3/10/25, 9:22 AM Lesson Plan
Blast
The Lessons of Genocide
OBJECTIVES
1. Explore background information about genocide, historical examples of genocide and how people survive genocide.
2. Research using hyperlinks to learn more about genocide including articles, a conversation, video, and survivor
perspectives.
3. Practice the following Grade 9-10 Standards:
CA ELA Common Core Standards
Reading: Informational Text - RI.9-10.1
Writing: W.9-10.2a, W.9-10.2c, W.9-10.5, W.9-10.6
Speaking & Listening - SL.9-10.1a, SL.9-10.1c, SL.9-10.1d, SL.9-10.2
CA ELD Common Core Standards
Collaborative - ELD.PI.9-10.1.Em, ELD.PI.9-10.1.Ex, ELD.PI.9-10.1.Br, ELD.PI.9-10.2.Em, ELD.PI.9-10.3.Em
Interpretive - ELD.PI.9-10.5.Ex, ELD.PI.9-10.6.a.Em, ELD.PI.9-10.6.a.Ex, ELD.PI.9-10.6.a.Br, ELD.PI.9-10.6.c.Em, ELD.PI.9-
10.6.c.Ex
Productive - ELD.PI.9-10.9.Ex, ELD.PI.9-10.11.a.Em, ELD.PI.9-10.11.a.Ex, ELD.PI.9-10.11.b.Em, ELD.PI.9-10.11.b.Ex,
ELD.PI.9-10.11.b.Br
Expanding & Enriching Ideas - ELD.PII.9-10.5.Em, ELD.PII.9-10.5.Ex
Connecting & Condensing Ideas - ELD.PII.9-10.6.Em, ELD.PII.9-10.6.Ex
TIME
35 minutes
MATERIALS
StudySync Blast: The Lessons of Genocide
OVERVIEW
To further consider the issues raised in Hotel Rwanda, students will learn more about genocide in the 20th century. In order to
try and prevent it from occurring, it is important to understand what genocide is, why it occurs, and how people can survive it.
Research links to articles, video, and discussions explore different perspectives on genocide and why it still happens today.
Title/Driving Question
Core Path Access Path
Discuss. As a class read aloud the title and driving question ELD All ELs
for this Blast: "After all history has taught us, how can Discuss a Visual. Have students view a picture of a genocide
genocide still be a continuing reality in the global survivor, such as the one at: http://tinyurl.com/qdl5ggg.
community?" Ask students what they already know about Discuss how the picture represents the concept of genocide,
instances of genocide in the 20th and 21st centuries. How do prompting students with questions such as:
people survive genocide? How do people help each other? What do you see in this picture?
Why do they think genocide still occurs? Remind students
Who do you think the boy is?
that they will return and respond to the Driving Question
after they've read the Background and some of the Research Going by this photograph, what are some of the
effects of genocide?
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Links.
CA ELD: ELD.PI.9-10.1.Em, ELD.PI.9-10.1.Ex, ELD.PI.9-10.1.Br,
CA CCSS: SL.9-10.1c, SL.9-10.1d ELD.PI.9-10.6.a.Em, ELD.PI.9-10.6.a.Ex, ELD.PI.9-10.6.a.Br,
ELD.PI.9-10.11.b.Em, ELD.PI.9-10.11.b.Ex, ELD.PI.9-10.11.b.Br
Draft. In their notebooks or on scrap paper, have students Emerging & Expanding
draft their initial responses to the driving question. This will Draft with Sentence Frame. When drafting their initial
provide them with a baseline response that they will be response to the driving question, have students refer to this
altering as they gain more information about the topic in the Blast sentence frame on their Access 1 and 2 handouts:
Background and Research Links sections of the assignment.
After all history has taught us, genocide can still
CA CCSS: W.9-10.2a _________________________.
Point out the two key features of the sentence frame:
1. Point out to students that the first part of the frame,
"After all history has taught us, genocide can still"
borrows language directly from the blast's driving
question to provide a response.
2. Draw students' attention to the comma separating the
first clause, "After all history has taught us," from the
rest of the sentence frame.
CA ELD: ELD.PII.9-10.5.Em, ELD.PII.9-10.5.Ex; ELD.PII.9-
10.6.Em, ELD.PII.9-10.6.Ex
Background
Core Path Access Path
Read. Have students read the Blast background to provide Emerging & Expanding
context for the driving question: "After all history has taught Read with Support. Have students read the Blast background
us, how can genocide still be a continuing reality in the global to provide context for the essential question. When they
community?" encounter unfamiliar words or phrases, have students refer to
the glossary on their Access 1 and 2 handouts. If there are
CA CCSS: RI.9-10.1 unfamiliar words that are not included in their glossary,
encourage students to check a dictionary or online reference
tool, like http://dictionary.reference.com.
