WoolstonAmyUnitLessonPlanGenocideUMNTZTSfinal2015

Has our technology surpassed our humanity?
Unit Lesson Plan Topic: Global Genocide
Source: University of Minnesota; Holocaust Education in a Global Context
School: Tiospa Zina Tribal School
Amy Woolston
8 (eight) week Unit: Art, Language Arts, and Social Studies, 3rd Quarter
INTRODUCTION
Unit Introduction:
The Holocaust and other acts of genocide had a huge impact on the world. Students will
explore how life experiencesimpact your path in life? Students will investigate and gain
knowledge about genocide and learn an oral story from a family member to be shared with
their classmates. Then, students will dig deeper into the Holocaust and its effects on
history and the human spirit. Students will examine the question; Does your past and
present path determine your future? Also looking at: How leadership styles impact
society? Media resources will be shared with the students and they will find their own
resources on the WWW as well as print sources. The students will discuss conflict
resolution structures; learn vocabulary for the fine arts standards in South Dakota, as well
as vocabulary relevant to this unit plan and reflected in common core standards for Social
Studies and Language Arts in South Dakota. Continued reflection and discussion:
individually, small group assemblies, classroom debate, and written expression will be
interwoven during the discovery, analysis, and synthesis stages of the unit. Finally,
students will then answer the question, What can I do to prevent the threat of genocide
today? And, “Can genocide be avoided in the future?” Students will create historical
documents focused upon a topic of their choosing, to be expressed in an art project, shared
with their classmates, and put forward their work for a peer critique while learning the
history and dynamics of genocide and conflict resolution.
*Educational Platforms: Project-based Learning (http://www.nea.org/tools/16963.htm ) ,
Inquiry-based Learning (http://www.teachinquiry.com/index/Introduction.html ) , and
Waldorf Educational techniques (http://www.whywaldorfworks.org/02_w_education/ )
**Daily “bell” work provides an opportunity to set the climate of the class room to a theme,
enlisting a music video each day to greet students with music about conflict, pain, hope,
inspiration, and the exercise of a written or verbal response to the song, the lyrics, and the
themes.
This 8-week lesson plan is designed to present information concerning global genocide
within the fine art content area. The basis for grading will be the completion of art projects
woven into the nature of the unit plan, as well as writing, speaking, artistic expression, and
exhibiting newly-learned skills in conflict management and resolution. By “flipping” the
class room, and having the students become engaged in the historical context of their own
reality, as well as previous generations, the educator seeks to enlighten their knowledge
base and guide them to hone skills for critical thinking, higher-order thinking, information
analysis, and a synthesis of our history, our current status, and our future.

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STANDARDS
South Dakota Common Core Standards
The fine arts assist in the teaching of how to use both verbal and nonverbal symbols to
communicate ideas, feelings, and events. The fine arts move beyond the factual accounting
of experience to provide deeper and more personal interpretation. They enable us to gain
insight into the meaning of our experiencesat new levelsand depths of understanding.
The fine arts promote critical thinking and problem solving, which can be applied to other
aspects of learning and can facilitate success in the work place. They nurture intellectual
and imaginative growth and enrich the spirit and heart while deepening one'ssensibilities
and understanding of human values.
The arts provide a means for young people to gain knowledge about the world in which they
live and an understanding and appreciation of past civilizations. When the arts are an
integrated part of learning, they enhance the quality of life in the school and in the
community at large.
The fine arts are a methodology for teaching and learning. Individuals learn in many
different ways and the arts facilitate success by providing a variety of options for students
to demonstrate what they know and what they can do.
VISUAL ARTS STANDARDS
1. Students will understand and use visual arts as a means for creative self- expression
and interpersonal communication.
9-12 Students will:
1. Analyze how visual arts may express concepts, tell stories, evoke moods or
emotions, and symbolize ideas.
2. Communicate personal ideas, experiences, or emotions through a variety of visual
art media, processes and techniques.
3. Use artwork which communicates an understanding of themes or concepts from
other disciplines.
2. Students will understand the, media, techniques and processes used in the production
of visual arts.
9-12 Students will:
1. Analyze the various media and processes used in creating a variety of art forms.

