Never Again?
       
An Internet WebQuest on Genocide
            
Created by Christy Barnes

Introduction | The Task | The Process | Resources | Evaluation | Conclusion

     Introduction:

'In Germany, they first came for the Communists, and I didn't speak up because I wasn't a Communist. Then they came for the Jews, and I didn't speak up because I wasn't a Jew. Then they came for the Trade Unionists, and I didn't speak up because I wasn't a Trade Unionists. Then they came for the Catholics, and I didn't speak up because I was a Protestant. Then they came for me, and no one was left to speak up.' (attributed to Pastor Martin Niemoeller, Dachau, Germany, 1941)

“All that is necessary for the triumph of evil is that good men do nothing.” -- Edmund Burke

The extermination of over 6 million Jews during the Holocaust shook the world a thousand times over.  People from every corner of the globe, who felt slapped in the face by the atrocities that were committed in Europe, vowed to never allow it to happen again.  In 1979, President Jimmy Carter said that "we must forge an unshakable oath with all civilized people that never again will the world stand silent, never again will the world fail to act in time to prevent this terrible crime of genocide."  Only five years later, Ronald Reagan vowed, "Like you, I say in a forthright voice, 'Never again!'"  George Bush Sr. also gave the creed his support, saying that he possessed "the determination, not just to remember, but also to act."   President after President voiced his promise that the United States would never forget.  Even Clinton voiced his resolve, declaring that "if the horrors of the Holocaust taught us anything...it is the high cost of remaining silent and paralyzed in the face of genocide."  Did we learn our lesson?  Did we keep our promises?   Ask the victims of the genocides in Cambodia (1975), Iraq (1987), Bosnia (1992), Rwanda (1994), Kosovo (1998),  and several others.  Why does this promise seem to be the easiest to make and yet the hardest to keep? 

Quotations taken from  Power, Samantha.  "A Problem from Hell:"  America and the Age of Genocide..  New York: HarperCollins Publishers Inc., 2002.   

     The Task:
   
        A few years ago, you were asked to be a member of a four person committee created to discuss the ongoing problem of genocide and determine ways to solve this problem. Thinking that sounded like a good, humanitarian thing to do, you agreed.  In the last few years, however, not much has been accomplished by your committee.  Like so many times in the past, conflicts like genocide are pushed to the side in order to combat more immediate issues, such as hurricane relief and terrorism.  But recently, it has come to the attention of the committee that once again, the issue of genocide is a priority.  In Darfur, Sudan, 600,000 people face the threat of annihilation by the Sudanese Government.  Fueled by this recent series of events, you vow to try once more, determined to find some solutions that can help these people.

Your committee has a huge task ahead of you.  Your goal is to begin to understand why genocide happens and what can be done to stop it.  in order to accomplish this goal, several tasks need to be completed by your committee.

Task 1:   In order to prevent genocide, your committee needs to know exactly what it is.  As a committee, you must write a detailed belief statement defining genocide.  This should be a reflection of the beliefs and interpretations of the entire committee, not just one member!  This statement should be your interpretation of the the United Nations Convention on Prevention of Genocide.  You may also want to look at other definitions as well.

Task 2:  Once the definition of genocide has been established, each member of your committee needs to adopt a post-WWII genocide that he/she will become an expert on.  Some examples include: Indonesian genocide in 1965, the former Yugoslavia , East Timor, Bangladesh, Burundi, Cambodia, Rwanda, and the indigenous people in Guatemala.  Each member needs to complete the following research questions about his/her specific genocide:
   
1.  Research the details of the genocide:  Who were the key people/groups?  What was the conflict?  Where did the conflict take place?  When did the genocide occur and for how long?  How did the perpetrators accomplish the genocide?
2.  Research the reasons behind the genocide:  Why did this genocide take place?  What events led to the genocide? 
3.  Research the world response to the genocide:  What was the reaction from other countries?  Was there any reaction?  How did the US react, specifically?
4.  Research what lesson can be learned from the genocide:  How could have this genocide been prevented?  What can we learn from this experience?

Each member should summarize these four questions in a written paper.  You may write the paper in a question-answer format if you prefer.  You must write in complete sentences.   Each member should then distribute a copy of his/her report to the rest of the committee. 

Task 3:  Separately, each member should read the reports of their committee members and make a list of similarities and differences between the conflicts.  These should be discussed among the committee members.  Pay close attention to Question 4. 

Task 4:  As a group, you should prepare a similar report on the current Darfur genocide, answering the questions from Task 2.  You may want to assign each member one of the questions, so that the work is spread evenly. 

Task 5:  Apply what you have learned about the definition of genocide, the history of genocide and the crisis in Darfur, and brainstorm within your committee ways that the current genocide in Darfur can be stopped, or at least discouraged.

Once you have formalized your conclusions, you cannot sit still with this kind of time-sensitive information.  Therefore, you need to complete the following actions in your fight against genocide: 

Action 1: Each member of the committee needs to accomplish one of the following:

Write a persuasive letter and offer your solutions for the Darfur crisis to :
        1.  Secretary of State, Condoleezza Rice
        2.  Your Congress Person and/or Senator
        3.  The Press
        4.  TV News Media

You must write a formal letter, following proper letter etiquette. 

Action 2:   As a committee, you must prepare a public presentation of your findings.  In this presentations, you need to rally support for your proposed solutions in Darfur.  This may require background information about genocide after WWII, proof of the empty promises that have been made, or even personal stories from the victims of genocide.  Your presentation needs to summarize the conflict in Darfur and explain your committee's conclusions about preventing genocide.  It should be 10-15 minutes in length and should include at least one visual aid (i.e. poster, tri-board, power point, platform pamphlet).  Every member should participate in the presentation. 