CA ELD: L.9-10.6.4d
Approaching
Read and Summarize. Have students read the Blast
background to provide context for the essential question. As
they read, ask students to complete the fill-in-the-blank
summary of the background provided on their Access 4
handout. When they encounter unfamiliar words or phrases,
have students refer to the glossary on their Access 4 handout.
CA CCSS: RI.9-10.2
Emerging
Discuss. Pair Emerging with Bridging (or Beyond) students
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and have them use the dialogue starter on their Access 1
handout to discuss the topic. Advise them to return to the
dialogue and switch roles if they get stuck.
CA ELD: ELD.PI.9-10.1.Em
Expanding
Discuss. Pair Expanding with Bridging (or Beyond) students
and have them use the dialogue starter on their Access 2
handout to discuss the topic. Advise them to return to the
dialogue and switch roles if they get stuck. If their
conversation is progressing smoothly, encourage them to
continue the discussion beyond the dialogue starter sheet.
They can expand their conversations to discuss other
examples of the horrors of genocide.
CA ELD: ELD.PI.9-10.1.Ex, ELD.PI.9-10.3.Ex; ELD.PI.9-10.5.Ex;
ELD.PI.9-10.9.Ex
Discuss. Either in small groups or as a whole class use these
questions to spur discussion among your students about
Background information.
1. What is genocide? (Genocide is the intentional,
systematic killing of a group of people, especially
those of a particular ethnicity, nation, or religion. It
may also include serious physical harm, kidnapping,
sterilization, deportation, and deprivation of basic
needs.)
2. When was the word "genocide" first created? What
was it specifically referring to? (The word "genocide"
was created in 1944, in response to the Armenian
genocide that occurred during World War I. Between
800,000 to 1.5 million Armenians and other ethnic
groups were killed by the Ottoman government in
present-day Turkey.)
3. What was Hitler's goal when he established what he
referred to as a "New World Order" in Germany?
(Hitler's "New World Order" involved the creation of a
German state structured to ensure the supremacy of
an Aryan-Nordic master race, along with territorial
expansion into the rest of Europe and the destruction
of the Jews and others considered to be "unworthy of
life.") In what ways was the Holocaust different from
other instances of genocide in the 20th century?
(Never before had the world witnessed such an
organized, grand scale killing. It lasted for 12 years,
and claimed over 11 million victims.)
4. What do each of the genocides that occurred in the
20th century have in common? (Each of them was
planned by a central authority, most often the
government. In Rwanda, for example, the genocide
was planned by members of the core political elite
known as the akazu, many of whom occupied
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3/10/25, 9:22 AM Lesson Plan
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positions at top levels of the national government.
Hitler instituted his "New World Order" shortly after
he became chancellor of Germany in 1933.)
5. Why do you think genocide still happens in this day
and age? (Answers may vary; lack of media coverage
and lack of international cooperation is a good starting
point for discussion.)
CA CCSS: RI.9-10.1; SL.9-10.1a
Imagine. Ask students to imagine that they have been asked
to write an essay on why researching and analyzing incidents
of genocide in history is important. What are the personal
challenges and difficulties that a person may encounter when
studying genocide?
Some sample answers might include:
1. Researching and analyzing incidents of genocide in
history is important, for by studying its root causes we
can perhaps find similarities between each incident
that will help us understand why it occurs. This in turn
may help us prevent future genocides from taking
place.
2. Studying incidents of genocide that have taken place
in the past is not an easy task, as it involves reading
about —and perhaps viewing—atrocities that can be
very upsetting. Further, there may be personal history
involved, if you are Jewish, African American, or
Armenian for example. Still, the study of genocide is
important if we are to make significant inroads in
preventing future occurrences.
CA CCSS: W.9-10.2c, W.9-10.2d
Research Links
Core Path Access Path
Examine and Explore. Before asking students to explore the
research links, use these activities and questions to guide
their exploration:
1. Ask students to read "Why Does Genocide Still
Happen?" How do the authors answer this question?
(Kissi and Koonz believe that racism, fear of "the
other," extreme nationalism or fervent loyalty to one's
country, intense ideas about social change, and the
creation of myths – the stories that government and
people tell themselves – all contribute to genocide.
