Modern World History

NAME:_____________________________________________
DATE:______________________________PERIOD:______

ASSESSMENT: Genocide
GRADUATION OUTCOME(S) ADDRESSED IN THIS ASSESSMENT:
Historian: 2) Extracting/Gathering and Comprehending Historical Information from a variety of sources; 3) Analyzing and Interpreting
Historical Information from a variety of sources; Reader: 1) infer the main idea or purpose in a reading selection/passage/charts & graphs; 3)
Locate important details in a reading selection/passage; 6) Make generalizations and conclusions in a reading selection/passage.

PART ONE: HISTORIAN: What to Do:

Choose the BEST answer to complete the following selected response statements
regarding Imperialism and Latin America. (Knowledge, comprehension, & analysis)

1. All are a part of the United Nations definition of Genocide EXCEPT

A. Killing members of a group
B. Causing serious bodily or mental harm to members of a group
C. Imposing measures intended to prevent births within the groups (i.e. procreation)
D. Forcibly having children stay within the group
2. The correct order of the stages of the Anti-Defamation Leagues Pyramid of Hate is...
A. Prejudiced Attitudes, Acts of Prejudice, Discrimination, Violence, & Genocide
B. Genocide, Discrimination, Acts of Prejudice, Violence & Prejudiced Attitudes
C. Acts of Prejudice, Prejudiced Attitudes, Discrimination, Violence & Genocide
D. Genocide, Violence, Discrimination, Acts of Prejudice & Genocide
3. Who were the perpetrators of the Armenian genocide?
A. Armenians
B. Arabs
C. The Turkish government
D. Bedouins
4. The dehumanization stage of genocide includes
A. Groups are given different names and distinguished by their colors or dress
B. Members of one group are equated with animals, vermin, insects or diseases
C. Plans are made for genocidal killings
D. Victims are separated out because of their ethnic or religious identity
5. When did the Armenian Genocide take place?
A. 1925-1928
B. 1915-1918
C. 1919-1922
D. 1915-1918
6. Which of these events during the Armenian Genocide was a cause of the other three?
A. Special militias are created to deport and murder Armenians.
B. The Ottoman Empire was badly defeated by a Russian campaign.
C. The Armenian community is made a scapegoat for military losses.
D. Leaders of the Armenian community are killed.
7. Read the quote to respond to the statements below.
I have placed my death-head formations in readiness for the present only in the East-with orders
to them to send to death mercilessly and without compassion, men, women, and children of Polish

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Modern World History

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DATE:______________________________PERIOD:______

derivation/origin and language. Only thus shall we gain the living space (Lebensraum) which we need.
Who, after all, speaks today of the annihilation of the Armenians?
Source: Hitler, Adolf. Final Solution (for the Jewish people), Poland 1939
The purpose of the author was most likely to:
A. Encourage the government to change its policies toward Jewish people.
B. Explain the problems associated with acquiring land.
C. Justify the killing of Polish Jews.
D. Show support for the Turkish governments actions toward Armenians.
8. Infer what the last line of the above passage means
A. Genocide is justified because it is not mentioned afterwards.
B. The Armenian genocide was pointless.
C. The Armenian genocide did not really happen.
D. Genocide can be committed without consequence for the perpetrator.
9. Where did the Armenian genocide occur?
A. In the Ottoman empire.
B. In the Sudan.
C. Great Britain.
.
D. In the Persian empire.
10. What role does a bystander have in genocide?
A. They come to the aid of those being attacked.
B. They cause harm to members of a group.
C. They witness the destruction of a group and do nothing.
D. They become injured or killed by a violent force.

MAP PORTION (on attached page)

Questions eleven (11), twelve (12), thirteen (13) and fourteen (14)
ON THE MAP, correctly label where the Guatemala Genocide took place.
ON THE MAP, correctly label where the Darfur Genocide took place.

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Modern World History

NAME:_____________________________________________
DATE:______________________________PERIOD:______

ON THE MAP, correctly label where the Rwanda Genocide took place.
ON THE MAP, correctly label where the Cambodian Genocide took place.
Questions fifteen (15)
ON THE MAP, correctly label The Middle East.

PART TWO: READER: What to Do:

Use the below documents and historical knowledge to choose the BEST answer to
complete the following selected response statements regarding the effects of colonialism
in Latin America. (Knowledge, comprehension, & analysis)

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Modern World History

NAME:_____________________________________________
DATE:______________________________PERIOD:______

Document One (1)

Turkish rulemeant unutterable contempt The Armenians (and the Greek) were dogs and pigs to
be spat upon, if their shadow darkened a Turk, to be outraged, to be mats on which he wiped the mud
from his feet. Conceive the inevitable results of centuries of slavery, of subjection to insult and scorn,
centuries in which nothing that belonged to the Armenians, neither his property, his house, his life, his
person, nor his family, was sacred or safe from violencecapricious, unprovoked violenceto resist
which by violence meant death! I do not mean that every Armenian suffered so; but that every one lived
in conscious danger from any chance disturbance or riot.

