FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name____Clay Lumpe____________________________________________Lesson
Number___________3__________
Subject Area__World History______________________________________ Grade Level___High
School____________
Date___5/8/2015_______________________ Start time___8:00_________ End
time____8:50____________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
Examine the six other genocides in the 1900s not including the Holocaust in order to develop and
construct a better understanding of these horrific genocides. Students will compare and contrast
all six genocides during the class to identify the main details, causes, and effects of each of the
genocides.
Related Standard:
WH.6.11 Investigate current global issues such as terrorism, genocide, and environmental issues.
Background:
At this point in the school year we will have already covered the Holocaust when we covered
WWII. The six other genocides are not offered for learning in most textbooks, so this will usually
be new information to all students. Students must use their prior knowledge of the Holocaust to
help them compare and contrast the other genocides with what they already know to form their
own thoughts and ideas on genocide.
Main Objective of Instruction:
In order to explain and classify the six other main genocides of the 1900s, TSWBAT collect
(Knowledge) information about their specific genocide, and then infer (Analysis) and explain
(Analysis) the main characteristics of their specific genocide to the class. In order to do this the
students will work in groups to complete a criteria sheet about the genocide that was assigned to
their group. The criteria sheet will be given by myself. The students will then be able to assess
(Evaluation) and conclude (Evaluation) their own thoughts and opinions about each of the
genocides after the students from each group orally present their findings to the whole class, and
after viewing several visuals of each genocide. Within their groups they must thoroughly
complete the criteria sheet and then present their findings orally to the class before the end of
the period.
Teacher Materials/Resources:
YouTube video clip of the Frays song Heartbeat, Huffington Post article explaining the song
Heartbeat, criteria worksheet for each student, criteria sheet answer keys for each genocide,
notes about each genocide for myself to use in class, PowerPoint presentation for genocide
visuals and information, dry erase board, dry erase marker, computer, projector, projector
screen, pen.
Student Materials:

Pencil, Huffington Post article explaining the song Heartbeat that will be given by me, criteria
worksheet for their specific genocide they are assigned that will be given by me, form of
technology (Cell phone, iPad, tablet, computer), paper for notes they may want to take about the
other genocides.

Anticipatory Set (Introductory Approach):

Before the class period begins I will go to my computer and pull up the YouTube of the song
Heartbeat by the Fray. I will prepare the projector and projector screen so I can play the music
video once the bell rings. I will wait until the bell rings to begin the class period and then I will
ask the students to quietly watch and listen to the music video (Musical/Rhythmic
Intelligence). After the music video has played through I will ask the students to converse with
their group members to interpret what they think the songs meaning is (Interpersonal
Intelligence). After a short time of doing this I will then ask various students what their groups
thought the song meant and what the song meant to them. I will open the class for discussion
about the meaning of this song. After our short discussion I will then pass out a copy of the
Huffington Post article to every student. This article explains how this song was written about the
1994 Rwanda Genocide. After I give the students time to read this article I will then explain what
we will doing for class today, and how we will be discovering characteristics and developing
thoughts and ideas about the six other genocides in the 1900s other than the Holocaust
genocide that most students know about.
Instructional Procedures (Whole Group):
1. As the students come in, I will greet them.
2. Once the bell has rang to announce the start of the class period I will direct the students
attention to the projector screen at the front of the classroom. I will then go to my computer and
play the YouTube clip of the Frays song Heartbeat music video (Musical/Rhythmic
Intelligence). I will then ask the students to quietly listen and watch the music video. (5
Minutes).
3. At the conclusion of the music video I will ask the students to work within their groups to
interpret and infer what they think the songs meaning is (Interpersonal Intelligence)
(Comprehension). (2 Minutes).
4. I will then open the class floor up for discussion about the songs meaning and ask each group
to present what they think the true meaning of this song is, and why they think so
(Comprehension) (Application). (3 Minutes).
5. After I have given the students 2 minutes to converse with their group to infer the songs
meaning I will pass out one copy of the Huffington Post article to each student (Attached). This
article explains how this song was written in Rwanda about the 1994 Rwanda Genocide. I will
give the students time to read this article and then I will ask the students what their thoughts
and opinions are about this song now after reading this article (Intrapersonal Intelligence). (6
Minutes).
6. At the conclusion of our discussion about this song I will introduce to the class that today we
will be discovering the other six genocides in the 1900s other than the Holocaust. I will direct
their attention to the side whiteboard where I will have already written the six genocides on the
board before class (Bosnia-Herzegovina genocide, Rwanda genocide, Cambodian genocide, Rape
of Nanking, Stalins forced famine, and the Armenian genocide). I will then split the class into six
groups (Their desks will already be arranged in a group setting). I will then assign each group a
different genocide to be their own for that class period. (1 Minute).
7. I will then thoroughly explain the activity that we will be conducting to the class. I will tell them
that they are required within their groups to complete the following criteria sheet for their given
genocide (Attached). I will tell the class that they will need to use their own technology (Cell
phones, iPads, Tablets, Computers) to research their given genocide and gain a valuable
understanding of the key characteristics in order to fill out the criteria sheet (Comprehension)
(Verbal Intelligence). I will inform the students that this is a group activity and they are

