Genocide Research WebQuest
Introduction
First they came for the Jews
and I did not speak out
because I was not a Jew.
Then they came for the Communists
and I did not speak out
because I was not a Communist.
Then they came for the trade unionists
and I did not speak out
because I was not a trade unionist.
Then they came for me
and there was no one left
to speak out for me.
--Pastor Martin Niemoller, 1945
The extermination of over six million Jews during the Holocaust shook the world a thousand times over. People from every corner of the globe who felt slapped in the face by the atrocities that were committed in Europe vowed to never allow it to happen again. In 1979, Jimmy Carter said that “we must forge an unshakable oath with all civilized people that never again will the world stand silent, never again will the world fail to act in time to prevent this terrible crime of genocide.” Only five years later, Ronald Regan vowed, “Like you, I say in a forthright voice, ‘Never again.’” George Bush, Sr., also gave the creed his support, saying that he possessed “the determination, not just to remember, but also to act.” President after president voiced his promise that the United States would never forget. Even Clinton voiced his resolve, declaring that “if the horrors of the Holocaust taught us anything…it is the high cost of remaining silent and paralyzed in the face of genocide.” (Quotations taken from Power, Samantha. “A Problem from Hell.” American and the Age of Genocide. New York: HarperCollins, 2002.)
Armenian Genocide – 1915-1918 – 1,500,000 deaths
Ukraine Famine (Stalin) – 1932-1933 – 7,000,000 deaths
Nanking Massacre – 1937-1938 – 300,000 deaths
Holocaust – 1938-1945 – over 6,000,000 deaths
Cambodian Genocide (under Pol Pot) – 1975-1979 – 2,000,000 deaths
Guatemalan Genocide – 1982-1990 – 200,000 deaths
Bosnian Genocide – 1992-1993 – 200,000 deaths
Rwandan Genocide – 1994 – 800,000 deaths
Genocide in Darfur – 2003-present – 400,000 deaths
Did we learn our lesson? Did we keep our promises? Ask the victims of the genocides in Cambodia (1975), Bosnia (1992), Rwanda (1994), and Darfur (2003), and several others. Why does this promise seem to be the easiest to make and yet the hardest to keep? What can we do to prevent and stop mass killings in our world?
Task
A few years ago, you were asked to be a member of a four-person committee created to discuss the ongoing problem of genocide and to determine ways to solve this problem. Thinking that sounded like a good, humanitarian thing to do, you agreed. In the last few years, however, not much has been accomplished by your committee. Like so many times in the past, conflicts like genocide are pushed to the side in order to combat more immediate issues, such as hurricane relief, terrorism, and health care reform.
But recently, it has come to the attention of the committee that once again, the issue of genocide is a priority. In Darfur, Sudan, 600,000 people face the threat of annihilation by the Sudanese government. Fueled by this recent series of events, you vow to try once more, determined to find some solutions that can help these people.
Since your committee has a huge task ahead of you, your first goal is to understand why genocide happens and what can be done to stop it by researching a 20th/21st century genocide. Then as a group, you will compare and contrast the conflicts. Then you will prepare a similar report on the current Darfur genocide. Finally, you will apply what you have learned about the definition of genocide, the history of genocide, and the crisis in Darfur, and brainstorm within your committee ways that the current genocide in Darfur can be stopped or at least discouraged. Once you have formalized your conclusions, you cannot sit still with this kind of time-sensitive information. Therefore, you need to complete the following actions in your fight against genocide: (1) write a persuasive letter, offering your solutions for the Darfur crisis, and (2) prepare a public presentation of your findings to rally support for your proposed solutions.
Process
Your committee has a huge task ahead of you. Your first goal is to understand why genocide happens and what can be done to stop it. In order to accomplish this goal, several tasks need to be completed by your committee.
Task 1: In order to prevent genocide, your committee needs to know exactly what it is. As a committee, you must write a detailed brief statement defining genocide. (This should be a reflection of the beliefs and interpretations of the entire committee, not just one member!) This statement should be your interpretation of the United Nations Convention on Prevention of Genocide. You may also want to look at other definitions as well.
