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Teaching the Holocaust and other Genocides

Cambodia

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Activity Overview
After reading the narrative about the Cambodian Genocide (1975 – 1979), students will complete a series of activities, including the examination of primary source documents, maps of the country, photographs and videos, and how the “genocide” matches the 10 stages of genocide, academic tool and a policy model which was created by Gregory Stanton.
Grade Level
9-12
Learning Standards for Literacy in History/Social Studies
RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the time and place of publication, origin, authorship, etc.
RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop within a text.
RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
 RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, economic, or geographic aspects of history/social studies.
RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally, visually, and graphically).
RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH7: Integrate and evaluate visual and technical information (e.g., in research data, charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH8: Analyze the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RH9: Compare and contrast treatments of the same topic in several primary and secondary sources.
 WHST5: Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source by applying discipline-specific criteria used in the social sciences or sciences; and quote or paraphrase the data/accounts and conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST7: Draw evidence from informational texts to support analysis, reflection, and research.
Social Studies Framework 
10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
10.5e Human atrocities and mass murders occurred in this time period.]
10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated.
10.10b Governments, groups, and individuals have responded in various ways to the human atrocities committed in the 20th and 21st centuries.
10.10c Historical and contemporary violations of human rights can be evaluated, using the principles and articles established within the UN Universal Declaration of Human Rights.
SEL Benchmarks
2A. Recognize and build empathy for the feelings and perspectives of others.
2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.
3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.
Objectives
Students will be able to summarize the key events, actors, and timeline of the Cambodian Genocide under the Khmer Rouge (1975 – 1979) by analyzing documents and visual sources from the Cambodian Genocide Case Study.
Students will be able to evaluate the significance and impact of the Khmer Rouge Tribunal by researching, presenting, and discussing the tribunal through the lens of key themes related to justice and reconciliation.

Essential Question

How are perpetrators held accountable for genocide?

Materials

Cambodian Genocide Case Study
Cambodian and Rwandan Genocides CRQ Practice Worksheet
Survivor Narrative with Questions
Document excerpt provided (Reading Selection from news article: “Khmer Rouge Tribunal, helping Cambodians heal, nears end”
Whiteboard and markers
Access to research resources (e.g., internet, library, or additional reading materials on the Khmer Rouge Tribunal)
Projector or presentation tool (optional for presentations)

Activity

1. Historical Background

· Students read the Cambodian Genocide Case Study for an introduction to the genocide.

· Students complete the Practice CRQ Worksheet.

· Students Complete the Personal Narrative Activity.

2. Khmer Rouge Tribunal

Teacher's Prompt: Begin the activity by giving a brief overview of the Khmer Rouge regime and the tribunal that followed. Discuss the document excerpt in relation to justice and accountability.

Discussion Question: Ask the students, "What do you think is the importance of holding people accountable for atrocities, even years after they were committed?"

Group Work: Divide the class into 4-5 groups. Each group will analyze a different key theme or perspective based on the document. Each group should read the document carefully and research their assigned topic. They should come up with 3-5 key points they would like to present to the class, using evidence from the document or additional research if needed.

  • Group 1: The Importance of a Transparent Legal Process
    Focus on the role of transparency in trials and how this shapes historical records (David Scheffer’s quote from the reading selection).
  • Group 2: Accountability for the Khmer Rouge Leaders
    Analyze the importance of holding the perpetrators accountable, even if some evaded trial.
  • Group 3: Truth and Reconciliation in Cambodia
    Explore the idea of the tribunal as a truth and reconciliation commission, and how survivors were given a platform to speak.
  • Group 4: The Educational Legacy for Future Generations
    Discuss how the court's work, and the testimony collected, will educate future generations and help preserve Cambodian history.
  • Group 5: Public Engagement and Social Impact
    Explore how public involvement (courtroom attendance, media broadcasts, etc.) contributed to the tribunal’s success.

Presentations:

  • After the group work, each group will present their findings to the class.
  • Encourage them to use visual aids (for example, a poster or slideshow) to support their points.

Class Discussion: After all the groups have presented, facilitate a class-wide discussion to reflect on the tribunal’s significance. Discussion prompts:

  • Do you think the tribunal was successful in holding the Khmer Rouge accountable? Why or why not?
  • How can truth and reconciliation commissions help heal societies after major atrocities?
  • What role does public involvement play in ensuring justice and accountability in a country’s history?
  • What do you think the legacy of the tribunal means for future generations in Cambodia?

Reflection: Ask students to write a short reflection (1-2 pages) on the following:

  • What impact do you think the tribunal will have on Cambodian society in the long term?
  • How do historical trials like this contribute to the global fight for justice and human rights?