Building Background

1. Teachers should lead the class into discussion of what defines genocide, using the UN definition of genocide https://www.un.org/en/genocideprevention/genocide.shtml, noting the limits and constraints of this definition. 
2. Teachers can also lead discussion of the difference between genocide, crimes against humanity, war crimes, and ethnic cleansing by having students read through the other tabs on the website. 
3. Then, the teacher should help students understand why what happened in Cambodia is considered by the UN as a genocide rather than the other terms. The teacher may also need to explain the purpose https://www.un.org/en/about-us of the UN if students have not been introduced to this organization. 
4. Vocabulary Building - Provide the following terms and definitions to students
   1. Testimony https://www.merriam-webster.com/dictionary/testimony vs Testimonial https://www.merriam-webster.com/dictionary/testimonial vs Testament https://www.merriam-webster.com/dictionary/testament 
   2. Trauma https://dictionary.apa.org/trauma (linked to APA Dictionary of psychology)
   3. Survivor Guilt https://dictionary.apa.org/survivor-guilt (linked to APA Dictionary of psychology)
   4. Intergenerational Trauma https://dictionary.apa.org/intergenerational-trauma (linked to APA Dictionary of psychology)
   5. Resilience https://dictionary.apa.org/resilience (linked to APA Dictionary of psychology)
   6. Refugee https://www.unhcr.org/en-us/what-is-a-refugee.html (linked to UNHCR)
   7. Atrocity https://www.merriam-webster.com/dictionary/atrocity (linked to MW dictionary)
5. Students should fill out the definitions portion of their handout, “Activity 1: Defining Key Terminology” with their own words to help them remember the terms better. The teacher should also remind these students frequently to use the terminology in their reflective writings. 

Preparing to Read

1. Teachers should then lead students to discuss in small groups or as a whole class, what they think would be common experiences of those that survived the Khmer Rouge time? Would everyone have the same experiences? Why or why not? Students should jot down their thoughts as a quick write or bullet points after discussion on their handouts. 

Building Skills

1. At this point, the teacher can show clips from Cambodian genocide survivors. The teacher should choose one or two videos (or clips of the videos because some are very long). 
   1. Pastor Sotha’s Story https://www.youtube.com/watch?v=neqmXiMqnFc 
   2. Kheng Na’s Testimony via Project Ava Documentary https://www.youtube.com/watch?v=KxAUcRuLjUM 
   3. Sokhum Cham’s Testimony https://www.youtube.com/watch?v=Q6HH6JPI4Dw 
   4. Var Ashe Houston’s Testimony https://www.youtube.com/watch?v=wYoZTWEk9K4 
   5. Cambodian Genocide Playlist via USC Shoah Foundation https://www.youtube.com/playlist?list=PLWIFgIFN2QqgNKTEPB5pkAAUV3X8v5tGp 
2. After watching the clips of testimonies, the teacher should guide students through discussion of what they have watched and learned. In guiding students through the process of analysis together, students will get a better idea of how to process the testimonies later on their own. 

Reading Purposefully

1. Teachers should then guide students to the following websites to read first hand narratives from survivors of the Cambodian Genocide. Students should choose two to three more testimonies to read and reflect upon:
   1. MY TESTIMONY – Life Stories by Survivors of the Khmer Rouge: Transcultural Psychosocial Organization Cambodia, https://tpocambodia.org/khmer-rouge-survivors/
   2. SURVIVORS' STORIES: Documentation Center of Cambodia, https://www.dccam.org/homepage/health/survivors-stories/
   3. Death In Cambodia, Life in America Podcast, https://www.deathincambodiapodcast.com (students can choose one episode to listen)
2. Students should take notes on what memories the survivors include in their testimonies while watching and reading. 
3. After reading, listening, and watching, the teacher should guide students to answer the following questions on their handouts:
   1. What are some commonalities you see between the testimonies?
   2. What do you think they omitted from their testimonies? Why do you think that is?
   3. Why are relics like photographs so important to their testimonies?
   4. What questions do you still have after reading these testimonies?

Support: Students should be encouraged to participate in smaller group discussions when appropriate to talk through harder topics. They should also be encouraged to share their findings with one another through dialogue. 

Reflection on Learning

1. Teachers should guide students to choose one of the testimonies that they read/listened to and make a one page reflection. Students may also choose another testimony to watch, listen or read. Students should be given choices for this final assessment:
   1. Create a Mind Map (see handouts for additional information) https://ucdavis.box.com/s/0ny47d1xjvt61t5jqzjl3wipruca0j8f 
   2. Create a visual representation of commonalities you noticed in the testimonies that you have encountered, then write a paragraph reflection explaining your visual. 
   3. Write a 500–750 word essay arguing why testimonies like the ones you read are important for others to learn.