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2. Analyze a variety of techniques which give artwork definition and detail.
3. Determine and apply the appropriate compositional elements and organizational
principles to solve specific visual art problems.
3. Students will understand the relationship between visual arts and history, culture, and
society.
9-12 Students will:
1. Analyze how the visual arts record, preserve, highlight and symbolize the history of
humanity.
2. Analyze the role of visual arts in reflecting and influencing the culture and societies
in which they are created.
4. Students will demonstrate a capacity for critical and sensitive response to various
visual arts experiences.
9-12 Students will:
1. Evaluate works of art in terms of artistic concepts, ideas, or intentions using criteria
appropriate for the style or form.
2. Justify visual art preferences using personal aesthetic criteria.*
3. Evaluate the quality and effectiveness of personal artwork using specific criteria.
Reading Standards for Informational Text: Grades 9 through 12
2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).
7. Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
College and Career Readiness Anchor Standards for Writing

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1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Speaking and Listening Standards
1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideasand
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their

Amy Woolston
own views and understanding and make new connections in light of the
evidence and reasoning presented.
2. Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Language Standards
3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
Social Studies Standards
9-12.US.1.1A. Students are able to relate the causes and
consequences of historical events to subsequent events and their
legacy in current conditions.
9-12.US.2.1A. Students are able to evaluate the significance of
interactions between the U.S. government and diverse cultures in
relation to cultural preservation versus cultural assimilation.
9-12.W.1.1A. Students are able to relate the causes and consequences
of historical events to subsequent events and their legacy in current
conditions.

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9-12.W.2.1A. Students are able to describe the emergence, rise,
impact, and role of significant cultural, economic, and political
events and philosophies.
9-12.C.2.1A. Students are able to enumerate the basic constitutional
rights guaranteed to citizens and their related impacts on society.
9-12.C.2.3A. Students are able to identify various issues involving
individual rights and responsibilities in relation to the general
welfare.
ACTIVITY/PROCESS
[Activities and Processes]
Our Introduction:
Bell Work (http://newmanagement.com/bellwork/index.html ) Students enter a classroom to engage
in an anticipatory primer EVERY day. Videos, music, written responses, images, and daily news
are often enlisted to engage students, or guide them to the focus of the day.)
https://www.youtube.com/watch?v=r6jKE6YIxmc (Marvin Gaye: “What’s Going On”
https://www.youtube.com/watch?v=ZAf13cKZ4Tc (Barbra Streisand: “Children Will Listen”)
https://www.youtube.com/watch?v=8TKmaoHBI7A (“Native American Rap Beat”)
https://www.youtube.com/watch?v=RwUGSYDKUxU (John Lennon: “Imagine”)
https://www.youtube.com/watch?v=N5mfM-GHmzU (Jewel: “Good Day”)
https://www.youtube.com/watch?v=O_ISAntOom0 (U2: I Still Haven’t Found What I’m Looking
For”)
 Respond in writing to an art work (Educator chooses a painting from the “Art” resources
list near the end of this unit plan)
 Introduce the practice of art critique
 Vocabulary for Fine Arts and weekly formative/summative assessments explanation*
 View a video about genocide: https://www.youtube.com/watch?v=v5aoxzR0shk (TEDx:
“Who would you kill for?)
 Class discussion about video
 THURSDAY: Send home each student with bracelet of “positive reinforcement” for Friday
exercise of discrimination. http://www.wristbandexpress.com/tyvek-wristbands/3-4-tyvek-