All of your individual and group work is due at the time of your presentation.  I will not accept work late. 

A Darfur Refugee.

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The Resources:

Here is a list of resources to help you get started. 

Task 1:

• Legal Definition of Genocide  
  
• Legal Definitions of Crimes against Peace, War Crimes and Crimes against Humanity
  
• History of Genocide
  
• Eight stages of genocide
  
• Should the legal definition of genocide be expanded?
  
• Human Rights Search Engine
  
• Law Library on Human Rights

Task 2:

• African Holocaust
  
• Genocide in the Congo Free State
  
• Forced Famine in the Ukraine in the 1930s
  
• Genocide in Cambodia 1
  
• Genocide in Cambodia 2
  
• Genocide in East Timor 1
  
• Genocide in East Timor 2
  
• Genocide in Rwanda 1
  
• Genocide in Rwanda 2
  
• Genocide in Indonesia in 1965 1
  
• Genocide in Bangladesh 1
  
• Genocide in Bangladesh 2
  
• Genocide of the Mayans of Guatemala 1 

• Genocide in the former Yugoslavia 1
  
• Genocide in Burundi in 1972 1
  

Task 4:

• Genocide in Darfur 1 
  
• Genocide in Darfur 2 
  
• Genocide in Darfur 3 
  
• Genocide in Darfur 4 
  

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Evaluation:

Your committee Presentation will be evaluated as one QUIZ grade based on the following rubric:

CATEGORY 4= Exceeds the standard 3= Meets the standard 2 Partially meets the standard 1= Does not meet standard Score Collaboration with Peers

 

 

 

Group members almost always listen to, share with, and support the efforts of each other. Tries to keep people working well together. Group members usually listen to, share with, and support the efforts of each other. Do not cause "waves" in the group. Group members often listen to, share with, and support the efforts of each other but sometimes do not make a good team. Group members rarely listen to, share with, and support the efforts of each other. Often they are not good team members.   Brainstorming  Problems Students identify more than 4 reasonable, insightful problems that need to change. Students identify at least 4 reasonable, insightful problems that need to change. Students identify at least 3 reasonable, insightful problems that need to change. Students identify fewer than 3 reasonable, insightful problems that need to change.  

Research/Statistical Data

Students include 4 or more high-quality examples or pieces of data to support their findings. Students include at least 3 high-quality examples or pieces of data to support their findings.  Students include at least 2 high-quality examples or pieces of data to support their findings. Students include fewer than 2 high-quality examples or pieces of data to support their findings.   Brainstorming Solutions Students identify more than 3 reasonable, insightful possible solutions/strategies to encourage change. Students identify at least 3 reasonable, insightful possible solutions/strategies to encourage change. Students identify at least 2 reasonable, insightful possible solutions/strategies to encourage change. Students identify fewer than 2 reasonable, insightful possible solutions/strategies to encourage change.   Argumentation Students present more than 3 concrete, valid logical arguments to inform and  persuade their audience, to solicit agreement or action, and to unite audiences behind a common belief or cause.
  Students present at least 3 logical arguments to inform and  persuade their audience, to solicit agreement or action, and to unite audiences behind a common belief or cause. Students present 2 or 3 arguments to inform and  persuade their audience, but some are  illogical. Students'  arguments are illogical and have no persuasive value.   Presentation Students  convey  their information in a well-planned, rehearsed  presentation, where every member of the committee has an equal part.  Students use a well-designed visual aid that adds interest and clarity to their presentation. Students convey their information in a somewhat planned presentation, where every member of the committee has an equal part.  Students use a well-designed visual aid that adds interest and clarity to their presentation. Students convey their information in a somewhat planned presentation, where most every has an equal part.  Students use a visual aid, but it detracts from their presentation.   The  presentation seems to be thrown together at the last minute, and there is no use of a visual aid. 

 
Your individual assignments will be graded as one TEST grade according to the following expectations: 

Your Genocide Reports should be typed, double-spaced, 12 pt. font.  Remember to make enough copies for all of your committee members to have one--and one extra for me!
I will grade for completion of the assignment, accuracy of the information, thoroughness,  and correct spelling/gammar/punctuation.  I would suggest having one of your committee members proof your report.   Here is some additional Grammar help:  Grammar Book
BE SURE TO CITE YOUR SOURCES!!  Failure to cite your sources will result in a grade of 0 on this portion of your grade.  If you are not sure about MLA Format, check out this site:  MLA Style Guide

Your action letter should follow the standard, formal business letter format.  If you have questions about that, check out this site:  Letter Format
Be sure that you use correct spelling/grammar/punctuation in this assignment as well.  If you want to be taken seriously by someone in a position of authority, such as a Senator or House member, you must speak and write with "Proper" English.    

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Conclusion:

So, what are you going to do now?  Are you going to join the voices screaming "Never Again!" only to break your promises when things get complicated?  Are you willing to stand up for someone you have never met, someone that is different from you in most respects, yet someone with which you share a bond of humanity?  The only way that we can truthfully say, "Never Again!" is if we do something to prevent it from ever happening again.  I hope that this WebQuest has taught you a hard lesson about the dangers of racism and hatred, and the price of complicity and fear.  It is time to put our fear aside and act for the good of humanity.  Don't be an average American.  Become a loud, insistent voice for those in Darfur who are being silenced.