History “Act On This” Project:
How can genocides be prevented?
After WWII and the Holocaust; the world said “never again.” However, there have been multiple instances of genocide since this period of time.
In the winter, students will read high level texts about the multiple genocides that occurred across the globe in order to prepare a report which explains the specific genocide you have chosen.Students will compare it to the Holocaust and will make a recommendation on how this situation can either be resolved or avoided in the future.
Goal
*Establish the goal, problem, challenge, or obstacle in the task.
Consider:
What understandings or goals will be assessed through this task?
Having read high quality texts Students will research a genocide that occurred in 20th or 21st Century; compare it to the Holocaust, and use multiple genres in order to express their understanding of the situation. Students will be able to internalize the information and empathize with the plight of others, brainstorming how they can “be the change” via making their recommendations.. To assess students’ understanding, students will create:
Role & Audience
*Define the role and job of the students for the task.
*Identify the target audience within the context of the scenario.
Students will take on the role of a genocide prevention organization dedicated to ending genocide all across the world. Students must create a name and logo for their organization.
Students will choose a genocide (other than the Holocaust) that has taken place in the 20th or 21st Centuries to research. Possible choices include Armenians by Turks; Pol Pot in Cambodia; Rwanda; Bosnia-Herzegovina; and Darfur.
The target audience in this project isl:
Situation
*Explain the context of the scenario.
After WWII and the Holocaust; the world said “never again.” However, there have
been multiple instances of genocide since this period of time.
As a genocide prevention organization, your most powerful weapon is information. You will prepare a report which explains the specific genocide you have chosen. You will compare it to the Holocaust and you will make a recommendation on how this situation can either be resolved or avoided in the future.
Product
*Clarify what the students will create and why they will create it.
Your report will include a variety of information in order to explain the complexities
and perspective of the genocide.
The following sections must be included:
6. A Call to Action. 3 parts: 1) What three lessons did the world learn from the Holocaust? 2) If the genocide is still occurring: What actions should the UN and world take to resolve the conflict? If the genocide has ended: How could this conflict have been avoided? 3) How can future genocides be avoided?
Standards and Criteria
*Identify specific criteria students will need to meet for success.
This is a 100 point project grade
The History teacher, SpED ELA/SS teacher, and the Director of Curriculum will co-develop a PTAL of the skills and standards from the semester that the task will assess, and this, along with the rubrics above, will be presented to the students before they begin work on the project
How can genocides be prevented?
After WWII and the Holocaust; the world said “never again.” However, there have been multiple instances of genocide since this period of time.
In the winter, students will read high level texts about the multiple genocides that occurred across the globe in order to prepare a report which explains the specific genocide you have chosen.Students will compare it to the Holocaust and will make a recommendation on how this situation can either be resolved or avoided in the future.
Goal
*Establish the goal, problem, challenge, or obstacle in the task.
Consider:
What understandings or goals will be assessed through this task?
Having read high quality texts Students will research a genocide that occurred in 20th or 21st Century; compare it to the Holocaust, and use multiple genres in order to express their understanding of the situation. Students will be able to internalize the information and empathize with the plight of others, brainstorming how they can “be the change” via making their recommendations.. To assess students’ understanding, students will create:
- infographics outline the scope of the genocide
- A fact sheet with at least ten facts about the genocide, including location, key dates, and key people.
- Detailed explanation of the conflict. This section should list the groups involved and reasons for the conflict, and explain the perspective of each group
- Either create five graphic panels that represent the conflict OR A letter from someone living through the genocide. (student created)
- A Call to Action. 3 parts: 1) What three lessons did the world learn from the Holocaust? 2) If the genocide is still occurring: What actions should the UN and world take to resolve the conflict? If the genocide has ended: How could this conflict have been avoided? 3) How can future genocides be avoided?
Role & Audience
*Define the role and job of the students for the task.
*Identify the target audience within the context of the scenario.
Students will take on the role of a genocide prevention organization dedicated to ending genocide all across the world. Students must create a name and logo for their organization.
Students will choose a genocide (other than the Holocaust) that has taken place in the 20th or 21st Centuries to research. Possible choices include Armenians by Turks; Pol Pot in Cambodia; Rwanda; Bosnia-Herzegovina; and Darfur.
The target audience in this project isl:
- Citizens from around the world
- Heads of governments from across the world
- US citizens who may not be aware of the genocide which you are researching.
Situation
*Explain the context of the scenario.
After WWII and the Holocaust; the world said “never again.” However, there have
been multiple instances of genocide since this period of time.
As a genocide prevention organization, your most powerful weapon is information. You will prepare a report which explains the specific genocide you have chosen. You will compare it to the Holocaust and you will make a recommendation on how this situation can either be resolved or avoided in the future.
Product
*Clarify what the students will create and why they will create it.
Your report will include a variety of information in order to explain the complexities
and perspective of the genocide.
The following sections must be included:
- A Cover Sheet which includes your organization’s name, your organization’s logo,
- A fact sheet with at least ten facts about the genocide, including location, key dates
- Detailed explanation of the conflict. This section should list the groups involved
- A graph which compares an aspect of the genocide to the Holocaust of WWII.
- Either create five graphic panels that represent the conflict OR A letter
6. A Call to Action. 3 parts: 1) What three lessons did the world learn from the Holocaust? 2) If the genocide is still occurring: What actions should the UN and world take to resolve the conflict? If the genocide has ended: How could this conflict have been avoided? 3) How can future genocides be avoided?
Standards and Criteria
*Identify specific criteria students will need to meet for success.
This is a 100 point project grade
The History teacher, SpED ELA/SS teacher, and the Director of Curriculum will co-develop a PTAL of the skills and standards from the semester that the task will assess, and this, along with the rubrics above, will be presented to the students before they begin work on the project
|
|