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wristbands?gclid=CLektqK9vcYCFQwyaQodflQPMQ (3 colors needed)
https://en.wikipedia.org/wiki/Distribution_of_wealth Top 30%, median 51%, and remaining
19%)
 Homework each day: Say “please” and “thank you” as much as you can.
Our Understanding:
https://www.youtube.com/watch?v=FZf9PNkMjVs (Hollywood Undead: “City”)
https://www.youtube.com/watch?v=GfJWqjoekow (James Taylor: “Shower the People”)
https://www.youtube.com/watch?v=oX6oSs7FHs0 (Black Eyed Peas: “I Gotta Feeling”)
https://www.youtube.com/watch?v=2E4IoyZxO68 (Sarah McLachlan: “Angel”)
https://www.youtube.com/watch?v=48fqaoPoKV4 (Des’ree: “You Gotta Be/Life”)
https://www.youtube.com/watch?v=90C-Wx_uGdM (Michael Jackson: :Man in the Mirror”)
 Post-it exercise about an art work (Educator chooses a painting from the “Art” resources
list near the end of this unit plan)
 Basic spelling test: Fine Arts Vocabulary
 Questions about vocabulary
 View a video about art critique: https://www.youtube.com/watch?v=9neybpOvjaQ (“How to
Critique” by PBS Digital Studios)
 Draw an emotion
 Present one’s emotion
 Peer-critique: drawing of an emotion
 Introduce an Oral Story (The Oral Tradition of Storytelling:
https://www.youtube.com/watch?v=BNY7L_RdObA )
 Weekend homework: learn an oral story from a person in your family for presentation next
week
 Homework each day: notice something good about yourself
Our Review:
https://www.youtube.com/watch?v=PIyCDr_ojV4 (Tru Rez Crew: “I’m A Lucky One”)
https://www.youtube.com/watch?v=hZjRMa7Pmj4 (Superchic(k): “Stand in the Rain”)
https://www.youtube.com/watch?v=psuRGfAaju4 (Owl City: “Fireflies”)
https://www.youtube.com/watch?v=TCUmSijiWxA (The Animals: “Don’t Let Me Be
Misunderstood”)
https://www.youtube.com/watch?v=7OT7iFtE1Ak (Poison: “Every Rose Has Its Thorns”)
 Post-it exercise about feelings (Educator guides students to put one’s feeling for that
moment in writing, in one or two sentences, on the “Post It” workspace in class room)

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 Present Oral Stories: students, time-dependent, three or four stories from students each
day
 Prophecy from Native Americans: https://www.youtube.com/watch?v=g7cylfQtkDg
(“Indigenous Native American Prophecy” part 1 of Elders Speak)
 Vocabulary spelling test and use of ten words in a proper sentence.
 Techniques of texture drawing lesson
 Texture art project assignment
 Introduction to Armenian Genocide (http://twentyvoices.com/)
 Small group discussion about Armenian Memoirs
 Class discussion: genocide reality and images
 Introduce Vocabulary pertinent to this unit **
 Homework each day: do something kind for someone anonymously
Our Individual Projects:
https://www.youtube.com/watch?v=vmzo3KxP5wo (Sara Groves: “It’s Going To Be All Right”)
https://www.youtube.com/watch?v=TEwwt6Z9IRA (Canned Heat: “Let’s Work Together”)
https://www.youtube.com/watch?v=nJ-Tj5RqXbA (The Be Good Tanyas: “For The Turnstiles”)
https://www.youtube.com/watch?v=BWdLt3Afjrg (Queen: “Under Pressure”)
https://www.youtube.com/watch?v=eQ_y-WQOU-Q (Fun: “Carry On”)
 Presentation of final project assignment
 Presentation of video: https://www.youtube.com/watch?v=6P2nPI6CTlc (TEDx:
“Overcoming Hopelessness”)
 Written response to video
 Draw hopefulness
 During drawing: “District 9” film
 Present drawings to class for peer critique
 Class discussion about hope and themes of film
 Introduce topic-relevant vocabulary
 Homework each day: say something true and kind to someone
 Weekend homework: Draw a scene from home; interior or exterior
Our Investigation:
https://www.youtube.com/watch?v=8xuIDbrZv4g (Glee: “Don’t Rain On My Parade”)
https://www.youtube.com/watch?v=XQBvMob3YOE (Wilson Phillips: “Hold On”)
https://www.youtube.com/watch?v=U7xjYeWOhbU (Cyndi Lauper: “True Colours”)
https://www.youtube.com/watch?v=I7W2DfT5Ba8 (Bob Marley & The Wailers: “One Love”)
https://www.youtube.com/watch?v=3HtCXgo4fvU (Zach Sobiech: “Clouds”)

