Opener/Hook

1. Have students view the primary source image titled “FORCED MARRIAGE” https://d.dccam.org/Archives/Photographs/Photographs.htm as a class on a large screen. Optionally, teachers can utilize handout titled “Material #1 (Opener/Hook)” to guide this warmup. 
2. Give students silent time to write down images, people, emotions, items, etc. that they see in the source. Remind them to just focus on objects, items and feelings. Encourage them to not make conclusions or interpretations just yet. 
   1. Sample details: young girl looking downwards, the physical standing distance between male and female subject, a formal event with the audience, etc.
3. Walk around the classroom taking note of what they have written down. Depending on your students, you may want to have them voluntarily share out to the class as you write their answers on the white board or walk around the classroom and write down patterns that you see students have noticed.
   1. To better support the needs of students from all linguistic and ability backgrounds, teachers could also consider the following:
      1. Read aloud the source
      2. Highlight or bold key phrases and significant points within the source
      3. Provide time for students to circle any unfamiliar terms before reading a source
   2. Now it’s time to make some interpretations about what we think is happening in the photograph. Have students fill in and finish the sentence frame: “I think what is happening in this primary source is ____________ because I see ______________ .” Have students verbally share their answers with their partners and offer students to share with the class what they think is happening.
4. Read and present to students an abbreviated version of the caption included under the primary source. Have students identify at least two questions they would want to ask an archivist who holds this photograph or questions they might want to ask the subjects featured within it. Again, write those on the board and use them to navigate the lesson with those inquiries in mind. Hopefully, student questioning leads them to become curious about why the individuals in that photo and referenced in the caption are enduring such violence.
5. Introduce the lesson’s essential questions and objectives. 
6. Present to students the definition of genocide from the Oxford dictionary to write down on their graphic organizer: “The deliberate killing of a large number of people from a particular nation or ethnic group with the aim of destroying that nation or group.” Inform them that today's topic, like most days in history class, is going to be very heavy because we are going to be talking about mass violence and death, but make it clear to students that the event that we now refer to as the Cambodian Genocide, which took place from 1975 to 1979, is not a thing of the past; it informs so much of the culture and lives of people with Cambodian ancestry who live all across the world. It is an on-going trauma that Khmer people are actively working to heal on a daily basis through cultural restoration, language learning and especially through working to tell this under-taught story.
7. Before we move further into the lesson, offer students an opportunity to ask any questions or to get anything clarified. If students feel more comfortable, They could write their questions down and ask them one-on-one to you during activity time. 

Interaction with first source

1. Teachers can utilize the Handout: “Material #2 (Set-Up/Context)”. Together, the  class will watch this Ted Ed video: https://youtu.be/8_TYFfkc_1U?feature=shared.
   1. The handout includes the answer key. Teachers should remember to remove the answer key prior to providing the handout to students. https://ucdavis.box.com/s/9yu6qhudjkckr3lii99w6j4qqdr0wjop 
2. Teachers should preview questions with students and address any questions or terms that might need additional clarification. Teachers should be pausing the video along the way to discuss the questions and co-construct responses with students. 
   1. As a class, have students share their answers to each question as a way to instigate points of clarification for students or for you to elaborate on certain key points that came up in the video that will present themselves later on.

Interaction with second source

1. Students should have access to the two following handouts: “Genocide in Cambodia Through Historical Lenses Reading” and “Material #3 Activity”
   1. The “Genocide in Cambodia Through Historical Lenses Reading” is a secondary source written by Ethnic Studies scholar Dr. Khatharya Um. Within each paragraph, students will assess the historical significance of the causes and consequences of Genocide. https://ucdavis.box.com/s/9yu6qhudjkckr3lii99w6j4qqdr0wjop 
   2. “Material #3 Activity” is to be used in conjunction with Dr. Um’s source. This handout is where students can annotate and construct responses of causes and consequences. https://ucdavis.box.com/s/9yu6qhudjkckr3lii99w6j4qqdr0wjop 
2. Teacher note: When talking about such a horrific historical topic, it is most effective to complete the activity together as a class so students have the teacher as a guide to process any heavy emotions that arise during the lesson. 
3. Students should summarize their answer to the following question in complete sentences using evidence from the summary: 
   1. According to Dr. Um, what events, groups or ideas caused the historic event now known as the Cambodian Genocide?
   2. According to Dr. Um, what were the immediate and long-term consequences of the Cambodian Genocide?
4. Check for understanding by either walking around the classroom to view student work, having students verbally share with their partners or swapping their papers to read their classmates’ 

Assessment and Reflection

1. Students will reflect on their learnings and identify what they believe is the most impactful factor leading to the Cambodian Genocide, and the most impactful impact on the lives of Cambodians. Students will then justify why they think this was their chosen cause and consequence. 
2. Students can construct their responses as a written, recorded or typed response. Additionally, this reflection can be done verbally. 
3. Have students conduct a Give One, Get One sharing activity to hear from their peers responses.