Genocide Awareness and Action

By J.P. McCaskey High School, September 25, 2008

Grade Level

  • High School


  • Design for the Other 90%

Subject Area

  • Language Arts

Lesson Time

2 weeks (10-50 minute classes)


The students will complete this assignment after they have completed a reading assignment on Night by Elie Wiesel.  The students will research the genocide which is occuring in Darfur.  Once they have gotten background information on Darfur the students will propose to solve one of the problems that they come across during their research of Darfur.  Once they have proposed a solution they will work to create a plan to solve the problem they have identified.

National Standards

NL-ENG.K-12.4 COMMUNICATION SKILLS  -Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.   NL-ENG.K-12.5 COMMUNICATION STRATEGIES  -Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.   NL-ENG.K-12.6 APPLYING KNOWLEDGE  -Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.   NL-ENG.K-12.7 EVALUATING DATA  -Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.  

Common Core Standards

Anchors for Reading:

Key Ideas and Details:

CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure:

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas:

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.

CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards for Writing:

Text Types and Purposes:

CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Research to Build and Present Knowledge:

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.

CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing:

CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Anchor standards for Speaking and Listening:

Comprehension and Collaboration:

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas:

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.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Anchor standards for Language:

Conventions of Standard English:

CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.


  • Students will be able to identify a problem they see in Darfur based on research.
  • Students will be able to design and implement a plan to solve or try to solve the identified problem.
  • Students will be able to use formal language to write a proposed solution in a formal document that can be presented to the appropriate audience.
  • Students will be able to use formal language to present this information in a formal setting using the appropriate language and speaking skills.


Internet computers Websites on Darfur Power Point word Publisher reading materials Video on Darfur


Any art supplies the group may need to complete product or plan.


Proposal Analysis of Research Procedure Prototype Darfur Genocide


1. The students research and study the Genocide in Darfur.  Teacher shall provide websites, videos and texts to study. 2.  The class discusses and analyzes some of the problems or issues that are evident in Darfur.  The teacher then breaks the kids up into groups of four.  The students must analyze Darfur and find a solution to one of the problems that the group has identified.  Students should look to find solutions for things such as: a need for tools for protection or survival, global awareness campaigns, financial fund-raising, or other areas of need. 3. The students then break up into their groups and brainstorm or discuss 5 possible problems that the students would like to address.  The students then narrow down their choices to one problem they would like to address.  The students should then propose three possible solutions to the problem they have chosen to address.  The students then choose one solution.  They will then write a problem analysis sheet.  The sheet must include:  the problem they observed, the solution they have chosen to try, and a plan for how they are going to implement the solution.
  1. 4.  Students must then use Word to type the problem analysis (which should be 2-3 pages).
  2. 3.  Once the proposal has been approved, students must write up a comprehensive plan for their proposed solution.  They must lay out a plan for how they think they will be able to accomplish the goals set forth in their plan.  They must detail what materials they would need to accomplish this plan, how long it will take them to complete the plan, who they will need to contact to accomplish the plan and any other information the students are going to need for their projects.
  3. 4.  Students create a formal document outlining these details.
  4. 5.  Students use the final document to create a power point presentation of the proposed plan of action or proposed product..  Students should include the same material as what is found in the paper but should also include samples or sketches of the product or median which they intend to create or use to accomplish their goals.  The presentation should follow the pattern of design:   Problem, Research, Prototype, and Application.

6.  The students should write a reflection paper in which they reflect on what they have accomplished, what they would do differently and what they have learned over the course of the project.


The students will be assessed via their proposals, problem analysis document, presentation and a reflection paper.

Enrichment Extension Activities

The project could be extended into a larger community service project that crosses into history classes and math projects.  Teachers could explore historical research of the genocide.  The math teachers could research the statistics involved in the genocide.

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