Holocaust Genocide Studies Template

Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21
ST
CENTURY GLOBAL SKILLS

Garfield Public Schools
Social Studies Curriculum
Holocaust and Genocide Studies

Revision Committee:

David Gray
Eric Giamongo
Giovanni Luciano
Meghan DeCarlo
Donald Campeau
Daniel Rigoglioso
Doug Fede
George Ibach
Emilia Kata-Kardjian

Final Revision Date: August 1, 2012

Garfield Board of Education Administration
Dr. Kenneth Conte, President Nicholas Perrapato, Superintendent
Mr. Tony Lio, Vice President Dr. Lester Richens, State Monitor
Mr. Anthony Barckett Mr. Tom Egan, Interim Business Administrator
Mr. Salvatore Benanti
Mr. Richard Giacomarro Curriculum Supervisor
Mr. Nikolce Milevski Alexandra Bellenger
Mr. Charles Nucifora
Mr. Edward Puzio Assistant Curriculum Supervisor: Social Studies
Mr. Jeffrey Stewart Brian Cameron

Board Adoption Date August 27, 2012 Resolution # 08-122-12

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Unit Overview
Content Area: Social Studies
Unit Title: Defining Genocide
Target Course/Grade Level: Holocaust/Genocide Studies Grades 11 & 12
Duration: 3-4 Weeks
Description
Scholars such as Raphael Lemkin and Gregory Stanton have contributed to the understanding of genocide through a
variety of documents and publications such as the Universal Declaration of Human Rights of 1948, The Eight Stages of
Genocide, and countless numbers of books. These contributions have provided much insight and understanding into
the meaning and concept of the term genocide. This unit will introduce the accomplishments of these individuals and
provide a foundation for the exploration of genocide in the 20
th
century and today.
Concepts & Understandings
Concepts
Genocide
Raphael Lemkin

Universal Declaration of Human Rights (1948)

The Eight Stages of Genocide (Stanton)

Understandings
The killing of the members of a whole group.
Polish, Jewish lawyer whose contributions helped to create
an understanding of genocide and the legal framework for
punishing acts of genocide.
A document ratified by the United Nations which attempts
to classify genocide and create a legal framework to punish
those responsible for it.
Genocide is a process that develops in eight stages that are
predictable but not inexorable. At each stage, preventive
measures can stop it. The process is not
linear. Logically, later stages must be preceded by earlier
stages. But all stages continue to operate throughout the
process.
Learning Targets
CPI Codes
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.C.4.c
6.2.12.D.4.i
6.2.12.A.5.e
6.2.12.A.6.a.
6.1.12.A.11.e
6.1.12.D.11.d
6.1.12.D.11.e
6.1.12.D.15.a
21
st
Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What is the meaning of the term genocide?
Why was the term coined by Raphael Lemkin?
What is the importance of the contributions of Raphael Lemkin?
What was the goal of the 1948 U.N. Convention on the Prevention and Punishment of Genocide?
What are the main principles of the UN Declaration of Human Rights? (1948)
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What are the Eight Stages of Genocide and why are each significant?
Unit Results
Students will ...
Define and explore the concepts of genocide.
Examine the work of a Holocaust survivor, Raphael Lemkin, and his role in the prevention and punishment of Genocide.
Describe the history and passage of the Genocide Convention.
Analyze primary documents to learn about codification of laws against genocide in the United States and internationally.
Classify the eight steps leading up to genocide.

Suggested Activities
The following activities can be incorporated into the daily lessons:

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Unit Overview
Unit Title: The Armenian Genocide
Duration: 2-3 Weeks
Description
The forced migration of Armenian refugees from Turkey at the hands of the leaders of the Young Turk Nationalist
movement led to the death of a million people and a continued denial of the incident by prominent government
officials in Turkey today.

