Standards � Based Instructional Unit by BW1JQy

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									                     Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE:    Genocides of the 20th Century                                         GRADE/LEVEL: 11 & 12
Topic #1: Introduction to Genocide

Graduation Expectation Outcomes:

          1.2 Analyzing and evaluating information.
          2.1 Working cooperatively and/ or independently.
          2.2 Applying problem solving strategies.
          2.3 Utilizing resources and time effectively.
          2.4 Accessing, compiling, interpreting and presenting data and information.
          3.2 Recognizing and respecting the diversity and individuality of others. .
          4.1 Reading widely and critically.
          4.2 Writing clearly, concisely and persuasively.
          4.3 Speaking, listening and interpreting effectively.


Rhode Island Grade Span Expectations for               Rhode Island Grade Span Expectations for
Government and Civics and Historical Perspectives:     Government and Civics and Historical Perspectives
                                                       Benchmarks:
    C&G 1: People create and change
       structure of power, authority, and              C&G 1-2: Sources of authority and use of power, and
       governance in order to accomplish               how they are/ can be changed…
       common goals.
                                                       C&G 3-1: Citizens’ rights and responsibilities.
    C&G 3: In a democratic society, all people
                                                       C&G 3-2: How individuals and groups exercise (or are
       have certain rights and responsibilities.       denied) their rights and responsibilities.
    C&G 5: As members of an interconnected            C&G 5-2: The benefits and challenges of an
       world, the choices we make impact others        interconnected world.
       locally, nationally, and globally.
                                                       C&G 5-3: How the choices we make impact and are
    HP 1: History is an account of human              impacted by an interconnected.
       activities that is interpretive in nature.
                                                       HP 1-2: Interpret history as a series of connected
    HP 2: History is a chronicle of human             events with multiple cause-effect relationships.
       activities, diverse people, and the societies
       they form.                                      HP 2-1: Connect the past with the present.

    HP 3: The study of history helps us               HP 2-2: Chronicle events and conditions.
       understand the present and shape the
                                                       HP 2-3: Show understanding of change over time.
       future.
                                                       HP 3-1: Demonstrate an understanding of how the past
                                                       frames the present.

                                                       HP 3-2: Make personal connections in an historical
                                                       context.


                                                                                                             1
National Standards in Historical Thinking:           National Standards in Historical Thinking
                                                     Benchmarks:
    Standard I: Chronological Thinking
                                                         Interpret data presented in time lines.
    Standard II: Historical Comprehension
                                                         Draw upon data and historical maps.
    Standard III: Historical Analysis and
     Interpretation                                      Utilize visual and mathematical data
                                                            presented in charts, tables, pie and bar
    Standard IV: Historical Research Capabilities
                                                            graphs, flow charts, Venn diagrams, and
                                                            other graphic organizers.
    Standard V: Historical Issues – Analysis and
     Decision Making
                                                         Draw upon visual, literary, and musical
                                                            sources.

                                                         Hypothesize the influence of the past.

                                                         Obtain historical data.

                                                         Interrogate historical data.

                                                         Evaluate alternative courses of action.

                                                         Formulate a position or course of action
                                                            on an issue and evaluate decisions.


                                       Grade Span Expectations

                                           R2/R3 Vocabulary
                                  R7/R8 Analyzing Informational Text
                              R9/R10/R11/R12/R13 Reading Comprehension
                                   R14/R15/R17 Breadth of Reading
                                     W1/W9 Writing Conventions
                                       W2/W3: Response to Text
                                   W6/W7/W8: Informational Writing
                              W10/W11: Writing Process / Habit of Writing
                                  W12/W13/W14 Expressive Writing
                                       OC1: Interactive Listening
                                         SS1: Comprehension
                                    SS2: Analysis and Interpretation
                                   T1:Basic operations and concepts
                                  T2: Social, ethical, and human issues




                                                                                                       2
Essential Questions:

    What is genocide?
    What is the convention on the prevention and punishment of the crime of genocide?
    What are Vartan Hartunian’s Five Stages of Genocide?


