Welcome to Genocide and Crimes Against Humanity Teacher: Mrs. Doyle

Course Scope & Sequence Choosing to Participate Identity Judgment, Memory & Legacy We and They Historical Case Study

Unit One – Introduction to Human Rights and Human Behaviour Unit Themes: Identity Membership Human Nature, Obedience and Conformity Human Rights

Unit Two – Armenia

Unit Themes Historical Overview The Sultan and the Ottoman Empire Escalating Attacks Evaluating Evidence Responsibility & Denial

Unit three- Holocaust Unit Themes: Failure of Democracy Anti-Semitism and Propaganda Nazi Germany and the Final Solution Life in the Ghettos Perpetrators, Victims, Bystanders, Upstanders, Rescue and Resisitance Survival Memorials

Unit four – Judgment and Responsibility Unit Theme Codifying the International Crime of Genocide

Unit Five – The Rwandan Genocide and Reflection

Unit Six – Reflection and Social Action Unit Themes Responsibility to Protect Darfur Current Issues … Syria The International Criminal Court Violence Against Women Memorializing Tragedy

Unit Themes Colonialism Use of the Media to Promote Genocide The Failure of Humanity and Romeo Dallaire Responsibility to Protect The International Criminal Court Memorializing Tragedy Course Culminating Activities

Universal Declaration of Human Rights and Freedoms

A Brief History The Universal Declaration of Human Rights, which was adopted by the UN General Assembly on 10 December 1948, was the result of the experience of the Second World War. With the end of that war, and the creation of the United Nations, the international community vowed never again to allow atrocities like those of that conflict happen again. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere. 

Universal Declaration of Human Rights Article 1 Article 2 Article 6 Article 8 Article 12 Article 19 Article 28

Rules vs. Rights Rules Put up your hand if you want to speak. Rights Everybody has the right to be heard without interruption. a) What is the difference? b) Is it important to impose consequences if “rights” are not adhered to?

Rules vs. Rights Rules -Prescribed guides for conduct or action Rights -Legal social or ethical principles of freedom or entitlement -Normative rules about what is allowed or owed to people

Classroom Questionnaire Have you ever thought of the classroom as a community? Results: Yes = 17 No = 12 Have you ever felt ‘put down’ after sharing an idea or asking a question? Yes = 19 No = 11

Today’s Learning Goal By the end of the lesson students will identify what makes a classroom environment conducive to learning and will develop a list of fundamental student rights that will be guaranteed throughout the semester for every student in this class. To recognize that these rights should be protected in a school, community, and larger global society