Concepts
Young Turks Movement

Armenians

The Ottoman Empire

Hamidian Massacres

Sultan Abdul Hamid II
Understandings
An ultra-nationalists movement in Turkey made up of
Muslim leaders who wanted to transform Turkey into a
Muslim state.
A minority group of European, Christian Orthodox people
who lived in parts of Turkey.
A large empire led by moderate Muslims which existed in
Eastern Europe and Western Asia from the 15
th
until the
early 20
th
centuries.
The targeting and killing of as many as 300,000 Armenians
at the hands of Muslim Turks in response to the Armenian
revolutionary takeover of the Ottoman Bank in Istanbul.
Leader of Turkey during the Hamidian Massacres.
Learning Targets
CPI Codes
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.C.4.c
6.2.12.D.4.i
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
Where did Armenians come from?
What is the religion of the Armenians?
When did the Armenians begin to demand more equal rights?
How did the Ottoman Turks respond to the Armenians demand for equal rights?
How many Armenians perished during these massacres?
Who were the Young Turks and what did they advocate for in the Ottoman
Empire in 1908?
What was a result of the loss of the war in the Balkans that directly fanned the
fire of anti-Christian sentiment amongst Ottoman Turks?
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How did this anti-Christian sentiment help lead to genocide?
What group gained control of the Young Turks and the Ottoman Government in
1913? What was the slogan of this new group?

Unit Results
Students will ...
Study the history of the Armenian Genocide.
Examine the causes of the Armenian Genocide.
Assess the consequences of the Armenian Genocide and its denial.
Analyze the Armenian Case in context of The Eight Stages of Genocide (by Dr.
Gregory Stanton).
Apply a historical case study to current global issues.

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Unit Overview
Unit Title: The Ukranian Famine (The Holodomar) 1932-33
Duration: 2-3 Weeks
Description
The Soviet policy of Collectivization under Josef Stalin and the Communist Party led to the forced starvation and evacuation of
hundreds of thousands of Ukrainian peasant farmers. This coupled with the targeting of Ukrainian Kulaks or landowners led to a
humanitarian crisis of mass proportions during the pre-WWII era.
Concepts
The Holodomor

Kulaks

Collectivization

Gulag
Understandings
Death by starvation in the Ukrainian language, the term
given to the Armenian Genocide.
Ukrainian middle-class land owners.
The organization of (an economy, industry, or enterprise)
on the basis of a system of ownership and control of the
means of production and distribution by a government.
A network of forced labor camps or prisons in the former
Soviet Union, especially for political dissidents.
Learning Targets
CPI Codes
6.2.12.A.4.c
6.2.12.C.4.c
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
Why is the Ukrainian Famine/Genocide considered to be one of the worst tragedies of the twentieth century?
What are the estimated numbers of victims in this tragedy?
What became of Ukraines attempts at independence at the turn of the 20 th century?
What groups were specifically targeted by the Soviet authorities in Ukraine?
How did the Soviets deal with the farmers of Ukraine?
List the actions of Soviet authorities that led to famine.
What reason is given for these actions against the farmers.
How did journalists deal with the Famine in Ukraine in 1932-1933?
Why was it possible to cover up the Famine-Genocide for over 70 years?
Why has information about the Holodomor surfaced today?
What does the term The Holodomor mean?
Unit Results
Students will ...
Comprehend the historical events which precipitated Ukrainian resistance to Russian and Soviet domination.
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Understand the precipitating factors which led to the Holodomor and their impact on the Ukrainian people.
Examine the reasons behind the lack of information regarding the Ukrainian Genocide Famine in the West.
Identify other events which were similar to the Holodomor in Ukraine.
Describe Ukrainian resistance to Russian and Soviet rule and the use of enforced starvation as a weapon of national
subjugation.

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Unit Overview
Unit Title: The Holocaust
Duration: 6-8 Weeks
Description
This unit will focus on an introduction to the Holocaust and an overview of the history of anti-Semitism. It will identify and
evaluate the Nazi rise to power in Europe and its effect on Jewish populations and other targeted groups such as Roma and Sinti
Gypsies, Jehovahs Witnesses, Homosexual men, the handicapped, and the mentally ill. Additionally, it will explore the Nazi
methods of persecution and murder focusing on ghettos, killing squads, the Concentration Camp System, and death marches, and
examine the role of perpetrators, collaborators, bystanders, victims, rescuers, and survivors of the Holocaust and its devastation.