encouraged to work with their group members and communicate effectively, while staying on
task and using their technology only for the assignment. I will need to let them know that they
will be given 12 minutes to research and define their given genocide in order to complete the
criteria sheet, and then one person from each group will orally present their findings to the whole
class. (Knowledge) (Application). I will then tell the groups to begin the activity
(Interpersonal Intelligence). (3 Minutes).
8. As the groups begin their research on their genocide I will continually walk around the room to
ensure that all group members are participating and on task. If a student is using his or her
technology for tasks other than the assignment they will get one warning, and the next time I
notice them off task I will tell them I am taking their device until the end of the period. If a group
member loses his or her device they will be the group members chosen to orally present the
groups findings to the whole class. After 5 minutes have gone by I will begin asking the groups
how they are doing on the assignment, and what have they found out so far. I will do this to
make sure that they are on the right track and in fact researching the right information on a
trustworthy site. I will ask them to investigate their genocide and see if they can tell me how
their given genocide is similar or different to the Holocaust that we just covered (Analysis).
Other possible questions I will ask the groups will be asking what some of the motives were
behind the genocide, how would you deal with being a person involved in this genocide, what
events could have happened differently to alter the course of this genocide? (Analysis)
(Synthesis). (12 Minutes).
9. After the 15 minutes are up for the groups to complete their research and criteria sheets I will
ensure that all groups did in fact complete the assignment. I will then ask that all technology be
put away now for the remainder of the classroom and that all students respect their fellow
classmates when they are presenting and teaching the whole class. I will then ask for volunteers
to present their findings first to the class. To present one person from each group will teach their
completed criteria sheet to the whole class. I will use my class notes to make sure that they have
covered all of the main points and characteristics in their findings. I will make sure to ask
questions to scratch the surface after they are finished presenting such as, how would you deal
with being involved in this genocide as a victim, what changes do you recommend the leaders of
these genocides would have done, what changes do you recommend that the leaders of the
opposing groups have done, would their have been a better solution rather than a genocide?
(Synthesis) (Evaluation). All six groups will have one group member present. (12 Minutes).
10. At the conclusion of the presentations I will congratulate the class on a job well done in this
activity. I will then go to my computer where the PowerPoint presentation I have created will
already be pulled up. I will then turn on the projector and pull down the projector screen so the
PowerPoint can be viewed. The PowerPoint (Attached) includes all six genocides and their
geographical location. I will make several notes about the various pictures for each of the
genocides (Notes and comments attached on the back of the corresponding numbered
PowerPoint slides) (Synthesis) (Evaluation). I will finish the PowerPoint presentation before the
end of the class period (Visual/Spatial Intelligence). (6 Minutes).
Provisions for Individual and/or Group Differences:
The students will be working in groups for this activity. The groups that they will be working in
will be the groups that they are assigned to in their seating chart at that time. Since I have
placed them in those groups I believe that the groups will be organized well to encourage
teamwork, cooperation, and communication for the activity. All IEPs will be followed during this
class period. Any student that seems to not be grasping the information, or has no interest to
grasp the material I will make a hard effort to work one-on-one with that student while in his or
her group. This will be done so I can retract the students focus and motivation. Also, any student
that did not understand their genocide, or has further questions will always be welcome to come
into my classroom during my lunch or prep period.
Closure:

The closure of this lesson will be the group activity of all six genocides and then the
corresponding PowerPoint presentation. The criteria sheet will allow the students to infer and
analyze their given genocide, and then teaching an presenting their findings to the whole class
will help everyone get a better understanding of all of the genocides. The PowerPoint
presentation will allow the students to see vivid visuals that will help them better retain the
material. Ultimately I want the main achieved goal of this lesson to be that all students are now
introduced to all of the six other genocides in the 1900s other than the Holocaust.
Evaluation of Learning:
I will be able to individually evaluate students based on their participation and effort during the
group activity. Their completion of the criteria sheet will allow myself to see that they do or do
not have a clear understanding of the topic an material.
Independent Practice:

For independent practice and enrichment I will encourage students to write a one page
reflection on their given genocide. I will tell them to include how they interpreted the
genocide and how learning about it made them feel. They must use information they
learned in their research to support their arguments and thoughts. (Synthesis)
(Evaluation). I will tell them that this reflection can be turned in the next class period
for extra credit points. For remediation I will make sure to reach out to all students that
I felt did not grasp the material by having them meet with me outside of class in my prep
or lunch period. Also, any student that has any additonal questions can come see me
anytime with their questions.