Resources for Task 1
· Genocide: Definitions and Controversies: http://www.ess.uwe.ac.uk/genocide/gendef.htm
· Prevent Genocide International: http://www.preventgenocide.org/
· Genocide Watch: http://www.genocidewatch.org/
· Genocide Convention 1948: http://www.ess.uwe.ac.uk/documents/gncnvntn.htm
· U.S. Holocaust Museum: http://www.ushmm.org/genocide/take_action/genocide
Task 2: Once the definition of genocide has been established, each member of your committee needs to adopt a 20th/21st century genocide (Armenia, Cambodia, Bosnia, or Rwanda) that s/he will become an expert on. Each member needs to complete the following research questions about his/her specific genocide:
1. Research the details of the genocide: Who were the key people/groups? What was the conflict? Where did the conflict take place? When did the genocide occur and for how long? How did the perpetrators accomplish the genocide?
2. Research the reasons behind the genocide: Why did this genocide take place? What events led to the genocide?
3. Research the world response to the genocide: What was the reaction from other countries? Was there any reaction? How did the U.S. react, specifically?
4. Research what lesson can be learned from the genocide: How could this genocide have been prevented? What can we learn from this experience?
Each member should summarize these four questions in a written paper. You may write the paper in a question-answer format if you prefer, but your responses should be well written and developed. Moreover, you must provide a bibliography of all of the sources used as well as incorporating at least 7 internal citations.
Each member should then distribute a copy of his/her report to the rest of the committee (as well as submit a copy to the teacher).
Resources for Task 2
Books:
· January, Brendan. Genocide: Modern Crimes against Humanity. Minneapolis: Twenty-First Century Books, 2007.
· Totten, Samuel, William S. Parsons, and Israel W. Charny (ed.). Century of Genocide: Critical Essays and Eyewitness Accounts. New York: Routledge, 2004.
Library Books:
R 364.151 ENC Encyclopedia of Genocide
304.663 GEN Genocide
304.663 GEN The Genocide Reader
967.571 FRE Crisis in Rwanda
967.571 BOD Rwanda: Country Torn Apart
306.362 SKI A crime so monstrous : face-to-face with modern-day slavery
960 OBA Ethnic groups in Africa
962.4 LEV Sudan
962.4043 BIX The lost boys of Sudan : an American story of the refugee experience
962.4043 DEN They poured fire on us from the sky : the true story of three lost boys from Sudan
962.7 CHE Not on our watch : the mission to end genocide in Darfur and beyond
962.7 STE The devil came on horseback : bearing witness to the genocide in Darfur
962.7 PRU Darfur : the ambiguous genocide
Databases:
Genocide and Crimes Against Humanity
Opposing Viewpoints
Web sites:
Armenia:
· Armenian Genocide: http://www.armenian-genocide.org/genocide.html
· Center for Holocaust & Genocide Studies: http://www.chgs.umn.edu/histories/armenian/theArmenians/historicArmenia.html
· Armenian Genocide 1915 Recognition Struggle: http://www.chgs.umn.edu/histories/armenian/theArmenians/historicArmenia.html
· The Forgotten: http://www.theforgotten.org/site/intro_eng.html
Cambodia:
· The History Place: http://www.historyplace.com/worldhistory/genocide/pol-pot.htm
· Cambodian Genocide Group: http://www.cambodiangenocide.org/genocide.htm
· From Sideshow to Genocide: http://www.edwebproject.org/sideshow/
Bosnia:
· The History Place: http://www.historyplace.com/worldhistory/genocide/bosnia.htm
· Gendercide Watch: Bosnia-Herzegovina: http://www.gendercide.org/case_bosnia.html
· Amnesty International: http://www.amnestyusa.org/all-countries/bosnia-and-herzegovina/page.do?id=1011121
· U.S. Holocaust Museum: http://www.ushmm.org/genocide/take_action/atrisk/region/bosniaherzegovina
Rwanda:
· The History Place: http://www.historyplace.com/worldhistory/genocide/rwanda.htm
· BBC News: http://news.bbc.co.uk/2/hi/africa/1288230.stm
· Leave None to Tell the Story: http://www.hrw.org/legacy/reports/1999/rwanda/
· U.S. Holocaust Museum: http://www.ushmm.org/genocide/take_action/atrisk/region/rwanda/
· The U.S. and the Genocide in Rwanda 1994: http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB53/
· P.B.S. Frontline: The Triumph of Evil: http://www.pbs.org/wgbh/pages/frontline/shows/evil/
Task 3: Separately, each member should read the reports of their committee members and make a list of similarities and differences between the conflicts. These should be discussed among the committee members. Pay close attention to question 4.
