WorldviewIntegrationProject

WorldviewIntegrationProject:CambodianGenocideCausesFramework
GradeLevels:

Grade1112

SubjectArea:

SocialStudies

Resources:

Pages1213oftheIntroductionforPolPot:HistoryofaNightmarebyPhilipShort
(http://books.google.com/books?
id=XW24koscGMkC&printsec=frontcover&dq=Pol+Pot&hl=en&sa=X&ei=xMITUufQ
GIC9gSmnYHoBQ&ved=0CDcQ6AEwAQ#v=onepage&q=Pol%20Pot&f=false);TED
TalkbySophalEar
(http://www.ted.com/talks/sophal_ear_escaping_the_khmer_rouge.html);Holy Bible:
New International Version. (2011). Grand Rapids, MI: Zondervan.

Materials:

ProjectorandInternet,PolPot:HistoryofaNightmaretext,CambodianGenocideCauses
GraphicOrganizer,HumanDepravityGraphicOrganizer,WorldviewQuestionsSheet,
JournalOutlineSheet,JournalAssignmentRubric

ClassTime:

Approximately23days(80minuteseachdaywitha10minutebreak)

I.

Background
A. BigIdea:SocialDarwinismhasinfiltratedthestudyofHistorytotheextentthatgenocideor
tragedyamongcertainpeopleisseenasproofoftheirlackofevolutionandimpossibleformore
developedpeopleornations.PriortothestudyoftheCambodianGenocideitisimportantthat
studentsgainabiblicaltheological/philosophicalworldviewonthedepthofevilinallhumanity
aswellasthecomplexityofvariousfactorswhichmakegenocidemorelikely.Studentswill
studytheargumentspresentedbyPhilipShortinhisintroductiontotheCambodianGenocide
andcompareittobiblicalunderstandingofthedepravityofman.Studentswillhavesometime
toreflectandjournalontheirfindingsinordertoreshapeamentalframeworkwithinwhichto
understandtheCambodiangenocide.
B. HistoricalEmphasis:Thereisalackofcomplexanalysisoffactorssuchasreligion,law,
poverty,andsocialmobilitywhichcreatechaosinsocietywhenoneormoreofeachpieceis
broken.Studentswillmaphoweachaspectofsocietycruciallyrestrainsandcorrectsfallen
humanity.Indoingso,theywillbetterunderstandhowconditionscreatednotonlythe
Cambodiangenocidebutothergenocidalorultranationaliststates.

C. BiblicalUnderstandings:SocietyconsistentlyteachesHistoryfromaSocialDarwinist
framework.Eventhoughthisphilosophyencouragedthedevelopmentofsomeoftheworst
regimeshumanityhascreatedHistoricalinterpretationhaslaggedbehind.Withoutthisparadigm
Historianshavestruggledtounderstandtheactionsofmanintheworld.Studentswillstudy
passagesonthedepravityofmaninanattempttounderstandthatevilispervasiveinthesense
thatitisinescapableapartfromChristandiscommontoallracesinequalmeasure.Students
willbeabletounderstandthattheBibleteachesmanasgivenovertosinandpervertedinnature.
Studentscanthenappreciatebothbiblicalandsociallawasprovidingcorrectivesforhuman
failings.AswelltheycanappreciatesalvationinChristforallhumanitynotjustbetweenthem
andtheirrelationshipwithGodbutalsoasitappliestohumanitiesrelationshipwithitself.

II.

InstructionalObjectives
A.UCLAWorldHistoryEra9Standards:
1) Standard 2D:Analyze the causes, consequences, and moral implications for the world
community of mass killings or famines in such places as Cambodia, Somalia, Rwanda, and
Bosnia-Herzegovina.

B. WorldviewIntegratedObjectives:
1. SWBATsummarizethefallennatureofmanaspresentedinscripture.
2. SWBATanalyzetheuniversalityofmansdepravity.
3. SWBATwriteajournalcitingthefourmajorhistoricalandbiblicalcausesfortheCambodian
genocide.

