Three Week Unit on Genocides

by Laura Alcaraz
Subject: Social Studies/World History

Grade Level 11th

My Goal:
Thepurposeofthisunitistocreateawarenessongenocidesaroundtheworldandtolearnhistoricalfacts
surroundingTheHolocaust,greatestgenocidecommittedagainsthumanity,andtogainknowledgeonother
genocidescommittedthroughouttheworldshistory.Itismyhopethatbybringingawarenesstothissideofour
humannature,societywillnotrepeattheirtragichistory.Studentwillevaluateandreflectontheevents,thecauses
andconsequences,andbydoingso,heorshewillaidinpromotingabrighterfutureforthegenerationstocome.

Common Core Standards

Standards for English Language Arts 612
Key Ideas and Details
Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromitcitespecific
textualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
CraftandStructure
Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,and
figurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
Assesshowpointofvieworpurposeshapesthecontentandstyleofatext..
ReadingStandardsforLiteracyinHistory/SocialStudies1112
IntegrationofKnowledgeandIdeas
Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,
visually,quantitatively,aswellasinwords)inordertoaddressaquestionorsolveaproblem.
Integrateinformationfromdiversesources,bothprimaryandsecondary,intoacoherentunderstandingofan
ideaorevent,notingdiscrepanciesamongsources.
Evaluateanauthorspremises,claims,andevidencebycorroboratingorchallengingthemwithother
information.
TechnologyStandards
Communicationandcollaboration
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingata
distance,tosupportindividuallearningandcontributetothelearningofothers.
a.Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironments
andmedia.
b.Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyofmediaand
formats.
c.Developculturalunderstandingandglobalawarenessbyengagingwithlearnersofothercultures.
d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems

Researchandinformationfluency
Studentsapplydigitaltoolstogather,evaluate,anduseinformation.
a.Planstrategiestoguideinquiry
b.Locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfromavarietyofsources
andmedia
c.Evaluateandselectinformationsourcesanddigitaltoolsbasedontheappropriatenesstospecifictasks
d.Processdataandreportresults
WritingStandards712
TextTypesandPurposes:
Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningand
relevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaim(s)
fromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),
counterclaims,reasons,andevidence

ProductionandDistributionofWriting:
Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts
inresponsetoongoingfeedback,includingnewargumentsorinformation.
ResearchtoBuildandPresentKnowledge:
Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

Lesson Plans

WeekOne:TheHolocaust

DayOne:SummaryofTheNight
Conceptbeingtaught:WritingaSummary
I.Objective:TheStudentWillBeAbleTowriteasummaryofabookaboutthestoryofa
Holocaustsurvivor.
II.AnticipatorySet:StudentsareassignedthebookTheNight,byEllieWieselaweek
aheadtoreadallchaptersofthebookathome,exceptthelastchapter.Teacherwillread
aloudthelastchapterwithaprojectoronthePrometheanBoard.Studentsthenwatchan
introductiontothebookTheNightonYouTubeat
https://www.youtube.com/watch?v=15sM_av9i3Q.
III.DirectInstruction:
Studentsopentheirbook,TheNight,tothelastchapter.Teacherprojectsthelastchapterof
thebookonthePrometheanboardandasksstudentstorecaptheeventsfromtheprevious
chapters.Teacherreadsaloudthelastchapterofthebook.Teacherexplainsthatafter