Concepts
Anti-Semitism
Auschwitz

Concentration camp

Deportation

Einsatzgruppen

Warsaw Ghetto

Third Reich

Star of David

Pogrom

Nuremberg Trials

Understandings
Prejudice or discrimination towards Jews.
Concentration and extermination camp in Poland, which
became the largest center for Jewish extermination.
A Prison system established by the Nazis for the
imprisonment of all enemies of their regime and
potential political opponents.
Expulsion, as of an undesirable alien, from a country.
Nazis shooting or killing squads which operated mainly in
Poland during WWII.
One of the largest concentrations of Jews living in Poland
during the war. Also the scene of one of the largest
examples of armed resistance by Polish Jews.
The term used to describe Germany under the leadership
of the Nazi Party.
A symbol used by Nazis to identify Jewish people during
the WWII period.
An organized and often officially encouraged massacre of
or attack on Jews. The word is derived from two Russian
words that mean thunder.
Trials of twenty-two major Nazi figures in Nuremberg,
Germany in 1945 and 1946 before the International
Military Tribunal.
Learning Targets
CPI Codes
6.2.12.A.4.c
6.2.12.A.4.d
6.2.12.C.4.c
6.2.12.D.4.i
6.2.12.A.5.e
6.1.12.A.11.e
6.1.12.D.11.d
6.1.12.D.11.e
6.1.12.D.15.a
21
st
ST

plans.
Guiding Questions
What time period did the Holocaust take place?
How many Jews were murdered during the Holocaust?
How many non-Jewish civilians were murdered during World War II?
What is a death camp? How many were there? Where were they located?
What does the term Final Solution mean and what is its origin?
How did the Germans define who was Jewish?
What were the first measures taken by the Nazis against the Jews?
Did the Nazis plan to murder the Jews from the beginning of their regime?
Which groups of people in Germany were considered enemies of the state by the Nazis and were, therefore, persecuted?
What did people in Germany know about the persecution of Jews and other enemies of Nazism?
What was the response of the Allies to the persecution of the Jews? Could they have done anything to help?
What were the Nuremberg Trials?
Unit Results
Students will ...
Identify the time period of the Holocaust.
Apply statistical information about the Holocaust to form opinions.
Examine the consequences of the Holocaust.
Judge the impact of the Holocaust
Compare the results of political oppression during the Holocaust and other acts genocide.
Compare the results of economic oppression during the Holocaust and other acts genocide.
Examine social oppression during the Holocaust and other acts genocide.
Illustrate other violations of human rights during the Holocaust and other acts genocide.
Identify Europe and locations important to the Holocaust.
Analyze important people and groups.


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Unit Overview
Unit Title: The Indonesian Massacre of 1965
Duration: 2 Weeks
Description
The events of October 1965 will be examined focusing on a counter-revolutionary coup led by Major General Suharto and
members of the Indonesian Army general staff who initiated policies which encouraged and led to the perpetration of a massacre
of communist party members and sympathizers. The ensuing repression initiated by this regime led to the killing of at least
400,000 workers and peasants suspected of being members of the Partai Komunis Indonesia or PKI.
Concepts
Communism

Indonesian Communist Party (PKI)

Sukarno

Nasakom

30 September Movement

Purge

Understandings
A form of government based on the teachings of Karl Marx
and the ideals of socialism, in which all economic decisions
rest with a central government.
A political party in Indonesia which became the target of
mass killings
Former General and President of Indonesia who took
control of the government after an attempted communist
coup.
Philosophy of government balancing, nationalism, religion,
and communism in Indonesia.
A communist guerilla group responsible for a failed coup
which led to the killing of 5 high ranking Indonesian
Generals.
The removal (often assassination) of top military or
political leaders.
Learning Targets
CPI Codes
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
Who were the PKI and what was their involvement in the massacres which took place in Indonesia in 1965-66?
Why did the September 30
th
Movement want to overthrow the government of Indonesia?
Did President Sukarnos policy of Nasakom succeed or fail?
Why did the Indonesian National Army seek to imprison, torture, and murder members of the PKI and their families?
How extensive where the killings and purges which took place after the rise of Sukarno to power?
What was the impact of the removal of the PKI and other political dissendents?
What was the US reaction to the killings and how did we become involved?
Why did the press and the government try to downplay the scope and nature of the killings?
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What is the current condition of Indonesia today?
Unit Results
Students will ...
Demonstrate an understanding of the importance of the PKI and the failed actions of the 30
th
September Movement in
relation to the killings of 1965-66.
Analyze why the Communist wanted to overthrow the government of Indonesia.
Illustrate the reasons for the failure of General Sukarnos policy of Nasakom.
Judge why the Indonesian National Army sought to imprison, torture, and kill members of the PKI.
Explain the extent of the killings during the Massacre of 1965-66.
Assess the US reaction to the killings.
Create an understanding of why the government tried to cover up the killings.
Describe the current conditions which exist in Indonesia today.

