Genocide Project

Social 20-2

You and your group are tasked with

creating a project to remember those
lost during times of Genocide around
the world.

This project will be done in groups of 2-

3 people. You will pick from a list of
Genocides to study, if you have a
different one, come to Ms. McDonald
for approval.

There are THREE sections to this assignment:

1.) Proposal/Annotated Bibliography
- The proposal and bibliography are due at the end of class Monday, November 1 st,
2018.
- Annotated Bibliography must include a rationale on why you want to use the source,
why it is reliable, and the website it is found from.
- The proposal must be approved to continue onward, and sources must be reliable.

2.) Project Construction

- Put all researched information together in some creative way.
- Some suggestions; Poster, Picture Book, Diorama, etc.
- A final bibliography is required in MLA format.

3.) Peer and Self Evaluation

- Use the form attached to evaluate each other.

Information that you need to include;

1.) What happened during the event?
a. Give a general timeline of the events that occurred.
i. Give specific information regarding key events.
ii. (Who, what, where, when, how.)

2.) How does your chosen genocide relate to ultranationalism?

a. Give specific information to answer this question.

* THERE WILL BE A MINOR PRESENTATION PORTION OF THIS ASSIGNMENT *

 Criteria
Justification (10)
Level
Evidence is specific and accurate to demonstrate knowledge on the chosen
E event. Errors, if present, do not detract from the response. The students
Excellent demonstrate a thorough and perceptive understanding of applicable social
studies knowledge, and the assigned task.
Evidence is appropriate in demonstrating knowledge on the chosen event but
Pf may contain some factual errors. The student demonstrates a clear
Proficient understanding of applicable social studies knowledge, and the assigned task.
Evidence is relevant for demonstrating knowledge on the chosen event but is
S general and/or incompletely developed. The evidence may contain errors. The
Satisfactory student demonstrates an acceptable understanding of applicable social studies
knowledge and the assigned task.
Evidence is superficial for demonstrating knowledge on the chosen event and
L may not always be relevant. The evidence may contain significant errors. The
Limited student demonstrates a confused, yet discernable, understanding of applicable
social studies knowledge, and the assigned task.
Evidence, if present, is incomplete and/or marginally relevant in
P demonstrating the chosen event.Significant errors in content are quite
Poor frequent. The student demonstrates a minimal understanding of applicable
social studies knowledge and the assigned task.
Zero is assigned to a response that fails to meet the minimum
Z requirements of poor. A zero may be assigned to one or more categories
Zero
Significance (5)
Key question is insightful and has been
answered accurately while using specific and
comprehensive information to demonstrate
social studies knowledge.
Answer to key question is thorough and
accurate. Answer uses substantial and specific
information to demonstrate social studies
knowledge.
Answer to key questions is simplistic with
appropriate information to demonstrate social
studies knowledge.
Answer to key question is superficial and shows
limited application of social studies knowledge.
Answer to key question is incomplete or
irrelevant and shows a minimal application of
social studies knowledge.
Communication (2)
The writing is fluent and purposefully
organized. Effective stylistic choices may
contribute to the creation of an engaging voice.
Vocabulary is precise. The writing
demonstrates confident control of sentence
construction, grammar, and mechanics. Errors,
if present, are inconsequential.
The writing is logical and clearly organized.
Appropriate stylistic choices may contribute to
the creation of a distinct voice. Vocabulary is
specific. The writing frequently demonstrates
effective control of sentence construction,
grammar, and mechanics. Errors do not detract
from communication.
The writing is generally clear and functionally
organized. Basic stylistic choices may
contribute to the creation of a voice that is
adequate. Vocabulary is adequate. The writing
demonstrates a basic control of sentence
construction, grammar, and mechanics. Errors
do not seriously interfere with communication.
The writing is uneven and incomplete but is
discernibly organized. Awkward stylistic
choices may contribute to the creation of an
unconvincing and/or inappropriate voice.
Vocabulary is imprecise and/or inappropriate.
The writing demonstrates a faltering control of
sentence construction, grammar, and
mechanics. Errors hinder communication.
The writing is unclear and disorganized.
Ineffective and/or inappropriate stylistic choices
may contribute to the creation of an ineffective
and/or unsuitable voice. Vocabulary is
ineffective and frequently incorrect. A lack of
control of sentence construction grammar and
mechanics is demonstrated. Errors impede
communication
 What happened? Who is involved? Where is the Genocide occurring?
What are the key events leading up to the
Genocide? Victims:

What happens during the genocide? Why is it occurring in this specific place?
Perpetrators:

How does the Genocide end? (If it does)

Anyone else?

When did this Genocide occur? How did this Genocide Happen? How does your chosen genocide relate to
Give specific dates and places to help your ultranationalism?
audience understand what is going on. What are key factors that led to the
Genocide happening?
(examples: Politically, Socially, Culturally,
Economically, etc.)