Cooperative Learning assignment
We study ethics and morality as part of our lessons in moral development (Kolhberg). This is an extension into the Holocaust unit to allow the student to rationalize actions made (or not made) during a genocide.
SHOW ME STANDARDS
2. Continuity and change in the history of Missouri, the United States and the world
Benchmark 5: The student engages in historical thinking skills.
1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.
"Facing History and Ourselves: Holocaust and Human Behavior" pgs. 313-316
Video-"A Good Man in Hell-Gen. Romeo Dallaire and the Rwandan Genocide"
DVD/VCR, Overhead projector or Post-It Style Easel Board
Lesson Plan War Crimes and Tribunals Conference
Lesson Part One
1. Reminder of previous lesson(s) on the choices made by the various players discussed through these lessons: Jews, Nazis, etc.
2. Ask-what was the driving forces behind their choices?
(Survival, protection of loved ones, selfishness, hatred, greed, power…)
3. Reintroduce the concepts of Kohlberg's theory from previous lessons and apply question 2 to the stages of Kohlberg as a means of reviewing the lesson.
Lesson Part Two
1. Read "Police Battalion 101" and examine the choices of the major who is leading the battalion.
2. Divide the class into groups and have each group answer the following questions:
a. How does he present the task of the elimination of the town's Jews to his troops?
b. What alternatives does he offer his men as he presents the task?
c. Examine the age of the men in battalion. How do you think this affected their response?
d. What is the major's response once all orders are given and why do you think he reacted in such a manner?
e. What does he do, as the day progresses, to make sure his men complete the task? Why?
f. What consequences do you think there are (beyond the obvious-the deaths of so many people) that will need to be dealt with?
Lesson Part Three
Once again-groundwork needs to be have already been done. This lesson must NOT be just thrown out without the proper preparation done prior to presentation.
Information on the background on the Rwandan genocide must have already been taught prior to either part of the lesson so that the students will have the appropriate comparative knowledge to complete the lesson.
1. Have the students view the brief video on Romeo Dallaire "A Good Man in Hell: Gen. Romeo Dallaire and the Rwandan Genocide."
2. Once again, in the groups (you can use the same ones or mix them up), discuss the following questions:
a. What options did Dallaire have as he faced the genocide of Rwanda?
b. What choices did he make and why did he make them?
c. What options did he have beyond those he was given? What were the consequences of those options?
d. What does the title of the video mean-"A Good Man in Hell"?
Lesson Part Four
1. Which do you think is the better man? Why? In a critical analysis, compare and contrast the two. Examine their actions and the long-term consequences of their choices. Defend your answer based upon valid and viable reasons.
The assignment is based on whether or not the student debates the issue rather than on a right or wrong answer. Each teacher will need to create their own assessment based on the depth of difficulty they wish to assess. With my students, I am asking for analysis of the issues so the assessment will reflect this:
|Possible Points||Received Points|
|Discusses the Major's viewpoints analytically, rationally, and concisely||20|
|Discusses Dallaire's viewpoints analytically, rationally, and concisely||20|
|Compares the two men and draws analytical conclusions based upon the student's defendable reasons||25|
|Uses correct grammar||15|
|Uses correct spelling||10|
|Citation of sources||10|