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 Class response to quotation concerning genocide (“My people are few. They resemble the
scattering trees of a storm-swept plain...There was a time when our people covered the
land as the waves of a wind-ruffled sea cover its shell-paved floor, but that time long since
passed away with the greatness of tribes that are now but a mournful memory.”
― Chief Seattle, The Chief Seattle's Speech
http://www.goodreads.com/quotes/tag/genocide
 Presentation of video: https://www.youtube.com/watch?v=bwj4e_f_1DI (Armenian
Genocide: “Grandma’s Tattoos”) 45 minutes, full class time for one day
 Written response to video
 Paint Hopelessness
 During painting: “Avatar” film
 Present paintings to class for peer critique
 Class discussion about Holocaust and themes of film
 The politics of skin color class discussion
 Review Fine Arts Vocabulary for definitions assessment
 Homework each day: do something kind for another, study Fine Arts Vocabulary
Our Continued Investigation and Experience:
https://www.youtube.com/watch?v=nEQj6RrQbgA (Carrie Underwood: “So Small”)
https://www.youtube.com/watch?v=ztZI2aLQ9Sw (Edwin Starr: “War”)
https://www.youtube.com/watch?v=I7iRe81VTq4 (Eddie Money: “Peace In Our Time”)
https://www.youtube.com/watch?v=fahr069-fzE (Israel Kamakawiwo’Ole: “Somewhere Over
The Rainbow”)
https://www.youtube.com/watch?v=gnxEt2L6Oy4 (Simon and Garfunkel: “Slip Slidin’ Away”)
 Color assignment class experiment (privilege and rights)
 Fine Arts Vocabulary Spelling and Definitions assessment
 Create Discrimination on media (range of choices: paper, clay, collage, paint, sculpture)
 View video during creative process: Ted Talks:
https://www.youtube.com/watch?v=NhJB5oPDAVk (“Resilience”)
 Write a response to video
 Review Unit-relevant Vocabulary
 Homework for each day: perform a kindness to someone anonymously
 Weekend homework: Unit-Relevant Vocabulary; spelling and definitions
Our Analysis:
https://www.youtube.com/watch?v=BVhuZQ3sAcU (Whiz Kalifa: “See You Again”)
https://www.youtube.com/watch?v=J_nPa4ogT30 (NDN stakes featuring Sitting Bear: “A Tribe
Called Red”)

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https://www.youtube.com/watch?v=ODxXTv_jntM (New World Punx: “Memories”)
https://www.youtube.com/watch?v=M9BNoNFKCBI (USA for Africa: “We Are The World”)
https://www.youtube.com/watch?v=mk48xRzuNvA (Hall of Fame: “The Script”)
 Post-it response to feelings about Genocide
 Vocabulary assessment
 Mixed-media art projects: discussion and rubric clarification
 Introduce Conflict Resolution: http://www.helpguide.org/articles/relationships/conflict-
resolution-skills.htm
 Video short about art created in response to political upheaval/genocide/Holocaust:
https://www.youtube.com/watch?v=1Xfc4vc6M7E (Tampa Artist Explores The “Elephant In
The Room”)
 Continued work on mixed-media projects
 Film during studio time: https://www.youtube.com/watch?v=87PQtEFC9TU (“Freedom
Writers” 2007 Full Movie)
 Written response to film
 Homework for each day: express an opinion with calm, enlisting Conflict Resolution terms
Our Actions:
https://www.youtube.com/watch?v=0BsLd4Y060Q (Lady Gaga: “Born This Way”)
https://www.youtube.com/watch?v=pY9b6jgbNyc (Cold Play: “Fix You”)
https://www.youtube.com/watch?v=71KdkbT7FKA (Sister Hazel: “Change Your Mind”)
https://www.youtube.com/watch?v=MO4dHpjyLHE (Janet Jackson: “Control”)
https://www.youtube.com/watch?v=9QkjkRiZKnA (Bill Withers: “Lovely Day”)
 Post-it response to learning “fair play” during conflict resolution:
http://www.crnhq.org/pages.php?pID=12
 Discussion of Conflict Resolution styles and oral personal reflections
 Art work with a “conflict”
 Film during studio time: https://www.youtube.com/watch?v=3bwBScN0l_0 (“Dangerous
Minds” full movie)
 Conflict Resolution assessment
 Homework each day: filter your thoughts and speak only truth with compassion and skill
 Weekend homework: share a thought or feeling with someone with whom you desire to
improve your relationship
https://www.youtube.com/watch?v=TLBk6Bj2Ja4 (“Beautiful Day” by U2)
Our final product:
https://www.youtube.com/watch?v=iX4pUqz8Z5c (Avril Lavigne: “Keep Holding On”)

