Genocide webquest - 10H, Spring 2017

This webquest will help students to better understand the memoir Night while completing a modern genocide project.

Introduction

Throughout this webquest, you will navigate through various websites in order to obtain information about modern genocides.  Even though this is a somber topic, you will be spreading the word and working to defeat genocides.

How can we prevent genocides from occurring again?

People often wonder how The Holocaust even occurred. How was Hitler able to control the Nazis for such an extended period of time while killing millions of innocent people?  Why didn't people stop him sooner?  How could this have happened?

The 10th grade essential question to keep in mind is "What is the source of man's inhumanity to man?"

First they came for the Socialists, and I did not speak out -- 
Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out -- 
Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out -- 
Because I was not a Jew.

Then they came for me -- and there was no one left to speak for me.- Martin Niemoller

 

We are learning about the horrors of the Holocaust of the 1930s and 1940s in Night. This was an atrocious act of genocide, and many memorials to those who perished in the camps feature the phrase "never forget." The idea is that if we remember what happened to the millions who suffered at the hands of the Nazi regime, we can avoid allowing history to repeat itself.

Unfortunately, this has not been the case, and history has repeated itself again and again. If we are not aware of the persistence of these events, we can do nothing to prevent or stop them. 

In this assignment, you will work to raise awareness about the unspeakable crimes that occur during genocides. 

First  - find your groupmates! You will be working together closely over the next 2 weeks. 

Period 1:

 

Rwanda: Abby, Alec, Rain, & Ezra

 

Cambodia: Stella, Meshach, Andre, & Nikki

 

Sudan: Sebastian, Alyce, Rory, & Daniel

 

Armenia: Gabriel, Georgia, Owen, & Holland

 

Ukraine: Katya, Kayla, Aidan, & Alvaro

 

Bosnia: Nate, Sam, Jessica, & Maria

 

Atrocities against Native Americans : Jack, Kendra, & Acasia

Period 3:

 

Rwanda: Ally, Emmarose, Adrianna, & Ernesto

 

Cambodia: Keely, Brigette, Heath, & Casey

 

Sudan: Derek, Ron, Keeyana, & Ava

 

Armenia: Rachael, Dylan Basler, Bella, & Nicholas

 

Ukraine: Liam, Alex, & Yasra

 

Bosnia:  Dylan Sands, Parya, & Cydnee

 

 

 

Period 5:

 

Rwanda: Nate, Ariel, Wendy,  & Sasha

 

Cambodia: Katrina, Ellie, Luca, & Amir

 

Sudan: Sarah, Cooper, Lulit, & Zach May

 

Armenia: Brianna, Miles, & Laura

 

Ukraine: Akhil, Claire, Gerson, & Christian

 

Bosnia: Camryn, Keiji, Jackie, & Ariya

Atrocities against Native Americans: Emerson, Meilani, & Zoe

 

 

 

Period 6:

 

Rwanda: Ella, Ivan, Mohammadali, & Sophia

 

Cambodia: Michael, Skylar, Asaph, & Leoni

 

Sudan: William, Kiana, Zachary, & Rebekah

 

Armenia: Willa, Tomas, John, & Brent

 

Ukraine: Khuslen, Kendall, Justin, & Samuel

 

Bosnia: Parcea, Jenna, Sierra, & Asa

 

Belgian Free Congo : Miros, Amir, John, & Dylan

Atrocities against Native Americans: Frida, James, Conrad, & Jason

________________________________________________

Now, follow the steps listed below: 

Step 1: What is genocide?  

• Your group should start the WebQuest by visiting Dictionary.com's website to learn a little about the word genocide.
• Each group member should take notes (Title them "Genocide notes" and include the date) in his/her own notebook and agree on one definition to use for the presentation:

1. What is the definition of genocide?
2. What does the Greek root word "genos" mean?
3. What does the Greek root word "cide" mean?
4. What are four synonyms to the word genocide?
5. Who coined this word and why?

Step 2: Research

Research your topic; I have provided a list of reputable sites below to get your research started. Answer the following questions on notebook paper in your binder. All group members should write out their own answers in their own binders. Do not use a Google Doc for this; I would like you to have a handwritten copy. 

