Presentation on theme: "A Genocide WebQuest What is your ethnicity? Do you know what an ethnicity is? What if someone told you that your ethnicity was undesirable, or abnormal?"— Presentation transcript:
A Genocide WebQuest What is your ethnicity? Do you know what an ethnicity is? What if someone told you that your ethnicity was undesirable, or abnormal? Do you understand the word genocide? What countries have historical accounts of genocide in the past 100 years? How does genocide relate to politics and government in the country? Is there a connection between an historical event in the country and genocide? Can We Stop It?
Introduction In 1948, the United Nations declared that the word Genocide would become a general term to describe crimes against humanity Since that time, millions have died in many countries throughout the world. In many cases, the world cried out in anger. In many others, the world turned away in shame. How many more must die? What can we do to prevent further atrocities?
Essential Question How can humans be so cruel and inhumane to other humans?
Task The purpose of this WebQuest is to gain a better understanding of world wide Genocides and what can be done to prevent them or to call attention to them
You will be working in groups of three Each group will prepare a Power Point presentation You will report on the eight stages of genocide as they relate to your topic Your group will report on two historical genocide cases and one current genocide case. These need to be cleared through me before beginning. For this WebQuest
Each group will prepare an action plan by which they will call attention to a current area where genocide is occurring –Action Plan- you must come up with a way to promote awareness of your chosen genocide event, past or present, and a way to resolve the problem. The final product will be a power point presentation your group will report to the class their findings and action plan Each member of the group will write a personal reflection journal entry about what they have learned from this WebQuest. EACH STUDENT IS RESPONSIBLE FOR THIS.
Step # 1 Each group begins their research by choosing one instance of genocide from 100 Years of Genocide. Group choice will be cleared by Mr. Smith to avoid duplication 100 Years of Genocide Each group will then review the stages of genocide and will prepare a table, similar to these,that explains each stage. stages of genocide Each group will finish step #1 by comparing the common factors of the stages of genocide to the instance of genocide they chose. stages of genocide
Step # 2 Each member of the group will choose one job below and will become the expert for the group on that topic for the final presentation. Project designer: will have the task of creating a power point presentation that fits with the theme of the assignment and compliments the information from your chosen event. Refer to the rubric for specific requirements. Historian: will have the task of researching information about two historical occurances of genocide, and why it occured
Reporter: will have the task of researching information about one current world wide genocide and report on actions being taken to help stop it.
Step # 3 Each group will prepare an action plan that will call attention to a specific area of the world where there is a current genocide occurring. All group members must help in this descision and implementation. Action plans may include any or all of the following actions: –Writing letters to elected local, state or federal officials –Circulating School or local petitions –Writing letters to local newspapers –Visiting elected officials to discuss efforts to halt genocide –Writing newspaper articles for local or school publications to draw attention to the genocide problem –Conduct school or community wide fund raiser to raise funds to support efforts to halt world wide genocide These are examples. You need to explain how to utilize these methods to promote awareness.
Step #4 Answer the essential question How can humans be so cruel and inhumane to other humans? As the final step, each group will prepare and present a power point to the class on their findings. The presentation will include the following requirements: Describe two areas of the world where genocide is currently occurring and what efforts are being directed toward halting it An individual reflection journal entry on what you learned from this WebQuest.
