207: Genocide: Betrayal of Humanity
Mrs. Rokosny (Rokosnyd @warrenhills.org)
Room 326
“Human suffering anywhere concerns men and women everywhere”
~ Elie Wiesel
Introduction:
In April of 1994, New Jersey Governor Christine Todd Whitman signed legislation that mandated the inclusion of instruction on the Holocaust and genocides in the curriculum of all elementary and secondary school students in the State.
Genocide: Betrayal of Humanity is an elective half-year course. It is designed to teach the history of the Holocaust and other genocides as well as to encourage tolerance in a culturally diverse state. Students will analyze the possibility of genocide as consequences of prejudice and discrimination. Students will learn that each citizen bears a personal responsibility to fight racism and hatred wherever and whenever it happens. This course will examine various genocides (Armenian, the Holocaust, Ukrainian, Cambodian, Bosnian, Rwandan, Darfur, etc.) through various primary and secondary sources of information.
Graphic Nature of the Materials:
During the course of the two marking periods, some of the materials we may view or read about may be upsetting to you. If you do not wish to view or continue reading something because it upsets you please let me know as soon as possible. I will make arrangements for alternative assignments. The materials presented are not intended to shock or upset you but are to further your knowledge and learning of the subject.
Assignments and Grading:
You are responsible for completing all of your assignments on time. Work turned in late will have points deducted from the final grade. Situations do arise which you might have a problem completing the work, emergency at home, illness or other. Please contact me as soon as possible (ASAP) by e-mail or in person and let me know the situation. Letting me know will help relieve the stress you might be feeling to complete an assignment and allow me to set up alternatives.
Participation:
Participation is a must in the classroom. Actively participate in all class activities. Adhere to the expectations and class rules of the classroom.
General Expectations/Rules:
1. One person talks at a time, the rest listen.
· Raise your hand to speak or ask a question.
2. Respect for the views of others.
· No putdowns or harsh statements in the classroom.
· No personal attacks on students or their views.
· No obscene language or gestures.
3. Work is completed and handed in on time.
· All homework will be checked or turned in before class starts.
· All missed work will be turned in no later than the next class (Unless otherwise specified by myself).
4. Be prepared for every class.
· Students will bring all necessary materials to each class.
5. Be on time for every class.
· Class starts when the bell rings. Students will be seated and ready to work when the bell rings.
· Students will be dismissed by the teacher not the bell.
6. Respect for other teachers and school members.
· Students will treat all people who enter the classroom with the utmost respect.
Instructional Objectives:
· Students will examine theories of human nature.
· Students will examine aggression and cruelty as parts of human nature.
· Students will examine the positive and negative behaviors associated with obedience, conformity, and silence.
· Students will compare and contrast the behaviors of the perpetrator, victim, collaborator, bystander, resister and rescuer.
· Students will define and examine contemporary examples of prejudice, scapegoating, bigotry, discrimination and genocide.
· Students will assess their previous generalizations about human nature in light of their study of prejudice and genocide.
· Students will develop and articulate a definition of genocide.
· Students will explain the political difficulties involved in labeling occurrence genocide.
· Students will analyze the root causes of events that have been identified as genocide.
· Students will analyze the work of non-governmental agencies and the creation of the United Nations/international criminal court in relation to the establishment of an early warning system for the prevention of genocide.
· Students will analyze the concepts of responsibility, values and morality.
· Students will demonstrate behaviors that are respectful of individuals regardless of differences based upon factors related to race, ethnicity, religious affiliation, gender, disability, economic status, or sexual orientation.
· Students will demonstrate awareness of the principles of a democratic society and the personal and collective responsibility necessary to preserve them.
· Students will demonstrate a sense of empathy with those who have suffered violations of their human rights, such as victims and survivors of the Holocaust and other historic and contemporary genocides.
· Students will demonstrate a willingness to take appropriate action when observing or becoming aware of a violation of human rights.
· Students will be aware of and sensitive to the personal and universal consequences of indifference to the preservation of human rights.
· Students will examine the role of the media and propaganda in promoting genocide.
· Students will demonstrate an understanding of the factors that contribute to genocide.
· Students will demonstrate an understanding of how political and economic systems affect and may lead to genocide.
· Students will demonstrate an understanding of how religions and belief systems led to certain groups being a target of genocide.
· Students will demonstrate an understanding of pre-genocide history/culture of the victims.
Course Expectations:
1. You will need to bring a notebook (any handouts you receive will be kept in your loose-leaf binder to help you stay organized), pen/pencil, and covered textbook to class everyday, unless otherwise instructed.
2. Class begins promptly at the bell and is dismissed by the teacher. All are expected to act in a mature responsible way at all times. School policies as outlined in your student handbook are to be followed at all times.
3. All students are expected to act in a polite, courteous, and respectful manner, which includes, but is not limited to, raising your hand to be recognized, and keeping an open mind by listening to the dissenting views and opinions of others.
4. Assignments are due at the beginning of the class period on the date assigned, unless otherwise noted. Students are expected to hand in work on time. Failure to do so will result in the assignment being lowered one full grade for each day that it is late.
5. Students are responsible for all material covered in class, both written and verbal. It is the student’s responsibility for any make-up work due to absence of any kind (illness, tardiness, nurses office, etc.). It is the responsibility of the absent student to see the teacher upon his/her return to class.
6. No make-up work may be done during class time. Tests and quizzes missed during an excused absence may be made up during lunch or after school.
7. Long-range assignments due during an absence must be submitted the day the student returns in order to receive full credit.
8. Plagiarism is never tolerated and will result in a zero for the assignment. Plagiarism includes, but is not limited to, copying other students’ work and copying material from sources without giving credit. If you borrow an idea and do not credit the source, this will be considered plagiarism.
9. Help is always available. It is up to you to take advantage of help as soon as you know you need it. See me during lunch or after school.
Evaluative Criteria:
All assignments are considered valuable and each will be evaluated on a 100-point scale. Marking period grades will be calculated using a points system. Each item graded will have a certain number of points possible. The marking period taking the total number of points earned by the student and dividing by the total number of points possible for the marking period will calculate average.
Tests/Projects
(50-100 points)
Quizzes (announced and unannounced)
(10-35 points)
Class Assignments
(10 -25 points)
.
Homework
(10-20 points)
Homework will be assigned on a periodic basis (it will vary depending upon the topic).
*The Global Nomads Project
(Points TBD)
The purpose of the Global Nomads Project is to foster a virtual exchange and cultural dialogue with students in Thailand. The project strives to serve as a vehicle for awareness, bridging the boundaries of cultural misconceptions and instilling a heightened appreciation and comprehension of the world in which you live.
I intend for this class to be not only challenging but also interesting and stimulating. You will be a big part of making this happen. I look forward to having an exciting school year with you!
I have read the classroom procedures and course requirements and fully agree to meet those conditions. I understand that the teacher reserves the right to make any adjustments in these rules and procedures based upon the needs of the student and/or class. This document is to be a permanent part of the student’s notebook for the duration of the 2014-2015 School Year.
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Students printed name Students signature
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Date
1