Content Topics

    Definition of Genocide According to the United Nations
    Convention on the Prevention and Punishment of the Crime of Genocide
    Vartan Hartunian’s 5 Stages of Genocide


Student Learning Tasks and Opportunities

    The students will be exposed to the various genocides to be taught in during the course: Armenian, The
     Holocaust, Cambodian, Rwandan and Sudan.
    The students will be able to define genocide according to the United Nations definition.
    The students will examine the genocidal acts of the twentieth century map.
    The students will compare the articles of the convention on the prevention and punishment of the crime
     of genocide.



Instructional Resources and Equipment
    Genocidal Acts of the Twentieth Century Map from The Choices Program Confronting Genocide Never
     Again?
    Definition handout from the United Nations website
    Overhead projector
    5 Stages of Genocide Handout
    5 Stages of Genocide DVD


Assessment Tasks:

      Genocide map activities
      Quizzes
      Class Discussion
      Journal Entry




                                                                                                          3
                     Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE:    Genocides of the 20th Century                                       GRADE/LEVEL: 11 & 12
Topic #2: The Armenian Genocide

Graduation Expectation Outcomes:

          1.1 Acquiring and applying knowledge within and across the curriculum.
          1.2 Analyzing and evaluating information.
          2.1 Working cooperatively and / or independently. .
          2.2 Applying problem solving strategies.
          2.3 Utilizing resources and time effectively.
          2.4 Accessing, compiling, interpreting and presenting data and information.
          3.2 Recognizing and respecting the diversity and individuality of others.
          3.3 Accepting and understanding the benefits and consequences of his/ her behavior.
          4.1 Reading widely and critically.
          4.2 Writing clearly, concisely and persuasively.
          4.3 Speaking, listening and interpreting effectively.
          4.4 Mastering technology as a means of communication.


Rhode Island Grade Span Expectations for              Rhode Island Grade Span Expectations for
Government and Civics and Historical Perspectives:    Government and Civics and Historical Perspectives
                                                      Benchmarks:
    C&G 1: People create and change
       structures of power, authority and             C&G 1-2: Sources of authority and use of power, and
       governance in order to accomplish              how they are / can be changed.
       common goals.
                                                      C&G 2-2: The democratic values and principles
    C&G 2: The Constitution of the United States     underlying the U.S. government.
     establishes a government of limited powers
     that are shared among different levels and       C&G 3-1: Citizens rights and responsibilities.
     branches.
                                                      C&G 3-2: How individuals and groups exercise or are
    C&G 3: In a Democratic society, all people       denied their rights and responsibilities.
     have certain rights and responsibilities.
                                                      C&G 4-1: Political systems and political processes.
    C&G 4: People engage in political processes
     in a variety of ways.                            C&G 4-3: Their participation in a civil society.

    C&G 5: As members of an interconnected           C&G 5-1: The many ways Earth’s people are
                                                      interconnected.
       world community, the choices we make
       impact other locally, nationally and           C&G 5-2: The benefits and challenges of an
       globally.                                      interconnected world.

    HP 1: History is an account of human             G&C 5 -3: How the choices we make impact and are
       activities that is interpretive in nature.     impacted by an interconnected.




                                                                                                            4
    HP 2: History is a chronicle of human             HP 1-2: Interpret history as a series of connected
       activities, diverse people, and the societies   events with multiple cause effect relationships.
       they form.
                                                       HP 2-1: Connect the past with the present.
    HP 3: The study of history helps us
       understand the present and shape the            HP 2-2: Chronicle events and conditions.
       future.                                         HP 2-3: Show understanding of change over time.

                                                       HP 3-1: Demonstrate an understanding of how the past
                                                       frames the present.

                                                       HP 3-2: Make personal connections in an historical
                                                       context.

National Standards in Historical Thinking:             National Standards in Historical Thinking
                                                       Benchmarks:
    Standard I: Chronological Thinking
                                                            Reconstruct patterns of historical
    Standard II: Historical Comprehension                     succession and duration.