III.

WorldviewQuestionsAddressed:
1. Whatisahumanbeing?
2. Howdoweknowwhatisrightandwrong?

IV.Procedures
A. PrereadingStrategies
1. Motivation:StudentswillwatchtheTEDtalkfromSophalEaronthehistoryofthe
CambodianGenocideandhismothersstoryofescape.Thiswillleavelingeringquestions

forstudentsaboutwhysuchahorriblethinghappened.Itwillalsohopefullygroundthe
eventinrealpeoplesothatstudentscanbegintotalkaboutthegenocidewithpersonaland
empatheticmaturity.
2. HistoricalContext:Communismwasspreadingallovertheglobebutwasparticularly
successfulinAsiawherefrustrationsoverrigidsocialhierarchies,lackofpopular
representation,andpovertyweremountingamongthelargeruralpeasantpopulations.
CambodiansweresentonscholarshiptoFrancethroughthecolonialregimewherethey
secretlyformedCommunistsocietiesandlearnedthebasicsofMarxistLeninism.Upon
returnpoliticalupheavalwiththebombingofCambodiabyUSforcesduringtheVietnam
USConflictexacerbatedtherural/urbandivide.Adeptlycouchingtheirideologyintheterms
ofthepeopleCambodianCommunistleadersincreasinglydrewsupportfromboththe
intellectualsandthepeasantsinhopesofclosingtheclassdivide.Thechaosandpoor
leadershipoftheKhmerRougeaftertheirsuccessfulcivilwarcreatedconditionsinwhich
peoplenotonlydiedofpovertybutalsoofhorribleatrocities.Inthesemonthsof
unrestrainedfightforsurvivalthetruenatureofhumanityrevealeditselfamongtheKhmer
people.

3. IntroduceActivity:TellstudentsthebigideaquestionfortodayisWhyCambodiaandnot
somewhereelse?Askstudentstothinkaboutwhytheybelievethegenocidehappenedin
Cambodiaasopposedtoinanothercountry.Dontaskforanswersbutletstudentswrestle
withthequestion.
B. DayOne
1. Framework:GivestudentsabasicframeworkforcausesoftheCambodianGenocide.
Labeleachsectionasaclassandfillinbasicunderstandings.Leavethesectionwiththe
natureofmanempty.
2. Reading:Putstudentsintopairsandgiveeachpairacopyofpg.1213inPolPot.Ask
studentstoreadthepagescarefullyandanswerthequestionsontheircomprehensionsheet.
(Seeattachedcomprehensionsheet).

3. IndividualSummary:AskstudentstoindividuallysummarizePhilipShortsanswertothe
bigideaquestionofthedaybasedonthereading.Haveseveralstudentssharetheiranswers
inclassanddiscussmisunderstandingsorquestionsastheyarise.
4. GroupAnalysis:Putstudentsintogroupsoffourandaskthemtousetheirreadingtofillin
examplesforeachofthebigcausesintheirgraphicorganizeronCambodiangenocide.

C. DayTwo
1. CorrelationActivity/ScriptureReading:Studentswillworkinpairstoreadthrougha
collectionofscripturereadingsandfillinagraphicorganizerdescribingthehumancondition
afterthefall.
2. WorldviewQuestions:StudentswillusetheirgraphicorganizerandtheBibletoanswerthe
worldviewquestions.
3. DistinctionActivity:Ingroupsoffourstudentswillmakepreliminaryrankingsonthe
causesoftheCambodianGenocide.Theywillneedtodecideasagroupthesignificanceof
eachcauseonascaleof15(5beingmostsignificant).Theywillneedtocometoa
consensusasagroupandpresenttheiropiniontotheclass.Thiswillenablestudentsto
thoroughlydiscusstheimpactofeachcauseandwrestlewitheachrelativetothedepravityof
man.

D. ContinuedStudy
1. StudentscandoastudyonsalvationinChristasafollowuptotheirstudyonthe
depravityofman.InthiscasetheycanlookspecificallyatwhoChristsavesand
makenoteofplacesinscripturewherepassagesnamethosewhomChristsavesor
theextentofChristssalvation.
V.

