This lesson is intended to be used as a PBA (Project Based Assessment) in which students will demonstrate collaboration, communication, and critical thinking skills during and at the end of the project. 

 Day 1

1. Welcome students and introduce the learning target/objectives for the day. Guide students to complete a warm-up based on the previous class lesson students write or record what they remember from last class. The teacher displays a mood meter or how students feel today as a poll and responds to students needing to share the whole group.
2. Have students brainstorm in groups at their table: What does genocide mean? Instruct each group to come up with an agreed definition and write it down.
3. Have a spokesperson from each group read their group definition of genocide. Teacher will write each group definition on the board for the class to examine and evaluate.
4. On the board, using different colored markers, the teacher will highlight or circle the similarities between definition and the differences.
5. After noting the differences and similarities between each group definition, the teacher will display the UN definition of Genocide:

Article II

 In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:

•  Killing members of the group;

• Causing serious bodily or mental harm to members of the group;

• Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;
• Imposing measures intended to prevent births within the group;
• Forcibly transferring children of the group to another group.

6.  Students will form groups of three to four. Each group will pick a topic (political consequences, geographical consequences, economic consequences, health and social consequences, and cultural consequences) and create a (digital or paper) poster/slide for their topic. If there are more groups than there are topics, two groups could cover the same topic.

7. The teacher will then have groups read this overview on the Cambodian Genocide. Student with use the University of Minnesota source, https://cla.umn.edu/chgs/holocaust-genocide-education/resource-guides/cambodia to explain one of the following: political consequences, geographical consequences, economic consequences, health and social consequences, or cultural consequences of the Cambodian Genocide. The University of Minnesota provides a good overview for students to read or for the teacher to use as a reference for creating posters/slides.political consequences, geographical consequences, economic consequences, health and social consequences, and cultural consequences) Students are welcome to utilize other sources to complete this task.  Each group should have an answer to the following questions in their poster or slide:

• What is the important lesson from the Cambodian Genocide in regards to Human Rights?
   
• How have developing nations worked together to identify and attempt to solve human rights violations?

8. Teacher will display the following instructions each group must follow:
   1. One member of the group will record the group’s findings. If this is done digitally, advise that each member of the group type in a different colored font to ensure that all students are contributing.
   2. Each group will write at least three ideas from the reading to explain their topic  on their poster or slide. Students will be asked to summarize their analysis.
9. Once groups are done, display posters around the classroom for a gallery walk. If this is done on slides, make all slide links accessible to the class.
10. Students will review each slide or poster and  take notes. Sample graphic organizer text is included in the handouts section.
11. Teachers can choose to grade posters as a formative assessment.
12. Teachers will circulate among groups to check in with the group, clarify, celebrate, or redirect.
13. Teacher will debrief the activities with students and introduce the topic of Human Right Violations for students to think about for Day 2.
    
     
14. Have students to summarize  what they feel was important about their previous activity (Aftermath of Genocide Gallery Walk).
    
     
15. Students will have the choice between the following assessments:
    1. Podcast (interview format)

    2. Newspaper article

       The teacher will display and go over the instructions for the class if clarification is needed.

Directions:

1- Select between creating a podcast, visual artwork, or a newspaper article to present your work.

2-Create a group of three to four people maximum. Designate a specific assignment for each person in your group. You can choose to do this assignment individually.

Criteria: 

• Include a title 
• The final product must discuss two consequences of the Cambodian Genocide and two human rights violations
• If possible, include visual elements such as icons, pictures, maps
• Include accurate and relevant information 
• Create an APA citation page

3-Once projects are complete, provide time for students to share their assessments with peers.