Students first considered the word "Genocide."
Then students wrote to the prompt: "Do you find it remarkable that there needs to be a word like genocide? Why or why not?"
The class then brainstormed questions they had about genocide in human history. These questions were not answered, but may become focal points of the research paper that students will write this month.
Next students began studying a set of articles about recent genocides. Students then attempted to answer a set of questions handed out in class in order to identify fact from opinion.
Students received three new vocabulary words: bias; point of view; and propaganda.
The class then examined articles for bias, and for facts. These handouts are available form Mr. Zartler.
Then students wrote to the prompt: "Do you find it remarkable that there needs to be a word like genocide? Why or why not?"
The class then brainstormed questions they had about genocide in human history. These questions were not answered, but may become focal points of the research paper that students will write this month.
Next students began studying a set of articles about recent genocides. Students then attempted to answer a set of questions handed out in class in order to identify fact from opinion.
Students received three new vocabulary words: bias; point of view; and propaganda.
The class then examined articles for bias, and for facts. These handouts are available form Mr. Zartler.
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