    Standard III: Historical Analysis and                  Evidence historical perspectives.
     Interpretation
                                                            Draw upon data in historical maps.
    Standard IV: Historical Research Capabilities
                                                            Draw upon visual, literary, and musical
    Standard V: Historical Issues – Analysis and            sources.
     Decision Making
                                                            Compare and contrast differing sets of ideas,
                                                             values, personalities, behaviors and
                                                             institutions.

                                                            Differentiate between historical facts and
                                                             historical interpretations.

                                                            Analyze cause and effect relationships and
                                                             multiple causation, including the importance
                                                             of the individual, the influence of ideas, and
                                                             the role of chance.

                                                            Consider multiple perspectives.

                                                            Challenge arguments of historical
                                                             inevitability.

                                                            Hypothesize the influence of the past.

                                                            Formulate historical questions.

                                                            Obtain historical data.

                                                            Interrogate historical data.

                                                                                                              5
                                                            Identify issues and problems in the past.

                                                            Marshal evidence of antecedent circumstances
                                                             and contemporary factors contributing to
                                                             problems and alternative courses of action.

                                                            Identify relevant historical antecedents.

                                                            Evaluate alternative courses of action.

                                                            Formulate a position or course of action
                                                               on an issue and evaluate decisions.

                                         Grade Span Expectations

                                           R2/R3 Vocabulary
                                  R7/R8 Analyzing Informational Text
                              R9/R10/R11/R12/R13 Reading Comprehension
                                   R14/R15/R17 Breadth of Reading
                                     W1/W9 Writing Conventions
                                       W2/W3: Response to Text
                                           W4/W5: Narrative
                                   W6/W7/W8: Informational Writing
                              W10/W11: Writing Process / Habit of Writing
                                  W12/W13/W14 Expressive Writing
                                       OC1: Interactive Listening
                                         SS1: Comprehension
                                    SS2: Analysis and Interpretation
                                   T1:Basic operations and concepts
                                  T2: Social, ethical, and human issues


Essential Questions:

      What events led up to the Armenian Genocide?
      What was the role of the Turks in the Armenian Genocide?
      What events transpired during the Armenian Genocide?
      What role did the United States play in the Armenian Genocide in terms of aid and assistance?
      What was the role of the media in the Armenian Genocide?
      Why is the Armenian Genocide not widely recognized by all countries as a genocide?


Content Topics

      Events leading up to the Armenian Genocide
      Turkish nationalism
      The Armenian Genocide
      Dar Zor and the resettlement camps
      American involvement
      Media involvement
      Is the Armenian Genocide a genocide or not?

                                                                                                         6
Student Learning Tasks and Opportunities

    Students will analyze the events leading up to the Armenian Genocide.
    Students will investigate how the concept of nationalism helped fuel the Armenian Genocide.
    Students will discuss the events that occurred during the Armenian Genocide leading up to the
     resettlement camps of Dar Zor.
    Students will assess the relationship between the media’s publication of the genocide and the world
     response.
    Students will analyze the United States response to the Armenian Genocide both during and after the
     genocide.
    Students will formulate ideas about whether or not the Armenian Genocide should be recognized as a
     genocide by the United Nations.



Instructional Resources and Equipment
      Television and Video Equipment
      Primary sources
      Map
      Supplementary readings/ documents
      PowerPoint presentation
      Newspaper articles – from The Choices Book Confronting Genocide Never Again?
      Chronology Handout
      ABC News, The Century: The Forgotten Genocide Video
      Survivor Video – The Armenian Library and Museum Watertown, MA


Assessment Tasks:

      Tests
      Class Discussion
      Historical Analysis
      Historical Reading with discussion and questions
      Reactionary papers
      Debate




                                                                                                           7
                     Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE:    Genocides of the 20th Century                                        GRADE/LEVEL: 11 & 12
Topic #3: The Holocaust

Graduation Expectation Outcomes:

          1.1 Acquiring and applying knowledge and skills within and across the curriculum.
          1.2 Analyzing and evaluating information.
          2.1 Working cooperatively and / or independently.
          2.2 Applying problem solving strategies.
          2.3 Utilizing resources and time effectively.
          2.4 Accessing, compiling, interpreting and presenting data and information.
          3.2 Recognizing and respecting the diversity and individuality of others.
          3.3 Accepting and understanding the benefits and consequences of his/ her behavior.
          4.1 Reading widely and critically.
          4.2 Writing clearly, concisely and persuasively.
          4.3 Speaking, listening and interpreting effectively.
          4.4 Mastering technology as a means of communication.