Koonz says that war also creates a strange
environment in which leaders can get away with
terrible things that they otherwise might not be able
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to. Kissi adds that war also provides a cover for a great
deal of destruction.)
2. Ask students to watch "Sudan: The Silent Genocide"
with the video "The Healing Power of Storytelling."
How do these two videos relate to each other? (The
video about Sudan demonstrates how essential it is for
people in crisis to have an opportunity to tell the story
to the world at large. Without media coverage, many
people are ignorant about what is taking place in
Sudan. "The Healing Power of Storytelling" shows us
the positive side of this story – and points to the fact
that when we speak we can begin to heal from
atrocities.) What do these two videos teach you,
together, about what it takes to survive a genocide?
(Answers may vary, but should include the idea that
you must find a voice in order to survive.)
3. Ask students to read the informational piece on
Maslow's Hierarchy of Needs. How does this relate to
surviving genocide? (Maslow argues that, when basic
human needs such as food, water, and shelter are not
met, it is extremely difficult to help someone else, to
love, or even connect to the spiritual side of human
nature.)
4. Read "Healing after the Rwandan Genocide" and
"Surviving Genocide." What parallels do you see
between nationwide healing and individual survival?
(Possible answers include: Both personal survival and
nationwide healing require a kind of faith. First,
Illibagiza says that what got her through her ordeal,
hiding from certain death for 91 days, was faith in
God. Healing the nation required faith that bringing
the people together for the common cause of
rebuilding the country would unite them and help
Rwanda be reborn.)
CA CCSS: RI.9-10.1; SL.9-10.1a, SL.9-10.2
Extend
Research, Discuss and Present.
1. Assign each group one link to explore in depth.
2. Ask them to discuss the information:
a. What are the key points?
b. What inferences did you make as you read?
c. What did you learn about the central idea from
reading this research?
d. How did this help you to better understand the
topic?
e. What questions does your group have after
exploring this link?
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3. Allow students time to informally present what they
learned.
CA CCSS: RL.9-10.1, RL.9-10.2
Extend
Tech Infusion
Reflect. Allow students to use Penzu (www.penzu.com) to
reflect privately on their responses to the reading they have
done. There may be specific ideas that they agree or disagree
with, and reflecting in this way may help them to clarify their
own thinking.
CA CCSS: W.9-10.9b;SL.9-10.5
QuikPoll
Core Path Access Path
Participate. Answer the poll question. Have students discuss
their reasons for their answers. Students should refer to
evidence from the background and research links to defend
their answers.
CA CCSS: SL.9-10.1a
Extend
Discuss. Once students have posted their response to the
poll, ask them to discuss the results in small groups or as a
class. Are they surprised by the outcome?
CA CCSS: SL.9-10.1d
Extend
Write a Claim. Ask students to take their answer to the poll
question and write a strong claim that could be used as the
foundation for a piece of argumentative writing.
Once students have written their claims, ask them to read
them to a small group of their peers. This activity will provide
them practice writing claims, as well as expose them to
claims written by their peers.
CA CCSS: W.9-10.1a
Number Crunch
Core Path Access Path
Click, Predict, and Discuss. Before students click on the
number, ask them to make predictions about what they think
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the number is related to. After they've clicked the number,
ask students if they are surprised by the revealed
information. Ask them if they thought this number might be
higher or lower, and why they thought so.
CA CCSS: SL.9-10.1c
Create Your Blast
Core Path Access Path
Blast. Ask students to write their Blast response in 140 Emerging
characters or less. If possible, have students write their Blasts Blast with Support. Have students refer back to the sentence
using technology. frame on their Access 1 handout that they used to create
their original Blast draft. Ask them to use this frame to write
CA CCSS: W.9-10.2a, W.9-10.6 and enter their final Blast.
CA ELD: ELD.PI.9-10.2.Em, ELD.PI.9-10.3.Em; ELD.PI.9-
10.10.a.Em, ELD.PI.9-10.11.a.Ex
Expanding
Blast with Support. Have students attempt to draft their Blast
without the sentence frame on their Access 2 handout. If
students struggle to compose their Blast draft without the
sentence frame, remind them to reference it for support.
CA ELD: ELD.PI.9-10.2.Em, ELD.PI.9-10.3.Em; ELD.PI.9-
10.11.a.Em, ELD.PI.9-10.11.a.Ex
Beyond
Write a Claim. Ask students to use their answer to the poll
question to write a strong claim that could be used as the
foundation for a piece of argumentative writing.
