Ela 10: Short Stories

ELA 9: SHATTERED by Eric Walters GENOCIDE (3-4 hours) OBJECTIVES 1) Students will be introduced to the topic of genocide and be able to explain what it is. 2) Students will be able to identify genocides that have occurred in the 20th century and think critically about the cause and effect of such crimes. 3) Students will learn in depth the details of the genocide in Rwanda. 4) Students will learn ways that they can get involved and help stop crimes against humanity. MOTIVATIONA Students will be asked to think of a time when they stood by L SET silently while an injustice was occurring and asked to share their stories. METHODS Discussion, Lecture, Group work

ACTIVITIES TEACHER STUDENT

Explain to the students that we are Students will offer key words going to be discussing a recent or definitions of genocide event in our history the genocide which I will write on the in Rwanda. board in a web format. I will then ask the students how they would define genocide. Explain that genocide is a Students will be asked to offer systematic extermination of a some examples of group of people on the basis of a characteristics that might lead defining characteristic and write one people to exterminate some of these on the board. another. Ask students to name some Students may offer examples examples of genocide in the 20th such as, the Holocaust, century and ask if they know of Bosnia, Cambodia, Rwanda any current countries that are as previous examples, and threatened by genocide. may think of Darfur, Sudan as a current example.

Explain the adoption of the Genocide Convention in the aftermath of WWII and give them the definition of genocide in detail. We will discuss the questions they responded to from the film.

I will introduce the documentary Students will watch the “Scream Bloody Murder” and we documentary “Scream Bloody will begin watching it, which will Murder” and answer the take two classes. questions given in the handout.

Students will then complete a Students will be expected to jigsaw assignment on the 1994 read and discuss their genocide in Rwanda. I will place information. They will be them into four groups. Each group expected to know about each will become an expert on their of the information areas. information package. Once they have had time to discuss I will QUESTIONS/NOTES

* Students will be asked to think of a time when they stood by silently while an injustice was occurring and asked to share their stories.

Questions to explore: Did you consider intervening to stop the injustice? What prevented you from intervening? What did you feel as you witnessed the injustice? If you were in the victims shoes, what would you have wanted from a bystander/witness? How did you feel afterwards? What did you do? If you could go back in time, what would you change about the your reaction to the situation? How do you plan to respond to similar situations in the future?

* Write three terms on the board – “International”, “National”, and “Local” and ask the students for ideas about what can be done to stop the genocide on each level.

Possible answers may include: International • “Our leaders can be the first to act and get other leaders to do the same.” • “Different countries can send people/troops to help make sure that things stay peaceful after genocide.” • “All countries can learn from past mistakes and try not to make them again.” National • “The United States can donate money to groups working to end genocide.” • “Leaders can make sure that students are taught about genocide in school so that they know what is going on.” • “Leaders can listen to people who call or write about the genocide and they can also pass legislation to help stop genocide.” Local • “I could write an article about the genocide for the school newspaper and ask teachers to talk about it in class.” • “Religious and community leaders can organize events to raise awareness and/or money to fight genocide.” • “I could talk to friends and family and get them involved in trying to stop genocide.”

Scream Bloody Murder Questions

Who was Raphael Lempkin? Why is he important? ______

Why do you think that the killing of a million might be less important than the killing of a few? ______

Why might it be better not to believe that genocide was going on? ______

Who is Elie Wiesel? Why is he important? ______

What does it mean when the narrator says, “Politics had trumped principal”? ______How did the story of forgiveness at the end of the film make you feel? Would you be able to forgive? ______

FINALLY--"YOU DECIDE":

On the basis of what you have learned about genocide, write a persuasive paragraph on one or both of the following statements:

Explain how if genocide or a "crime against humanity" occurs, humanity has an obligation to try and punish the perpetrators.

Explain how if genocide or a "crime against humanity" occurs, humanity has an obligation to help the survivors and forgive the perpetrators.

______