connection
between Serbs and Russia.
-analyze the International
Criminal Tribunal’s effectiveness
for Milosevic.
-identify and describe the stages
of genocide in Bosnia.
-summarize Milosevic’s
contributions to genocide in
Bosnia.
-describe and explain the
impacts of genocide in the
region today.
___________________________
Yugoslavia
Serbs vs. Croats
Muslims vs. Christians
Serbia, Montenegro, Croatia
Slobodan Milosevic
European Union
ethnic cleansing
Srebrenica Massacre
Bosniaks
NATO
Zepa
Dayton Peace Accords
ICTY
Balkans
Tito
General Ratko Mladic
decapitation
relationships, tying past
to present.
21st century
genocides: the
Sudan* (ongoing),
Syria* and Iraq*.
2000s
7
Days allotted: 5-6
days
separation
liquidation
Samantha Power
role of the UN
Kosovo Crisis
SS-H-HP-U-WC1
1. Pre and post-Assessments over
Students will be able to:
Students will understand each genocide.
-identify and describe major
that world civilizations
2. Guided Notes overview.
genocides of the 21st century,
(e.g., African, Asian,
3.Documentaries:
including but not limited to: the
European, Latin
Darfur Now
Sudan, Iraq, and Syria. Special
American, Middle
The Devil Came on Horseback
emphasis will also be placed on
Eastern) can be analyzed The Night of Truth
the role of ISIL—is it genocide or
by examining significant Paying the Price: Killing the
not?
eras (Renaissance,
Children of Iraq
-summarize the role of the
Reformation, Age of
God Grew Tired of Us
international community in
Exploration, Age of
POV: Lost Boys of Sudan
genocides in the 21st century.
Revolution, Nationalism 3. Weekly quiz and unit exam
-explain how genocide can be
and Imperialism,
4. WebQuest over 21st century
prevented (if possible)
Technological Age, 21st
genocides with special emphasis
___________________________
Century) to develop
on geography.
Bashar al Assad
chronological
5. Cumulative Projects: Students
atrocities
understanding and
(in groups) will be assigned a
Darfur
recognize cause-effect
region/hot spot of the world
Sunni Muslims vs. Shia
relationships and
where the potential for genocide is Arab League
multiple causation.
high. They will create briefs and
Janjaweed
provide intelligence to the class as Khartoum
SS-H-HP-U-2
to why/where/when the genocide Comprehensive Peace
Students will understand will occur. They will also explain
Agreement
that history is a series of and identify major players/ethnic
DPA (Darfur Peace Agreement)
connected events
groups/political parties that are
Colin Powell
shaped by multiple
involved.
Tony Blair
cause effect
6. Final thoughts on genocide: Can role of oil
relationships, tying past it be prevented? If so, how?
Omar al-Bashir
to present.
SPLM/A
humanitarian aid
Muslims in Sudan
ICC
Ahmad Harun
Yazidi
Iraqi Christians
Kurdish genocide
Al-Anfal