Task 4: As a group, you should prepare a similar report on the current Darfur genocide, answering the questions from Task 2. You may want to assign each member one of the questions, so that the work is spread evenly. **This will be turned in and assessed by your Human Geography teacher.
Resources for Task 4
· U.S. Holocaust Museum: http://www.ushmm.org/genocide/take_action/atrisk/region/sudan#540
· Rescue Darfur Now: http://www.washingtonpost.com/wp-dyn/content/article/2006/09/08/AR2006090801664.html
· A Real (Military) Solution to Darfur: http://www.cbsnews.com/stories/2007/03/23/opinion/main2601005.shtml
· Campaign for Peace & Justice in Darfur & All Sudan: http://www.africaaction.org/campaign_new/darfur.php
· Stand: Genocide Intervention: http://www.standnow.org/
· The Tragedy of Sudan: http://www.time.com/time/covers/1101041004/
· Surviving Darfur: http://www.time.com/time/covers/1101041004/photoessay/
· Sudan: End Rights Abuses, Repression: http://www.hrw.org/en/news/2009/10/06/sudan-end-rights-abuses-repression
· Save Darfur: http://www.savedarfur.org/
Task 5: Apply what you have learned about the definition of genocide, the history of genocide and the crisis in Darfur, and brainstorm within your committee ways that the current genocide in Darfur can be stopped or at least discouraged.
Once you have formalized your conclusions, you cannot sit still with this kind of time-sensitive information. Therefore, you need to complete the following actions in your fight against genocide:
Action 1: Each member of the committee needs to accomplish one of the following:
Write a persuasive letter, offering your solutions for the Darfur crisis to…
1. Secretary of State Hillary Clinton or President Obama
2. Your Congress person and/or Senator
3. The Press
4. TV News Media
You must write a formal letter, following proper letter etiquette.
Resources for Action 1
Business Letters: http://englishplus.com/grammar/00000149.htm
Action 2: As a committee, you must prepare a public presentation of your findings to rally support for your proposed solutions in Darfur. This may require background information about genocides in the 20th and 21st centuries, proof of the empty promised that have been made, or even personal stories from the victims of genocide. Your presentation needs to summarize the conflict in Darfur and explain your committee’s conclusions about preventing genocide. It should be 10-15 minutes in length and should include at least one visual aid (i.e. poster, tri-board, PowerPoint, platform pamphlet). Every member should participate in the presentation. **This will be presented and assessed in your Human Geography class.
All of your individual and group “action” work is due at the time of the presentation. No late work will be accepted.
Evaluation
Genocide Reports Evaluation
A / B / C / D/FFormat / · Paper is double-spaced and in 12 pt. font Times New Roman or Helvetica
· Paper has one-inch margins.
· Paper has name & page typed in top right corner
· Paper has a creative title typed in the center of the first page. / · Paper is double-spaced and in 12 pt. font Times New Roman or Helvetica
· Paper has one-inch margins.
· Paper has name typed in top right corner
· Paper has title typed in the center of the first page. / · Paper may not be double-spaced or in 12 pt. font Times New Roman or Helvetica
· Paper has one-inch margins.
· Paper does not have page numbers typed in top right corner.
· Paper lists genocide/persecuted group typed in the center of the first page as a title. / · Paper is NOT double-spaced or in 12 pt. font Times New Roman or Helvetica
· Paper ‘s margins are off considerably.
· Paper does not have name and/or page numbers listed.
· Paper does not have a title.
Organization / · Paragraphs are arranged in a logical order that flow into one another with the help of transition phrases.
· Topic sentences are clear, concise, summarize the main idea of the paragraph, and relates to thesis statement.
· The arguments of the paragraph are successfully linked back to the thesis in a sophisticated, developed manner.
· Effective/varied transitional devices provide unity btw./within paragraph. / · Paragraphs are arranged in a logical order that follow one another with the help of transition words.
· Topic sentences are clear, concise, and summarize the main idea of the paragraph.
