These four lessons are provided by Echoes and Reflections. The lessons come from a new book, "Teaching the Holocaust By Inquiry" by Beth Krasemann. The book is scheduled for release at the end of May 2022.
ESSENTIAL UNDERSTANDINGS• Genocide • Language • History • IdentityLEARNING OUTCOMESStudents will utilize primary documents for historical investigationStudents will define cultural genocideStudents will identify how attempts at education affected the culture of PNW Native Americans2018 SOCIAL SCIENCE STANDARDS• 4.12, 4.14, 4.16-4.22 • 8.3, 8.24, 8.25, 8.28-8.33 • HS.55, HS.56, HS.60-74ESSENTIAL QUESTIONSWhat are the intended and unintended consequences of government policies?What is cultural imperialism?What is destroyed in the name of progress? What is created?
Teacher's Guides and Analysis Tool
Primary Source Analysis Tool for Students
Students can use this simple tool to examine and analyze any kind of primary source and record their responses.
Primary sources are the raw materials of history — original documents and objects that were created at the time under study. They are different from secondary sources, accounts that retell, analyze, or interpret events, usually at a distance of time or place.
Bringing young people into close contact with these unique, often profoundly personal documents and objects can give them a sense of what it was like to be alive during a long-past era. Helping students analyze primary sources can also prompt curiosity and improve critical thinking and analysis skills.
This unit provides an overview on the presence, influence, and stories of Oregon's Latino community. Your students will be given a chance to challenge thier skills as aspiring historians while celebrating and discovering my beautiful community.
A Lesson Plan based on The Armenian Genocide – News Accounts from the American Press, 1915-1922This curriculum extracts articles from the book, “The Armenian Genocide: News Accounts from the American Press,” compiled by Richard Kloian (available from GenEd and can be ordered for $25 by emailing). Including 200 New York Times articles, other journalistic accounts, U.S. Ambassador Morgenthau’s personal account of the genocide, survivor accounts, telegrams from the genocide perpetrator, photographs, and more, the book presents a compelling chronicle of the systematic deportations and massacres of the Armenians of the Ottoman Empire, perpetrated by the Turkish governing authorities between 1915 and 1922. The lesson allows students to:Discuss the significance of the language used in the articles as it relates to a modern definition of genocideComprehend the extent to which American readers/public were aware of the persecution against Armenians by Ottoman rulers.Understand the importance of media in exposing and preventing human rights abuses
The documents and questions may be used for classroom investigation or as a unit assessment. Documents can be distributed and assigned as a jigsaw or as a complete set. Students read the document and apply historical investigation skills. Students should have access to prior learning about the nature of Indian and white settler contact.Updated video link for Broken Treaties
The California History and Social Science Project hosted a webinar on March 2nd and shared a list of resources for teaching and understanding the war in Ukraine.
This interactive Padlet map allows students to click on pins to discover acts of violence against Black Americans (red pins) and acts of resistance by Black Americans (blue pins). It could serve as a catalyst for research or class discussion about race in America.
Much of this information was compiled from articles by the Zinn Education Project and Blackpast.org.