Genocide in the World Today

 

By: Ms. Tazama                                             Ditmas I.S.62                                                Law Teacher

 

Introduction:

 “When I refused to answer, they began to beat me on the legs with sticks. Then one of them raped me. He said, "you are lucky. Your god is still with you because we don't want to kill you. Now the Hutu have won. You Tutsi, we are going to exterminate you. You won't own anything."

Above is an example of the atrocities that people face when they are targets for elimination. This idea of erasing a group from the face of the earth based on religion or other factors is called Genocide. Throughout history in different parts of the world Genocide has been perpetuated by the laws and policies implemented by the government of the time. It has been a problem that has existed throughout history but really came to light with the actions of Hitler and the Nazi’s. Hitler used laws to segregate the Jewish community from the rest of society. He used the weak policies of the Weimar Republic to create laws that would open the door for his political and racial agenda.

The actions of Hitler and the Nazi’s prompted representatives from different countries in the world to assemble and attend the Convention on the Prevention and Punishment of Genocide. You have been chosen to become a member of the United Nations. Your job is to travel to one of the following locations Myanmar (Burma), Syria, North Korea, Colombia, Mexico, or Russia and determine if there is a potential threat of Genocide in that nation. The actions in the country must meet the standards provided by the United Nations General assembly to be considered Genocide. 

 

 

Task:

You will create a PowerPoint that uses the Public Policy Analyst (PPA) model to analyze the policy created at the Convention on the Prevention and Punishment of Genocide. You will determine whether or not to label the incidents occurring at your country of choice a Genocide and then determine if the solutions are feasible and effective. 

 Your job as a United Nations representative is to determine whether Genocide is a problem in the nation that you are researching. Are the solutions feasible and effective?

Select one of the following locations:                                         

·         Myanmar (Burma)

·         Syria

·         North Korea

·         Colombia

·          Mexico

                                                            

(Determine if there is a potential threat of Genocide in that nation. Should the United Nations deploy foot soldiers? Remember that the actions in the country must meet the standards provided by the United Nations General assembly to be considered Genocide).

Use the following link to identify the eight stages of Genocide:

http://www.genocidewatch.org

 Create a PowerPoint Presentation to present the information to the other members of the United Nations informing them about the potential threat in your nation.

 

 

Process:

In your PowerPoint, you must have 10 slides that do the following: 

Step 1:

(Slide 1) title page Genocide in {your country of choice} – add a picture

(Slide 2) define the problem

(Slides 3, 4 and 5) (2pictures)

Step 2: 

Gather Evidence - this step requires your group to use the Internet to locate at least three different sources of evidence to support the scope of your problem. The goal of these activities is to develop problem solving/argument writing and speaking skills through the use of the Internet to gather evidence about your problem.

(Slides 6, 7 and 8) – add picture

Step 3:

 Identify Cause - If policy makers can identify the causes or factors that contribute to a social problem, then they can try to develop public policies to eliminate or lessen those causes or factors.  In these slides, students will identify the causes that lead to Genocide or human rights violations in a country.

 

 (Slides 9 and 10) - Add picture

 

 

 Step 4:  Evaluate a Policy: Now, you are ready to begin to analyze the major public policy that was enacted to address your social problem.  Students will analyze the steps enacted by the United Nations when dealing with issues of Genocide.

 

 

Resources

Below are the links that will assist you in completing the steps to the project. Once you click on the link scroll down to the bottom of the page.

The Steps of the Public Policy Analyst (PPA):

1.      Define the Problem

2.      Gather the Evidence

3.      Identify the Causes

4.      Evaluate an Existing Policy

5.      Develop Solutions

6.      Select the Best Solution  (Feasibility vs. Effectiveness)

 

Websites You Can Use

 

a)      http://www.ushmm.org/confront-genocide/cases/burma

b)      http://www.ushmm.org/confront-genocide/cases/syria

c)       http://genocidewatch.net/2013/03/21/country-profile-colombia/

d)      http://www.ushmm.org

e)      http://www.genocidewatch.org/alerts/countriesatrisk2012.html

 

 

Evaluation:

 

 

Standards:

 Key Ideas and Details:

CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.