Understanding the History of Worldwide Genocide
Cori Sternstein, Dominick Pursino and April Francis-Taylor
Problem: The NYS Social Studies Standards have failed to recognize the issue of genocide, despite it being a large part of our global community today, and much of the 20th century. Teachers are also often very limited in how much they are able to address such a topic due to its severity.
Purpose: The purpose of this unit is to allow students the opportunity to learn about the history of genocide around the world during the 20th century and prepare them to become agents of change.
Unit Compelling Question
How could our understanding of human rights violations in the 20th century help us to understand the word “genocide” as well as attempts by resisters to stop it?
Unit Supporting Questions
1. How did the word “genocide” change how the world responds to mass violence?
2. How did the Cambodian Genocide fit the UN definition of genocide?
3. How did the Rwandan Genocide change the international community’s approach to addressing genocide?
4. How did attempts for resistance against the perpetrators of genocide instill the need for legislative change?
New York State Social Studies Framework
10.5e Human atrocities and mass murders occurred in this time period. Students will examine the atrocities against the Armenians; examine the Ukrainian Holodomor and examine the Holocaust.
10.10c HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened and has served as a lens through which historical occurrences of oppression can be evaluated.
Social Emotional Learning Competencies (SEL)
Social Awareness: “The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, showing concern for the feelings of others, identifying diverse social norms, including unjust ones, recognizing situational demands and opportunities, and understanding the influences of organizations and systems on behavior. (Principle 2)
NYS CR-S Framework Strategies
- High Expectations and Rigorous Instruction (CR-S Education Framework 27)
- Critical Examination of Power Structures (Supporting Questions 2 and 3)
- Ongoing Professional Learning and Support (CR-S Education Framework 28)
- Curriculum and instruction is aligned with the histories, languages, and experiences of traditionally marginalized voices.
- Provide opportunities for students to critically examine topics of power and privilege. These can be planned project-based learning initiatives (Fostering High Expectations and Rigorous Instruction)
Summative Task
Students will be paired up and will create a PowerPoint presentation about one of the genocides that we did not discuss in class. They will incorporate what they have learned about the definitions of genocides, the attempts and interventions to stop these genocides, along with pictures.
Taking Informed Action
How do these genocides still impact various people around the world today?
There are still various human rights violations occurring in the world today, such as the Uighurs in China and Rohingya in Myanmar. Students visit the United States Holocaust Memorial Museum online (https://www.ushmm.org/ ) or a local exhibit such as the Holocaust Memorial & Tolerance Center in Glen Cove, New York or the South Jersey Esther Raab Holocaust Museum and Goodwin Education Center to explore the recent instances of genocide in our world today as inspiration for their PowerPoints.
Discussion
Prior to the creation of the word genocide, different groups around the world were targeted, usually on the basis of their ethnicity, religion, or race. The creation of the word gave the international community a platform to act, allowing for those guilty of committing genocide to be punished. Despite the creation of means for the prevention of genocide, these events still continued to occur all over the world during the 20th century, and even into the 21st century. Genocide and related acts are often left out of news reports or are often breezed over in an effort to shield the world from the severity.
Who is Raphael Lemkin?
Directions: Read the passage below and answer the questions.
Raphael Lemkin, a Polish-Jewish lawyer, coined the term “genocide” in his 1944 book Axis Rule in Occupied Europe as a response to the atrocities of the Armenian Genocide and the Holocaust. He believed the international community needed a specific term and legal framework to address the targeted destruction of groups. Before World War II, the word “genocide” didn’t exist, leaving atrocities like those in Armenia and the Soviet Union without clear legal consequences. During World War I, the Allied Powers referred to the Ottoman Empire’s actions against Armenians as “crimes against humanity,” but terms like “massacre” and “extermination” lacked the moral weight of “genocide.” Later, similar acts were often called “ethnic cleansing,” though not legally defined.
After the Holocaust, the Nuremberg Trials in 1945 used the term genocide, but it wasn’t yet legally recognized. In 1948, thanks to Lemkin’s efforts, the UN adopted the Convention on the Prevention and Punishment of the Crime of Genocide, officially making genocide an international crime. Lemkin became known as the “Father of the Genocide Convention.” That same year, the UN also adopted the Universal Declaration of Human Rights, affirming the dignity and equal rights of all people, and laying the foundation for legal frameworks to prevent genocide and other mass atrocities.
Questions:
- Who was Raphael Lemkin?
- Why did Armenia and the Soviet Union go partly unnoticed?
- How does defining atrocities as “massacres” or “exterminations” negatively impact the victims of these acts?
- What were the impacts of Lemkin’s efforts?
- How do you think Lemkin’s efforts may have impacted genocides in the future?
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