ST

Unit Overview
Unit Title: The Cambodian Genocide (1975-1979)
Duration: 2 Weeks
Description
The Cambodian genocide of 1975-1979, in which approximately 1.7 million people lost their lives (21% of the
country's population), was one of the worst human tragedies of the last century. This unit will focus on the
actions and ideology of Pol Pot and the Khmer Rouge and analyze the causes and effects of this tragedy.
Concepts
Pol Pot

Khmer Rouge

Phnom Penh

Cooperatives

Four-Year Plan

Regime

Refugees

Ideology

Security System

S-21 (Toul Sleng Prison)
Understandings
Leader of the Khmer Rouge 1975 and perpetrator of the
forced labor system which led to the torture death or
deprivation of more than 1 million Cambodians.
Socialist government which took power in Cambodia
during the time of the genocide 1975-79.
Capital City of Cambodia and home to the educated and
upper classes of the country.
Large scale agricultural plantations set up and controlled
by the government.
Plan for economic growth established by the Khmer Rouge.

Governmental system which controls a certain country or
region.
A group who flees or leaves their home in order to escape
some type of violence or persecution.
A thought process or guiding philosophy which can
establish a blueprint for a certain way of life.
The secret police of the Khmer Rouge who were
responsible for the imprisonment, torture and execution of
hundreds of thousands of educated, upper class
Cambodian citizens.
Site of a large prison camp where many of the hundreds of
thousands of Cambodian political prisoners were tortured
and executed by the Khmer Rouge regime.
Learning Targets
CPI Codes
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
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Guiding Questions
When did the Khmer Rouge take control of Cambodia?
Why do you think the Khmer Rouge forced an estimated two million people out of Phnom Penh?
Approximately, how many lives were claimed under the Khmer Rouge regime?
Why do you think the Khmer Rouge wanted to transform Cambodia into a rural, classless society?
What do you think life today would be like if money and free markets were abolished?
Who made up the CPKs Central Committee in September 1975?
What was the primary focus of Khmer Rouge education?

Unit Results
Students will ...
Describe key events in Khmer Rouge history.
Analyze critical details about senior Khmer Rouge leaders.
Examine the Khmer Rouges rise to power.
Identify key concepts of the Khmer Rouge security system.
Explain important information about life in the Toul Sleng Prison.
Compare the perspectives, opinions, and observations of the Khmer Rouge period from both victims and perpetrators.
Analyze Khmer Rouge ideology and policies.
Contrast differences between life today in Cambodia and life under the Khmer Rouge regime.
Appraise the possible causes of the genocide, and its effects and consequences.
Evaluate some of the effects of the Khmer Rouge period on Cambodia today.
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Unit Overview
Unit Title: The Anfal Operation in Iraqi Kurdistan
Duration: 1 Week
Description
The al-Anfal, also known as the Kurdish Genocide,

Operation Anfal or simply Anfal, was a genocidal

campaign against the Kurdish
people (and other non-Arab populations) in Northern Iraq, led by the Iraqi regime of Saddam Hussein and headed by Ali Hassan
al-Majidin the final stages of Iran-Iraq War. The Campaign began in 1986 and lasted until 1989. The perpetration of dozens of
mass killings included the use of ground offensives, aerial bombing, systematic destruction of settlements, mass deportation,
concentration camps, firing squads, and chemical warfare. Thousands of mainly Kurdish civilians were killed during chemical and
conventional bombardments stretching from the spring of 1987 through the fall of 1988. The attacks were part of a long-standing
campaign that destroyed almost every Kurdish village in a vast area of northern Iraq along with a centuries-old way of life. It also
displaced at least a million of Iraqs total of 3.5 million Kurds.

