"Voices of Vigilance: Genocide Awareness Quest"

10th Grade

Project
4 weeks

"Voices of Vigilance: Genocide Awareness Quest"

Rainer Bautista Tatay

Purpose

This project aims to deepen students' understanding of the Holocaust and its implications for identifying and preventing future genocides. Through research and community engagement, students will analyze current global situations, develop critical thinking skills, and propose actionable steps for advocacy. The project fosters a sense of responsibility and awareness, encouraging students to actively contribute to protecting vulnerable populations.

Learning goals

Students will develop critical thinking skills by analyzing historical and contemporary examples of genocide, identifying patterns and warning signs. They will enhance their research and communication abilities through the creation and presentation of projects that propose actionable advocacy steps. Additionally, students will cultivate empathy and a sense of responsibility as they engage with community members to raise awareness and drive meaningful dialogue on preventing future atrocities.

Standards

Common Core - CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core - CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Common Core - CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Products

Students will develop comprehensive research projects on current global situations that show potential signs of genocide, highlighting historical parallels and proposing actionable advocacy strategies. These projects will be showcased at a community awareness event, where students will engage with attendees to discuss their findings and proposed solutions. Additionally, students will contribute to an interactive gallery, 'Voices of Vigilance,' by creating multimedia presentations, such as videos and art installations, to visually and emotionally convey their insights and calls to action.

Launch

Begin the project with an immersive simulation activity where students assume roles as members of an international task force tasked with identifying early warning signs of genocide in fictional countries. Provide students with case files containing historical data, media reports, and eyewitness accounts. Facilitate a debrief session where students discuss their findings and connect them to real-world scenarios, setting the stage for their research and community awareness projects.