readingthebook,studentswillwriteasummary.Studentsopentheirjournalsandteacher
writesthefollowingpromptontheboard:WriteaonepagesummaryoftheNight.Workwitha
partnertowritethesentences.Makesuretowritethebeginning,middle,andendofthestory.
Adddescriptivewordsfromthebook.HowdoyouthinktheauthorfeelsabouttheHolocaust?
Includecharactersandbespecificonyourdescriptionofthesetting.
Todifferentiatethelesson:
Workwithapartner.Giveeachotherideas,Usebeginningsentencesasgivenbyteachers
samplesandfillintheblanksclozesentences.
IV.IndependentPractice:
Studentswriteindependentlyattheirtablesfor20minutes,andthentheyreadtheirsummary
totheirpartnersforrevisionandediting.ThenStudentsexchangetheirpapersforfurther
correctionsontheirroughdraft.Theyworkontheirfinaldraftsindividually.
V.Closure:
ReflectonthestoryabouttheHolocaust.Shareyourideaswithyourneighbor.
MaterialsandResources:
32booksofTheNight,byEllieWiesel
PrometheanBoard
Trailerintroducingthebookathttps://www.youtube.com/watch?v=15sM_av9i3Q
YouTube
Computer
WorksheetsofClozesentences

DayTwo
Conceptbeingtaught:CreatingaDigitalStorytelling

I.Objectives:
TheStudentWillBeAbleToexpressadigitalstoryusingmediaandtechnologyavailablein
theclassroom.
II.AnticipatorySet:
TeacherusesthePrometheanboardandlaptoptoshowthestudentsexamplesofdigital
storiescreatedwithaprogramsuchasPhotoStory3forWindowsorStoreHouseVisualApps
forMac.
III.DirectInstruction:
Ensurethatstudentsunderstandtheconceptofdigitalstorytellingbyreviewingseveral
examples.
Teacherintroducestheconceptofdigitalstorytellingtotellthestoryofacharacterfromthe
bookTheNight.
OutlineaconceptforthestorybyChoosingacharacterfromthebookandresearching
picturesonlinerelatedtosomespecificcharacterstraitsdescribedinthebook,theHolocaust,
theconcentrationcamps,andtheNightbook.
Reviewwithclasstheimagesbanktheycanaccessandsavedinthecomputertobuildthe
storyaroundthoseimages.
PuttogetherthestoryusingthegivenAppsandprograms

Determinewhatmusicandspecialeffectsyouwillbeusingforbackground.
Putthedigitalstorytogethermakingsureitiscohesive
Savethestorytoshareitwiththeclass
IV.IndependentPractice:
StudentsareassignedaniPadorPCandworkindependentlywhiletheteachersupervise
theirprojectprovidingoneononeassistancetostudentswhomightneedextrahelp.
Studentsworkindependentlycreatingtheirstoriesfor30minutes.
V.Closure:
Studentsreflectonthedifferentexperiencescreatedbywalkingaroundintheclassroom
watchingthepresentationsharedbytheirpeersontheiriPadsorPCs.
ToDifferentiatetheLesson:
Thisvisualactivityisidealforalllearners,includingELstudents.
Forstudentswhoarehavingdifficultiesinexpressingtheirideasvisually,givethemagraphic
organizerthatincludesanoutlineshowingacharacteroftheirchoice,andeventsthat
happenedinchronologicalorderatthebeginning,middleandendofthestory.
Reviewtheoutlinetotransferthetextintopictures.

MaterialsandResources:
Computers,MacsoriPads
Googleoranysearchengine
SavedimagesandpicturesfromtheHolocaust
PublicDomainMusic
iMovie
iPhotos
PhotoStory3forWindowsorStoreHouseVisualAppsforMac.
GraphicOrganizer
PrometheanBoard

DayThree:TheFieldTriptoTheMuseumOfTolerance
I.Objectives:VisitingtheMuseumofToleranceinLosAngeleswillaccomplishseveral
objectives.
TheStudentsWillBeAbleTounderstandhearlivepersonaltestimoniesfromHolocaust
Survivors.
DocumenttheexperienceindigitalimageswiththeiriPads,iPhones,ordigitalcameras.
Explorethemeaningoftoleranceandtheconsequencesofintolerance.
GainunderstandingonGenocides,Biases,andRacisminourcountryandtheworld.
II.AnticipatorySet:
Using the board and a laptop, introduce the objective for the fieldtrip to students on You
Tube at https://www.youtube.com/watch?v=LI10GaghW14 followed by an introduction of
The Museum of Tolerance shown at
http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.9052747/k.2DD0/HomeMOTNe
w.htm

