Investigating Genocide: A Comparative Study

Investigating Genocide: A Comparative Study is a suggested way to organize the study of different genocides of the 20th and 21st centuries. This approach uses the Inquiry Arc framework and Gregory Stanton’s Ten Stages of Genocide. This resource breaks the study into two parts: 1) Recognizing Patterns -The 10 Stages of Genocide and 2) Modern Genocides and Prevention Strategies. The comparative study addresses the following objective:

Students will explore patterns in genocide, analyze case studies (examining causes and consequences), and evaluate prevention strategies using an inquiry-based approach.

Part I: Recognizing Patterns - The 10 Stages of Genocide

Connect: The Human Cost of Genocide

• Show images, survivor quotes, or news clips from genocides
• Discussion: What emotions do these provoke? Why do we study genocide?

Wonder: What Leads to Genocide?

• Pose discussion questions:
  • Why do genocides happen?
  • Can they be prevented?
  • Do perpetrators always follow similar patterns?

Investigate: The Ten Stages of Genocide

• Introduce Stanton’s 10 Stages of Genocide, explaining each step:

1. Classification – Us vs. Them division
2. Symbolization – Assigning symbols to groups
3. Discrimination – Excluding the targeted group
4. Dehumanization – Portraying the group as subhuman
5. Organization – Systematic planning of persecution
6. Polarization – Spreading hate and propaganda
7. Preparation – Mass killings are planned
8. Persecution – Forced displacement, torture, murder begins
9. Extermination – Large-scale killing
10. Denial – Cover-up, rewriting history

Construct: Applying the Ten Stages

• Divide students into four groups, assigning each a genocide:
  • Armenian Genocide (1915-1917) – Ottoman Empire action against the Armenians
  • Holodomor (1932-1933) – Soviet-engineered famine in Ukraine
  • Cambodian Genocide (1975-1979) – Khmer Rouge regime’s mass killings
  • Bosnian Genocide (1992-1995) – Ethnic cleansing in Srebrenica
• Each group:
  • Researches and identifies how each stage appeared in their assigned genocide
  • Presents key findings in a short discussion

Express and Reflect: Reflect & Discuss

• How do these genocides compare?
• Which stages of genocide were most evident?
• What role did propaganda play?
• Write a 1-page analysis on how one genocide followed the 10 Stages model.

Part II: Modern Genocides & Prevention Strategies

Connect: Reviewing the 10 Stages

• Ask: Do modern genocides follow the same pattern?

Wonder: How the World Has Responded

• Show clips from UN trials, survivor testimonies, or articles
• Pose discussion questions:
  • Why do some genocides get more attention than others?
  • What prevents early intervention?

Investigate: Modern Genocides and their Patterns

• Divide students into four new groups, assigning each:
  • Rwandan Genocide (1994) – Hutu extremists vs. Tutsi
  • Darfur Genocide (2003-present) – Sudanese government-backed violence against non-Arab groups
  • Uyghur Persecution (2014-present) – Mass internment and cultural erasure
  • Rohingya Crisis (2016-present) – Myanmar’s ethnic cleansing
• Each group:
  • Applies the 10 Stages of Genocide to their case
  • Analyzes global response or lack thereof (UN, ICC, media, governments, activists)

Construct & Express: Debate

• Introduce the debate question: Can genocide be prevented?
• Divide the class in half:
  • Half of the class argues that genocide is preventable
  • Half of the class argues that genocide is inevitable (due to human nature and politics, etc.)

Reflect: Consider Next Steps and Take Action

• What are ways to prevent future genocides (such as through education, activism, political action, etc.)?
• Write a personal commitment statement: What can I do to ensure “Never Again”?