Grade 9 Unit 5 Genocide

West Haven Public Schools

Unit Planning Organizer

Subject:  Global Studies                                              Grade:  9

Unit: Genocide                                                           Pacing:  Five-Six Weeks

Essential Questions:

1.      How do certain individuals and groups participate in genocide?

2.      How does the world community react to acts of genocide throughout history?

3.      How can the individual make an impact on world events?

Big Ideas:

1.      Groups and individuals use various means to carry out genocide against groups for various reasons.

2.      The international community responds to acts of genocide in various way (sanctions, international intervention, or lack of response).

3.      Individuals and groups can make a difference in various ways to impact world events – through donating time and money, raising awareness of an issue, etc.

CT State Standards

Priority:

1.3.11:  Evaluate the role and impact of the individual on historical events.

1.9.3:  Analyze historical and contemporary examples of the need to ensure human rights at both the national and international levels.

Supporting:

1.3.2:   Explain the significance of globalization on the world’s nations and societies.

1.3.4:   Compare and contrast political systems across historical time periods. 

1.3.9:  Analyze the impact of nationalism on the world.

1.3.10:  Analyze the causes and results of political/social revolution.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.6.1:  Explain environmental factors that cause human movement.

1.6.4:  Analyze man-made factors that cause human movement.

1.7.1:  Compare and contrast how different national governments throughout the world

            attempt to meet the needs of their citizens.

1.7.2:  Analyze the relationship between the government and international organizations.

1.9.1:  Give examples of how individuals or groups have worked to expand or limit

            citizens’ rights in the United States and other nations of the world.

1.13.2:  Analyze examples of the impact of cultural diversity in different nations.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

-Role of the individual on historical events

   *Genocide

   *Stalin

   *Hitler

   *Hussein

   *al-Bashir

 

-Need to ensure human rights at national and international levels

   *United Nations

   *Relief Organizations

Evaluate

 

 

 

 

 

 

Analyze

5

 

 

 

 

 

 

 

 

4

 

Assessments

Common Formative Pre- Assessment:

-Pre-test

“Dipsticks” (Informal Progress Monitoring Checks):

-Homework

-In class individual and small group work

-Quizzes

-Q and A

-Closure Activities

Common Formative Post- Assessment:

-Test

 

Instructional Planning

Suggested Resources/Materials:

Textbook

Primary/Secondary Sources

Map Activity

Graphic Organizer

Videos

Power Point/Smartboard

Computers

Student Created Posters

 

Suggested Research-based Effective Instructional Strategies:

Voice for Darfur Activity, Power Point Presentation, Charts and graphs on genocides of 20th century, Letter to the President Activity, Holocaust Packet, Genocide Packet, Genocide Research Paper

 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Genocide, Joseph Stalin, Kulaks, Nanking, Safety Zone, Holocaust, Adolf Hitler, Anti-Semitism, Kristallnacht, Ghetto, Auschwitz, Einsatzgruppen, Nuremburg War Crimes Trial, Pol Pot, Killing Fields, Saddam Hussein, Kurds, Slobodan Milosevic, Ethnic Cleansing, Hutu and Tutsis, Darfur, Janjaweed, Omar al-Bashir

-Raise money for Darfur

-Letter writing activity

-Research international reactions to Genocides of the 20th Century

-Literature:  “Mouse”

-Math:  Analytical analysis of Genocides in 20th Century

-Science:  Research ways in which genocides were carried out