III.DirectInstruction:
Whenstudentsgettothemuseum,theywillseparateintothefollowingpreviouslyassigned4
groupsandwillgotointeractiveexhibitsthatprovidehandsonlearningexperiences.Theywill
rotatetoallexhibitsaccompaniedbytheirinstructorastheydocumenttheirexperienceby
takingpicturesandnotesoftheirexhibittolatersharethemuponreturningfromthefieldtrip.
Exhibits:
1.MeetaHolocaustSurvivor
2.TheHitlersFirstAntiSemiticWritingonDisplay
3.ParaTodosLosNinos
4.HumanElementHolocaustWorkshop
IV.IndependentInstruction:
Studentsthenwillbefreetoindependentlyvisitanyexhibitoftheirchoiceinthemuseumand
digitallydocumentwhattheyseetosharethemintheirprojects.
V.ClosureandReflection:
Uponreturningfromtheirfieldtripstudentswilldistributeinrandomgroupstosharethe
picturesanddiscusswhattheylearned.
TheywillthenwriteasummaryusingtheirtabletsandtheAppKeynotesoranyotherWord
processorbyansweringtothefollowingprompt:
WriteaboutonespecificlessonyoulearninyourvisittotheMuseumofTolerancetoapplyin
yourlifethatcanmakeadifferenceintheworld.
Todifferentiatethelesson:Studentscanverballysummarizetheirexperienceandanswer
orallytothepromptgiven.
MaterialsandResources:
http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.9052747/k.2DD0/HomeMOTNe
w.htm
https://www.youtube.com/watch?v=LI10GaghW14
iPads,iPhones,cameras,tablets
transportation.

DayFour:
ConceptBeingThought:CreatingaHolocaustTimeline

I.Objectives:
TheStudentWillBeAbleTocreateatimelineofeventsandranktheeventsbyimportance.

II.AnticipatorySet:
Watch the short Holocaust documentary timeline at
https://www.youtube.com/watch?v=5HGWE-xvbh8

III.DirectInstruction:
Read Chapter 6 from World History book The Holocaust Timeline.

Provide the students with a list of 10 events of the Holocaust. Using a worksheet, Teacher
guide students to look up the definitions of terms, including main characters, highlights, the
year, and the main events.

IV.IndependentPractice:
Divide the group into discussion groups. Student groups will arrange the 10 events in order
of importance according to what they consider the most significant to the least significant
cause of the Holocaust.
Students create a poster of an annotated timeline using The Timeline Maker App or
Inspiration Map App.
The timeline should be in chronological order with the rank of importance noted right next
to the event description.

V.ClosureandReflection:
Students will display their posters on the classroom walls.
MaterialsandResources:
Search engines, Google and Bing images, and Holocaust related websites.
The Timeline Maker App or Inspiration Map App.
iPad or tablet.
Day Five:
Concept being taught: Writing poetry
I. Objectives:
TSWBAT write a poem describing the experiences of the Holocaust survivor in a
concentration camp based upon the book read.
Anticipatory Set: Students will watch a video of Ellie Wiezels memoirs at
https://www.youtube.com/watch?v=cgAZQXcGxVE
using the Promethean Board as introduction to writing a poem.
II. Direct Instruction:
Using the DocCam, write The Night on the board. Think about the stories Ellie tells in his
book. What words or phrases come to mind after having read The Night. Browse through
the pages and review the timeline of events created. What words can you use to describe a
survivors experience in the concentration camp? How do people feel like? How do they feel
as they travel inside a wagon to become prisoners? About when they are separated from
their families to never see each other again? What does the place smell and feel like? Do the
sounds scare you? How does it feel to be destined to die? What would you feel if you knew
that at any time you could be chosen for extermination? Teacher writes down on the
DocCam the descriptions given by the students as they write down these descriptions in
their journals.
Go to the link http://www.auschwitz.dk/id6.htm and put up on Promethean board the
poem Holocaust by Sudee Pagedar from Holocaust Poems Lest We Forget website. Read
the poem. What words are used in the poem to describe feelings, places, and memories that