Concepts
Kurds

Anfal

Saddam Hussein
Ali Hassan al-Majidin

Halabja massacre

Iran-Iraq War

Understandings
Muslim, Turkish, non-Arab refugees who mainly live in
Northern Iraq and who were the target of genocide in
1987-88.
The Iraqi operation to destroy all Kurdish villages and kill
the inhabitants which took place during the end of the
Iran-Iraq War.
Leader of Iraq and perpetrator of the Kurdish genocide.
Leading Iraqi General also known as Chemical Ali who
ordered the mass Chemical attacks which killed thousands
of Kurdish civilians.
Poison gas attack on the Kurdish village of Halabja in
Northern Iraq which killed thousands of Kurdish villagers.
A ten year long war during the 1980s between the
countries of Iraq and Iran which led to the deaths of
hundreds of thousands of Iranian and Iraqi soldiers and
civilians.
Learning Targets
CPI Codes
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
Why did the Kurdish people settle in Northern Iraq?
What about their culture and the culture of Iraqis led to tension in the region?
ST

Why did the Hussein regime target Iraqi Kurds for extermination?
What were the ways which the government sponsored killings took place?
How did the Hussein regime try to legitimize or excuse this campaign?
Who were the perpetrators in the killings?
Who were the target groups?
How did the international community react to this genocide?
How has this campaign shaped the relationships between Kurds and other Iraqis today?
Unit Results
Students will ...
Examine the history of the Kurdish people in Iraq.
Analyze why the Saddam Hussein regime decided to massacre the Kurdish people.
Judge how the Kurdish people were massacred.
Conclude how the Saddam Hussein regime legitimized the campaign.
Predict the implications of the genocide of Iraqi Kurds on the balance of power in Iraq.

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Unit Overview
Unit Title: The Rwandan Genocide
Duration: 2 Week
Description
The Rwandan Genocide was the 1994 mass killing of hundreds of thousands of Rwanda's ethnic Tutsis and
Hutu political moderates by Hutu civilians led by militia groups known as the Interahamwe and the Impuzamugambi
united under the Hutu Power ideology. Over the course of approximately 100 days, beginning with the
assassination of Juvnal Habyarimana on April 6
th
and ending in mid July, at least 500,000 people were killed.
Most estimates indicate a death toll between 800,000 and 1,000,000.

Concepts
Hutu
Tutsi
Interahamwe

Juvenal Habyarimana

Hutu Power
Understandings
A majority ethnic group of African people living in Rwanda.
A minority ethnic group of African people living in Rwanda
and targeted during the genocide.
A militia group led by Hutu military leaders who
encouraged and perpetrated the genocide.
Hutu President of Rwanda who was assassinated prior to
the genocide.
A racist ideology which promotes the idea of Hutu
superiority over other groups.
Learning Targets
CPI Codes
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
How did Belgium colonial rule over Rwanda shape relations between Hutus and Tutsis in Rwanda?
Why did groups such as the Interahamwe promote Hutu Power?
How did the ideology of Hutu Power lead to the genocide?
How did the death of the Rwandan President Juvenal Habyarimana ignite a spark which helped to lead to genocide?
Who were the main perpetrators of the genocide?
Who were the victims and why were they targeted?
What actions did the international community take to end the genocide?
How were the mass killings finally brought to an end?
How were crimes of genocide recognized and punished?
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What were the difficulties in punishing the perpetrators?
How has the genocide affected Rwanda today?
Unit Results
Students will ...
Examine the colonial history of Rwanda and understand how Belgian influence shaped its culture.
Interpret the meaning of Hutu Power and illustrate how it was used to promote genocide.
Judge how the assassination of Rwandas President produced the final spark which ignited the violence.
Evaluate who were the main perpetrators of violence and why they were involved.
Identify the victims of the genocide and why they were targeted.
Judge the actions of the International community and whether or not they were effective.
Explain the method of identifying and punishing perpetrators.
Analyze the effect the genocide has on Rwanda today.

ST

Unit Overview
Unit Title: Genocide in Bosnia and Herzegovina
Duration: 2 Weeks
Description
The Bosnian Genocide refers either to the genocide committed by Bosnian Serb forces in Srebrenica in 1995,
or to ethnic cleansing that took place during the 1992- 1995 Bosnian War. These mass killings targeted
thousands of Muslim Bosnians for death by imprisonment in concentration camps or at the hands of the
Serbian military.

