| Content |
evidence used to demonstrate the scale and nature of genocides |
Genocide Studies 12 |
No CCG |
| Keyword: evidence used to demonstrate the scale and nature of genocides |
Elaboration: Sample topics:forensics and testimoniesmass graves and human remainssurvival storiesKey questions: What kinds of evidence can we use to prove genocide, and how do we justify which pieces of evidence we use? At what point do we consider our evidence to be adequate? |
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| Content |
movements that deny the existence of or minimize the scope of genocides |
Genocide Studies 12 |
No CCG |
| Keyword: movements that deny the existence of or minimize the scope of genocides |
Elaboration: Sample topics:reasons why people deny the existence of genocidesmethods used to cast doubt on evidence for genocidesKey question: What questions can we ask of the evidence used by genocide denial groups to assess the credibility of the sources and recognize the bias in these sources? |
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| Content |
recognition of and responses to genocides |
Genocide Studies 12 |
No CCG |
| Keyword: recognition of and responses to genocides |
Elaboration: Sample topics:recognition and responses (e.g., apologies, reparations, redress, reconciliation, memorialization)human rights tribunalswar crime trialsinternational interventionmemorials and museumsKey questions: What are some examples of appropriate demonstrations of recognition and responses to genocide? What are some examples of inappropriate responses? Why do some forms of recognition and response fall short? |
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| Content |
use of technology in promoting and carrying out genocide |
Genocide Studies 12 |
No CCG |
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| Content |
strategies used to commit genocide |
Genocide Studies 12 |
No CCG |
| Keyword: strategies used to commit genocide |
Elaboration: Sample topics:rapestereotyping and propagandasocial pressuredehumanizationorganized violencepolarizationdenial of rightsstarvationextermination |
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| Content |
acts of mass violence and atrocities in different global regions |
Genocide Studies 12 |
No CCG |
| Keyword: acts of mass violence and atrocities in different global regions |
Elaboration: Sample topics:indigenous peoples and culturesBeothuk extinctionArmenian genocideanti-Semitic pogromsSoviet Union and Ukraine (Holodomor famine)Japanese occupation of Korea and Chinathe HolocaustKhmer Rouge in CambodiaRwandaSudanGuatemalaYugoslavia |
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| Content |
characteristics and stages of genocide |
Genocide Studies 12 |
No CCG |
| Keyword: characteristics and stages of genocide |
Elaboration: Sample topic:eight stages of genocide:classificationsymbolizationdehumanizationorganizationpolarizationpreparationexterminationdenialKey questions: How do the stages of genocide affect different people in the areas in which genocides occur? How do people’s lives change depending on who and where they are? In what ways might they remain the same? |
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| Content |
economic, political, social, and cultural conditions of genocide |
Genocide Studies 12 |
No CCG |
| Keyword: economic, political, social, and cultural conditions of genocide |
Elaboration: Sample topics:perpetrators: regimes and leadersdemographics: vulnerable minoritiesheroes, bystanders, perpetratorsKey questions: What were the underlying social (or economic or cultural or political) conditions in Germany that led to the Holocaust?What was the role of individuals within the Khmer Rouge in determining the events of the genocide in Cambodia? Are all Khmer Rouge leaders equally significant in causing the genocide? |
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| Content |
origins and development of the term “genocide” |
Genocide Studies 12 |
No CCG |
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| Curricular Competency |
Make reasoned ethical judgments about, and assess varying responses to, actions and events in the past or present (ethical judgment) |
Genocide Studies 12 |
No CCG |
| Keyword: Make reasoned ethical judgments about, and assess varying responses to, actions and events in the past or present |
Elaboration: Key questions:What is the difference between implicit and explicit values?Why should we consider the historical, political, and social context when making ethical judgments?Should people of today have any responsibility for actions taken in the past?Can people of the past be celebrated for great achievements if they have also done things considered unethical today? Sample activities:Assess the responsibility of historical figures for an important event. Assess how much responsibility should be assigned to different people, and evaluate whether their actions were justified given the historical context.Examine various media sources on a topic and assess how much of the language contains implicit and explicit moral judgments. |
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| Curricular Competency |
Explain and infer different perspectives on past or present people, locations, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective) |
Genocide Studies 12 |
No CCG |
| Keyword: Explain and infer different perspectives on past or present people, locations, issues, or events by considering prevailing norms, values, worldviews, and beliefs |
Elaboration: Key questions:What sources of information can people today use to try to understand what people in different times and places believed?How much can we generalize about values and beliefs in a given society or time period?Is it fair to judge people of the past using modern values?Sample activity:Explain how the beliefs of people on different sides of the same issue influence their opinions. |
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| Curricular Competency |
Assess how prevailing conditions and the actions of individuals or groups influence events, locations, decisions, or developments (cause and consequence) |
Genocide Studies 12 |
No CCG |
| Keyword: Assess how prevailing conditions and the actions of individuals or groups influence events, locations, decisions, or developments |
Elaboration: Key questions:What is the role of chance in particular events, decisions, or developments?Are there events with positive long-term consequences but negative short-term consequences, or vice versa?Sample activities:Assess whether the results of a particular action were intended or unintended consequences.Evaluate the most important causes or consequences of various events, decisions, or developments. |
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| Curricular Competency |
Compare and contrast continuities and changes for different groups at different times and places (continuity and change) |
Genocide Studies 12 |
No CCG |
| Keyword: Compare and contrast continuities and changes for different groups at different times and places |
Elaboration: Key questions:What factors lead to changes or continuities affecting groups of people differently?How do gradual processes and more sudden rates of change affect people living through them? Which method of change has more of an effect on society?How are periods of change or continuity perceived by the people living through them? How does this compare to how they are perceived after the fact?Sample activity:Compare how different groups benefited or suffered as a result of a particular change. |
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| Curricular Competency |
Assess the credibility of, and the justification for the use of, evidence after investigating the reliability of sources and data, the adequacy of evidence, and the bias of accounts and claims (evidence) |
Genocide Studies 12 |
No CCG |
| Keyword: Assess the credibility of, and the justification for the use of, evidence after investigating the reliability of sources and data, the adequacy of evidence, and the bias of accounts and claims |
Elaboration: Key questions:What criteria should be used to assess the reliability of a source?How much evidence is sufficient in order to support a conclusion?How much about various people, locations, events, or developments can be known and how much is unknowable?Sample activities:Compare and contrast multiple accounts of the same event and evaluate their usefulness as historical sources.Examine what sources are available and what sources are missing and evaluate how the available evidence shapes your perspective on the people, locations, events, or developments studied. |
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| Curricular Competency |
Assess the significance of people, locations, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) |
Genocide Studies 12 |
No CCG |
| Keyword: Assess the significance of people, locations, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group |
Elaboration: Key questions:What factors can cause people, locations, events, or developments to become more or less significant?What factors can make people, locations, events, or developments significant to different people?What criteria should be used to assess the significance of people, locations, events, or developments?Sample activities:Use criteria to rank the most important people, locations, events, or developments in the current unit of study.Compare how different groups assess the significance of people, locations, events, or developments. |
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