Once students have written their claims, ask them to read the
claims to a small group of their peers. This activity will
provide them practice writing claims, as well as expose them
to claims written by their peers.
CA CCSS: W.9-10.1a
Review. After students have completed their own Blasts, ask
them to review the Blasts of their peers and provide
feedback.
CA CCSS: W.9-10.5
Extend
Discuss. As a whole class or in groups, identify a few strong
blasts and discuss what made those responses so powerful.
As a group, analyze and discuss what characteristics make a
blast interesting or effective.
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CA CCSS: SL.9-10.1a, SL.9-10.1d
Extend
Revise. Resend a second version of this Blast assignment to
your students and have them submit revised versions of their
original Blasts. Do the same responses make the Top 10? How
have the answers improved from the first submissions?
CA CCSS: W.9-10.2a, W.9-10.5, W.9-10.6
ANSWER KEY
1. Title/Driving Question
Draft with Sentence Frame (Emerging & Expanding)
Answers will vary; sample answers provided.
Even after all history has taught us, genocide can still happen if we are not vigilant against the possibility.
2. Background
Read and Summarize (Approaching)
Genocide is the intentional, systematic killing of a group of people, especially those of a specific ethnicity, nation, or religion. The
term was invented in 1944 in response to the Ottoman government's extermination of up to 1.5 million Armenians during and
just after World War I. Germany was in severe debt after World War I. Adolf Hitler convinced the people that the Jews were to
blame for this problem. So the Nazis built concentration camps where millions Jewish people were murdered. Non-Jewish
victims of the Nazis were, among others, those considered to be enemies of the state. Over eleven million people perished
between the years 1933-1945. In 1992, Serbia began an ethnic cleansing campaign against the Bosniaks. They murdered over
100,000 Bosniaks. Around the same time in Rwanda, the Hutu majority murdered more than 800,000 Tutsis in an attempt to
wipe out the people.
Discuss (Emerging)
STUDENT 1: What is genocide?
STUDENT 2: Genocide is the intentional, systematic killing of a group of people, especially those of a particular ethnicity, nation,
or religion.
STUDENT 1: When was the term "genocide" created, and why?
STUDENT 1: The word "genocide" was created in 1944 in response to the Ottoman government, and the extermination of its
Armenian subjects inside present-day Turkey during and just after World War I.
STUDENT 1: What happened in Germany after World War I?
STUDENT 2: The country was in severe debt, and Adolf Hitler convinced the people that this was the fault of the Jews. The Nazis
built concentration camps where they killed huge numbers of people.
STUDENT 1: What happened in Serbia in 1992?
STUDENT 2: Serbia began an ethnic cleansing campaign against the Bosniaks. Over 100,000 Bosniaks were murdered by the
Serbs.
STUDENT 1: What happened in Rwanda in the early 1990's?
STUDENT 2: The Hutu majority murdered over 800,000 Tutsis in an attempt to take over the government.
STUDENT 1: Who planned the genocide in Rwanda?
STUDENT 2: The genocide was planned by members of the core political elite known as the akazu , many of whom occupied
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positions at top levels of the national government.
Discuss (Expanding)
STUDENT 1: What is genocide?
STUDENT 2: Genocide is the intentional, systematic killing of a group of people, especially those of a particular ethnicity, nation,
or religion.
STUDENT 1: When was the term "genocide" created and why?
STUDENT 2: The term "genocide was created in 1944 in response to the Ottoman government, and the extermination of its
Armenian subjects inside present-day Turkey during and just after World War I.
STUDENT 1: What happened in Germany after World War I?
STUDENT 2: The country was in severe debt, and Adolf Hitler convinced the people that this was the fault of the Jews. The Nazis
built concentration camps where they killed huge numbers of Jewish people.
STUDENT 1: What happened in Serbia in 1992?
STUDENT 2: Serbia began an ethnic cleansing campaign against the Bosniaks. Over 100,000 Bosniaks were murdered by the
Serbs.
STUDENT 1: What happened in Rwanda in the early 1990's?
STUDENT 2: The Hutu majority murdered over 800,000 Tutsis in an attempt to wipe out the people.
STUDENT 1: Who planned the genocide in Rwanda?
STUDENT 2: The genocide was planned by members of the core political elite known as the akazu , many of whom occupied
positions at top levels of the national government.
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