Assessment
StudentwillusetheirCambodiangenocidecausesgraphicorganizerandtheirpapersonthestudyof
mansdepravitytocreateajournalresponsetotheSocialDarwinistperspectiveonWhy
Cambodia?Studentswillusethegivenformatoutlineandrubrictowritetheirjournal.
References

Texts:

Holy Bible: New International Version. (2011). Grand Rapids, MI: Zondervan.
Ear, S. (2009). Sophal Ear: Escaping the Khmer Rouge. TED Talks. Retrieved from
http://www.ted.com/talks/sophal_ear_escaping_the_khmer_rouge.html
Short, P. (2007). Pol Pot: Anatomy of a Nightmare. Macmillan.
Websites:
http://www.ted.com/talks/sophal_ear_escaping_the_khmer_rouge.html
http://books.google.com/books?
id=XW24koscGMkC&printsec=frontcover&dq=Pol+Pot&hl=en&sa=X&ei=xMITUufQGIC9gSmnYHoBQ&ved=0CDcQ6AEwAQ#v=onepage&q=Pol%20Pot&f=false
http://www.traviscarden.com/total-depravity-verse-list
Pol Pot Comprehension Questions
Name_______________________________

Date_______________________

1) Why does Philip Short think the term collateral damage does not apply to the
genocide in Cambodia?

2) What outside influences were causes for the Cambodian genocide?

3) What three areas does Philip Short argue are the true causes of genocide in any
country?

4) What does Philip Short argue is the relationship between moral code and evil?

5) Why does Philip Short use the term our when he says looking at Cambodian evil is
looking into the foul places of our own souls?

Pol Pot Comprehension Questions

[Teacher Key]
Name_______________________________

Date_______________________

6) Why does Philip Short think the term collateral damage does not apply to the
genocide in Cambodia?
He argues that there was no specific target. All of life became meaningless and
inhumane to the Khmer Rouge. Their end goal was to create a system that
destroyed humanity itself.
7) What outside influences were causes for the Cambodian genocide?
American bombing of Cambodian villages, Communism, and evil leadership were
outside causes.
8) What three areas does Philip Short argue are the true causes of genocide in any
country?
He argues that history, geography, and culture create the context for genocide.
He also points out that this is true of all people and not just those who have
experienced genocide.
9) What does Philip Short argue is the relationship between moral code and evil?
He says that the weaker the moral code is the more prone humans are to doing
evil.
10)
Why does Philip Short use the term our when he says looking at Cambodian
evil is looking into the foul places of our own souls?
He uses our because his argument is that all men have evil in the sense that they
do what they know is not right. Therefore, the propensity to evil is not only true of
Cambodians but is present in all people. We may not have experienced these
situations before but that root of evil is in all of us.

Cambodian Genocide Causes Graphic Organizer

Name_______________________________

Date_______________________

Cambodian Genocide Causes Graphic Organizer

[Teacher Key]
Name_______________________________

Date_______________________

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Human Depravity Graphic Organizer

Name_____________________________________
Scripture
Romans 5:12,19
Romans 11:32
Romans 3:23
Isaiah 53:6

Date____________________________________
What does this passage say about the
nature of man after the fall?

Micah 7:2-4
Mark 10:18
Mark 7: 21-23
Psalm 5:9
Jeremiah 17:9
Titus 1:15-16
Ecclesiastes 9:3
Romans 1:28-31
Matthew 15:9
Titus 3:3
Romans 8:7

Human Depravity Graphic Organizer

[Teacher Key]
Name_____________________________________
Date____________________________________
Scripture
Romans 5:12,19

Romans 11:32

What does this passage say about the

nature of man after the fall?
sin came into the world through one man,
and death through sin, and so death
spread to all men because all sinned... by
the one mans disobedience the many
were made sinners
For God has consigned all to disobedience,
that he may have mercy on all. (c.f.

