Rohingya

Activity Overview

After reading the narrative about the Rohingya Genocide (escalating sharply in  2016 – 2017 and continuing at present), 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

ELA 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 summarize the key events, principal actors, and chronological arc of the persecution and mass violence against the Rohingya in Myanmar (escalating sharply in 2016 – 2017 and continuing at present) in a concise paragraph or visual organizer, demonstrating accurate use of period‑appropriate historical vocabulary.

Using a curated set of documents, photographs, survivor testimonies, UN fact‑finding reports, and maps, students will identify at least three pieces of evidence that illuminate the experiences of Rohingya victims, Myanmar security‑force perpetrators, and regional or international bystanders, and explain how each source deepens our understanding of the genocide.

Students will align specific policies, actions, and rhetoric from the Rohingya crisis to each of Gregory Stanton’s ten stages of genocide, citing factual examples for every stage with a minimum accuracy of 80 %.

After completing the learning activities, students will craft a brief position statement (written, video, or presentation) proposing one contemporary policy or action to help prevent future genocides, explicitly linking their recommendation to lessons learned from the Rohingya Genocide and Stanton’s framework.