What was...

1. The background (what happened that led up to the actual genocide?)
2. The perpetrators (what individuals or groups were responsible for the act of genocide?)
3. The buildup (what events, laws, or sanctions occurred leading up to the killing?)
4. The targets (what group or groups were targeted in this genocide?)
5. The numbers (how many people died? How many were imprisoned?)
6. The impact (what effects-- political, economic, or social-- did this event have on the country and the world?)
7. The aftermath (was anyone held responsible for this genocide? Was it officially recognized as a genocide? If so, by whom? If not, why?)

Step 3: Works Cited

All sources MUST be documented in a Works Cited page. Keep a shared Google Doc for this, so group members can drop citations in as you all work. You will be completing an annotated bibliography (kind of like a precis for each source) as one of the last steps of this project. Go to this website to learn how to create a basic Works Cited page: https://owl.english.purdue.edu/owl/resource/747/08

Though you can work on this as a shared Google Doc, make sure to submit your Works Cited yourself through the Schoology assignment link!

Step 4: Annotated Bibliography

Go to this site for examples: https://owl.english.purdue.edu/owl/resource/614/03/

Though you can work on this as a shared Google Doc, make sure to submit your annotated bibliography yourself through the Schoology assignment link!

Step 5: Lesson, presentation, and quizAfter completing your research, your group will teach the class a 7-15 minute lesson about the genocide. You must create a Powerpoint, Prezi, or Google Slides presentation. Please make sure to embed photos and short videos from reputable sources. (Grades will not be shared within a group, but rather on teacher observation of effort and final student reflection; make sure to do your fair share). 

• Each group member will research one of the following aspects of the genocide. The portion that each group member researched will be their part of the PowerPoint presentation to create. Groups with 5 should distribute the work fairly, in agreement with all groupmates.

1. Where and when did the selected genocide occur?
2. Who was involved? 
3. How was the genocide carried out and why?
4. How many people were killed? How did it end? Aftermath?

 PLUS...

QUIZ: Your group needs to create a 5-10 (open notes) question quiz (of any format - it can be multiple choice, true/false, matching, etc.) for your classmates to take.  A blank copy of the quiz (with an answer key) needs to be submitted to me at least a day prior to your lesson so I can photocopy them. 

******

Some general sources to get you started:

To get started with some reputable databases, go to the Pali High library site:http://www.palihigh.org/library.aspx.

The user name for all databases is palihigh and the PW is dolphins.

More:

www.history.com - History Channel site

http://www.pbs.org - Public Broadcasting System

www.loc.gov - Library of Congress

http://memory.loc.gov/ammem/index.html - Another LOC

http://endgenocide.org/learn/what-is-genocide/

www.ted.com - TED talks

For Rwanda:

http://news.nationalgeographic.com/news/2014/04/140402-rwanda-genocide-anniversary/ - It's a 3 part series looking back

http://www.bbc.com/news/world-africa-26875506 - BBC

http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/etc/cron.html - This is a timeline that will get you moving in the right direction.

Cambodia:

http://www.killingfieldsmuseum.com/s21-victims.html - this is the 'official' museum.

http://www.cybercambodia.com/ - text -heavy but solid info

https://www.ushmm.org/confront-genocide/cases/cambodia/introduction/cambodia-1975 - This is actually from the US Holocaust Museum

Sudan:

https://www.hmh.org/la_Genocide_Darfur.shtml - This is from the Houston Holocaust Museum

http://worldwithoutgenocide.org/genocides-and-conflicts/darfur-genocide - basic info from a reputable source

http://news.trust.org//spotlight/Darfur-conflict - basic info from Thomsen Reuters, a solid news agency

Armenian:

http://www.nytimes.com/ref/timestopics/topics_armeniangenocide.html - from the NYT

http://www.nationalgeographic.com/magazine/2016/04/armenia-massacre-turkey-kurds-history/ - NatGeo

http://www.armenian-genocide.org/ - from the Armenian American Institute

https://www.loc.gov/loc/lcib/0011/armenia.html - Library of Congress

Ukrainian (forced starvation of Ukraine under Stalin):

http://www.holodomorct.org/history.html

http://www.washingtonpost.com/wp-dyn/content/article/2008/04/26/AR2008042602039.html

