This Anne Frank unit is designed with several lessons of various lengths. These lessons are usable in many different disciplines. Using one, several, or all of the lessons will address the unit's objectives to some degree. Students will accomplish some or all of the objectives depending on the number and nature of the lessons in which they participate.
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The following 90 minute lessons are a culminating project for a novel unit on Children of the River by Linda Crew. The book shares the struggles of Sundara, a Cambodian teenager who escapes from the Khmer Rouge and ends up in an American high school in Oregon. Once in the USA, Sundara faces new struggles of trying to fit in with her classmates while honoring her familyŐs Cambodian traditions. Before reading this novel, students read and discuss conflicts/genocides around the world that took place prior to the Khmer Rouge era in Cambodia. The conflicts discussed were: the Colonists and the Native Americans, the Armenian Genocide, and the Holocaust. After reading the novel, a survivor of the Cambodian Genocide spoke with the students. Classes also watched the movie "New Year Baby."
This is a collection of downloadable video clips on the theme of Conflict, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "Greetings from Grozny" (2002), "Ladies First" (2004), "Suicide Bombers" (2004).
Writer Philip Gourevitch talks with host Harry Kreisler about writing and shares his perspective on moral courage and the failure to prevent the Rwanda genocide. (59 min)
The goal of this seminar is to have open discussions of controversial political and social issues and raise awareness of current world events in an informal setting. Discussions for the first part of each class will focus on current events from that week, while in the second part of class students will discuss a scheduled issue in greater detail. Scheduled issues include the wars in Iraq and Afghanistan, the regulation of marijuana, how our society should punish criminals, genocide in Rwanda and Sudan, discrimination in our society today, the future of social security, whether pornography is sexist, and where we can go from here in the Arab/Israeli Conflict. Discussions will be supplemented by readings, films, and public speakers. Students will also be encouraged to read news media from around the world.
This collection of activities and resources is a companion guide for the 15-minute film Defying genocide. The history of the Holocaust and the 1994 Rwandan genocide illustrate the entire spectrum of human behavior, from unimaginable evil to extraordinary goodness.
Through a study of the Holocaust, Rwanda, and genocide, students learn that genocide occurs because individuals, organizations, and governments make choices to participate, resist, or turn away.
Students can also see that at the same time human beings have potential to inflict harm and suffering, they have the potential to rescue and to stand up against evil. The information in this packet is designed to help learners of grades 7 and up understand the context of the genocide in Rwanda and consider the actions of a few individuals who saved lives.
In addition to background materials, a timeline, a map, and a vocabulary list, the packet provides activities for before and after viewing the film.
In this project, students research a current or past instance of ethnic or religious conflict from around the world such as ethnic cleansing and genocide. Following research, students present and reflect on causes and effects of the conflict. The project was designed for AP Human Geography but can be adapted to any global studies or issues courses.
This e-learning package has been developed by Makarious Awad as part of his B.Med.Sci. project that was conducted in the Division of Public Health and Epidemiology in the University of Nottingham. This project was supervised by Drs. Heather Roberts and Puja Myles. Technical supervision was provided by Nicki Keating and the package was revised and edited for publication on UNOW by Dr. Sudhir Venkatesan.
2) Target Audience
The e-learning package was mainly aimed at undergraduate medical students, but assumes no prior knowledge on the topic. This makes it suitable for anyone with a basic understanding of public health principles and health education. Individuals from other disciplinary backgrounds wishing to gain a broad understanding of genocide and public health would also benefit from this e-learning package.
3) About Makarious
Makarious is a medical student at the University of Nottingham. He joined Medical School because of his passion for medicine and later became interested in Public Health. Makarious is a passionate advocate for increasing awareness of health inequalities and the recognition that human rights and health are inseparable. He recognises the role of Public Health in educating the public, health professionals and key policy makers on these issues.
How do we, as youth, learn from the conflict in Rwanda to strengthen media access and quality in our own communities? In this program, students will explore the role of the media in Rwanda, before, during, and after the genocide and explore how to expand media access, quality, and equity in their communities and around the world.
This course examines systematically, and comparatively, great and middle power military interventions, and candidate military interventions, into civil wars from the 1990s to the present. These civil wars did not easily fit into the traditional category of vital interest. These interventions may therefore tell us something about broad trends in international politics including the nature of unipolarity, the erosion of sovereignty, the security implications of globalization, and the nature of modern western military power.
This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilization during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development.
FILM: This lesson plan is designed to be used in conjunction with the film, Inheritance, which illustrates the lasting effects of the Holocaust from the perspectives of both a victim of Nazi war crimes and the child of a perpetrator. Classrooms can use this lesson to explore the responsibility of standing up to injustice and cruelty.
NOTE: This film contains sensitive content related to the genocide of Europe's Jews during World War II. In addition to verbal descriptions of abuses, the complete film includes disturbing concentration camp images, footage of the execution of a war criminal by hanging, and clips from the movie Schindler's List that contain profanity and show the shooting of a Jewish woman. Please preview before using the film in its entirety in the classroom. The clips for this lesson plan, however, are less graphic and contain primarily verbal descriptions of cruelty.
Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.
Explain different intergroup relations in terms of their relative levels of toleranceGive historical and/or contemporary examples of each type of intergroup relation
In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.
The PBS WIDE ANGLE documentary series analyzes a number of significant and current global issues. In 'Ladies First' (2004), WIDE ANGLE delivers a riveting report on the political and socio-economic success of the Rwandan women after the genocide of 1994 that divided the country's major ethnic groups, the Tutsi and the Hutu. The purpose of this lesson is to use 'Ladies First' to show not only that women working together can and did create a dialogue and a basis for trust among ethnic groups, but also to show how these same women are challenging their traditional role in Rwandan society and assuming unprecedented leadership. Although the basis of the lesson is the success of women in Rwanda post-genocide, the lesson begins with a clip from the movie HOTEL RWANDA, which establishes the devastating brutality of 1994 that left the country in utter ruin. As a Culminating Activity, students will use various Web sites to hone skills needed for the Global Studies Regents Exam, including: analyzing statistical, economic, and demographic information; a map exercise; and the interpretation of a primary document.
Learn about the role local churches played in bringing Hutus and Tutsis together in the aftermath of the Rwandan genocide in this Wide Angle video segment.
“You don’t ever expect to be hauled out of your house, marched into a gas chamber, and be choked to death,” says Irene Fogel Weiss.
Yet, that is exactly what happened to most of her family in the summer of 1944. Irene was thirteen at the time, and by several twists of fate, she survived.
“There is a life force in all of us that you just want to live another day,” she says. “Let’s survive this. We have to survive this.” Irene shares her story of survival with hundreds of high school students every year. In this program, we listen in on her presentation to Woodson High School students as she shares a personal account of the events that lead to the Holocaust. She discusses her life as a child in Hungary, the changes she witnessed as the Nazis took power, and all manner of degradations imposed on the Jewish people.