Presentation on theme: "Armenian Genocide First 20 th Century Genocide. Please make Vocab Word Map on Genocide on Pg. 71A in your Notebook 2. Examples 4. My Definition 3. Related."— Presentation transcript:
Please make Vocab Word Map on Genocide on Pg. 71A in your Notebook 2. Examples 4. My Definition 3. Related Words1. Glossary Definition systematic, planned annihilation (killing and destruction) of a racial, political or cultural group 5. Graphic Word Map For: Genocide
2. Examples 1. Killing members of a group. 2. Causing serious bodily injury or mental harm to a group. 3. Deliberately inflicting conditions of life to bring about physical destruction of the group. 4. To prevent births within the group. 5. Transferring children to another group. 3. Related Words Homicide Mass graves Armenian Genocide Darfur Genocide Holocaust Rwanda Rape of Nanjing Native Americans in the USA Aborigines in Australia 1. Glossary Definition systematic, planned annihilation of a racial, political or cultural group 4. My Definition Planned killing of an entire group Mass killing of a specific group of people Extermination of a specific group
Armenian Genocide Background Count off and find the members of your team. Get the handout on your piece of the background to the Armenian Genocide. Read your paper out loud and look at the images. Choose 3 – 5 most important pieces of information from your paper that sums up what it talks about best. Design a PPT slide that expresses this information in words, images, symbols, etc. Turn in a scratch copy of what your slide will look like and say. Put all your names on this paper.
Please find your team from yesterdayMarch 27 Get your rough draft for your PPT slide from the front of the room. Get a Mini White Board and a white board pen from the front of the room. Create PPT slide on the Armenian Genocide on the white board. Dont forget your event letter! Pick someone from your team to share… Please turn in your rough drafts and research logs paper clipped together to the Turn In Box. HW: Work on Projects!
Please set up pg. 72A like this…and title it: History of Armenians in the Ottoman Empire B. C. D. E. F. A. As we go through the timeline of the Armenian Experience in the Ottoman Empire, record the most important facts about what happened to the Armenians during this time from the mini white boards...
Timeline of the Armenian Genocide A.Armenians had once been fully independent, but eventually were swallowed up by the growing Ottoman Empire.
B.Armenians had a distinct culture, religion, language and set of customs that were different from those of the Turks. Most significantly, Armenians were Christian, while most Turks were Islamic.
C.When Nationalism swept through Europe, many minority groups within the Ottoman Empire began to long for independence. Other nations nearby were created to fit European ideals of ethnic purity, ie Serbia for the Serbians, and so on…
D.Armenians, however, were scattered across the whole Empire and so wished to remain a part of the Ottoman Empire and did not wish to become a separate nation.
E.Armenians did want political power and a way to protect themselves from persecution and so pushed the Turkish government for political reforms. This threatened the Turkish regime, that was maintaining power by uniting Turks as Turks, not as members of a diverse nation.
F.The Turkish government responded to the threat the Armenians posed by deciding to eliminate them. Then the Ottoman Empire could be for Muslim Turks only.
Conditions That Lead to Genocide 1.Minority group is Dehumanized as Outsider or Other 2.Racist ideology and propaganda (ie. Extreme Nationalism) 3.Strong dependence on military and military security 4.Minority denied political power or protection 5.Government seeks to keep or seize minoritys land 6.Government already weak from war or rebellion 7.No punishment from outside expected
Genocide involves all of the following acts: 1.Killing members of a group. 2.Causing serious bodily injury or mental harm to a group. 3.Deliberately inflicting conditions of life to bring about physical destruction of the group. 4.To prevent births within the group. 5.Transferring children to another group. On Pg. 73A in your notebook Why would ALL of 1-5 be considered examples of how to commit Genocide? Only one of them deals with killing. When can genocides happen? Where do they happen? Could a genocide happen here in the USA? Why or Why Not? Please do not talk at this timeMarch 30 HW: Finish your paper on Bystanders. It is the back of your video questions chart.
Video on the Armenian Genocide As you watch the video, fill out the handout on the events of the Armenian Genocide.
The Power of the Bystander Bystanders: people who witness but are not directly affected by the actions of perpetrators, help shape society by their action. Bystanders can exert powerful influences. They can define the meaning of events and move others toward empathy (feeling for others) or indifference (not caring for others). They can promote treating people justly, fairly and well, by speaking out against injustice or wrong doing or they can give their approval to the actions of others by doing nothing. Now, Complete the Bystanders Case Study on the back of your Video Questions…
In your notebook on pg. 74A answer the following: Colors: What does the color Black mean? Body Language: What does it mean when someone looks away from you and wont meet your gaze? What does it mean when someone looks you right in the eyes? What does it mean to have hunched shoulders? What does it mean to have straight shoulders? What does it mean when someone clasps their hands? What does it mean when hands are at ease? What does it mean when hands are used to cover the face or part of the body? Please do not talk at this timeMarch 31
Activity: Investigating One Photograph Pick one photograph and write the name of the person pictured on the top of a piece of paper and then answer the questions below. A. Without reading the accompanying text answer the following questions. 1) What do you first notice in this picture? 2) Who is in this picture? 3) Look at how the image is cropped or "framed." What is included in the picture? Can you tell if anything was left out? 4) Look at the persons expression, posture, and hands. How do you think the person feels? 5) What do you think Oshagan and Parian wanted us to think or feel when looking at this picture? B. Read the testimony (text) with the photograph. 1) What do you think and feel after reading the testimony? 2) What new thoughts do you have about the picture now that youve been looking at it for several minutes as opposed to when you first saw it?