we have described in our list of words? How do the sentences look like in our descriptions?
What do you notice about how this poem is written? Is the poem written in full or short
sentences? Lets write a short poem using the descriptive words from our list. Are you
appealing to the senses using descriptive words? What is accomplished in a poem when
using words that appeal to the sense? Are you creating a description that makes the reader
feel he or she is really there?
IV. Independent Practice:
Lets practice on your own to create a poem. Talk to your partners at your table and share
any ideas to enhance your poem. Write your poem about the Holocaust in your journal and
compare it with the descriptive poems projected on the board. Add new ideas to your poem.
V. Closure:
Walk around your class and share your poems with classmates. If you hear ideas you would
like to use in your poem, write them down in your journal.
To differentiate this instruction: Have students work with a partner. They can also draw the
main ideas of the poem.
Materials and Resources:
YouTube video "We May Use Words to Break the Prison: Ellie Wiesel on Writing Night.
http://www.auschwitz.dk/id6.htm
Website: Holocaust Poems : Lest We Forget. http://www.auschwitz.dk/id6.htm
Promethean Board
Computer
Paper
museum of tolerance
http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.9052747/k.2DD0/HomeMOTNe
w.htm
https://www.youtube.com/watch?v=LI10GaghW14

Week two: Introduction to Genocides

Day One and Two
Concept being Taught: Gain Awareness
I. Objectives: Students Will Be Able to gain awareness on the numerous genocides
that have taken place in the 20th century.
II. Anticipatory Set:
Ask the Question What is Genocide? Allow as many students to respond and elaborate on
their answers.
III. Direct Instruction:
Provide the students with the list of the 10 Worst Genocides of the 20th Century.
Write them down one at a time using the Promethean Board and computer. As you write
each one of them search the web for images.

10. Al-Anfal Genocide

9. Moriori Genocide
8. Rwandan Genocide
7. Irish Potato Famine
6. Pygmy Genocide
5. Native American Genocide
4. Stolen Generations of Aboriginals
3. Armenian Genocide
2. Bosnian Genocide
1. The Holocaust
Teacher hands out a copy of the article the 8 stages of genocide to each group of
students. http://www.genocidewatch.org/images/8StagesBriefingpaper.pdf
On the second day of the lesson, Students will watch The Award winning movie The
Genocide (1982) by Arnold Schwartzman.
IV. Independent Practice:
Students will choose one genocide from the list to learn more about, and will research it
online. Teacher divides the students in groups according to their chosen genocide they
chose to research. Students use extra time to research on this topic and Using a Word
processor students will write a one page summary of the chosen genocide.
Each group will create a poster displaying important information of the genocide of their
choice. Use the article of The 8 Stages of Genocides to annotate each stage in the history
of your genocide.
Students watch the documentary and take notes on highlights of events of the movie The
Genocide. They turn in their notes at the end of the movie as an exit ticket.
To Differentiate the Instruction: students work in groups and produce only one paper per
group instead of individual work.
V. Closure and Reflection: Students present their poster to the class.
Materials and Resources:
Video Documentary of The Genocide by Arnold Schwartzman.
laptop
Promethean Board
The 8 stages of Genocide article
http://www.genocidewatch.org/images/8StagesBriefingpaper.pdf
the website:
http://onemillionbones.squarespace.com/genocide-resources/
Day Three and Four
Concept being Taught: Was The Native American Experience a Genocide?

