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

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

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

4. Unit Two – Armenia

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

6. 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

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

8. Unit Five – The Rwandan Genocide and Reflection

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

10. 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

11. Universal Declaration of Human Rights and Freedoms

12. 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. 

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

14. 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?

15. 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

16. 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

17. 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