Rhode Island Grade Span Expectations for               Rhode Island Grade Span Expectations for
Government and Civics and Historical Perspectives:     Government and Civics and Historical Perspectives
                                                       Benchmarks:
    C&G 1: People create and change
       structure of power, authority, and              C&G 1-2: Sources of authority and use of power, and
       governance in order to accomplish               how they are/ can be changed…
       common goals.
                                                       C&G 3-1: Citizens’ rights and responsibilities.
    C&G 3: In a democratic society, all people
                                                       C&G 3-2: How individuals and groups exercise (or are
       have certain rights and responsibilities.       denied) their rights and responsibilities.
    C&G 5: As members of an interconnected            C&G 5-2: The benefits and challenges of an
       world, the choices we make impact others        interconnected world.
       locally, nationally, and globally.
                                                       C&G 5-3: How the choices we make impact and are
    HP 1: History is an account of human              impacted by an interconnected.
       activities that is interpretive in nature.
                                                       HP 1-2: Interpret history as a series of connected
    HP 2: History is a chronicle of human             events with multiple cause-effect relationships.
       activities, diverse people, and the societies
       they form.                                      HP 1-1: Act as historians, using a variety of tools (e.g.
                                                       artifacts, and primary/ secondary sources).
    HP 3: The study of history helps us
       understand the present and shape the            HP 2-1: Connect the past with the present.
       future.
                                                       HP 2-2: Chronicle events and conditions.

                                                       HP 2-3: Show understanding of change over time.


                                                                                                               8
                                                     HP 3-1: Demonstrate an understanding of how the past
                                                     frames the present.

                                                     HP 3-2: Make personal connections in an historical
                                                     context.

                                                     National Standards in Historical Thinking
National Standards in Historical Thinking:
                                                     Benchmarks:
    Standard I: Chronological Thinking
                                                         Interpret data presented in time lines.
    Standard II: Historical Comprehension
                                                         Reconstruct patterns of historical
    Standard III: Historical Analysis and                  succession and duration.
     Interpretation
                                                         Read historical narratives imaginatively.
    Standard IV: Historical Research Capabilities
                                                         Evidence historical perspectives.
    Standard V: Historical Issues – Analysis and
     Decision Making                                     Draw upon data in historical maps.

                                                         Utilize visual and mathematical data presented
                                                          in charts, tables, pie and bar graphs, flow
                                                          charts, Venn diagrams and other graphic
                                                          organizers.

                                                         Draw upon visual, literary, and musical
                                                          sources.

                                                         Identify the author or source of the historical
                                                          document or narrative.

                                                         Compare and contrast differing sets of ideas,
                                                          values, personalities, behaviors and
                                                          institutions.

                                                         Differentiate between historical facts and
                                                          interpretations.

                                                         Consider multiple perspectives

                                                         Analyze cause and effect relationships and
                                                          multiple causation, including the importance
                                                          of the individual, the influence of ideas, and
                                                          the role of chance.

                                                         Challenge arguments of historical
                                                          inevitability.

                                                         Hypothesize the influence of the past.

                                                         Formulate historical questions.

                                                                                                            9
                                  Obtain historical data.

                                  Interrogate historical data.

                                  Identify gaps in the available records, marshal
                                   contextual knowledge and perspectives of the
                                   time and place, and construct a sound
                                   historical interpretation.

                                  Identify issues and problems in the past.

                                  Marshal evidence of antecedent circumstances
                                   and contemporary factors contributing to
                                   problems and alternative courses of action.