I. Objectives: The Student Will Be Able To evaluate information to

come to a conclusion on whether or not the Native American experience can be defined as a
genocide.
II. Anticipatory Set:
Watch the documentary We Shall Remain series to learn how Native peoples valiantly
resisted expulsion from their lands and fought the extinction of their culture.
III. Direct Instruction:
Ask the students to go to the classrooms website http://www.mrsalcarazclass.weeebly.com
using their tablets and post their opinion on the documentary by answering to the question
Was The Native American Experience a Genocide?
Students also explore more on the lives of the Indians by watching The Indian Country
Diaries.
IV. Independent Practice:
Students will research the population before Europeans settled in the United States, during
the years when Pilgrims occupied the United States, and After the Indians were relocated to
reservations. In addition, research the number of reservation in the state of California and
its current population.
Students will show data on Indian population in charts.
After watching The Indian Country Diaries video, students will write a summary in their
tablet using Keynote or a Word Processor. The topics to include are Assimilation, Relocation,
Genocide, Trail of Tears, California Genocide, and the 1950s Relocation Program.
V. Closure and Reflection:
Students choose any topic from the videos and website researched on Native American
Genocide and share their thoughts and ideas orally.
Materials and Resources:
-paper
-pens/pencils
-computers with Internet access
-history textbooks, and other history resources
Defining Genocides: http://www.ushmm.org/confront-genocide/defining-genocide
A five-part award-winning PBS series that establishes Native history as an essential part of
American history. The films show how Native peoples valiantly resisted expulsion from their
lands and fought the extinction of their culture http://www.discoverhumanrights.org/uploads/indigenous_rights_in_the_u_s_2.pdf
www.historynewsnetwork.org/article/7302

Day Five: The practice of Thanksgiving as a holiday in the United States.

Concept being Taught: To Critically Analyze a National Holiday
I. Objectives: The Student Will Be Able to Evaluate the established national holiday of
Thanksgiving from the point of view of Native Americans. Students will become aware that
this holiday is also considered by some Native American a National Day of Mourning for the
genocide of Native Americans.
II. Anticipatory Set: Ask the question of why do you celebrate Thanksgiving? Allow for
many responses and discussion on how they celebrate this holiday.
III. Direct Instruction:
Divide the class into groups and they are to hold a discussion on the real reason for
Thanksgiving. What values does the holiday bring to mind? What do the students know
about this holiday? How do they know that this is what really happened? How much thought
do they put into this holiday and the real meaning of it?
IV. Independent Practice:
Divide the class into groups of two or three students. Working in pairs, one of the students
will research on the background, history, and protests of The National Day of Mourning
http://en.wikipedia.org/wiki/National_Day_of_Mourning_%28United_States_protest%29
and the other partner will read Thanksgiving National Holiday at the link
http://www.history.com/topics/thanksgiving/history-of-thanksgiving.
After sharing what they read, the students will summarize each others findings in their
journals, and will take a stand for or against the celebration of Thanksgiving.
V. Closure and Reflection:
As a class hold a discussion by reflecting on the value of Thanksgiving. Were the Pilgrims fair
in their treatment towards the Indians? Do you have a new perception of the Indians that is
different as they are popularly portrayed in history? Is celebrating Thanksgiving a way to
mend history ? Or is it a way to salute and respect two cultures that came together long ago
in a amicable way?
Write your conclusion in your journal, including any new views you might have.
Materials and Resources:
http://en.wikipedia.org/wiki/National_Day_of_Mourning_%28United_States_protest%29
Confronting genocides:
http://www.history.com/topics/thanksgiving/history-of-thanksgiving.
http://www.ushmm.org/confront-genocide
www.tolerance.org

