|
Stopping Genocide
in Our World Today
Mrs.
Bambino
English
8
North
Syracuse Junior High School
Introduction:
Anne Frank is the world’s most famous
victim of genocide. Anne was killed in
Bergen-Belsen concentration camp in 1945.
Although the Holocaust was a horrific time in history, genocide still
happens in our world today. It is
happening right now.
Problem:
Genocide is happening in our world today
in the Democratic Republic of the Congo, Sudan and South Sudan.
Task:
Students will complete two worksheets
and use this information to create a group oral presentation.
Process:
Part I - Individually,
students will need to complete the first four steps of the WebQuest on the PPA
Part I worksheet. Be sure you are fully
aware of the concept of genocide and what regions of the world it is currently
impacting. Click here for the PPA Part I Worksheet.
You will need to use the links under resources to
successfully complete this section.
Part II – In
pre-determined small groups, you will come up with three to five possible
solutions to the genocide happening in our world today. On the PPA Part II worksheet, you will need
to give a detailed description of each solution and why this solution would
work. You will also need to evaluate
your groups’ ideas. How effective would
each solution be? How feasible would
each solution be? Click here for the PPA Part II Worksheet.
Pat III – With your small
group, prepare a 3-5 minute presentation to share your
best solution to the problem of genocide.
Use the PPA presentation guideline sheet to make sure you are hitting
all the key points during your presentation.
Click here for the PPA Presentation Guidelines.
Steps of the
Public Policy Analyst (PPA) problem-solving method:
4) Evaluate an Existing Policy
6) Select the Best Solution (Feasibility vs.
Effectiveness)
Resources:
·
The United States Holocaust Memorial
Museum – What is Genocide?
·
The United State Holocaust Memorial
Museum – Who is at Risk?
·
Global
Solution – Genocide Prevention
Rubric:
CATEGORY |
25 |
20 |
15 |
10 |
PPA worksheet #1 |
PPA worksheet #1 is
completely, thoughtfully filled in. All information is accurate and all
sources are listed correctly. |
PPA worksheet #1 is
mostly thoughtful. It may contain 1-2 minor inaccuracies or have incorrect
citations. |
PPA worksheet #1 is
somewhat thoughtful. There may be blank sections or major inaccuracies.
Citations may be incomplete or not done. |
PPA worksheet #1 is
partially complete or rushed. |
PPA worksheet #2 |
PPA worksheet #2 is
completely, thoughtfully filled in. Possible solutions are mature and the
evaluation of these solutions is accurate. |
PPA worksheet #2 is
complete and mostly thoughtful. Some solutions or evaluation of solutions may
be unrealistic. |
PPA worksheet #2 is
somewhat thoughtful. Some solutions or evaluations may be inaccurate or
unrealistic. |
PPA worksheet #2 is
partially complete or rushed. |
Information presented |
All information is
accurate and thoughtful. The information is useful for the rest of the class
to learn. |
The information
presented is mostly accurate and thoughtful. The information is mostly useful
for the rest of the class to learn. |
The information is
somewhat accurate and thoughtful. Some ideas may be irrelevant or unimportant
for the class to hear. |
The information is
completely inaccurate or irrelevant. |
Group presentation |
The group presentation
is creative and entertaining to watch. It is obvious that a great deal of
planning went into this presentation. Each group member contributes and
speaks during the presentation. The
presentation was within the 3-5 minute time frame. |
The group presentation
is mostly entertaining to watch. Each group member contributes and speaks
during the presentation. The
presentation was within 20 seconds of the 3-5 minute time frame. |
The group presentation
is somewhat entertaining to watch. One or more group members may not speak
during the presentation. The
presentation was within a minute of the 3-5 time frame. |
The group presentation
is confusing or inaccurate. The presentation may
have been under two minutes or over six minutes. |
Final
Score out of 100 points:
Common Core Standards:
Reading for Informational Text
Standard 1:
Cite
the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Reading for Informational Text
Standard 6:
Determine
an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Reading for Informational Text
Standard 7:
Evaluate
the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
Reading for Informational Text
Standard 8:
Delineate and evaluate the
argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence
is introduced.
Writing Standard 7:
Conduct short research projects to
answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
Writing Standard 8:
Gather relevant information from
multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format
for citation.
Writing Standard 9:
Draw evidence from literary or
informational texts to support analysis, reflection, and research.
Speaking and Listening Standard 1:
Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher led) with diverse
partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Speaking and Listening Standard 4:
Present claims and findings,
emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Reading for Literacy in History,
Standard 9:
Analyze the relationship between a
primary and secondary source on the same topic.