                                  Identify relevant historical antecedents.

                                  Evaluate alternative courses of action.

                                  Formulate a position or course of action
                                     on an issue and evaluate decisions.

               Grade Span Expectations

                   R2/R3 Vocabulary
         R4/R5/R6/R16 Analyzing Literary Text
          R7/R8 Analyzing Informational Text
      R9/R10/R11/R12/R13 Reading Comprehension
            R14/R15/R17 Breadth of Reading
              W1/W9 Writing Conventions
                W2/W3: Response to Text
                   W4/W5: Narrative
           W6/W7/W8: Informational Writing
      W10/W11: Writing Process / Habit of Writing
           W12/W13/W14 Expressive Writing
               OC1: Interactive Listening
              OC2: Make Oral Presentations
                  SS1: Comprehension
             SS2: Analysis and Interpretation
                      SS3: Research
            T1:Basic operations and concepts
          T2: Social, ethical, and human issues
            T3: Technology productivity tools
          T4: Technology communications tools
              T5: Technology research tools
T6: Technology problem-solving and decision-making tools




                                                                               10
Essential Questions:

      How did Hitler come to power?
      What important historical event preceded the Holocaust in Europe?
      What were the Nuremberg Race Laws and how did they impact the Jewish people?
      How did the Nazi party use propaganda to preach their message?
      How did Germany expand her power during the 1930s and 1940s?
      What was Kristallnacht?
      What were the Jewish ghettos and how were they used by the Germans?
      What were the major concentration camps and how were Jewish people treated there?
      What other groups were persecuted during the Holocaust?
      What ended the Holocaust?
      What were the Nuremberg trials?


Content Topics

      Rise of Adolf Hitler
      Germany in Europe
      Boycotts
      Nuremberg Race Laws
      The Nazi Party
      Nazi Propaganda
      Nuremberg Race Laws
      Germany Expands her Power
      Kristallnacht
      The Jewish Ghettos
      The Concentration Camps
      Other Persecuted Groups
      Liberation
      Nuremberg trials

Student Learning Tasks and Opportunities

      Students will investigate how Hitler came to power.
      Students will examine the influence of the rise of Germany to power in Europe.
      Students will analyze the Nuremberg Race Laws and their effect on the Jewish people.
      Students will examine the rise of the Nazi Party and identify their ideals and values.
      Students will illustrate how Nazi propaganda shaped public opinion about the Jewish race.
      Students will construct a timeline for the expansion of Jewish power.
      Students will list the Jewish ghettos and concentration camps and their construction and implications.
      Students will examine the other groups persecuted during the Holocaust: the Sinti and Roma, Poles,
       Homosexuals, Undesirables, and Jehovah’s Witnesses.
      Students will discuss the liberation of the concentration camps by the Allied troops.
      Students will view Schindler’s List and discuss the historical accuracies and implications of the film.
      Students will read an excerpt from Night by Elie Wiesel and view the Oprah Winfrey Special: Auschwitz
       Death Camp.
      Students will empathize with the experiences of the persecuted peoples.
      Students will examine the actions and implications of the Nuremberg Trials.


                                                                                                           11
Instructional Resources and Equipment
      Microsoft Powerpoint and LCD project
      Rise of Hitler Illustrations Overheads
      Propaganda Cartoons
      Nuremberg Race Laws Handout / Chart
      Kristallnacht Message
      Propaganda Children Stories
      Maps
      Television and Video Equipment
      Oprah Winfrey: Auschwitz Death Camp DVD
      Overhead transparency
      Supplementary readings/ documents
      Schindler’s List DVD
      Schindler’s List Handouts / Guide Questions
      Timeline
      Newspaper articles


Assessment Tasks:

      Quizzes
      Tests
      Class Discussion
      Historical Perspective Writing Assignment
      Historical Reading with discussion and questions
      Reactionary papers
      Propaganda Assignment




                                                          12
                     Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE:    Genocides of the 20th Century                               GRADE/LEVEL: 11 & 12
Topic #4: Cambodian Genocide