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https://www.youtube.com/watch?v=y6Sxv-sUYtM (Pharrell Williams: “Happy”)
https://www.youtube.com/watch?v=amcGIfMu0bw (Jewel: “Simple Gifts”)
https://www.youtube.com/watch?v=w6HatlG7PeU (Duncan Sheik: “Hold Me Now”)
https://www.youtube.com/watch?v=NkbL8JxswRc (Tears For Fears: “Shout”)
 Post-it exercise concerning a new opinion/observation you have about people/life/reality
 Critique a famous painting: http://espressostalinist.com/genocide/native-american-
genocide/ or educator to
 choose another
 Present “Conflict” art work to co-students
 Comprehensive assessment for ALL vocabulary
 Studio Play time: enlist any medium, choose your topic, and create
 Video during studio time: https://www.youtube.com/watch?v=Yn6yGnupgPo (“The Hiding
Place” 1975 full movie)
 Self-assessment for Unit
 What do we take with us?
RESOURCES
CHGS, http://chgs.umn.edu/
Dr. Alejandro Baer, Director of the Center for Holocaust and Genocide Studies, Professor in
Sociology. University of Minnesota.
Adam Blackler, Ph.D. candidate, Department of History. University of Minnesota.
Elizabeth Baer, Professor in English; African Studies; and Gender, Women and Sexuality Studies.
Gustavus Adolphus College.
Sandy Geshick, tribal elder at the Lower Sioux Indian Community (Redwood Falls). Dakota language
instructor and translator.
Susan Gangl, Library Liaison for Holocaust & Genocide Studies, Jewish Studies, Philosophy, and
Religious Studies. University of Minnesota.

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SDDOE, Common Core Standards
http://doe.sd.gov/contentstandards/
Media:
http://bdotememorymap.org/
http://www.aish.com/ho/
http://withoutsanctuary.org/
http://www.pbslearningmedia.org/
https://en.wikipedia.org/wiki/Shake_Hands_with_the_Devil_(2007_film)
https://www.youtube.com/watch?v=ALQQflX2Yoc (TEDx, One Person Can Change the World)
https://www.youtube.com/watch?v=1pX6FBSUyQI (Dakota 38)
https://www.youtube.com/watch?v=g7cylfQtkDg (Native American Prophecy)
https://www.youtube.com/watch?v=v5aoxzR0shk (Timothy Horner: Who Would You Kill For?)
https://www.youtube.com/watch?v=8tEuaj4h8dw (America’s Native Prisoners of War)
https://www.youtube.com/watch?v=D9Ihs241zeg (The Danger of A Single Story)
https://www.youtube.com/watch?v=bwj4e_f_1DI (Grandma’s Tattoos)
http://dvd.netflix.com/Movie/70109892 (Avatar)
http://dvd.netflix.com/Movie/District-
9/70113005?strkid=1580806950_0_0&strackid=19ce9d5b6d9be0ee_0_srl&trkid=222336 (District
9)
http://video.tpt.org/ (Genocide topics)
http://ff.hrw.org/film/watchers-sky
https://www.youtube.com/watch?v=NhJB5oPDAVk (Resilience)
“Freedom Writers” Netflix DVD or YouTube
“Dangerous Minds” Netflix DVD or YouTube
Texts: (Wikipedia only enlisted to share text, not for factual evidence)
https://en.wikipedia.org/wiki/I_Never_Saw_Another_Butterfly
https://en.wikipedia.org/wiki/Patricia_Hayes_(historian) (The Colonizing Camera)
https://en.wikipedia.org/wiki/Deutsche_Kolonien_und_Auslandpost%C3%A4mpter_Stempelkata
log