Concepts
Ethnic Cleansing

Srebrenica

UN Safe Zones

Ratko Mladi

International Criminal Tribunal for the Former Yugoslavia
Understandings
A euphemism for the killing or targeting of certain groups
which became popular during the Yugoslav Civil War.
A UN safe zone which was established to protect Bosnian
Muslims during the genocide.
Areas which were guarded by UN peacekeepers and were
declared as safe for refugees.
Leader of the Serbian Army in Bosnia and perpetrator of
the genocide.
Judicial body established to investigate and punish
perpetrators of the genocide.
Learning Targets
CPI Codes
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
To what extent can the Bosnian genocide be ascribed to "ancient hatreds"?
What are the historical origins of the Yugoslav state?
What occurred in Yugoslavia during World War Two, and how did it factor in the outbreak of mass violence in the 1990s?
What role did nationalist leaders play in the late 1980s and early 1990s?
What criticisms have been made of the foreign (Western European and US) role in Yugoslavia's dissolution, and during
the Bosnian war of the 1990s?
What was the "gendercidal" dimension of the Bosnian genocide?
What happened at Srebrenica in July 1995, and why?
In what ways was the campaign in Kosovo in 1998-99 similar to the Serbs' genocidal strategy in Bosnia?
Do you think the Serbs' war against Kosovar Albanians should be considered a genocide?
ST

How successful has the post-genocide quest for justice been in the territories of the former Yugoslavia?
Unit Results
Students will ...
Examine the events that contributed to the violence in Bosnia and Herzegovina.
Analyze how the Bosnian Serb leadership prepared for their systematic murder of Bosnian Muslims and Croats.
Evaluate how the perpetrators massacred their victims.


ST

Unit Overview
Unit Title: The Sudan: Genocide in Darfur
Duration: 2 Weeks
Description
The Darfur genocide has killed more than 400,000 civilians and displaced 2.5 million people from their homes.
About the size of Texas, the Darfur region of Sudan is home to racially diverse Muslim tribes. In February 2003,
frustrated by poverty and neglect, two Darfur rebel groups launched an uprising against the Khartoum
government. The government responded with a scorched-earth campaign, arming and bankrolling Arab
militias known as Janjaweed against innocent African civilians of Darfur. A small peacekeeping force run by the
African Union is in place, but it is largely unsupported by the rest of the world. Civilian protection is
desperately needed to stop the violence and end the genocide.

Concepts
Omar Bashir
Sudan Liberation Army (SLA)

Darfur

Janjaweed

Understandings
Military dictator of the Sudan.
Militia organized to protect the civilian population of
Darfur.
A state or region of the Sudan.

A paramilitary group, funded by the Sudanese
government, who are accused of committing acts of
genocide.
Learning Targets
CPI Codes
6.2.12.A.4.d
6.2.12.D.4.i
6.2.12.A.5.d
6.2.12.A.5.e
6.2.12.A.6.a
6.1.12.A.11.e
6.1.12.D.15.a
21
st
plans.
Guiding Questions
What allowed the leaders in the civil war between Northern and Southern Sudan to begin peace negotiations?
How did the end of the civil war lead to the crisis in Darfur?
What is the difference between the economic situation in Sudan's capital, Khartoum, and the rest of the country? How
did this difference lead to the rebellion in Darfur?
What does Janjaweed mean?
What is this group doing in Darfur (in western Sudan) and the neighboring nation of Chad?
How did then Secretary of State Colin Powell characterize the situation in Darfur?
What do Sudanese diplomats in the United Nations say about what is happening in Darfur? Why do you think there are
different viewpoints?
ST

Why is China playing such an important role in the Darfur situation? How would you characterize China's role?
What role is the United States government playing in Darfur?
What is the role of organizations like savedarfur.org in the Darfur crisis? Why do you think private organizations are
addressing this situation?
Do you consider what is happening in Darfur to be genocide? Why or why not? Does the label of genocide matter? Note:
The United Nation defines genocide as: "genocide means any of the following acts committed with intent to destroy, in whole or
in part, a national, ethnical, racial or religious group, as such:
1. Killing members of the group;
2. Causing serious bodily or mental harm to members of the group;
3. Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;
4. Imposing measures intended to prevent births within the group;
Forcibly transferring children of the group to another group. (Source: www.hrweb.org/legal/genocide.html)
Unit Results
Students will ...
Explain how energy and geopolitics affect todays world.
Analyze the role of politics, geography, economic development, and international law in conflict
Discuss relationships and tensions among members of the international community on humanitarian issues and how they can
be addressed in a multilateral setting.
Explain the reason for genocide in Darfur
Identify how activists have responded to violence in the region.

Holocaust Genocide Studies Template

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Holocaust Genocide Studies Template

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Garfield High School

Aligned to the 2009 New Jersey Core Curriculum Content Standards

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