Graduation Expectation Outcomes:

          1.1 Acquiring and applying knowledge and skills across the curriculum.
          1.2 Analyzing and evaluating information.
          1.3 Applying technology as a tool across all disciplines.
          2.1 Working cooperatively and/ or independently.
          2.2 Applying problem solving strategies.
          2.3 Utilizing resources and time effectively.
          2.4 Accessing, compiling, interpreting and presenting data and information.
          3.2 Recognizing and respecting the diversity and individuality of others.
          4.1 Reading widely and critically.
          4.2 Writing clearly, concisely and persuasively.
          4.3 Speaking, listening and interpreting effectively.


Rhode Island Grade Span Expectations for               Rhode Island Grade Span Expectations for
Government and Civics and Historical Perspectives:     Government and Civics and Historical Perspectives
                                                       Benchmarks:
    C&G 1: People create and change
       structure of power, authority, and              C& G 1-1: Origins, forms and purposes of
       governance in order to accomplish               government.
       common goals.
                                                       C&G 1-2: Sources of authority and use of power, and
    C&G 3: In a democratic society, all people        how they are/ can be changed…
       have certain rights and responsibilities.
                                                       C&G 3-1: Citizens’ rights and responsibilities.
    C&G 4: People engage in political                 C&G 3-2: How individuals and groups exercise (or are
       processes in a variety of ways.                 denied) their rights and responsibilities.

    C&G 5: As members of an interconnected            C&G 5-2: The benefits and challenges of an
       world, the choices we make impact others        interconnected world.
       locally, nationally, and globally.
                                                       C&G 5-3: How the choices we make impact and are
    HP 1: History is an account of human              impacted by an interconnected.
       activities that is interpretive in nature.
                                                       HP 1-2: Interpret history as a series of connected
    HP 2: History is a chronicle of human             events with multiple cause-effect relationships.
       activities, diverse people, and the societies
       they form.                                      HP 2-1: Connect the past with the present.

                                                       HP 2-2: Chronicle events and conditions.
    HP 3: The study of history helps us
       understand the present and shape the            HP 2-3: Show understanding of change over time.
       future.


                                                                                                            13
                                                    HP 3-1: Demonstrate an understanding of how the past
                                                    frames the present.

                                                    HP 3-2: Make personal connections in an historical
                                                    context.



National Standards in Historical Thinking:          National Standards in Historical Thinking
                                                    Benchmarks:
    Standard I: Chronological Thinking
                                                         Interpret data presented in time lines.
    Standard II: Historical Comprehension
                                                         Reconstruct patterns of historical succession
    Standard III: Historical Analysis and                and duration.
     Interpretation
                                                         Evidence historical perspectives.
    Standard V: Historical Issues – Analysis and
     Decision Making                                     Draw upon data in historical maps.

                                                         Draw upon visual, literary and musical
                                                          sources.

                                                         Identify the author or source of the historical
                                                          document or narrative.

                                                         Compare and Contrast differing sets of ideas,
                                                          values, personalities, behaviors and
                                                          institutions.

                                                         Analyze cause and effect relationships and
                                                          multiple causation, including the importance
                                                          of the individual, influence of ideas and the
                                                          role of chance.

                                                         Hypothesize the influence of the past.

                                                         Identify issues and problems in the past.


                                       Grade Span Expectations

                                          R2/R3 Vocabulary
                                 R4/R5/R6/R16 Analyzing Literary Text
                                  R7/R8 Analyzing Informational Text
                              R9/R10/R11/R12/R13 Reading Comprehension
                                   R14/R15/R17 Breadth of Reading
                                     W1/W9 Writing Conventions
                                      W2/W3: Response to Text
                                          W4/W5: Narrative
                                   W6/W7/W8: Informational Writing
                              W10/W11: Writing Process / Habit of Writing
                                  W12/W13/W14 Expressive Writing