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https://en.wikipedia.org/wiki/King_Leopold%27s_Ghost
https://en.wikipedia.org/wiki/A_Problem_from_Hell
http://www.minnesotareads.com/2009/03/what-does-justice-look-like/
https://en.wikipedia.org/wiki/Liana_Millu (“Smoke Over Birkenau”)
http://blogs.library.duke.edu/rubenstein/2013/05/10/radio-in-the-rwandan-genocide/
https://books.google.de/books/about/Genocide_since_1945.html?hl=de&id=j_EtWn7H9G8C
https://en.wikipedia.org/wiki/The_Periodic_Table_(book)
https://en.wikipedia.org/wiki/Maus
https://en.wikipedia.org/wiki/Persepolis
http://www.goodreads.com/book/show/1458197.Bearing_Witness
http://www.amazon.com/Fragments-Memories-Childhood-Binjamin-Wilkomirski/dp/080521089X
http://www.amazon.com/Still-Alive-Holocaust-Girlhood-Remembered/dp/1558614362
http://www.neabigread.org/books/theshawl/readers-guide/
http://www.amazon.com/The-Shriek-Silence-Phenomenology-Holocaust/dp/0813160138
http://www.amazon.com/The-Jews-Silence-Elie-Wiesel/dp/0805208267
http://www.amazon.com/The-Holocaust-Bullets-Priests-Journey/dp/0230617573
https://en.wikipedia.org/wiki/Auschwitz_and_After
People of Interest:
http://www.geschkult.fu-
berlin.de/e/fmi/mitglieder/Professorinnen_und_Professoren/conrad.html
http://www.library.yale.edu/testimonies/about/founders/laub.html
http://www.soc.umn.edu/people/baer_a.html
https://gustavus.edu/profiles/ebaer
http://cla.umn.edu/about/directory/profile/black588
http://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-bio.html
https://en.wikipedia.org/wiki/Binjamin_Wilkomirski
http://jwa.org/encyclopedia/article/klueger-ruth
https://en.wikipedia.org/wiki/Friedrich_Schwally
http://saharanvibe.blogspot.com/2008/12/yinka-shonibare-african-textile-artist.html

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https://en.wikipedia.org/wiki/Yinka_Shonibare
Educational Resources:
http://chgs.umn.edu/educational/
http://www.un.org/en/preventgenocide/adviser/
http://twentyvoices.com/
http://www.mnhs.org/
http://iwitness.usc.edu/SFI/
http://www.mprnews.org/education (Little War on the Prairie)
https://www.facinghistory.org/
http://watchersofthesky.com/educational-resources/
http://www.invisiblechildren.org/#sthash.s5ej3bSH.dpbs
http://chgs.umn.edu/museum/ (Art-related)
http://sfi.usc.edu/
http://chgs.umn.edu/educational/pdf/remembranceUnit.pdf
http://www.genocidewatch.org/aboutgenocide/genocidespoliticides.html
http://www.hawaii.edu/powerkills/POSTWWII.HTM
http://www.npr.org/2015/03/17/393468478/wwii-novel-memoir-explores-the-blurry-line-between-
fact-and-fiction
http://www.ushmm.org/research/research-in-collections/search-the-
collections/bibliography/holocaust-fiction
http://www.vhec.org/images/pdfs/MAUS_TeachersGuideRevisedEd_FINAL.pdf
http://holocaust.georgia.gov/sites/holocaust.georgia.gov/files/related_files/document/2012 -
2013%20Teaching%20Guide.pdf
http://www.tripadvisor.com/ShowUserReviews-g187323-d1978112-r195048463-
Museum_Otto_Weide-Berlin.html
http://www.ukrainiangenocide.com/
http://worldwithoutgenocide.org/genocides-and-conflicts
http://worldwithoutgenocide.org/genocides-and-conflicts
http://www.ppu.org.uk/genocide/g_bosnia.html
http://www.unitedhumanrights.org/genocide/genocide-in-sudan.htm

Amy Woolston
http://worldwithoutgenocide.org/genocides-and-conflicts/burma
http://www.ushistory.org/us/51e.asp
http://www.gaic.info/internment_camp.html
http://www.pbs.org/childofcamp/history/index.html
http://armeniangenocide100.org/en/lesley-university-hosts-exhibition-on-armenian-genocide-2/
http://www.americanindiansource.com/columbusday.html
http://endgenocide.org/learn/past-genocides/?id=gad&gclid=CMn8-sTMs8YCFQqsaQodbpYIaQ
http://www.genocidewatch.org/alerts/newsalerts.html
http://www.helpguide.org/articles/relationships/conflict-resolution-skills.htm
http://www.crnhq.org/pages.php?pID=12
http://www.wristbandexpress.com/tyvek-wristbands/3-4-tyvek-
wristbands?gclid=CLektqK9vcYCFQwyaQodflQPMQ
Art:
https://en.wikipedia.org/wiki/Guernica_(Picasso)
http://listosaur.com/history/10-disturbing-paintings-of-famous-events/
http://gallery4share.com/f/famous-sad-artwork.html
http://www.pythiapress.com/vann-nath/painting.htm
http://faariscar.blogspot.com/2011/03/art-knowledge-news-keeping-you-in-touch.html (Odjig)
http://armeniangenocide100.org/en/lesley-university-hosts-exhibition-on-armenian-genocide-2/
http://www.artukraine.com/famineart/darewych.htm
http://www.chgs.umn.edu/museum/responses/bak/gallery2.html
http://ritaasfour.com/heritage/
http://www.raisingmiro.com/2011/09/03/oswaldo-guayasamin/
http://www.everyonegroup.com/files/HiloHolocaustCollection.pdf
https://www.mtholyoke.edu/~amamendo/photos.html
http://www.chgs.umn.edu/museum/responses/bak/gallery3.html
http://www.english.illinois.edu/maps/holocaust/art.htm
http://tundratabloids.com/2011/06/the-fjordman-report-human-accomplishment-technology.html
http://espressostalinist.com/genocide/native-american-genocide/

