Caroline+C.'s+Places+in+the+World


 * Lesson title:** Darfur: Genocide or not? That is the question.
 * Subject:** 7th grade social studies
 * Instructor:** Ms. Clark


 * Location:** Sudan, Africa
 * Alotted time:** 90 minutes


 * Competency Goal 7:** The learner will assess the connections between historical events and contemporary issues in Africa, Asia, and Australia.
 * Objectives**
 * 7.02** Examine the causes of key historical events in selected areas of Africa, Asia, and Australia and analyze the short- and long-range effects on political, economic, and social institutions.

Students will be able to: 1. Locate Sudan on a map. 2. Understand the main components of the crisis in Darfur. 3. Know what constitutes a genocide. 4. Take a stand on a particular issue and back up their position. 5. Bring awareness of an issue to others.
 * Goals:**

Powerpoint K-W-L charts Genocide article (one for each student) One computer per group (4)
 * Materials needed:**

//Warm up activity:// Students will be asked to complete a K-W-L chart on what they know about genocide. I will give students a hint and tell them one form of genocide we have had in the past is the Holocaust. Hopefully, this will help students who are not aware of the term genocide. After students have completed what they know and what they want to know about genocide, I will have some students share ideas from their two columns. This will get students curious about the day's lesson. (10 minutes)
 * Procedure:**

(Teacher-centered lecture): Next, I will pass out maps of Africa, highlighting Sudan and introduce the genocide in Darfur. I will put present students with a powerpoint explaining the background information of the components of the genocide Darfur: when it began, the two conflicting sides: the Janjaweed and the rebel armies, the cause of the war: the Arab tribes (Janjaweed) taking over the land of Black farming communities (rebel armies), how the dispute is racial, not religious (both groups are majority Muslim), how the UN has helped, and the impacts of the conflict (the deaths, migration of people to the neighboring country Chad, the disruption of the Sudan government). (25 minutes)

Students turn! The students will then be asked to read this article on what constitutes a genocide: http://www.preventgenocide.org/law/convention/text.htm. After reading over this article, students will be put in 4 groups of five and asked to answer the question: //Should the crisis in Darfur be considered a "genocide"? Why or why not?// The four groups should give detailed responses AND back up their position on whether or not the crisis should be considered a genocide. Students will also be asked ways in which our class can help bring awareness to Darfur and the problems in Sudan. This is one resource students can explore: http://www.ushmm.org/genocide/take_action/action - After students have completed both tasks, groups will be able to share with the class their viewpoint and findings. (45 minutes)

//Wrapping up:// Students will complete their K-W-L chart and turn them in as an exit pass. (10 minutes)


 * Assessment:** Students will be graded on their participation during the class activity, as well as their K-W-L chart. I will be able to see how much students have learned through their understanding of what they learned about genocide and the crisis in Darfur.

When this assignment was given to us, I knew right off the bat I wanted to come up with a lesson about a place in Africa. I've always been drawn to the country and the particularly poorer and corrupt countries. I wanted to get a closer look at one of these countries and I chose Sudan due to the problems they've had recently including the war with Chad and the disruption in Darfur. I've always wanted to learn more about the crisis in Darfur and since it is such a hot topic and Sudan continues to have issues, I thought it would be a great lesson to introduce to middle school students. It seems as if we are often so caught up in our every day lives, we forget how good we have it compared to other areas in the world, so I thought it would be influential to show students what is going on in Darfur, Sudan.
 * Lesson Plan Narrative:**

I think using a K-W-L chart would be a good starting point for students. I know if my teacher presented me with the term 'genocide' in my 7th grade social studies class, I wouldn't know where to begin. This could help students not only get down on paper what they know, but also what they want to know. I think hearing what their classmates put down could really help generate ideas about what exactly students would want to know. Also, I think this kind of activity would help grab student's attention. Since the events in Darfur are so complex, I think the best way to teach to students would be putting together a Powerpoint and explaining the main points of the issue. This way, students will be able to understand the underlying issues in the crisis, rather than reading articles and summaries that go over their heads. In order to get the students involved, I thought introducing the article on genocide would help students wrap their brain around the situation in Darfur and decide if it should be considered a genocide or not. By doing this, students will be able to show what they've learned about Darfur, as well as tie in our start up activity about genocide. Also, since there have been so many speculations as to whether Darfur is a genocide or not, it would be neat to give students a chance to give their opinion. Group work would be desirable so everyone could share their opinions and come up with one view. I also think getting students to bring awareness would help them learn their role as a citizen and help them reflect on the harsh conditions in Darfur. It will show students even they can be involved in this disaster going on in Africa. Students could end by filling out what they learned, which seems like a strong way to wrap up the lesson. Assessment would be based upon students willingness to participate, as well as the accuracy in the genocide question and completing their L in their K-W-L chart. This will show me what students took away from the lesson.

I think this lesson would really get students thinking, educated, and acting on the issues going on in Darfur. It would show them the significance of the crisis and ways in which people can get involved. Hopefully, this would be an empowering lesson for students and it could help them encourage others to be aware of what is going on in the world.