                                                                                                         14
                                       OC1: Interactive Listening
                                      OC2: Make Oral Presentations
                                          SS1: Comprehension
                                     SS2: Analysis and Interpretation
                                              SS3: Research
                                    T1:Basic operations and concepts
                                  T2: Social, ethical, and human issues
                                    T3: Technology productivity tools
                                 T4: Technology communications tools
                                      T5: Technology research tools
                        T6: Technology problem-solving and decision-making tools


Essential Questions:

      Where is Cambodia located?
      What events led up to the Cambodian Genocide?
      How did the civil war in Cambodia help to fuel the Genocide?
      Who was Pol Pot and what was his vision of the Communist Utopia?
      How did the Khmer Rouge play on the fears of the Cambodians?
      Why is the Cambodian genocide an Auto-Genocide?
      How did the Genocide end?
      What rebuilding efforts took place after the end of the Genocide?


Content Topics

      Cambodia Prior to the Genocide - Geography & Culture
      Civil War in Cambodia
      Pol Pot
      Khmer Rouge
      Communist Utopia
      Auto-genocide
      Vietnamese & The End of Genocide
      Rebuilding Efforts


Student Learning Tasks and Opportunities

    Students will analyze the geography and culture of Cambodia before the Genocide.
    Students will investigate how the Civil War in Cambodia allowed a Genocide to occur.
    Students will investigate how Pol Pot and the Khmer Rouge came to power.
    Students will examine how the vision of a Communist Utopia created communes and labor camps.
    Students will distinguish the difference between an auto-genocide and other genocides.
    Students will examine how the Cambodian genocide ended and what role the Vietnamese played in the
     end.
    Students will analyze the rebuilding efforts of the Cambodian people as well as the refugee efforts to
     reunite with their families.




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Instructional Resources and Equipment
      Maps
      Television and Video Equipment
      Primary sources
      Supplementary readings
      Illustrations / Pictures

Assessment Tasks:

      Quizzes
      Tests
      Class Discussion
      Examination of Primary Documents




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                     Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE:    Genocides of the 20th Century                                        GRADE/LEVEL: 11 & 12
Topic #5: Rwandan Genocide

Graduation Expectation Outcomes:

          1.1 Acquiring and applying knowledge and skills within and across the curriculum.
          1.2 Analyzing and evaluating information.
          2.1 Working cooperatively.
          2.3 Utilizing resources and time effectively.
          2.4 Accessing, compiling, interpreting and presenting data and information.
          4.1 Reading widely and critically.
          4.2 Writing clearly, concisely and persuasively.
          4.3 Speaking, listening and interpreting effectively.
          4.4 Mastering technology as a means of communication.


Rhode Island Grade Span Expectations for               Rhode Island Grade Span Expectations for
Government and Civics and Historical Perspectives:     Government and Civics and Historical Perspectives
                                                       Benchmarks:
    C&G 1: People create and change
       structure of power, authority, and              C&G 1-2: Sources of authority and use of power, and
       governance in order to accomplish               how they are/ can be changed…
       common goals.
                                                       C&G 3-1: Citizens’ rights and responsibilities.
    C&G 3: In a democratic society, all people
                                                       C&G 3-2: How individuals and groups exercise (or are
       have certain rights and responsibilities.       denied) their rights and responsibilities.
    C&G 5: As members of an interconnected            C&G 5-2: The benefits and challenges of an
       world, the choices we make impact others        interconnected world.
       locally, nationally, and globally.
                                                       C&G 5-3: How the choices we make impact and are
    HP 1: History is an account of human              impacted by an interconnected.
       activities that is interpretive in nature.
                                                       HP 1-2: Interpret history as a series of connected
    HP 2: History is a chronicle of human             events with multiple cause-effect relationships.
       activities, diverse people, and the societies
       they form.                                      HP 2-1: Connect the past with the present.

    HP 3: The study of history helps us               HP 2-2: Chronicle events and conditions.
       understand the present and shape the
                                                       HP 2-3: Show understanding of change over time.
       future.
                                                       HP 3-1: Demonstrate an understanding of how the past
                                                       frames the present.

                                                       HP 3-2: Make personal connections in an historical
                                                       context.