Week 3 Genocides of the 20th Century and Solutions

Day 1: Sudan
Concept being Taught: How to prevent genocide from happening again
I. Objectives: The Student Will Be Able conclude if Sudans crisis should be considered a
Genocide.
II. Anticipatory Set: Teacher
The United Nations has not called the situation in Sudan a Genocide, but ,many
international leaders agree that it is a genocide.
Teacher introduce the Never Again concept that the world adopted after The Holocaust
and write the following statement on the board:
After the crimes of the Holocaust became internationally known, the world vowed it would
never happen again. But history since 1945 has shown that the international community has
stood by, again and again, as genocide unfolds. Scott Lamb
III. Direct Instruction:
Give background information on Sudans present situation in the western region of Sudan
which has been a site of killings and displacement that many leaders in the international
community have called it a genocide.
Using the Promethean board, the teacher and students research the website to form an
opinion of the situation in Sudan. Go to: Sudan in Crisis After reading the article as a class,
the students give their opinion orally.
IV. Independent Practice:
Next have the students read the articles (only) of the United Nations agreement UN
Convention on the Prevention and Punishment of the Crime of Genocide in groups of five
and collectively write a one paragraph statement to answer if the United Nations have done
its part to stop the genocides that have taken place around the world.
Students also read the Genocide and write a one paragraph reflection in their journal.
Students should include evidence to support their statement.

V. Closure and Reflection: Students share their opinions with class to their decision to
consider Sudans crisis a genocide situation or not.
Students research images related to this topic and create a wall poster where they write
reflections and post the images found online.

Materials and Resources:

iPads, tablets, printer
poster
The Genocide Wikipedia website
UN Convention on the Prevention and Punishment of the Crime of Genocide.
Day 2 and 3: Genocides of the 20th Century.
Concept being Taught: Awareness of Genocides in the Modern Times.
I. Objectives: The Student Will Be Able To classify the Genocides of modern times in
chronological order and Create a Life-Size Timeline.
II. Anticipatory Set:
Introduce the list of countries that have suffered from the atrocities of a genocide out of a
possible 37 instances since 1945. There is however a list of universally recognized genocides
that include the following countries: Bangladesh, Bosnia, Rwanda, East Timor, Cambodia,
Guatemala, and Sudan.
III. Direct Instruction:
Write the list of countries on the board and divide the class into small groups to write
summaries and work on creating a poster that shows of genocides around the world
chronological order . Students choose from the list of countries the country they want to
research about and, they write a small summary responding to the questions in Worksheet
for each country they research.
Give students the Genocides of the 20th Century Worksheet
Facilitate material and computers to access information.
Using the Promethean Board, share with students the summary of one of the most recent
cases of genocides that are happening in the world:
Name of Country: Darfur, Sudan
Why is it considered a genocide?
While testifying before the Senate Foreign Relations Committee in September 2004, Colin
Powell concluded that "genocide has been committed in Darfur, and that the government of
Sudan and the Janjaweed bear responsibility, and that genocide may still be occurring."
What are United Nations and leaders around the world doing to help stop the
genocide?

The US and the UN have done little to intervene in the country, where non-Arabs have been
singled out and killed by Janjaweed troops supported by the ruling Arab Muslim
government. China vetoed a strongly worded UN resolution due to its involvement in
Sudan's rich oil fields and the US -- which is hoping to invest in Sudanese oil -- was hesitant
to derail the peace process being negotiated to end the north-south civil war that consumed
the land for decades until last month's cease fire. Violence in Darfur, however, continues
and over 70,000 people have died and more than 1.5 million are refugees.
Whats the Outcome or Solution?
There is the development of the International Criminal Court since 1990 as a world
response that may help to deter future cases from occurring.
IV. Independent Practice:
Working in small groups, students research the countries that have suffered genocide (from
list given above.) Write down a list naming the countries, years when genocide took place
and a small summary on each of the countries.
Order the countries in chronological order and students should work in small groups to
create a life-size timeline on large poster paper to locate the genocide in order. The
summaries in their group will be pasted on the timeline and students will decorate that
piece of the poster where the name of the country is located. Decorations can be slogans,
illustrations, pictures of flags, artwork, poems, and any type of memorabilia. In their
research they should identify, interpret and explain the causes that led to the genocide and
write a paragraph summarizing these causes.
V. Closure and Reflection:
Upon finishing these posters, students will hang them on the wall in the classroom in
chronological order.
Materials and Resources:
Promethean Board
The Genocides of the 20th Century
poster paper
computers
printers
access to the websites to research genocides, including Lamb, Scott. Genocide Since 1945:
Never Again? Retrieved from :
http://www.spiegel.de/international/genocide-since-1945-never-again-a-338612.html