The Fray HeartBeat

https://www.youtube.com/watch?v=hp0_2fjPlbM

"Heartbeat"
Usage of azlyrics.com content by any third-party lyrics provider is
prohibited by our licensing agreement. Sorry about that. We're on
an open bed truck on the highway
The rain is coming down and we're on the run
Think I can feel the breath in your body
We gotta keep on running 'til we see the sun
Oh you got a fire and it's burning in the rain
Thought that it went out, but it's burning just the same
And you don't look back, not for anything
'Cause if you love someone, you love them all the same
If you love someone, you love them all the same

Oh, I feel your heartbeat

And you're coming around, coming around, coming around
If you can love somebody, love them all the same
You gotta love somebody, love them all the same
Singing, oh, I feel your heartbeat
I'm trying to put it all back together.
I've got a story and I'm trying to tell it right.
I got the kerosene and a desire.
I'm trying to start a flame in the heart of the night
Oh you got a fire and it's burning in the rain
Thought that it went out, but it's burning just the same
And you don't look back, not for anything
'Cause if you love someone, you love them all the same
If you love someone, you love them all the same
Oh, I feel your heartbeat
And you're coming around, coming around, coming around
If you can love somebody, love them all the same
You gotta love somebody, love them all the same
Singing, oh, I feel your heartbeat
Ooh, ooh
I know the memories are rushing into mind
I wanna kiss your scars tonight, baby
'Cause you gotta try
You gotta let me in
Let me in
Oh, I feel your heartbeat
And you're coming around, coming around, coming around
You gotta love somebody
You got, you gotta love somebody
You got, you got
Oh, I feel your heartbeat

Oh yeah, oh yeah
Heartbeat

Huffington Post Article

This article explains how this song is about the Rwanda genocide and was written in Rwanda.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Criteria Worksheet
Name:_________________________________________________
Date:_____________________________________
Using your own technology research your specific genocide with your group members. Use your findings to
thoroughly complete this criteria sheet. One group member will present your groups findings to the whole
class. Be creative and have fun!

1. What is the name of the genocide?

2. Name the time period and years of the genocide.

3. Find the country and geographical location of the genocide.

4. Name the perpetrator of the genocide.

5. Name the victims of the genocide.

6. State the number of deaths in the genocide.

7. List the motives for the genocide, and explain the reasoning behind their motives.

8. Explain details about the genocide.

9. List the resolutions and effects of the genocide.

10. List any other facts or information about the genocide that you find important.

Class Notes for my use:

Genocide in the 1900s
Bosnia-Herzegovina:
-European continent
-1 country after WWI, Yugoslavia
-Conflict between the three main ethnic groups: Serbs, Croats, and Muslims.
-Committed by the Serbs against the Muslims.
-1992 through 1995, with 200,000 deaths
Rwanda:
-Eastern Central Africa
-Hutu militia killed Tutsis
-Civil War
-1994 with 800,000 deaths
-Started with assassination of President, blame was placed on the Tutsis
Cambodia:
-Asia, around Thailand, Laos, Vietnam
-An attempt by Khmer Rouge leader Pol Pot to form a Communist peasant farming society
resulted in the death of 25 percent of the countrys population from starvation, overwork, and
executions
-19751979 with 2,000,000 deaths
Rape of Nanking:
-Eastern China
-To be superior
-Preparing for war, live training
-Japanese Imperial Army marched into Chinas capital city of Nanking and proceeded to murder
300,000 out of 600,000 soldiers and civilians in the city.
-1937-1938 with 7,000,000 deaths
Stalins Forced Famine:
-West of Russia
-Stalin caused a famine in the Ukraine to destroy the people there that were seeking
independence from them
-1932-1933 with 7,000,000 deaths
-Crimea Peninsula
Relations today?
Armenians in Ottoman Empire:

-First genocide of the 20th century occurred when 2 million Armenians living in turkey were
eliminated from their homeland through forced deportations and massacres
-Middle East
-Under cover of WWI
-Create a new empire with one language and one religion
-1915-1918 with 1,500,000 deaths
-100 year anniversary