Resources Each group begins their research by choosing one instance of genocide from 100 Years of Genocide. Group choice will be cleared by the instructor to avoid duplication. 100 Years of Genocide Groups can also utilize the following websites: –100 Years of Genocide100 Years of Genocide –Jewish Holocaust (Europe)Jewish Holocaust –Armenian Genocide (Turkey)Armenian Genocide –The Forgotten (Armenians)The Forgotten –Cambodian Genocide (Cambodia)Cambodian Genocide –Cultural Genocide (Tibet)Cultural Genocide –Genocide in the 20th Century (Bosnia)Genocide in the 20th Century –Darfur: A Genocide We Can STOP (Sudan)Darfur: A Genocide We Can STOP –Leave None to Tell the Story (Rwanda)Leave None to Tell the Story –Concentration Camp PsychologyConcentration Camp Psychology –Holocaust SurvivorsHolocaust Survivors –Holocaust SurvivalHolocaust Survival –Stanley Milgram Experiment on CrueltyStanley Milgram Experiment on Cruelty
Resources for Member # 2 Member # 2 will have the task of researching information about the nature of genocide, why it occurs and a historical overview of a selected genocide utilizing the following resources: –Genocide in the 20 th Century- The History Place - This website has a Link to the UN Genocide convention and explanations of genocide occurrences in all countriesGenocide in the 20 th Century- The History Place –Peace Pledge Union Information - This website is a great resource for all countries. Website includes survivor stories, thorough backgrounds on genocide in each country, and a great explanation of genocide. Also includes documents and articles for further study on genocide as well.Peace Pledge Union Information –Holocaust, genocide and human rightsHolocaust, genocide and human rights –International Crisis CroupInternational Crisis Croup
Resources for Member # 3 Member # 3 will have the task of researching information about current world wide genocides and report on actions being taken to help stop it The following websites will assist in researching this information: –Holocaust, genocide and human rightsHolocaust, genocide and human rights –United Nations Human RightsUnited Nations Human Rights –Web Genocide Documentation CenterWeb Genocide Documentation Center –1948 United Nations Convention on the Prevention and Punishment of the Crime of Genocide1948 United Nations Convention on the Prevention and Punishment of the Crime of Genocide –Human RightsHuman Rights –Prevent Genocide InternationalPrevent Genocide International
Evaluation The group presentation will be evaluated according to the following rubric:
Catagories Does not meet the requirements-1 point Partially meets the requirements-2 Points Meets the requirements- 3 points Exceeds the requirements-4 points Teacher Evaluation Topic/Content Includes little essential information and one case of genocide. Includes some essential information and one case of genocide. Includes essential information and less than three cases of genocide. Covers topic completely and in depth. Includes one current case of genocide, and two historical cases of genocide. Encourages audience to know more. Identifies what caused it to happen and what is being done to stop it. Technical Requirements Creates a presentation including title slide, required graphics, text, sound related to topic, digital photos, custom animation, and bibliography: Includes 3 slides or less.Includes 4 slides or less.Includes at least 5 slides. Includes 6 or more slides. Few graphics from outside sources. Fewer than 4 graphics from outside sources. At least 5 graphics from outside sources. 6 or more graphics from outside sources. No custom animations in transitions. Fewer than 4 custom animations in transitions. At least 5 custom animations in transitions. 6 or more custom animations in transitions. No advanced features such as sounds, digital photos, videos, and/or internet links. 1 advanced feature such as sound, digital photos, video, or internet links. 2 advanced features, such as sounds, digital photos, video, and/or internet links. 3 or more advanced features, such as sound, digital photos, video and/or internet links. Title slide and bibliography requirements are not met. Title slide and bibliography requirements are not fully met. Title slide and bibliography are included. Title slide and bibliography are included. Citations for bibliography follow acceptable format. Mechanics Includes more than 5 grammatical errors, misspellings, punctuation errors, etc. Includes 3-4 grammatical errors, misspellings, punctuation errors, etc. Includes 1-2 grammatical errors, misspellings, punctuation errors, etc. Grammar, spelling, punctuation, capitalization are correct. No errors in the text. Oral Presentation Skills Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work. Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work Communicates ideas with proper voice projection. Adequate preparation and delivery. Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery. Maintained eye contact and audience's attention. Total Points (total X 5)
Standards: Interpret Historical Data using Charts Evaluate primary and secondary sources Connect current events with historical events and issues using information from class discussions and various resources Examination of genocide in the 20 th and 21 st century
Teacher Page Continued Notes for Teaching the Unit Show students intro to WebQuest video. video. Begin unit by introducing what a WebQuest is Discuss the steps of a WebQuest Separate students into groups of three. Allow them to choose what information they want to be responsible for. Have students brainstorm ideas of where they could begin their search. Have students meet together to share information Give students guidelines and rubric for presentation Have students begin to organize their information into a presentation Allow for in-class group work Have students present their findings to the class
Conclusion They came first for the Communists...but I didn't speak up because II wasnt A Communist. Then they came for the Jews...but I didn't speak up because I wasn't a Jew. Then they came for the Unionists...but I didn't speak up because I wasn't a Unionist.. Then they came for the Catholic...but I didn't speak up because I wasn't a Catholic.. Then they came for me..and by that time...there was no-one left to speak up. for me. -Rev. Martin Niemoller, commenting on events in Germany 1933-1939 They say that unless one learns from one's mistakes, history repeats itself. Genocide is a real threat to ethnic groups in our world. We, as a caring society, need to fight against the complacency of people who choose to ignore this horrifying cleansing act. By completing this challenging webQuest you have gained a tremendous amount of information that most people either do not know, or chose to forget. Be assured that genocide does go on, even now, in many places in the world. You as a citizen of the world need to be constantly aware of injustices that are going on, not just in foreign countries, but in your own back yard. Elie Wiesel said that "indifference can be tempting...It is so much easier to look away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams, our hopes. It is, after all, awkward, troublesome, to be involved in another person's pain and despair." May indifference never tempt you.