Bosnian Genocide (1990s) - This was the directed killing of Bosnian Muslims by Serbians.

https://www.hmh.org/la_Genocide_Bosnia.shtml - again, from Houston Holocaust Museum.

https://www.ushmm.org/confront-genocide/cases/bosnia-herzegovina - from US Holocaust Museum

https://www.mtholyoke.edu/~bonne20s/causes.html - source on the war itself from Mt. Holyoke U.

http://www.history.com/topics/bosnian-genocide

The atrocity of the Belgian Free Congo:

http://www.historytoday.com/tim-stanley/belgiums-heart-darkness

http://www.religioustolerance.org/genocong.htm

http://news.bbc.co.uk/2/hi/africa/3516965.stm

Atrocities against Native Americans:

http://www.smithsonianmag.com/history/the-shocking-savagery-of-americas…

Evaluation

This is how your work will be evaluated.

	Beginning 1	Developing 2	Qualified 3	Exemplary 4	Score
Research/Annotated Bibliography	Incomplete note-taking. The annotated bibliography is incorrectly done.	Note-taking is evident; students have put web content into their own words.  The annotated bibliography has many errors and/or is incorrectly done.	Thorough note-taking is evident; students have put web content into their own words.  The annotated bibliography may have a few errors or it may not be thoroughly done.	Thorough note-taking is evident; students have put web content into their own words.  The annotated bibliography is thoroughly and correctly done.
Presentation Content/lesson/quiz	Presentation offers mostly opinions and does not include any research-based facts or connections. Victims, perpetrators, and actions are not explained well.  No quiz or a poorly constructed quiz.	Presentation offers research-based facts and connections with limited opinions. Victims, perpetrators, and actions are somewhat explained.  No quiz or a poorly constructed quiz.	Presentation offers many research-based facts and connections, but has limited opinions included. Victims, perpetrators, and actions are explained. Quality quiz.	Presentation offers many research-based facts, connections, and opinions. Victims, perpetrators, and actions are thoroughly explained. High quality quiz.
Conclusion/Rationale	Presentation has a very limited conclusion/rationale. Conclusion/rationale does not discuss any action against the crime of genocide.	Presentation has a somewhat limited conclusion/rationale. Conclusion/rationale includes the results of past genocides, but does not offer any reasons for change or opinions.	Presentation has a conclusion/rationale that offers at least one reason why world leaders should take action against the crime of genocide with a few opinions included.	Presentation has a conclusion/rationale that offers more than one reason why world leaders should take action against the crime of genocide with many opinions from the group.
Conventions	Too many spelling and/or grammatical errors disrupt the overall presentation flow.	The presentation has many spelling and/or grammatical errors which affect the comprehension of the material being presented.	The presentation has a few spelling and/or grammatical errors, but it does not disrupt the comprehension of the material being presented.	No spelling or grammatical errors in the presentation.
Collaboration/Teamwork	Very little or no collaborative effort was observed.	Some collaboration was evident through teacher observation and group evaluation.	Group collaboration and teamwork were somewhat evident through teacher observation and group evaluation.	Group collaboration and teamwork were very evident through teacher observation and group evaluation.
Group Presentation	One group member gives the entire presentation.	At least two group members give the presentation to the class.	At least three group members give the presentation to the class.	All four group members give the presentation to the class.

Conclusion

Over the past few classes, you learned about a major genocide and how the U.S. and international community responded (or failed to respond).  You also worked as a team to explore how everyday citizens like yourselves can play an important role in generating genocide awareness and advocating for U.S. policies that support human rights.

Today, people across the world will be subject to violence, murder, and oppression by their own governments or government-sponsored sub-state actors.  Will you take the time to become more aware of these human rights violations? Will you stand up against the next genocide?

Here is a link to the NGO Human Rights Watch.  If you are curious to learn more about human rights violations occurring throughout the world, Human Rights Watch is a valuable source.

https://www.hrw.org/

There are also a few clubs on campus that deal with human rights issues - get involved! 

http://www.palihigh.org/clubs.aspx