Ms. J. RYGALSKI

Department of English

MOTT HALL II

New York City, NY

A TWENTY-FIRST CENTURY HOLOCAUST

DEATH IN THE SUDAN

Intelligent people would think that the lessons learned from the death camps and the Holocaust of Nazi Germany would educate the world. We have studied the Holocaust 1933-1945 in Fascist Germany under the totalitarianism of Adolf Hitler. We have seen how six million European Jews were exterminated in concentration camps over a seven year period. We have seen how Anti-Semitism, dehumanization and ethnic hatred can lead to genocide. World nations have signed the United Nations Declaration of Human Rights, promising that a holocaust would never happen again. Yet here we are in twenty-first century and it seems that the past is only a distant memory. As a great historian once said,” those who do not study history are doomed to repeat its mistakes”. It seems that he may be correct. Because the current conditions in the African country of the Sudan is mirroring the Holocaust six decades prior.

A SHORT BACKROUND

The 21 year Sudanese civil war between the Arab Muslim Khartoum government in the north and the black African Christian rebels in the south has spurred the world's greatest humanitarian crisis. It is now GENOCIDE! However, the attacks are still occurring and millions of lives are at stake due to extreme hunger in the Darfur region of Sudan. More than 2.2 million are affected by the crisis in an area the size of Texas. According to the U.S. Committee for Refugees, the death toll in Sudan is higher than the combined fatalities of Bosnia, Kosovo, Afghanistan, Chechnya, Somalia, and Algeria. Over 2 million Sudanese have died directly because of the war, or war-related causes. Sudan has the largest population of displaced persons in the world. They have more than 4 million internally displaced and 500,000 refugees. In Darfur, the fighting only began last year. It began when groups of students and activists from three of Darfur's African tribes demanding development assistance formed a rebel group that captured the military town of El Fashir and killed 75 government soldiers. In response, the Sudanese government armed a number of Arab militias called the Janjaweed. While the government bombed villages from the skies, the Janjaweed militia began killing and raping the local civilian population. Hundreds of villages have been burned to the ground, food storage facilities destroyed, and fresh water wells polluted. Aid officials have said that even if sufficient supplies arrived today, some 350,000 people could die by the end of the year. 200,000 refugees of Darfur have fled to eastern Chad as a result of the ethnic conflict. Estimates are that 50,000 people have already died in the violence. The approaching rainy season, creating flooding of roads and logistical nightmares for those delivering food and medical supplies, has greatly increased the danger for displaced populations living in meager shelters. Will millions die in GENOCIDE? Mass extermination, on the scale of a Holocaust, is repeated? How can diversity be made to work? This is the real question!

You will have an opportunity to solve this social problem. You and your classmates will become Public Policy Analysts. You will analyze the crisis in the Sudan and devise Public Polices that will make “DIVERSITY WORK”! You will find alternative ways to solve problems other than a HOLOCAUST. Your group will be asked to present your findings to the UNITED NATIONS GENERAL ASSEMBLY. In this way, maybe representatives from all the worlds’ countries can learn from you.

Good luck!

You have an important task to perform

1: You will be divided into groups of four as outlined in the process section of the web quest

2: Each member of the group will be assigned a critical role that will complete the products assigned by Ms. Rygalski

3: Each member of the group will complete a FIVE page written paper using the six-step PUBLIC POLICY ANALYST as the outline. You will define the problem, find evidence and causes, evaluate existing policies and find new solutions.

4: Each group will complete a minimum of a 10 slide power point presentation explain your research. You will use the PPA as a guideline for the power point

5: Your group will then present the findings to the United Nations General Assembly (class) in Ten-Minute oral presentations. You should use illustrations in the form of pictures, graphs, charts etc. You will also give your report in conjunction with group’s power point.

6: You will use the internet resources below along with printed material to complete the Public Policy Analyst worksheets.

PART I

1: The class will be divided into groups of FOUR.

Each member of the group must fulfill their given responsibilities. The group will decide the roles for each member using the outline below. Each group member will be responsible for the Five-page Written Report but their will be a group grade for the oral report

2: Individual responsibilities for group members

Student # 1: Recorder & Writer-This student will take notes on information gathered by group members and write an outline for the oral report. These notes will also be used by each member to write the paper. This student will be responsible for completing the Public Policy Analyst Worksheets

Student # 2: Researcher-This student will do the research, with help of other members. He/she will search the Internet and gather information that will be used to complete the worksheets. This student should be aware of the information needed to complete the PPA worksheets.