Romans 3:23

Galatians 3:22)
for all have sinned and fall short of the
glory of God

Isaiah 53:6
Micah 7:2-4

Mark 10:18
Mark 7: 21-23

Psalm 5:9
Jeremiah 17:9
Titus 1:15-16
Ecclesiastes 9:3

Romans 1:28-31

Matthew 15:19
Titus 3:3

Romans 8:7

All we like sheep have gone astray; we have turned

every oneto his own way
The godly has perished from the earth, and
there is no one upright among mankind;
they all lie in wait for blood, and each
hunts the other with a net. Their hands are
on what is evil, to do it well; the prince and
the judge ask for a bribe, and the great
man utters the evil desire of his soul; thus
they weave it together. The best of them is
like a brier, the most upright of them a
thorn hedge.
And Jesus said to him, Why do you call me
good? No one is good except God alone."
"For from within, out of the heart of man,
come evil thoughts, sexual immorality,
theft, murder, adultery, coveting,
wickedness, deceit, sensuality, envy,
slander, pride, foolishness. All these evil
things come from within, and they defile a
person." (c.f. Matthew 15:19)
For there is no truth in their mouth; their
inmost self is destruction; their throat is an
open grave; they flatter with their tongue.
"The heart is deceitful above all things, and
desperately sick; who can understand it?"
to the defiled and unbelieving, nothing is
pure; but both their minds and their
consciences are defiled.
Also, the hearts of the children of man are
full of evil, and madness is in their hearts
while they live, and after that they go to
the dead.
And since they did not see fit to
acknowledge God, God gave them up to a
debased mind to do what ought not to be
done. They were... foolish
"For out of the heart come evil thoughts,
murder, adultery, sexual immorality, theft,
false witness, slander." (c.f. Mark 7:21-23)
For we ourselves were once foolish,
disobedient, led astray, slaves to various
passions and pleasures, passing our days
in malice and envy, hated by others and
hating one another.
For the mind that is set on the flesh is

hostile to God, for it does not submit to

Gods law; indeed, it cannot.
Worldview Questions
Name____________________________________
Date______________________________________
1. Whatisahumanbeing?

2. Howdoweknowwhatisrightandwrong?

Worldview Questions
[Teacher Key]
Name____________________________________
Date______________________________________
1. Whatisahumanbeing?
AhumanbeingisacreatedbeingmadeinGodslikeness.Throughthefallhumanitybecame
awareofsinandexercisedtheirfreechoicetowalkawayfromarelationshipwithGod.Dueto
thisseparationGodgavethemovertotheirownchoiceofdepravityandtheirwholebeingfell
intobrokennessandbecamedistortedfromtheiroriginalcreation.Goddeclaresthereis

nothinggoodinmanandyetvaluesmanasanimagebearerofGodandcreation.InChristGod
chosetosavehumanityfromtheirsinbyenablingJesustobearalloftheirsinanddefeatevilin
everywaythattheycouldnot.BecauseofJesusvictoryoversinanddeathmanhashopeto
escapefromtheevilintheirfleshinthislifeandeternaljudgmentinthelifetocome.
2. Howdoweknowwhatisrightandwrong?
Humanityknowswhatisrightandwrongthroughtheirconscienceandtheknowledgeofgood
andeviltheygainedatthefall.Healsograciouslygavehumanitythelawandthe
commandmentswhichexplicitlystatewhatisgoodandpleasingtoGod.InadditiontothisHe
setupauthorityandsocialrulesinordertohelpthepeoplebeaccountabletokeepingGods
lawbecausetheindividualhasanimpactonthecorporatecommunityandtheirrelationship
withGod.

Journal Assignment
Directions: Using information from class write a journal answering the question Why
did genocide happen in Cambodia? You will need to include each of the major causes
on your graphic organizer and incorporate your answer to the worldview questions.
Suggested Outline:
1. Introduction.
2. Most Important Factor.
3. Historical Factors.
4. Human Factor. (Include worldview here).
5. Conclusion.
Rubric: