Jeanine+Kemmer



This 6 week lesson plan will familiarize students in English classes grades 9-12 with the toll on youths in wartime and the extensive use of children in combat throughout the world so that they can begin to examine both the causes as well as the consequences of the practice, and gain perspective regarding the unfortunate horrors facing children and young adults living a very different life today.
 * __Overview__**

Through reading, writing and teacher moderated class discussions students will examine and question wartime issues in regards to its affects on children. Through their writing and discussions they will scrutinize questions of practicality, reason, morality and ethics and will have them reflect upon and explore and form their own opinions and feelings in each matter. This unit will engage students in reading challenging texts, undertaking outstanding and important writing,exceeding the standards,and having more impact than they would have thought possible through their writing and actions. Student journals will be read by the teacher, but graded by the student on an informal scale of "thoughtfully completed" or "not complete". Homework will be assigned a due date and will be turned in for a more formal evaluation by the teacher. Homework will be allowed to be resubmitted provided deadlines are met until a satisfactory grade is obtained.
 * __Goals__**

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grades 9–12 topics//, //texts//, //and// //issues//, building on others’ ideas and expressing their own clearly and persuasively.
 * __Standards__**
 * Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 * Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
 * Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 * Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
 * Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
 * Adapt speech to a variety of contexts and tasks, d emonstrating command of formal English when indicated or appropriate
 * Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
 * Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Students with disabilities will be given a full copy of any notes as needed. The students will also be provided with extra time to complete the assignments as needed. All other accommodations as specified in the students IEP will be followed.
 * __Modifications:__**

Journal Notebooks Stickers Pencils Desks and Chairs Overhead Projector or Doc-Cam OR Ability to display computer screen for class viewing Dry Erase Whiteboard and Dry Erase Markers TV/Screen and DVD Player/Projector for Movies BBC/PBS Masterpiece Version Movie “Diary of Anne Frank” 2009, (5 episodes) 150 minutes “True Story of Hansel and Gretel” by Louise Murphy, 297 pages “Forgotten Fire” by Adam Bagdasarian, 273 pages “Invisible Children: Rough Cut” Movie 2006, 55 minutes
 * __Materials__**


 * __Activities and Procedures__**


 * __Part 1: Anne Frank__**


 * __ Anne Frank Preview__**

Day 1

Meet classmates if a new class

Introduce Journals

Have students choose a notebook. Ask them to write their name and decorate on the front with something that expresses or symbolizes a belief or idea they personally hold or something else important to them. Go around the room having students introduce themselves and explain why they decorated their journal the way they did.

Discuss the importance of keeping a journal, ie to capture/store ideas, sort through thoughts, share information, emotional catharsis …

Journal Entry: What is bugging/bothering/scaring/frustrating/worrying/irritating you?

Begin 1st Movie-Start “Diary of Anne Frank” Day 2

Journal Entry: Pick your favorite room in the annex. Close your eyes and imagine you are there. Write a description of the room to someone who has never seen it and isn’t there. Is there anyone else in the room? What do you see? What do you hear? How do you feel? Why did you choose this room?

Continue “Diary of Anne Frank” Day 3

Journal Entry: Take a passage from Anne’s diary and write the same events over from Margot’s point of view or Peter’s point of view. Remember to change the attitude and vocabulary to fit the character’s traits as you observe them in the movie.

Finish “Diary of Anne Frank” Day 4

Explore The Secret Annex Online (www.annefrank.org)

Journal Entry: The Secret Annex Online is a 3D version of the house where Anne lived in hiding during the Second World War. Compare and contrast the film with the actual home. What differences did the film make if any? Why do you think they did it? Now having a very clear image of how Anne lived confined to small quarters, how do you think you would do if you had to do the same? What situations would work for you? What challenges would you have? Day 5

Group Projects/Presentations

The eight people in hiding were betrayed, arrested, sent to concentration camps, seven were murdered. Only Otto Frank survived. Their betrayer has never been discovered although there are several theories about who it was. Students break into groups based on initial thoughts on who they think it might have been. In groups consider and write answers to the following thoughts:

-Who knew where they were hiding? -What were the motives for betrayal by different people? -Who do you think it was? -Why do you think it was this person? Give your reasons.

After the war, Otto Frank was not interested in finding out who had betrayed his family and the rest of the people in hiding.

-Why do you think he did not want to find his family’s betrayer? -What are the advantages and/or disadvantages of embarking on such a quest? -What are your own personal opinions? Would you want to know? Anne Frank Unit Homework Assignment:

Oral History Parent/Family Member Interview Paper

Oral history is information given by people who experienced events. These testimonies can help piece together a story. They depend on the human memory. People remember different details. Otto Frank decided to share Anne’s diary with the world so that we can hear how a well-known historical event affected a normal family. Her words have been adapted for the stage, screen and books. Otto Frank’s recollections have added important details to the story. Every family has been touched by war in some way. As a child what did your parent/grandparent/family member experience?

Ask for the answers to: Who, what, where, when, why, how?

Choose a creative way on how you will present your family’s story. Some possible examples: What did you interview them about? What was their role?
 * Q & A Interview
 * Short Story
 * First Person Account
 * Diary Entries
 * Essay/Report
 * Journalist/Reporter Article


 * __Part 2: True Story of Hansel and Gretel__**



Throughout this portion of the lesson, students will be expected to read an average of 30 pages per day in class. Any material not read during the allotted time period is the student’s responsibility to read outside of class to keep pace with the class.

Day 1

Read

Journal Entry: Murphy begins and ends her true fairy tale with the words of the wise witch Magda, who is the children's savior. She's an outsider from the village of Piaski, with Gypsy heritage, but she's also a relative to many characters: an aunt, a sister, and a surrogate mother to the children. How is she a traditional witch? What abilities mark her as such? How does she display her unconventional morals when considering the affairs of others? Why does Murphy make her a kind of narrator?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 2

Read

Journal Entry: The primeval forest of Bialowieza is itself a character in this novel. It's a place that is harsh and wild but that offers protection to the children, to Magda, and to the Partisans as they work to oust the Germans. How does the forest enhance the fairy-tale sensibility? Does the forest have a personality; and if so, how would you describe it? How might Hansel and Gretel describe it? Class Discussion of volunteers’ thoughts to the journal prompt. Day 3

Read

Journal Entry: The stepmother is not a traditional fairy-tale stepmother; she is portrayed very positively, as an independent woman and a brave guardian of Hansel and Gretel's father. She does, however, make some excruciating decisions for the Mechanik and his children, decisions that have major consequences for them all. Consider different points in the story when she is forced to make painful choices; do you agree with those choices? Could she have acted differently? Do you think her fate—she is, after all, the stepmother—is a necessity of the fairy-tale genre?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 4

Read

Journal Entry: At the start of novel, the children are given new names by the stepmother; they will struggle after a while to remember their original ones. Other characters receive new names too: the father becomes the Mechanik, the stepmother the White Wolf. The father notes that "His name had disappeared with the war"; what does this loss of names symbolize? Why do so many of the Partisans go by aliases? Why do you think Murphy chose not to reveal everyone's "real" names?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 5

Read

Journal Entry: Memory is a key theme, especially for Gretel. At the start of the novel, she is already complaining that time in the ghetto has marred her memories of life before the war. By the end, those memories become key to her emotional well-being. What does it mean for her to lose and/or retain memories of a home before the trauma? How does memory serve the children during their quest to stay alive and find their father? Do you think Murphy implies there is a symbolic or real relationship between people and memory?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 6

Read

Journal Entry: Both religion and magic infuse this story. There are scenes of Father Piotr's agony over his fallen priesthood, Hansel's folk cure for Gretel when she has the grippe, and Gretel holding a personal Shabbas. Often traditional church-centered worship and a more female-oriented magic or paganism have been in conflict in Europe and America; here it seems that a more immediate experience of evil erodes that conflict, at least for some of the central characters. How does this story allow church and magic to coexist? What does this say about the nature of spirituality for some of the characters?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 7

Read

Journal Entry: On the other hand, the Partisans are distinctly antireligious; they dream of a godless communism to supplant the bloody passions of a world they view as too irrational. The father became an assimilated, nonreligious Jew, and throughout the book he struggles with his own inability to believe in God. At the same time he is trying with all his might to believe, against all logic, that his children will survive. How did the ending resolve this conflict in him, or did it? And what is Murphy suggesting about the place of religion in an ethical society, whether it be postwar revolutionary communist, or family-based? What place do you think religion will—or should—have for the main characters in their new lives?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 8

Read

Journal Entry: The village of Piaski is populated by many types of people: there are ordinary Polish citizens, collaborators, and secret revolutionaries, alongside Nazis and their imported workers. Though there are, as one character notes, "so many reasons to hate the war," many of the villagers seem to be trying to simply endure the world of devastation that is closing in on their small town in the hopes that the war will end before they have to make greater sacrifices. Who in the town did you sympathize with? Try to recall villagers you would characterize as collaborators. Were their actions understandable to you? What about Hansel's childish admiration for the Nazis? What might you have done in a similar situation?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 9

Read

Journal Entry: The end of the novel brings satisfaction for some, but doesn't avoid the real consequences of the war on the lives of these characters; all of them face futures that are radically altered from anything they have known before. Which characters do you think achieved redemption? Who got what they deserved? What do you think the future will be like for Hansel and Gretel? For the people of Piaski?

Class Discussion of volunteers’ thoughts to the journal prompt. Day 10

Read

Journal Entry: In many ways, this novel details a fairy-tale world, one with magical animals, the true love of Nelka and Telek, and a woman known as a witch. A traumatized Gretel spends part of the novel in the realm of madness, and for her it ultimately becomes important that she leave behind her immersion in fantasy and face reality. Hansel, too, has to give up playing war and lead his sister in a very real struggle for survival. Do you think that Murphy is suggesting that too much belief in fantasy can be an obstacle to maturity or to finding resolution? Or do you think that she shows how belief—in fairy tales, magic, and beauty—can help us overcome trials? Will Gretel continue to be an unusual child, or do you imagine her as more ordinary—more normal—as we leave her at the end of the book?

Class Discussion of volunteers’ thoughts to the journal prompt. True Story of Hansel and Gretel Homework Assignment:

The book was derived from Brothers’ Grimm’s original fairytale. Though the two stories were created decades apart, Murphy certainly adapted her story to fit like they are one in the same. Pick a well-known fairytale on your own and adapt it to a historical fiction short story of another time in history like Murphy did.


 * __Part 3: Forgotten Fire__**



Throughout this portion of the lesson, students will be expected to read an average of 30 pages per day in class. Any material not read during the allotted time period is the student’s responsibility to read outside of class to keep pace with the class.

Day 1

Journal Entry: “Who does now remember the Armenians?” Do you? Have you ever heard of Armenia? What do you know about its history? That quote was spoken by Adolf Hitler in 1939 in support of his argument that the world would soon forget the extermination of a people. How do you feel knowing that such a hideous man is at least in some part right, that the world doesn’t have a concentrated remembrance of the murder of some 2 million Armenian people? Does it surprise you to learn that the Jewish Holocaust is not the first in the world’s history and that it is an atrocity that has been repeated?

Class Discussion

Read Day 2

Read

Journal Entry: Describe the Kenderian family before the Turks shatter their lives. Cite evidence from the novel that Vahan greatly admires his father. Why is Vahan considered the “black sheep” of the family? How does the memory of his father give him the courage he needs to survive?

Class Discussion Day 3

Read

Journal Entry: Vahan Kenderian has never known fear until the Turks come to take his father away. He says, “I wished I could go to [my mother’s] room and tell her I was afraid. But somehow I knew that I couldn’t.” (p. 22) Discuss why Vahan doesn’t feel that he can share his fear with his mother. Vahan Kenderian never expresses fear when the Turks take his father away. He hides his fear from his mother during the entire process. Why does Vahan feel he must hide his emotions from his mother?

Class Discussion Day 4

Read

Journal Entry: What is the meaning of the title //Forgotten Fire//?

Class Discussion Day 5

Read

Journal Entry: Vahan says that loneliness “transforms the heartiest of souls into a living ash of spiritual doubt and despair.” (p. 130) How does Vahan reveal his “spiritual doubt”?

Class Discussion Day 6

Read

Journal Entry: Why do you think the author included the quote from Hitler as the epigraph? Think about poetry you could write in remembrance of Armenians to let them know that you know what happened and you won’t forget.

Class Discussion Day 7

Read

Journal Entry: What is Vahan’s first impression of Selim Bey? How does Vahan discover Selim Bey’s true nature?

Continue adding thoughts for poems.

Class Discussion Day 8

Read

Journal Entry: Think about all of the people in Vahan’s past. How does each of them contribute to his “freedom”? How does each give him courage, even in the smallest way?

Begin writing poems. They can address someone who fought, someone who was killed, to the entire country

Class Discussion Day 9

Read

Journal Entry: Discuss what Vahan means when he says, “I knew that I was free, and that I would never be free.” (p. 270) Are there other countries today that deny freedom to certain citizens based on their ethnicity?

Class Discussion Day 10

Journal Entry: Every April, the President of the United States calls for Turkey to apologize to Armenians. As of 2011, Turkey has refused to acknowledge the genocide ever even happened despite pictorial evidence and eye witness accounts. Like the United States, countries and their governments have the right to make laws and decisions of their own. Do you think this particular decision by Turkey is fair? What global effects does it have? = = =Petition for Online Apology for the Armenian Genocide Video: = [] =Obama in Ankara: "The US supports turkish-armenian relations" Video: = [] France Outlaws Armenian Genocide Denial Video: []

Homework Assignment: Polish your poems and send copies of them to Armenian Genocide Memorials around the world. =List of Armenian Genocide memorials = http://en.wikipedia.org/wiki/List_of_Armenian_Genocide_memorials From Wikipedia, the free encyclopedi (site of mass grave in the Syrian desert discovered in the early 90s) [|[][|2][|]] || [|Margadeh] village, [|Syria] || 1999 ||
 * ~ Image ||~ Memorial ||~ Location ||~ Date ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/7d/Armenian_Catholicossate_of_Cilicia_-_Genocide_Memorial_chapel.jpg/70px-Armenian_Catholicossate_of_Cilicia_-_Genocide_Memorial_chapel.jpg width="70" height="93" caption="Armenian Catholicossate of Cilicia - Genocide Memorial chapel.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Catholicossate_of_Cilicia_-_Genocide_Memorial_chapel.jpg"]] || Memorial Chapel || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/5/59/Flag_of_Lebanon.svg/22px-Flag_of_Lebanon.svg.png width="22" height="15" caption="Lebanon" link="http://en.wikipedia.org/wiki/Lebanon"]] [|Armenian Catholicossate of Cilicia], [|Antelias], [|Lebanon] || 1938 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Armenian_Genocide_Memorial%2C_Montebello%2C_California.jpg/70px-Armenian_Genocide_Memorial%2C_Montebello%2C_California.jpg width="70" height="93" caption="Armenian Genocide Memorial, Montebello, California.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial,_Montebello,_California.jpg"]] || [|Montebello Genocide Memorial] || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/22px-Flag_of_the_United_States.svg.png width="22" height="12" caption="United States" link="http://en.wikipedia.org/wiki/United_States"]] [|Montebello], [|California], [|United States] || 1965 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/a/ad/Memorial_khatchkar_to_the_Armenian_Genocide_in_Etchmiadzin%2C_Armenia.jpg/70px-Memorial_khatchkar_to_the_Armenian_Genocide_in_Etchmiadzin%2C_Armenia.jpg width="70" height="53" caption="Memorial khatchkar to the Armenian Genocide in Etchmiadzin, Armenia.jpg" link="http://en.wikipedia.org/wiki/File:Memorial_khatchkar_to_the_Armenian_Genocide_in_Etchmiadzin,_Armenia.jpg"]] || Memorial khachkar || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Flag_of_Armenia.svg/22px-Flag_of_Armenia.svg.png width="22" height="11" caption="Armenia" link="http://en.wikipedia.org/wiki/Armenia"]] [|Etchmiadzin] compound, [|Armenia] || 1965 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/d/da/The_Armenian_Genocide_memorial_in_Bikfaya_%28closer_angle%29.JPG/70px-The_Armenian_Genocide_memorial_in_Bikfaya_%28closer_angle%29.JPG width="70" height="53" caption="The Armenian Genocide memorial in Bikfaya (closer angle).JPG" link="http://en.wikipedia.org/wiki/File:The_Armenian_Genocide_memorial_in_Bikfaya_%28closer_angle%29.JPG"]] || Armenian Genocide Memorial || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/5/59/Flag_of_Lebanon.svg/22px-Flag_of_Lebanon.svg.png width="22" height="15" caption="Lebanon" link="http://en.wikipedia.org/wiki/Lebanon"]] [|Bikfaya], [|Lebanon] || 1965 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/7c/Tzitsernakapert.jpg/70px-Tzitsernakapert.jpg width="70" height="61" caption="Tzitsernakapert.jpg" link="http://en.wikipedia.org/wiki/File:Tzitsernakapert.jpg"]] || [|Tsitsernakaberd] memorial || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Flag_of_Armenia.svg/22px-Flag_of_Armenia.svg.png width="22" height="11" caption="Armenia" link="http://en.wikipedia.org/wiki/Armenia"]] [|Yerevan], [|Armenia] || 1968 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/9/90/Armenian_Genocide_Memorial_at_the_Vank_Cathedral_in_Isfahan.jpg/70px-Armenian_Genocide_Memorial_at_the_Vank_Cathedral_in_Isfahan.jpg width="70" height="53" caption="Armenian Genocide Memorial at the Vank Cathedral in Isfahan.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial_at_the_Vank_Cathedral_in_Isfahan.jpg"]] || Armenian Genocide Memorial || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/c/ca/Flag_of_Iran.svg/22px-Flag_of_Iran.svg.png width="22" height="13" caption="Iran" link="http://en.wikipedia.org/wiki/Iran"]] [|Vank Cathedral] in the [|new Julfa] district of [|Isfahan, Iran] || 1975 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/79/Philadelphia_Museum_of_Art_-_Armenian_Genocide_memorial.jpg/70px-Philadelphia_Museum_of_Art_-_Armenian_Genocide_memorial.jpg width="70" height="94" caption="Philadelphia Museum of Art - Armenian Genocide memorial.jpg" link="http://en.wikipedia.org/wiki/File:Philadelphia_Museum_of_Art_-_Armenian_Genocide_memorial.jpg"]] || Armenian Genocide memorial || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/22px-Flag_of_the_United_States.svg.png width="22" height="12" caption="United States" link="http://en.wikipedia.org/wiki/United_States"]] [|Philadelphia], [|Pennsylvania], [|United States] || 1980s[|[][|1][|]] ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/4/41/Armenian_Genocide_memorial_in_Aleppo_Syria_at_the_Armenian_church_40_martyrs.jpg/70px-Armenian_Genocide_memorial_in_Aleppo_Syria_at_the_Armenian_church_40_martyrs.jpg width="70" height="53" caption="Armenian Genocide memorial in Aleppo Syria at the Armenian church 40 martyrs.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_memorial_in_Aleppo_Syria_at_the_Armenian_church_40_martyrs.jpg"]] || Armenian Genocide memorial || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/5/53/Flag_of_Syria.svg/22px-Flag_of_Syria.svg.png width="22" height="15" caption="Syria" link="http://en.wikipedia.org/wiki/Syria"]] [|Cathedral of the Forty Martyrs], [|Aleppo], [|Syria] || 1985 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/8/81/GenMonument.JPG/70px-GenMonument.JPG width="70" height="53" caption="GenMonument.JPG" link="http://en.wikipedia.org/wiki/File:GenMonument.JPG"]] || Armenian Genocide Memorial || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/d/d4/Flag_of_Cyprus.svg/22px-Flag_of_Cyprus.svg.png width="22" height="13" caption="Cyprus" link="http://en.wikipedia.org/wiki/Cyprus"]] [|Holy Mother of God Cathedral], [|Nicosia], [|Cyprus] || 1985 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/79/Armenian_Genocide_Memorial_in_Der_Zor%2C_Syria.jpg/70px-Armenian_Genocide_Memorial_in_Der_Zor%2C_Syria.jpg width="70" height="105" caption="Armenian Genocide Memorial in Der Zor, Syria.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial_in_Der_Zor,_Syria.jpg"]] || [|Armenian Genocide Memorial Complex] || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/5/53/Flag_of_Syria.svg/22px-Flag_of_Syria.svg.png width="22" height="15" caption="Syria" link="http://en.wikipedia.org/wiki/Syria"]] [|Der Zor], [|Syria] || 1990 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/8/81/GenMonument.JPG/70px-GenMonument.JPG width="70" height="53" caption="GenMonument.JPG" link="http://en.wikipedia.org/wiki/File:GenMonument.JPG"]] || [|Armenian Genocide Monument] || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/d/d4/Flag_of_Cyprus.svg/22px-Flag_of_Cyprus.svg.png width="22" height="13" caption="Cyprus" link="http://en.wikipedia.org/wiki/Cyprus"]] [|Nicosia], [|Cyprus] || 1990 ||
 * [[image:http://upload.wikimedia.org/wikipedia/en/thumb/1/10/Mount_Davidson_cross.jpg/70px-Mount_Davidson_cross.jpg width="70" height="95" caption="Mount Davidson cross.jpg" link="http://en.wikipedia.org/wiki/File:Mount_Davidson_cross.jpg"]] || Armenian Genocide Monument on [|Mt. Davidson] || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/22px-Flag_of_the_United_States.svg.png width="22" height="12" caption="United States" link="http://en.wikipedia.org/wiki/United_States"]] [|San Francisco], [|California], [|United States] || 1997 ||
 * [[image:http://upload.wikimedia.org/wikipedia/en/thumb/c/c5/Armenian_Genocide_Memorial_Montreal.jpg/70px-Armenian_Genocide_Memorial_Montreal.jpg width="70" height="53" caption="Armenian Genocide Memorial Montreal.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial_Montreal.jpg"]] || Armenian Genocide Memorial || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/c/cf/Flag_of_Canada.svg/22px-Flag_of_Canada.svg.png width="22" height="11" caption="Canada" link="http://en.wikipedia.org/wiki/Canada"]] [|Marcelin-Wilson Park], [|Montreal], [|Quebec], [|Canada] || 1998 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/9/90/Armenian_Martyrs_Memorial_Providence_RI.jpg/70px-Armenian_Martyrs_Memorial_Providence_RI.jpg width="70" height="53" caption="Armenian Martyrs Memorial Providence RI.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Martyrs_Memorial_Providence_RI.jpg"]] || Armenian Martyrs Memorial || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/22px-Flag_of_the_United_States.svg.png width="22" height="12" caption="United States" link="http://en.wikipedia.org/wiki/United_States"]] [|Providence], [|Rhode Island], [|United States] || 1999 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/0/01/Memorial_Chapel_to_the_Armenian_Genocide_in_Margadeh_Syrian_desert.jpg/70px-Memorial_Chapel_to_the_Armenian_Genocide_in_Margadeh_Syrian_desert.jpg width="70" height="47" caption="Memorial Chapel to the Armenian Genocide in Margadeh Syrian desert.jpg" link="http://en.wikipedia.org/wiki/File:Memorial_Chapel_to_the_Armenian_Genocide_in_Margadeh_Syrian_desert.jpg"]] || Holy Resurrection Church
 * || [|Marseille Genocide Memorial] || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/c/c3/Flag_of_France.svg/22px-Flag_of_France.svg.png width="22" height="15" caption="France" link="http://en.wikipedia.org/wiki/France"]] [|Marseille], [|France] || 2002 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/f/f5/Memorial_to_Komitas_and_victims_of_Armenian_Genocide_in_Paris_on_Jardin_D%27Erevan.jpg/70px-Memorial_to_Komitas_and_victims_of_Armenian_Genocide_in_Paris_on_Jardin_D%27Erevan.jpg width="70" height="47" caption="Memorial to Komitas and victims of Armenian Genocide in Paris on Jardin D'Erevan.jpg" link="http://en.wikipedia.org/wiki/File:Memorial_to_Komitas_and_victims_of_Armenian_Genocide_in_Paris_on_Jardin_D%27Erevan.jpg"]] || Memorial to Père Komitas and victims of the Armenian Genocide || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/c/c3/Flag_of_France.svg/22px-Flag_of_France.svg.png width="22" height="15" caption="France" link="http://en.wikipedia.org/wiki/France"]] [|Jardin D'Erevan], [|Paris], [|France] || 2003 ||
 * || Memorial Lyonnais du genocide des Armeniens[|[][|3][|]] || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/c/c3/Flag_of_France.svg/22px-Flag_of_France.svg.png width="22" height="15" caption="France" link="http://en.wikipedia.org/wiki/France"]] [|Lyon], [|France] || 2006 ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/e/e2/Armenian_Genocide_Memorial_in_Larnaca_Unveiling.jpg/70px-Armenian_Genocide_Memorial_in_Larnaca_Unveiling.jpg width="70" height="105" caption="Armenian Genocide Memorial in Larnaca Unveiling.jpg" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial_in_Larnaca_Unveiling.jpg"]] || [|Armenian Genocide Memorial] || [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/d/d4/Flag_of_Cyprus.svg/22px-Flag_of_Cyprus.svg.png width="22" height="13" caption="Cyprus" link="http://en.wikipedia.org/wiki/Cyprus"]] [|Larnaca], [|Cyprus] || 2008 ||
 * || [|Armenian Genocide Museum of America] || [[image:http://upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/22px-Flag_of_the_United_States.svg.png width="22" height="12" caption="United States" link="http://en.wikipedia.org/wiki/United_States"]] [|Washington, D.C.], [|United States] || To be opened in 2010 ||

Gallery
Inside the memorial chapel in Antelias: the remains of victims recovered from the Syrian desert Memorial khatchkar at the Armenian Catholic Patriarchate in Bzoummar, Lebanon (1960) Memorial at the Genocide complex in [|Deir ez-Zor], Syria. (1991) The Armenian Genocide museum at Der Zor, Syria. Relief at the [|Armenian Catholic Patriarchate] in [|Bzoummar], Lebanon (1993) Memorial cross stone in [|Grenoble], France (1999) Memorial khatchkar at //Saint Mary's Armenian Apostolic Church// in [|Glendale], [|California] (2000) Memorial monument in [|Romans-sur-Isère], France Memorial sculpture at the Armenian Genocide Museum at [|Tsitsernakaberd] Memorial in [|Burgas], [|Bulgaria] Memorial [|khatchkar] (stone cross) in [|Whitinsville, Massachusetts] Memorial cross stone in [|Boca Raton], [|Florida] Memorial in [|Rosario, Argentina] Memorial in [|Varna], [|Bulgaria] In 2010 was erected in Mislata (Valencia) in Spain the first monument commemorating the Armenian genocide. The sculpture, three meters high, is in the gardens of the Garden of Sendra, in the old town. Translation - To the memory of 1,500,000 Armenians, victims of the 1915 genocide perpetrated by the government of the young Turks in the Ottoman Empire - this memorial is in [|Arles], [|Provence], France. For the 94th anniversary at the [|California State University, Northridge] (2009)
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/79/Armenian_Catholicossate_of_Cilicia_-_Genocide_Memorial_chapel_-_survivor_bones.jpg/120px-Armenian_Catholicossate_of_Cilicia_-_Genocide_Memorial_chapel_-_survivor_bones.jpg width="120" height="90" link="http://en.wikipedia.org/wiki/File:Armenian_Catholicossate_of_Cilicia_-_Genocide_Memorial_chapel_-_survivor_bones.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/70/Memorial_khatchkar_to_the_Armenian_Genocide_at_the_Armenian_Catholic_Patriarchate_in_Bzoummar%2C_Lebanon.JPG/120px-Memorial_khatchkar_to_the_Armenian_Genocide_at_the_Armenian_Catholic_Patriarchate_in_Bzoummar%2C_Lebanon.JPG width="120" height="90" link="http://en.wikipedia.org/wiki/File:Memorial_khatchkar_to_the_Armenian_Genocide_at_the_Armenian_Catholic_Patriarchate_in_Bzoummar,_Lebanon.JPG"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/f/fd/Armenian_Cathedral_Deir_Ez_Zor.jpg/79px-Armenian_Cathedral_Deir_Ez_Zor.jpg width="79" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Cathedral_Deir_Ez_Zor.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/2/27/Armenian_Genocide_Museum_in_Der_Zor_Syria.jpg/102px-Armenian_Genocide_Museum_in_Der_Zor_Syria.jpg width="102" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Museum_in_Der_Zor_Syria.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/77/Armenian_Genocide_memorial_at_the_Armenian_Catholic_Patriarchate_in_Bzoummar%2C_Lebanon.JPG/120px-Armenian_Genocide_memorial_at_the_Armenian_Catholic_Patriarchate_in_Bzoummar%2C_Lebanon.JPG width="120" height="90" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_memorial_at_the_Armenian_Catholic_Patriarchate_in_Bzoummar,_Lebanon.JPG"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/4/49/Armenian_Genocide_memorial_in_Grenoble_%28Is%C3%A8re%2C_France%29.jpg/67px-Armenian_Genocide_memorial_in_Grenoble_%28Is%C3%A8re%2C_France%29.jpg width="67" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_memorial_in_Grenoble_%28Is%C3%A8re,_France%29.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/70/Armenian_Genocide_memorial_at_St_Marys_Armenian_Apostolic_Church_in_Glendale.jpg/90px-Armenian_Genocide_memorial_at_St_Marys_Armenian_Apostolic_Church_in_Glendale.jpg width="90" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_memorial_at_St_Marys_Armenian_Apostolic_Church_in_Glendale.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/e/e0/Romans-sur-Is%C3%A8re_%28Dr%C3%B4me%2C_France%29.jpg/120px-Romans-sur-Is%C3%A8re_%28Dr%C3%B4me%2C_France%29.jpg width="120" height="61" link="http://en.wikipedia.org/wiki/File:Romans-sur-Is%C3%A8re_%28Dr%C3%B4me,_France%29.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/f/ff/Armenian_Genocide_Memorial_at_the_Genocide_Museum_in_Yerevan.jpg/80px-Armenian_Genocide_Memorial_at_the_Genocide_Museum_in_Yerevan.jpg width="80" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial_at_the_Genocide_Museum_in_Yerevan.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/9/91/Armenian_Genocide_Memorial%2C_Burgas%2C_Bulgaria.jpg/90px-Armenian_Genocide_Memorial%2C_Burgas%2C_Bulgaria.jpg width="90" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial,_Burgas,_Bulgaria.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/5/52/Khatchkar_Memorial_to_the_Armenian_Genocide_in_Whitinsville.jpg/44px-Khatchkar_Memorial_to_the_Armenian_Genocide_in_Whitinsville.jpg width="44" height="120" link="http://en.wikipedia.org/wiki/File:Khatchkar_Memorial_to_the_Armenian_Genocide_in_Whitinsville.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/2/26/Armenian_Genocide_Memorial.jpg/90px-Armenian_Genocide_Memorial.jpg width="90" height="120" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/7/79/Recordando_el_genocidio_armenio.jpg/120px-Recordando_el_genocidio_armenio.jpg width="120" height="90" link="http://en.wikipedia.org/wiki/File:Recordando_el_genocidio_armenio.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/4/45/Armenian_Genocide_Memorial_in_Varna%2C_Bulgaria.jpg/120px-Armenian_Genocide_Memorial_in_Varna%2C_Bulgaria.jpg width="120" height="90" link="http://en.wikipedia.org/wiki/File:Armenian_Genocide_Memorial_in_Varna,_Bulgaria.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/3/36/MonumentoArmeniosMislata_1.jpg/120px-MonumentoArmeniosMislata_1.jpg width="120" height="92" link="http://en.wikipedia.org/wiki/File:MonumentoArmeniosMislata_1.jpg"]]
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/4/48/ArlesMemorial.jpg/90px-ArlesMemorial.jpg width="90" height="120" link="http://en.wikipedia.org/wiki/File:ArlesMemorial.jpg"]]
 * Temporary Memorials
 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/8/81/Temporary_Memorial_to_the_Armenian_Genocide_for_the_94th_Anniversary_in_CSUN.jpg/120px-Temporary_Memorial_to_the_Armenian_Genocide_for_the_94th_Anniversary_in_CSUN.jpg width="120" height="80" link="http://en.wikipedia.org/wiki/File:Temporary_Memorial_to_the_Armenian_Genocide_for_the_94th_Anniversary_in_CSUN.jpg"]]