Exhibition

Students will host 'Voices of Vigilance,' an interactive gallery open to the community, featuring their multimedia projects. They will present videos, art installations, and digital presentations that highlight their research on current global situations with genocide warning signs. Local community members and leaders will be invited to engage with the exhibits and participate in discussions, fostering a broader awareness and dialogue on the importance of recognizing and responding to these critical issues.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Launch the project with an immersive simulation where students assume roles as members of an international task force. Provide them with case files containing historical data, media reports, and eyewitness accounts about fictional countries. Facilitate discussions to identify early warning signs of genocide.	Activity 2: Facilitate a class discussion on the essential questions: 'How can we identify and respond to the warning signs of genocide to prevent future atrocities?' and 'In what ways can individuals and societies take action to protect vulnerable populations from the threat of genocide?' Encourage students to share initial thoughts and reflections.	Activity 3: Introduce research groups. Divide students into small groups and assign each group a current global situation to research, focusing on identifying potential warning signs of genocide.	Activity 4: Guide students in beginning their research using a variety of sources, including historical case studies, international reports, and news articles. Emphasize the importance of evaluating sources for credibility and bias.	Activity 5: Have students start a reflective journal to document their personal growth and insights as they learn to recognize and respond to warning signs of genocide. Encourage them to write about their experiences during the simulation and initial research process.
Deliverables	1. Deliverable 1: Each group submits a one-page summary of their initial findings on the assigned global situation, identifying key warning signs and discussing how these relate to historical genocides. 2. Deliverable 2: Students submit the first entry in their reflective journal, capturing their initial thoughts and insights from the simulation and early research.
Preparation	1. Prep Task 1: Develop and organize fictional case files for the simulation activity, ensuring they contain relevant and diverse data to support student analysis. 2. Prep Task 2: Compile a list of current global situations with potential warning signs of genocide for group assignments, ensuring a range of complexity and context. 3. Prep Task 3: Prepare a resource list of reliable sources and databases for student research, including guidelines for evaluating credibility and bias. 4. Prep Task 4: Set up a digital platform or physical space for students to maintain and submit their reflective journals throughout the project.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Facilitate a workshop on effective research methodologies. Teach students how to craft research questions, gather data, and analyze findings using real-world examples related to genocide warning signs.	Activity 2: Conduct a peer review session where each group presents their ongoing research. Encourage constructive feedback and discussion to refine their focus and approach.	Activity 3: Guide students in developing a multimedia component for their project. This could include creating a short documentary, infographic, or digital presentation that highlights their research findings.	Activity 4: Organize a guest speaker session with a genocide scholar or human rights activist. Allow students to engage with the speaker through a Q&A session, enhancing their understanding of the topic.	Activity 5: Facilitate a reflection session where students update their reflective journals, focusing on insights gained from the peer review and guest speaker sessions. Encourage connections between their research and personal reflections.
Deliverables	1. Deliverable 1: Submit a revised research outline incorporating peer feedback, detailing the next steps and any changes to their research focus. 2. Deliverable 2: Submit a draft of the multimedia component, demonstrating their ability to convey research findings creatively and effectively.
Preparation	1. Prep Task 1: Develop a workshop plan on research methodologies, including examples and resources tailored to the project. 2. Prep Task 2: Arrange logistics for the guest speaker session, including communication with the speaker and setting up technology for virtual attendees if necessary. 3. Prep Task 3: Provide guidelines and resources for creating multimedia components, ensuring students have access to necessary tools and software. 4. Prep Task 4: Set up a schedule and framework for the peer review session, including rubrics for feedback and discussion points.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Organize a collaborative workshop where student groups finalize their research findings. Facilitate discussions on how to effectively integrate historical parallels and propose advocacy strategies.	Activity 2: Guide students in developing their interactive gallery exhibits. This may include creating art installations, videos, or digital presentations that convey their research and insights creatively and impactfully.	Activity 3: Conduct a practice presentation session. Allow each group to present their project to the class, simulating the upcoming community awareness event. Provide constructive feedback focused on clarity, engagement, and persuasiveness.	Activity 4: Facilitate a session focused on the logistics and organization of the community awareness event. Discuss roles, responsibilities, and timelines to ensure a seamless presentation day.	Activity 5: Encourage students to update their reflective journals, focusing on their experiences in preparing their presentations and their thoughts on the impact of their work in raising awareness.
Deliverables	1. Deliverable 1: Submit a final version of the research project, including a detailed report and multimedia components, ready for presentation at the community awareness event. 2. Deliverable 2: Provide an updated entry in the reflective journal that includes insights from the practice presentations and personal reflections on the project's progress.
Preparation	1. Prep Task 1: Prepare resources and materials for the interactive gallery, including space arrangements, technology needs, and supplies for art installations. 2. Prep Task 2: Develop a feedback rubric for practice presentations, focusing on key presentation skills and content clarity. 3. Prep Task 3: Coordinate with local community members and leaders to confirm participation in the upcoming awareness event, ensuring all logistical aspects are addressed. 4. Prep Task 4: Provide students with templates and resources for organizing their presentations and exhibits, ensuring access to necessary tools and materials.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Conduct a final rehearsal for the community awareness event. Students will practice their presentations and receive last-minute feedback from peers and the teacher to ensure clarity and impact.	Activity 2: Facilitate the setup of the 'Voices of Vigilance' interactive gallery. Students will arrange their multimedia exhibits, ensuring all technical aspects are functional and aesthetically engaging.	Activity 3: Host the community awareness event. Students will present their research findings and multimedia projects to community members, engaging in discussions and answering questions.	Activity 4: Organize a post-event reflection session. Students will share their experiences from the event, discussing the impact of their presentations and community interactions.	Activity 5: Guide students in completing their final reflective journal entry. Encourage them to reflect on their personal growth, the skills they've acquired, and their understanding of the importance of preventing genocide.
Deliverables	1. Deliverable 1: Successfully host and participate in the community awareness event. 2. Deliverable 2: Submit the final entry in the reflective journal, summarizing the overall project experience and personal insights.
Preparation	1. Prep Task 1: Ensure all technical equipment and materials for the interactive gallery are available and functioning, including projectors, screens, and art supplies. 2. Prep Task 2: Coordinate with community attendees, confirming the schedule and providing any necessary information or materials. 3. Prep Task 3: Prepare an evaluation rubric for the community event to provide students with feedback on their presentations and interactions. 4. Prep Task 4: Set up a system for gathering feedback from community members to share with students post-event. 5. Prep Task 5: Arrange for post-event refreshments and a space for students to conduct their reflection session.