Student # 3: Time keeper of organizer-Will keeps the group on track. He/she will assist in the research, lead & coordinate group meetings and be aware of teacher made deadlines and schedules. This student will also be in charge of rehearsing the oral presentation, keeping in mind the ten minute minimum requirement. The time keeper will thus also be a director.

Student # 4: Presenter- This student will be responsible to convey the group findings to the class. He/she will be the main speaker in the Oral Presentation and will assign others their subordinate roles for the oral presentation. This group me member should have good public presence, be able to speak clearly and take constructive criticism from group members during rehearsals. The presenter will coordinate the oral report but all members will take part in some form.

ALSO NOTE: Each member of the group will submit a five page paper.

II: Each group member should do some research on the policy in the SUDAN. As a group, you will complete the worksheets (steps) in the Public Policy Analyst.

III: Remember-THINK LIKE A PUBLIC POLICY ANALYST

PART II

1: You will be divided into groups of four

II: Each group member will have to research the social problem of Holocaust in the Sudan. As a group, you will complete the Public Policy Analyst worksheets.

III: Your group will become public policy analysts

You will use the six-step procedure below to structure you products and complete the research

THE SIX STEP PUBLIC POLICY ANALYST

LINKS AND WORKSHEETS

STEP # 1: Define the Social Problem

2: Find Evidence for the Problem

3: Find the Causes for the problem

4: Examine Public Policies that exist today in

The Sudan or policies of foreign countries

Trying to help

5: DEVELOP OWN SOLUTIONS FOR THE

PROBLEM

6: SELECT THE BEST SOLUTION

Remember-work together and coordinate all efforts

IV: You will complete ALL the worksheets on the links

To the PPA and these will be used as resource

Material for your products

V: You will be graded by the Rubrics in the

“Evaluation” section of the web quest

VI: You will use the INTERNET RESOURCES given

Below along with printed material to complete the

Worksheets and products.

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

SPECIFIC WEB SITES FOR THE PPA WORKSHEETS

POLICIES

COMPREHENSIVE BACKGROUND

GENOCIDE POLICIES

WHERE IS IT

A HISTORY

Background

PBS information

OIL AND CIVIL WAR

CURRENT NEWS

UNITED NATIONS POLICIES

A PDF PAPER-VERU GOOD EXPLANATIONS

Research Report:

HOLOCAQUST IN THE SUDAN

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RUBRIC

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A” = 21-24 POINTS “B”= 16-29 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

Oral Presentation Rubric:

HOLOCAUST IN THE SUDAN

Teacher Name: MS. J. RYGALSKI

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

GRADING: “A” = 21-24 POINTS “B”= 16-29 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

THE HOLOCAUST IN THE SUDAN

POWER POINT PRESENTATION

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Teacher Name: Ms. RYGALSKI

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFCTORY	1 UNACCEPTABLE
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
PPA WORKSHEETS	ALL SIX WERE USED AND INCLUDED IN THE POWER POINT SLIDES	undefinedFIVE3 STEPS WERE USED AND INCLUDED INTO THE POWER POINT SLIDES	ALL STEPS WERE USED BUT ONLY MADE REFERENCE TO IN THE SLIDES	THE PPA WORKSHEETS WERE NOT USED PROPERLY

GRADING: “A” = 24-28 POINTS “B”= 20-23 POINTS “C”= 15-19 POINTS

“F”=BELOW 18 POINTS

You should have learned from this web quest that history is an important teacher. You have studied the devastation wrought by a fanatical Nazi regime a half a century earlier and a similar holocaust is still possible today. Millions have died in Africa and many millions more will succumb to ethnic hatred unless Public Policies are devised to stop them. You also should have learned that this is not a problem solely for the people of the Sudan. It is a problem for the entire planet. Unless all citizens unite and try to find peaceful solutions to racism, anti-Semitism and dehumanization, genocide will be always with us. The people in the Sudan just like the Jews and Gypsies in Nazi Germany are different in many ways than people from other parts of the worked. We must find ways to adjust for DIVERSITY and find methods of INCLUSION or our children and grand children will face a similar fate as the starving babies in Darfur or the gasses millions who found their way to the Nazi crematorium. Let’s hope you made a difference and continue to do so your entire life.

THANKS FOR YOUR PARTICIPATION

LANGUAGE ARTS

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

SOCIAL STUDIES

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3:   Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

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Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.