Amy Woolston
http://www.americanindiansource.com/columbusday.html
http://saharanvibe.blogspot.com/2008/12/yinka-shonibare-african-textile-artist.html

VOCABULARY
*FINE ARTS:
Aesthetic: relating to or dealing with the beautiful; appreciative of or responsive to the beautiful; having
to do with the nature of beauty, the nature and value of art; syn: artistic qualities or experiences derived
from or based upon the senses and how they are affected or stimulated.
Aesthetic criteria: standards used for assessing the effectiveness of fine art forms. These may include
the quality of physical perception, emotional makeup of the participant, and the context in which the
particular art form is being experienced.
Compositional elements: see elements.
Create: to produce works of visual art using materials, techniques, processes, elements, and analysis;
the flexible and fluent generation of unique, complex, or elaborate ideas.
Elements: visual arts components such as line, texture, color, form, value, and space.
Expression: a process of conveying ideas, feelings, and meanings through selective use of the
communicative possibilities of the visual arts.
Ideas: a formulated thought, opinion, or concept that can be represented in visual or verbal form.
Materials: resources used in the creation and study of visual art, such as paint, clay, cardboard,
canvas, film, videotape, models, watercolors, wood, and plastic.
Media: broad categories for grouping works of visual art according to the arts materials used.
Organizational principles: see principles.
Principles: underlying characteristics in the visual arts such as repetition, balance, emphasis, contrast,
and unity.
Process: a complex operation involving a number of methods or techniques, such as the addition or
subtraction process in sculpture, the etching or intaglio process i n printmaking, or the casting or
constructing processes in making jewelry.
Techniques: specific methods or approaches used in a larger process; for example, graduation of
value or hue in painting or conveying linear perspective through overlapping, shading, or varying size
or color.
Visual arts problems: specific challenges based in thinking about and using visual arts components.
(All vocabulary definitions are gleaned from the SDDOE Common Core Standards)
**UNIT-RELEVANT VOCABULARY
Accountability: the quality or state of being accountable; especially : an obligation or willingness to
accept responsibility or to account for one's actions.
Aryan: used in Nazism to designate a supposed master race of non-Jewish Caucasians usually having
Nordic features.
Bias: a tendency to believe that some people, ideas, etc., are better than others that usually results in
treating some people unfairly.
Colonization (derived from colonize): 1 a : to establish a colony in or on or of <colonize an island>
b : to establish in a colony <the rights of colonized people> 2 : to send illegal or irregularly qualified
voters into <colonizing doubtful districts> 3: to infiltrate with usually subversive militants for
propaganda and strategy reasons <colonize industries>
Colonization of the Mind: When colonization affects one’s thinking about what the roots and history
are of a group of people as they pertain to indigenous peoples and how they may see themselves
within a geographical position which has been overcome by non-indigenous people.
http://indiancountrytodaymedianetwork.com/2011/12/12/what-colonized-mind
Compassion Fatigue: also known as secondary traumatic stress (STS), is a condition characterized
by a gradual lessening of compassion over time. It is common among individuals that work directly with
trauma victims such as soldiers, civilians during war, nurses, psychologists, first responders, and
health unit coordinators. http://www.compassionfatigue.org/pages/compassionfatigue.html
Concentration Camp: a camp where persons (as prisoners of war, political prisoners, or refugees) are
detained or confined

