Working in groups that have already been established according to your teacher, you will examining the similarities and differences of two other incidences (see Step Two) of genocide with the Holocaust.  As a group you will be responsible for the completion of the process outlined below that includs a presentation of your findings to the rest of the class.

Step One:  Create a table to organize your research. (Create your table with the categories above listed on the side of the page and the country names listed across the top.  See Step Three if this seems confusing!) You will be researching each genocide based on the following criteria:

• Location
• Time Period
• Characteristics of the target population (shared religion, social status, race, etc.)
  
• Characteristics of perpetrators
• Motivations of perpetrators (how did they rationalize the killings)
• Total number killed
• Method(s) used to kill
• Warning signs  (genocide does not happen spontaneously, there is usually a history of growing tension between those killed and those killing)
  
• What was the U.S. response (think in terms of troops, money, and/or public statements)
• What led to the end of the genocide
• Has there been any punishment for the perpetrators
  
• Does any denial of the genocide exist
• What has been done as far as social reconstruction and reconciliation

Step Two:  Select two other locations in which genocide occurred in the 20th Century from the list below.  Once your group has made your selections please have your selections approved by your teacher.  Each genocide can be examined by only one group and selections will be granted on a first-come, first-served basis.

Algeria Argentina Bosnia Burma Burundi Cambodia                     Chile China El Salvador

Ethiopia Guatemala Indonesia Iran Iraq Japan Namibia

Rwanda Somalia South Vietnam Sri Lanka Sudan Syria Uganda Yugoslavia Zaire (now the Democratic Republic of the Congo)

Step Three:  By now the table you created in Step One should look like the example table below.  It should have the two locations you chose in Step Two and the Holocaust listed in the top row.   (List the Holocaust instead of a location because as you may remember the Holocaust occurred in more than one country.)
 

	Country Number One	Country Number Two	Holocaust
(Research criteria listed in Step One will go in rows.)

Step Four:  You are now ready to begin your research and complete your table.  By now you have studied the Holocaust at length in your classroom you should already know most of the information you need to complete that portion of your table.  When you have completed your research and your table, create a graphic organizer to visually depict the similarities and differences between the incidences of genocide you examined.  You may want to consider using an extended Venn diagram.

Step Five:  Search the Internet for two photographs from each of the genocides you researched.  Follow the directions on this handout, type your answers, and print the completed handout for each photograph.  Prior to putting your presentation together, your teacher will return these completed handouts to your group.  These handouts will help you complete the photoanalysis portion of your presentation as described on the presentation page.


Step Six:  Judgment Time!  As stated on the introduction page, you will now have to decide if the importance given to the Holocaust in most textbooks (and therefore in most history class lessons) is warranted.  Make sure that you are able to defend your position with concrete reasons.  Your group should work to come to a consensus that will be explained to the class as part of your presentation. 


Step Seven:  Construct a presentation of your research.  The details of your presentation can be found on the presentation page.