Day Four and Five : Solutions to Genocide

Concept being Taught: What can Be Done? and Introducing the Restorative Justice
I. Objectives: The Student Will Be Able To gain understanding on what can be done to
prevent and heal Genocide.

II. Anticipatory Set:

Lead a discussion using the question: Why do you think people tell ethnic jokes? Allow all
types of responses and discussions as they arise.
Introduce the Concept of Restorative Justice and share a video of the local chapter at
http://www.sdrjmp.org/
to provide students with information on this program.
III. Direct Instruction:
Introduce the Have you Ever? Worksheet and give a worksheet to each student.
Share the answers after they have completed the worksheet individually and lead a
discussion on each of the questions.
Give students the vocabulary worksheet Words relate to Discrimination and Genocides and
allow time for students to complete it.
How can we change our brains and our societies ? Students watch the video from the
educational website TedTalks The Neuroscience of Restorative Justice by Daniel Reisel.

IV. Independent Practice:

They complete the Have You Ever Worksheet. They disscus their answers.
For the second part of the class, students are given a list of vocabulary words related to
Discrimination, and they look for the definitions on Dictionary.com or any other online
encyclopedia. Students write an example for each definition.
After watching the educational Restorative Justice in Rwanda video from You Tube students
divide in groups and make one list of solutions to Genocide and other types of violence
against society.
V. Closure and Reflection:
Students reflect by sharing their thoughts with class.
To differentiate this instruction, use the peer -buddy strategy allowing students to work in
pairs to complete work.
Materials and Resources:
Dictionary.com
Words relate to Discrimination and Genocides Worksheet
2003 Anti-Defamation League Have You Ever? Worksheet.
Restorative Justice in Rwanda
Youtube
Restorative Justice website http://www.sdrjmp.org/

Bibliography:
Convention on the Prevention and Punishment of the Crime of Genocide. Adopted by the
General Assembly of the United Nations. (1951) Retrieved from:
UN Convention on the Prevention and Punishment of the Crime of Genocide
De Sam Lazaro, (2004), Crisis in Sudan. Retrieved from:
http://www.pbs.org/newshour/bb/africa/jan-june04/sudan_6-24.html
Genocide (n.d.) In Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/Genocide
History of Thanksgiving. (n.d.) History Channel. Retrieved from:
http://www.history.com/topics/thanksgiving/history-of-thanksgiving.
Lamb, Scott. Genocide Since 1945: Never Again? Retrieved from :
http://www.spiegel.de/international/genocide-since-1945-never-again-a-338612.html
Museum of Tolerance. (n.d.) Retrieved from:
http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.9052747/k.2DD0/HomeMOTNe
w.htm
Restorative Justice (n.d.) Retrieved from: http://www.sdrjmp.org/
Stanton, Gregory. (n.d.) The Eight Stages of Genocide. Retrieved from:
http://www.genocidewatch.org/images/8StagesBriefingpaper.pdf
The Rights of Indigenous People In the United States . (n.d.) Retrieved from:
http://www.discoverhumanrights.org/uploads/indigenous_rights_in_the_u_s_2.pdf
United States Holocaust Memorial Museum. (n.d.) What Is Genocide? Retrieved from:
http://www.ushmm.org/confront-genocide/defining-genocide
Wikipedia.(n.d.)NationalDayofMourning.Retrievedfrom:
http://en.wikipedia.org/wiki/National_Day_of_Mourning_%28United_States_protest%2