Lesson Plan #3: The Rwandan Genocide
Lesson Length: 50 minutes
I. TARGET ESSENTIAL QUESTION & SUBSIDIARY QUESTION(S) FOR THE UNIT
Essential Question:
● Why do genocides occur?
Subsidiary Questions:
● What is genocide?
● What are the common causes of genocide?
● Why does genocide still occur today?
● How can you as a civilian help prevent and resist genocides in the world today?
II. PREREQUISITE KNOWLEDGE AND SKILLS FOR THE UNIT
Students will have knowledge of classroom routines and expectations of the used activities
such as jigsaws, turn and talks, and do nows. Students will have a general understanding of
World War II and the Holocaust and be familiar with world history and global reactions to
the Holocaust. Students will also be familiar with the classroom expectations and how to
complete their handouts and homework given the format of the assignments. Students will
be able to summarize and communicate important information from readings verbally to
peers in a small group setting. Students will be familiar with viewing videos and taking
notes and then having a discussion or assignment based off of the video.
IV. RATIONALE FOR THE UNIT
This unit allows students to grapple with issues of genocide, ethnic cleansing, racial
purification, etc. that is seen in rhetoric today which mirrors historical rhetoric prior to
genocide. The unit is structured so that students will learn the history of the term
genocide, work through a couple case studies, then watch a powerful video in which
the students will be challenged to think of how they can take their learning and apply it
so they as citizens of the world can prevent and resist genocides and ethnic or racial
discrimination or killings/crimes. The unit also provides a platform for a global
perspective in order to better understand the concept of genocide. The format of this
unit allows students opportunities to work in small groups, work with primary sources,
and to apply their learning to their own lives and current events in the world.
V. LINK TO STANDARDS
Massachusetts History and Social Science Framework Learning Standards and/or
Concepts and Skills
MA HHS-WHII.T7.1.F
Distinguish between the concepts of genocide and mass atrocity and
analyze the causes of genocide and mass atrocities in the modern world:
the Rwandan Genocide.
C3 Framework Dimensions
DS.His.4.9-12.
Analyze complex and interacting factors that influenced the
perspectives of people during different historical eras.
X. OBJECTIVES
1. Students will be able to analyze the evidence presented in class and construct an
argument as to whether or not Rwanda had fully healed from the genocide in a paragraph
response.
2. Students will be able to summarize the Rwandan Genocide to their peers orally and
through written notes based on a provided article.
XI. MATERIALS
● Student Worksheet
● Google Slides Presentation
● Vox Article
● Seminar Prep Homework Assignment
XII. PROCEDURE
A. INQUIRY QUESTION
Has Rwanda fully healed from the genocide?
B. OPENER (10 minutes)
1. Students will be asked to list anything they know about Rwanda and think about
where they learned the things they know. If students do not know anything about
Rwanda, they will list things they think of when they hear the word and why they
think that. Students will work individually and silently. (3 minutes)
2. Students will then share their answers with their partner/group. (3 minutes)
3. The teacher will then ask students to share out their answers either from their own
work or from their group discussion. (4 minutes)
C. DEVELOPMENT (31 minutes)
4. Students will then watch a 10-minute video on Rwanda after the genocide and
take notes in the appropriate section of the handout. (11 minutes)
Link: https://www.youtube.com/watch?v=K8kxOvfUtP0
5. Students will then be assigned a part of a Vox article on the Rwandan Genocide
to read and create a poster summarizing the important aspects of their section of
the article. The teacher will explain that each group will have 5 minutes to work
through their section of the article and answer the questions on the handout. The
groups will then have 3 minutes to write their summary notes on the poster
paper on their table and select a group member to present the information to the
other 2 groups in their half of the class. Each half of the class will be divided
into 3 groups for each part of the article. The presenter will have 2 minutes with
each group to explain their section of the article while the visiting group takes
notes. (5 minutes)
6. The groups will then work together to read and answer the questions on the
handout for their section of the article. (5 minutes)
7. The groups will then be told to transition to select their presenter and create their
poster summarizing the section of the article in bullet points. (3 minutes)
8. Each group minus their presenter will then travel to another group in their half
of the classroom and hear the presentation of another section of the article and
take notes on the presentation. (2 minutes)
9. The groups will rotate and repeat Step 8 for the remaining section of the article.
(2 minutes)
10. Groups will return to their table and fill in the presenter on the notes from the
other groups so everyone has the same notes. (3 minutes)
D. CLOSING (or CLOSURE) (9 minutes)
11. Students will be instructed to silently and individually work on their exit ticket.
(9 minutes)
12. Once they get it checked for completion by the teacher students can begin their
seminar prep homework assignment to prepare for tomorrow’s seminar in class.
(any remaining time)
XIII. PERFORMANCE ASSESSMENT TASKS
For this lesson, the exit ticket will serve as the primary formative assessment. The exit
ticket will allow the teacher to determine if students were able to gain the desired
knowledge and understanding of the lesson in order to move on with the unit. The class
debriefs and discussions throughout the lesson will also serve as formative assessments
for the teacher to check in with students and see what their understandings are and answer
any questions which arise during the activities. The summative assessment for the unit
will be the seminar in Lesson #4 of the unit. The seminar will have students focus on
synthesizing the information they learned from class to answer questions on why
genocides happen and how countries can heal and move on after genocides occur.
XIV. ACCOMMODATIONS
All students with IEPs or 504 plans will be given further scaffolded versions of the
handouts and jigsaw readings. Their paraprofessionals will be given the materials
ahead of time to create proper accommodations and prepare for how best to support
the students. Further scaffolding of the readings and handouts will be provided for
ESL students as needed.
XVI. APPENDICES
● Worksheet Handout
● Vox Article
● Google Slides presentation
● Seminar Prep Homework Assignment
1. Worksheet Handout
2. Vox Article Sections
3. Google Slides Presentation
4. Seminar Prep Homework Assignment