· The arguments of the paragraph are successfully linked back to the thesis, but could be developed a little more.
· Appropriate transitions provide unity btw./within paragraph. / · Paragraphs are arranged in logical order. Some transitions may be missing.
· Topic sentences summarize the main idea of the paragraph, but could be worded in a more clear and concise manner.
· Links exist, but need development.
· Transitions which may be intrusive are sometimes used unity btw./within paragraph. Transitions used may be elementary. / · Consider reorganizing paragraphs. Transitions needed.
· Topic sentences do not sufficiently summarize the main idea of the paragraph. May be missing.
· Links are missing.
· Inappropriate or absent transitions.
Support/ Quotes/ Sources / · All research (Q/P/S) is properly cited.
· At least 2 cited items appear in each body paragraph.
· All citations sandwiched with own words. (introduced & blended)
· All citations are relevant.
· Citations are from at least 6 different sources. / · All research (Q/P/S) is properly cited.
· At least 1—2 cited items appear in each body paragraph.
· All citations sandwiched with own words. (introduced & blended)
· Most citations are relevant.
· Citations are from at least 5-4 different sources. / · May have 1—2 citation errors.
· At least 1 citation appears in each body paragraph.
· Citations are scantily sandwiched.
· Some citations are irrelevant.
· Citations are from only 3 different sources. / · Research (Q/P/S) is not properly cited.
· Not all paragraphs have cited information.
· Citations are not consistently sandwiched with own words.
· Most citations are irrelevant.
· Citations are from only 2-1 source or possibly none at all.
Accuracy & Thoroughness of Information / · All supportive facts are reported accurately.
· All topics are addressed and all questions answered / · Almost all supportive facts are reported accurately.
· All topics are addressed and most questions answered / · Most supportive facts are reported accurately.
· Most topics are addressed, and some questions answered / · NO facts are reported OR most are inaccurately reported.
· One or more topics were not addressed.
Style & Conventions / · No announcing statements such as “This paper will show…”, “I believe” or “I think…”
· Fluent expression is achieved through appropriate tone, precise diction, and sentence variety.
· Essay has been proofread, is virtually error-free, and is formatted correctly.
· Uses appropriate commas, conjunctions, homophones, spelling, subject-verb agreement, sentence structure (no R-O’s or fragments), apostrophes, & semicolons. / · No announcing statements such as “This paper will show…”, “I believe” or “I think…”
· Expression is often fluent through appropriate tone, diction, and some sentence variety.
· Essay has been proofread, contains few errors, and is formatted correctly.
· Punctuation errors hinder understanding. A few comma, conjunction, homophone, spelling, subject-verb, sentence structure (R-O’s or frag.) apostrophe, or semicolon errors. / · Occasional use of announcing statements.
· Expression is sometimes awkward, choppy, repetitive, or unclear.
· Punctuation errors greatly hinder understanding. Many comma, conjunction, spelling, homophone, subject-verb, apostrophe, semicolon and/or sentence structure (R-O’s or frag.) errors; is formatted incorrectly. / · Frequent use of announcing statements.
· Expression is often awkward, choppy, repetitive, or unclear.
· Essay contains many errors [punctuation, comma, conjunction, spelling, homophone, subject-verb, apostrophe, semicolon and/or sentence structure (R-O’s or frag.)] which interfere with clarity and/or deter from a smooth reading; is formatted incorrectly.
Works Cited / · All references are accurately formatted.
· Arranged in alphabetical order.
· All citations are punctuated properly (MLA formatted).
· All sources on Works Cited accurately match sources cited within the text. / · Most references are accurately formatted.
· Arranged in alphabetical order.
· Most citations are punctuated properly (MLA formatted).
· Most sources on Works Cited accurately match sources cited within the text. / · Some references are inaccurately formatted.
· Arranged in alphabetical order.
· Some citations are punctuated improperly (capitalization or punctuation errors).
· Some sources on Works Cited accurately match sources cited within the text. / · References are inaccurately formatted or missing from the Works Cited page.
· Citations are not arranged in alphabetical order.
· Citations are not punctuated properly (MLA formatted).
· Sources on Works Cited inaccurately match sources cited within the text.
· Works Cited page may be missing.
Persuasive Letter Evaluation