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National Standards in Historical Thinking:           National Standards in Historical Thinking
                                                     Benchmarks:
    Standard I: Chronological Thinking
                                                         Interpret data presented in time lines.
    Standard II: Historical Comprehension
                                                         Evidence historical perspectives.
    Standard III: Historical Analysis and
     Interpretation                                      Read historical narrative imaginatively.

    Standard IV: Historical Research Capabilities       Draw upon data in historical maps.

    Standard V: Historical Issues – Analysis and        Draw upon visual, literary and musical
     Decision Making                                      sources.

                                                         Compare and contrast differing sets of ideas,
                                                          values, personalities, behaviors and
                                                          institutions.

                                                         Consider multiple perspectives.

                                                         Analyze cause and effect relationships and
                                                          multiple causation, including the importance
                                                          of the individual, influence of ideas and the
                                                          role of chance.

                                                         Hypothesize the influence of the past.

                                                         Formulate historical questions.

                                                         Obtain historical data.

                                                         Interrogate historical data.

                                                         Identify issues and problems in the past.

                                                         Identify relevant historical antecedents

                                                         Evaluate alternative course of action.

                                                         Formulate a position or course of action
                                                            on an issue and evaluate decisions.

                                       Grade Span Expectations

                                          R2/R3 Vocabulary
                                 R4/R5/R6/R16 Analyzing Literary Text
                                  R7/R8 Analyzing Informational Text
                              R9/R10/R11/R12/R13 Reading Comprehension
                                   R14/R15/R17 Breadth of Reading
                                     W1/W9 Writing Conventions
                                      W2/W3: Response to Text

                                                                                                      18
                                           W4/W5: Narrative
                                   W6/W7/W8: Informational Writing
                              W10/W11: Writing Process / Habit of Writing
                                   W12/W13/W14 Expressive Writing
                                       OC1: Interactive Listening
                                      OC2: Make Oral Presentations
                                          SS1: Comprehension
                                     SS2: Analysis and Interpretation
                                              SS3: Research
                                    T1:Basic operations and concepts
                                  T2: Social, ethical, and human issues
                                    T3: Technology productivity tools
                                 T4: Technology communications tools
                                      T5: Technology research tools
                        T6: Technology problem-solving and decision-making tools


Essential Questions:

      How did the Tutsi-Hutu conflict begin and escalate?
      What events led to the Rwandan genocide?
      How was the Rwandan genocide carried out?
      How did the international community respond to the Rwandan genocide?
      How is Rwanda recovering from the genocide?


Content Topics

      Tutsi-Hutu Conflict
      Events leading to the Rwandan Genocide
      Interhamwe
      Role of the radio as propaganda
      Execution of the Rwandan Genocide
      United Nations involvement in Rwanda
      International Response to the Rwandan Genocide
      Recovery from the Genocide

Student Learning Tasks and Opportunities

    Students will examine how the Hutu-Tutsi Conflict began and led to the genocide.
    Students will examine the internal and external events that led to the Rwandan genocide.
    Students will explore the acts of genocide committed in Rwanda including methods of execution and
     conflicts that occurred.
    Students will describe how the Interhamwe formed and how they used radio to promote their ideals and
     propaganda.
    Students will debate the involvement of the United Nations and the response of the international
     community to the genocide.
    Students will analyze the fax from General Dallaire to the UN Headquarters.
    Students will examine the recovery of Rwanda as a country to this day.
    Students will read the memoir Ordinary Man by Paul Rusesabagina.
    Students will view the film Hotel Rwanda.


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Instructional Resources and Equipment
      PowerPoint presentation
      Primary sources
      Fax from General Dallaire to the UN
      Apology Letter from Bill Clinton
      Ordinary Man by Paul Rusesabagina
      Hotel Rwanda
      Television / DVD player
      Supplementary readings

Assessment Tasks:

      Quizzes
      Tests
      Class Discussion
      Examination of Primary Documents
      Article / Discussion and questions
      Film discussion
      Debate
      Cooperative learning activities




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