After watching the video, it is probably clear what are some of the direct results of the extremist views of the Nazi regime. I think it is important that we not simply lay images of despair and suffering before ourselves. It is too easy to just conclude that the world is arbitrary and unjust as this leads to apathy. Before working through the rest of the information below, first review the slideshow: 8 Stages of Genocide and Preventing Genocide. Remember our unit question. How do social, political, and economic conditions lead to extreme beliefs? How do these beliefs lead to conflict? We want to answer these questions because we desire to know what to do and how to act. Perhaps this presentation provides some potential answers. We will discuss this further when I am back in class.

Please read and review the links below on the 8 Stages of Genocide and the Holocaust. Please takes notes in whatever manner is most useful to you so that you are prepared to respond to your task.

Video Resource:
Introduction to the Holocaust — Animated Map

Introduction to the Holocaust
The Holocaust begins:Kristallnacht

The following timeline offers more in terms of explanation of events along the timeline. There is more detail here along with a clearer indication of cause and effect. There are also explanatory hypertext links for many events.
Read over this timeline and note the rapid escalation of Nazi persecution of non-Aryans and Jews in particular. Does this bring up any questions for you? Bring them to class.
Holocaust Timeline

This timeline offers a simplified listing of events
Simple Holocaust Timeline

The 8 Stages of Genocide

Summative Task

You will create a Short Film (utilize PPT or other application as we did on the causes of WWII formative project) on a current event or development that has been characterized as either involving genocide/ethnic cleansing or has been identified as involving the risk of developing into genocide/ethnic cleansing.

Your Research Question:

To what extent is genocide/ethnic cleansing a concern in your situation/event? (unlikely, possible, imminent, on-going, etc)

Your film will address the following:

  • present your research of the situation.Who? What? Where? When? Why? Location Map, data visualisation (
  • identify to what extent Dr. Stanton’s 8 Stages of Genocide model applies to your situation (which stages are pertinent and why/which might not be and why)
  • Identify what preventative measures from Stanton’s model are called for in your situation (be detailed and specific to your situation) and explain why the measures you identify should be effected
  • Evaluate the extent to which Stanton’s 8 Stages of Genocide model useful in assessing your researched situation/event and why?

Events: You may not use the following events for your assessment:

The Holocaust (1930`s - 1945), The Rwandan Genocide (1994), Cambodia Genocide (1975-79)
Possible research countries/regions: The Former Yugoslavia, Kosovo, East Timor, Darfur, The Caucasus, Nigeria, etc.

Useful Links:

You will be assessed on the following criteria:

Objective B-Investigating
  • Use methods accurately to collect and record information consistent with the research question (Selects a useful and wide range of sources (which could include: online sources; books; periodicals; video; questionnaires; surveys; interviews; observation; experiments; measurement; use of statistics and databases) consistent with the research question: What constitutes genocide?)

Objectives C: Thinking Critically
  • Analyse events, models and arguments (Use Unit Key Terms to analyze charges (arguments) of genocide (events) using Dr. Gregory Stanton's 8 Stages of Genocide model)
  • Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations (completed with a separate worksheet)

Objectives D: Communicating
  • Communicate information and ideas using an appropriate style for the audience and purpose (Create a film presenting wide ranging factual research using both print and digital sources. Clearly presents a connection between information from student research and Dr. Stanton’s model and historical events leading to the Holocaust both visually, textually and orally. Clearly pronounced/articulated humanities terminology.)
  • Structure information and ideas in a way that is appropriate to the specified format (Short Film (utilize PPT or other application), features appropriate text, an introduction of topic and research question, graphic presentation of research, graphic presentation of analysis of research, clear and well rehearsed oral presentation including narrative, sound/music)