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Recommended Activities 7-8

Recommended Activities 7-8

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Published by: Umubano on Jan 02, 2009
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05/09/2014

 
RecommendedReadingsandActivitiesfortheClassroomonGenocide,HumanRightsandMoreGradeLevels7
th
–8
th
TeachingAboutGenocide
ConfrontingGenocide:NeverAgain?(Availableforpurchaseonline)
http://www.choices.edu/resources/detail.php?id=36CreatedBy:TheChoicesProgramThemes:Tracestheevolutionoftheinternationalcommunity'sresponsetogenocideandexamineshowtheUnitedStateshasrespondedtofivecasesofgenocide.Theevaluationofmultipleperspectives,informeddebate,andproblemsolvingstrategiesthatcomprisethisunitenablestudentstodeveloptheirownpolicysuggestionsconcerningAmerica'sresponsetofuturegenocide.Includes:StudentTextTeachersGuideFiveLessonPlans
 
1.
 
DayOne'slessonhelpsstudentstodefinegenocide.2.
 
DayTwoasksstudentstoexaminefivedifferentcasesofgenocidefromthetwentiethcentury,followedbyaclassactivityon
TheNewYorkTimes
coverageoftheArmenianGenocidein1915.3.
 
DaysThreeandFouraredevotedtoasimulationinwhichstudentsactasadvocatesofthefouroptionsortakeontheroleofmembersoftheSenateCommitteeonForeignRelations.4.
 
DayFiveasksstudentstodesigntheirown'OptionFive'andapplytheirviewstohypotheticalcases.5.
 
Anoptionallessonisalsoincludedintheunitwhichasksstudentstoconstructamodelofapublicmemorialtoagenocide.
Holocaust/GenocideProject:AnEndtoIntolerance(Availableforfreeonline)
http://www.iearn.org/hgp/student‐magazine.html
Createdby:iEARN(InternationalEducationAndResourceNetwork),Studentsfromaroundtheworld
 AnEndtoIntolerance
(AETI)isanannual,internationalstudent‐producedmagazine.Eachyear,studentsparticipatingintheHolocaust/GenocideProjectcollaboratefromallovertheworld,viacomputertelecommunications,topublishthisprintedmagazine.Eachissueofthepublicationfocusesonaparticulartopic;forexample,the1995issue,
RemembertheChildren
,
 
focusedonchildrenintheHolocaust,andalsocontainedinformationabouttopicsofcontemporaryconcern.
TeachingAboutIdentity
IndividualityandStereotyping:“Hand”IdentityCharts(AvailableforfreeonlineifmemberofFacingHistoryandOurselves)
www.facinghistor.orgCreatedby:FacingHistoryandOurselvesThemes:explore,illustrateandarticulateidentities,reflectonthedifferencesbetweenthewaysinwhichweseeourselvesandthewaysinwhichothersmightseeus,reflectonthesignificanceofidentityandontheinfluenceoursenseofouridentitycanhaveonourchoices,Explorethelanguageofimageryandsymbol
TeachingAboutRace
 
Race:OriginsandLegaciesofaModernConstruct(AvailableforfreeonlineifmemberofFacingHistoryandOurselves)
www.facinghistory.orgCreatedBy:FacingHistoryandOurselvesSummary:Thislessonoutlineexploresthecomplicatedphilosophicalrootsoftheconceptof"race,"andtracesitslegaciestotheeugenicsmovementintheUnitedStatesduringtheearly20thcentury.Themes:Exploretheevolutionof“race”asasocialconstruct,examinetheinfluenceoftheEnlightenmenteraonthecreationofmoderndefinitionsofrace,examinehow“race”evolovedintoajustificationforthepoliticalandsocialinstitutionsofthe18
th
and19
th
centuries,examinetheroleofscienceinshapingideasofrace,examinehowpreconceivednotionsandjudgmentsshapedthe“scientific”discoveriesofthelate18
th
andmid19
th
centuries.
20
th
CenturyGenocidesArmenia:1915‐1923
iWitness:OralandVisualDocumentationofSurvivorsoftheArmenianGenocide(Availableforfreeonline)
http://www.teachgenocide.org/teachingguides/index.htm
(PDFVersion)
http://www.teachgenocide.org/files/iwitness_Photo_Activity.pd
 
Artists:TheGenocideProject‐AraOshaganandLevonParianCreatedby:TheGenocideEducationProject(www.GenocideEducation.org)Themes:ArmenianGenocide,survivortestimony,thepowerofphotographyIncludes:ShortIntroductiononArmeniaGenocideExplanationofphoto’sbytheArtists8SurvivorphotosandbriefstoriesfromtheirpointofviewStudentActivities:1.
 
Identifythemesinallphotos2.
 
Investigateonephotoandthenreadtext3.
 
Investigateonephoto,imaginetheirlifeafterthefact,questionsforsurvivor4.
 
Forschoolorhomework:writeaboutownphotographandstory
Bosnia:1992‐1995
 Zlata's Diary: A Child's Life in Sarajevo.
(Book available for purchase online)
http://www.amazon.com/Zlatas-Diary-Zlata-Filipovic/dp/0140242058Author: Filipovic, Zlata.Penguin Books, 1995.Summary: Almost a parallel to The Diary of Anne Frank, this collection of diary entries from aneleven year old gives an important perspective on life in Sarajevo. Organized by entry, the book is a great read for junior high to high school students, or passages from it could easilysupplement a general discussion of the former Yugoslavia. ISBN: 0140242058.
Rwanda:1994
DefyingGenocide:MovieandClassroomGuide(Movieandguideavailableforfreeonline)
http://www.ushmm.org/conscience/analysis/details.php?content=2007‐01‐05&menupage=Central+AfricaCreatedby:CommitteeonConscienceoftheUnitedStatesHolocaustMemorialMuseumThemes:Definitionofgenocide,Rwandagenocide,rescuers,aftermathandreconstruction,studentactivismIncludes:15minuteDVDPreparationandDebriefingResourcesandActivityQuestions1.
 
WhatisGenocide?2.
 
Timelines3.
 
HistoricalBackground4.
 
PreparationActivities

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