Source: Ramsay, William quoted in Vahakn Dadrian, Warrant for Genocide. New Brunswick,
NJ: Transaction Publishers, 1999 (adapted)
16. According to the passage, if an Armenian resisted with violence, the result would be ___________...
A. Imprisonment
B. Deportation
C. Death
D. None of the above
17. What is the primary message of document one?
A. To describe the Turks discrimination and prejudice toward Armenians.
B. To persuade people to mistreat Armenians.
C. To criticize the treatment of the Armenians.
D. To document the attitudes of the Turks toward the Armenians.
18. As used in line eight, the word conscious probably means which of the following?
A. Unaware
B. Known
C. Indifferent
D. Senseless

Document Two (2)

In my house voice, I began to explain to them that they did not need to fear us, that we
were Armenian revolutionaries who had occupied the bank to compel the European
ambassadors to intervene in order to end the massacre of the Armenians. I even
reminded them: Do you hear that howling outside? The Turkish mob has resumed the
massacre of the Armenians In very courteous language, I explained to them what
our aim was. I told them, unless we received guarantees that no more Armenians would

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Modern World History

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be killed and the promised reforms would be enacted, we were not getting out of the
bank. Should they try from outside to recapture the building by force, we would resist
to the last bullet and the last bomb, and in the end blow up the building not to surrender
ourselves. Therefore it would be in their interest as well to bring about the European
intervention as soon as possible, before our ammunition was exhausted.
They all started to look at each other and then at me with terrified eyes. Their elemental
terror of a short while ago was followed by a new one, more definite, and all together
began asking how they could help us to bring about the European intervention as soon
as possible.
Source: Vratzian, Simon, Bank Ottoman: The Memoirs of Armen Garo, Detroit: Armen Tapouizian,
1990.
19. Which analytical category or bucket would be MOST likely to fit this document?
A. Intellectual
B. Technological
C. Political
D. Economic
20. According to the passage, the Armenian revolutionaries probably took over the
bank because
A. They needed to stop the killing of the Turks.
B. They wanted to rob the bank.
wanted to get revenge against the Turks.
D. They were desperate for European intervention immediately.

C. They

21. The passage clearly indicates

A. Everyone will die if the Revolutionaries demands are not met.
B. The Revolutionaries are afraid of the Europeans.
C. The Turks have stopped killing Armenians.
D. The Revolutionaries have run out of ammunition.

What to Do:

CAREFULLY read the passage below. Highlight or underline the main ideas in each
paragraph of the reading passage, Then, use the information from the reading to answer
EACH of the questions that follow (Knowledge, comprehension, & analysis)

Document Three

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Modern World History

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DATE:______________________________PERIOD:______

The Transatlantic Slave Trade

Unlike most twentieth-century cases of premeditated mass killing. The African slave trade was
not undertaken by a single political force or military entity during the course of a few months or
years. The transatlantic slave trade lasted for 400 years, from the 1450s to the 1860s, as a series of
exchanges of captives reaching from the interior of the sub-Saharan Africa to final purchasers in
the Americas. It has been estimated that in the Atlantic slave trade, up to 12 million Africans were
loaded and transported across the ocean under dreadful conditions. About 2 million victims died
on the Atlantic voyage (the dreaded Middle Passage) and in the first year in the Americas.
Source:
23. A genocide is:
A. The extermination of people because of a lack of technological or educational
progress.
B. The extermination of people because of social class or economic weakness.
C. The extermination of people because of ethnic background, religion, or color/race.
D. None of the above.
24. Is the Transatlantic Slave Trade a genocide?
A. Yes
B. No
25. Explain the position taken in question 24. The response MUST use at least two (2) factual details
from the reading on the Transatlantic Slave Trade and the definition of genocide as evidence of the
position taken.
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Modern World History

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DATE:______________________________PERIOD:______

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GRADUATION OUTCOME(S) ADDRESSED IN THIS ACTIVITY:

Writer: 5) State a clear thesis or position to effectively address a specific topic or prompt. 6) Describe and analyze pieces of evidence that
support a claim/thesis 8) Organize information to support a claim/thesis Historian: 2) Extracting/Gathering and Comprehending Historical
Information from a variety of sources; 3) Analyzing and Interpreting Historical Information from a variety of sources;

PART THREE: WRITER: What to Do:

Answer/Respond to ONE of the prompts being asked: Make a claim!

Provide/Give at least three (3) reasons that support the claim
For each reason stated,
a. Explain how this reason proves/supports the claim.
b. Provide/cite pieces of evidence/examples/quotes from the documents studied in
the unit. REMEMBER: Throughout the paragraph use outside information
(recall information from class notes, discussions, readings) to support the claim.
Provide a counter-argument to the claim made.
Use the attached DBQ PARAGRAPH RUBRIC to make sure to meet standards!!!! Students
must attach the rubric when s/he submits/turns in the assessment!!

OPTION ONE:

Compare and contrast two genocides, which have occurred in the

20 and 21st centuries.
th

OPTION TWO:

Outside countries and citizens have a responsibility to intervene

and stop genocide when it begins.
Option:_______

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Modern World History

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DATE:______________________________PERIOD:______

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