Unit Title: The History of Genocide

(Precursor to Literature of War Reading Circles)

Course: World Literature and Composition
Unit Instructors: D. P. (ELA Teacher); Jenn GIbson (Media Specialist)
Essential Questions: How does one genocide from history compare to another?
Are there commonalities in the cause and effects? Using todays resources, how
could we prevent a potential genocide in the future?
Objectives:
*Students will compare the causes and effects of genocides that have occurred
in recent history.
*Students will initially hypothesize about the causes based on their prior
knowledge, but they will also make inferences based on their initial research.
*Students will create a presentation about the two historic events that they
researched in groups.
*Students will reflect on the causes and effects of these genocides and identify
global initiatives that could help prevent genocide in the future.
Standards (Georgia Standards of Excellence for World Literature and
Composition):
RI1: Students will cite strong and thorough textual evidence to support their
analysis of what the text says and the inferences drawn from the text.
RI3: Students will analyze how connections are drawn between a series of ideas
or events.
RI7: Students will analyze various accounts of a subject told in different
mediums.
RI8: Students will evaluate the argument in a text and assess its validity and the
evidences relevance.
W2: Students will create a presentation in which they organize information and
make important connections and distinctions that will aid in their readers
comprehension.
W4: Student writing will be clear, coherent, and stylistically appropriate.
W5: Students will develop and strengthen their writing by using a drafting
process.
W6: Students will use technology to produce and publish their writing and
presentation.
W7: Students will conduct a research project to answer a question and
synthesize multiple sources on the subject.
SL1: Students will collaborate with others in their research.
SL4 & 5: Students will present their findings using digital media.

Assessment:
Group presentation that compares and contrasts the two genocide events that
they researched in groups. Students will create a technology-based
presentation with specific requirements & content.
Learning Environment:
Students will use Problem Based Learning in order to identify causes of past
genocides and formulate potential global initiatives and strategies that could be
put in place to help prevent and support people who are potential victims of
genocide. Problem Based Learning is appropriate for this particular unit
because students will identify the foundational causes of past genocides &
identify possible methods that would prevent those occurrences today and in
the future.
Materials Needed:
Chromebooks and/or Desktop Computers
Research Databases (GALILEO, Encyclopedia Britannica, EB eBooks, SIRS)
Nearpod Lesson: History of Genocide
Virtual Reality Viewmaster Viewers
Cellphones (iPhone 6 or comparable device)
Instructional Plans (Time frame is two weeks):
Day 1
VR Teaser (Stations) with different apps [Google Street View, Google Cardboard
App, Dinosaur Experience, Roller coaster VR App, etc.]
Introductory discussion: History of Genocide
Day 2
Overview of Big6 Inquiry Model
Step 1: Explain the assessment
Step 2: Identify potential sources/test search terms/make sure everyone can
locate the databases, log on, etc.
Day 3
Students began their research today. We had stations set up in the media
center for the groups to work on Steps three and four where the research,
identify useful sources, and begin to take notes as they pertain to the topic.
Day 4
Research continues.
Day 5
Finalize Research. Teacher conferences to check progress.
Day 6
Students begin developing their presentations. Students can use Google Slides,
ThingLink, VoiceThread, or Weebly to present their research and information.
Day 7

Work on presentations. Group meetings with Gibson to talk about the

technology used and ask questions about development of presentation.
Day 8
Work on presentations. Group meetings with Gibson to talk about the
technology used and ask questions about development of presentation. Finalize
presentation; Gallery Walk for presentations will be tomorrow.
Day 9
Half of the class will set up their presentations for a Gallery Walk in which they
present to the other groups in the class (half consists of three groups).
Students will take notes on each of the presentations and have time to explore
any interactive elements with ThingLink or Weebly final products.
Day 10
The remaining half of the class will present to the groups who went yesterday.
Students will take notes on each of the presentations and have time to explore
any interactive elements with ThingLink or Weebly final products.
Clarifications:
What is a Gallery Walk? Students have 15 minutes to set up their
presentations. Only half of the class will present this day (three groups). While
they are setting up, the other half of the glass will get their instructions for
taking notes, asking questions, and evaluating their peers. They will be
responsible for doing all of this while others present.
Once the 15 minute time is up, we will begin the Gallery Walk. There is a ten
minute timer on the projection screen. During those 10 minutes, students will
listen to and interact with the presentations, take notes, and ask questions.
When the timer ends, students will rotate to the next group.
For the remaining 5 minutes, the groups who presented will complete their
peer evaluations (based on the group norms they set up earlier in the year) and
the other students will complete their notes.