Amy Woolston
Conflict: 1. a struggle for power, property, etc. 2. strong disagreement between people, groups, etc.,
that results in often angry argument 3. a difference that prevents agreement : disagreement between
ideas, feelings, etc.
Diaspora: a group of people who live outside the area in which they had lived for a long time or in
which their ancestors lived
Discrimination: the practice of unfairly treating a person or group of people differently from other
people or groups of people
Ethnocentric: having or based on the idea that your own group or culture is better or more important
than others
Eugenics: a science that tries to improve the human race by controlling which people become parents
Genocide: the deliberate killing of people who belong to a particular racial, political, or cultural group
Hybridity (hybridize): to cause to produce hybrids : interbreed
Imperial Gaze: to look upon steadily, intently, and with fixed eyes upon through a lens of discrimination
http://muse.jhu.edu/books/9781439902066?auth=0
International Law: a body of rules that control or affect the rights of nations in their relations with each
other
Internment Camps: a prison camp for the confinement of enemy aliens, prisoners of war, political
prisoners, etc. http://dictionary.reference.com/browse/Internment+camp
Justice: the process or result of using laws to fairly judge and punish crimes and criminals
Legalese: the language used by lawyers that is difficult for most people to understand : legal jargon
Lens: a clear curved piece of glass or plastic that is used in eyeglasses, cameras, telescopes, etc., to
make things look clearer, smaller, or bigger
Liberty: 1. the state or condition of people who are able to act and speak freely 2. the power to do or
choose what you want to 3. a political right
Murder: the crime of unlawfully killing a person especially with malice aforethought
Nationalism: 1. a feeling that people have of being loyal to and proud of their country often with the
belief that it is better and more important than other countries 2. a desire by a large group of people
(such as people who share the same culture, history, language, etc.) to form a separate and
independent nation of their own
Native: born in a particular place
Othering: The process of perceiving or portraying someone or something as fundamentally different or
alien. https://www.wordnik.com/words/othering
Perpetrators: people who bring about or carry out (as a crime or deception) : commit
Privilege: 1. a right or benefit that is given to some people and not to others 2. a special opportunity to
do something that makes you proud 3. the advantage that wealthy and powerful people have over
other people in a society
Race: 1. a breeding stock of animals
2. a : a family, tribe, people, or nation belonging to the same stock b : a class or kind of people
unified by shared interests, habits, or characteristics 3. a : an actually or potentially interbreeding
group within a species; also : a taxonomic category (as a subspecies) representing such a group b
: breed
c : a category of humankind that shares certain distinctive physical traits
Race Bias: a tendency to believe that some people, ideas, etc., are better than others that usually
results in treating some people unfairly based upon race.

Amy Woolston
Rights: (used with a plural verb) civil rights. rights to personal liberty established by the 13th and 14th
Amendments to the U.S. Constitution and certain Congressional acts, especially as applied to an
individual or a minority group. http://dictionary.reference.com/browse/civil%20rights
Subaltern: subordinate 1. in a position of less power or authority than someone else
2. less important than someone or something else
(All definitions are gleaned from the online Merriam-Webster Dictionary: http://www.merriam-
webster.com/, unless otherwise noted.)
EVALUATION
PROJECT EVALUATION
 Did the lessons flow as planned?
 What media was NOT appropriate for the students?
 Were new forms of media found during teaching time?
 How did the students respond to the first week of unit?
 Which portions of lessons seemed to capture the students’ attention most?
 Can this unit be flipped for use in other curricula?
 Do there need to be a better assortment of art projects for students to learn fine art skills?
 What new art supplies need to be in place before changes to the unit are embraced?
 What comments came from the students in the “comment box?”
 Does there seem to be a tangible improvement in student interaction during and after this
unit?
 Does 8 (eight) weeks allow enough time for the breadth of the information shared?
 How does administration react to the artwork and classwork during and after the unit?
 What are the biggest mistakes made during this unit with careful attention to topic matter
and lesson construction?
 What needs to be removed from this unit plan?
 Did any instances of genocide or the threat of genocide occur in the global news during the
unit?

Amy Woolston
CONCLUSION
[Conclusion]
Can society evolve to a reality where genocide would never happen?
How can you make a difference in your reality when dealing with conflict and communication?
Can one person make a difference in the world concerning these topics?
Is one’s history a help or a hindrance to one’s future?
Does your past and present path determine your future?
How will you make a concerted effort to handle conflict in your own life?
How do leadership styles impact society?
Will you be able to purposefully and calmly handle adversity and conflict in your own life?
What can you do to help the world avoid future genocides?
Will you stand up for (physically and verbally) for another in need of support?

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