 * __Part 4: Invisible Children__**



INTRO: It has been estimated that there are at least 300,000 children under 18 directly involved in armed conflicts worldwide. Some nations that have regularly used children in combat are Angola, Burma, Colombia, Lebanon, Liberia, Sierra Leone and Sri Lanka. Even the United States has acknowledged using 17-year-old soldiers in conflicts in the Persian Gulf, Somalia and Bosnia. Measures have been taken since then, though, to cease the practice. Of course, the use of children in combat is not strictly a contemporary phenomenon. The American Civil War saw drummer boys lead troops directly into the line of fire, and numerous nations of both World War I and World War II used children to bolster their oft-depleted ranks. Active efforts are being made, however, to curb the use of children as soldiers. Many countries have either signed or ratified the Optional Protocol on the Involvement of Children in Armed Conflict to the Convention on the Rights of the Child, which calls for nations to "take all feasible measures" to assure that no children under 18 years old are used as combatants.

Day 1 Watch Movie “Invisible Children: Rough Cut” length 55 minutes

Trailer: http://www.youtube.com/watch?v=2zNCJ8txFBY Day 2

Pair with a partner. Pretend you are members of the International Criminal Court (ICC) in the Hogue. Pretend that you will travel together to northern Uganda with the purpose of interviewing key witnesses to understand the conflict firsthand. Write interview questions for the following: -Joseph Kony LRA leader, ie “What is the purpose for your actions?” -The Ugandan Government, ie “What is the magnitude of the humanitarian catastrophe?” -Organizations attempting to help, ie “What do you see as a possible solution?”

In an effort to understand all sides, answer your questions as you imagine the people being interviewed would answer them.

Journal Entry: Reflect on your trip. What is a child soldier? Describe it in your own words. Why are child soldiers used?

Discuss with your partner and then with the class: How old should you be before being allowed to join the military? Why? Is there an age worldwide that applies? Is there a cultural maturity to be factored in, as some cultures tend to have “adulthood” beginning at different ages? Day 3

Introduce/Research/Learn about the Mato Oput ceremony of forgiveness and reconciliation.

In Te-Tugu Refugee Camp we meet Monica Atto and Elaine Wang, two women who disagree on what must be done. Read their stories.

Monica Atto says, “Joseph Kony should go through the Mato Oput ceremony of forgiveness and reconciliation so that we may ensure future peace." Elaine Wang says, “No matter what our government says, the ICC should punish Joseph Kony for his crimes."

Before any class discussion as to the statements, students stand up. Go to designated side of the room depending on which argument they agree with. Ask students to volunteer reasons they feel this way.

If the class is fairly equally divided allow these to be the 2 groups, otherwise count off by twos to represent each side. Teams brainstorm together to create arguments supporting their woman’s opinion.

Class Debate

Have class stand again and re-poll, having students move to the side of the room to represent which argument they agree with. Were there any changes? Ask students who changed to volunteer why.

Journal Entry: In your own opinion, which side won? What are the reasons you think so? What were the key arguments for both sides? Day 4

Class Discussion on the whiteboard: List definitions for
 * Human rights
 * Trapped
 * Justice
 * Children
 * Family
 * Global/local
 * Help
 * Charity

Journal Entry: Write as a child in the conflict. You can be in the Te-Tugu Refugee Camp, the Gulu Reception Center, or in an LRA camp. What is happening? Describe your surroundings. What are your fears? What are your hopes? What are your thoughts? 300-500 words.


 * Homework Assignment** Write a short research paper about another conflict where the International Criminal Court (ICC) is trying to play a part __since the 1980's__. **THE SAD TRUTH IS THAT THERE HAVE BEEN AND ARE MANY WARS, GENOCIDES, MURDERS, USE OF CHILD SOLDIERS AND SIMILAR ATROCITIES** Make sure to answer Who, What, Where, When, Why and How. Consider how children/teens are being affected by the conflict. Then collect articles, pictures, and facts and arrange them in an interesting way to present to the class. Presentations will last 5 minutes. Some ideas for presentation are:
 * Poster Board
 * News Story
 * Awareness Video
 * Collage
 * Painting/Drawing
 * Music Lyrics
 * Special Assembly*** You can have a live screening of the newest film installment and a Ugandan speaker come to your community/school for free. Invite the whole school or even the entire community to assemble and learn about this! By educating people we can ALL make a difference!
 * Special Assembly*** You can have a live screening of the newest film installment and a Ugandan speaker come to your community/school for free. Invite the whole school or even the entire community to assemble and learn about this! By educating people we can ALL make a difference!
 * Special Assembly*** You can have a live screening of the newest film installment and a Ugandan speaker come to your community/school for free. Invite the whole school or even the entire community to assemble and learn about this! By educating people we can ALL make a difference!
 * Special Assembly*** You can have a live screening of the newest film installment and a Ugandan speaker come to your community/school for free. Invite the whole school or even the entire community to assemble and learn about this! By educating people we can ALL make a difference!

Message from Invisible Children: This fall Invisible Children is premiering a brand new film, and our Roadies would love to bring it to your community. After the film, a Ugandan speaker will talk about growing up in fear of being attacked by the LRA, as so many people in Central Africa still do today. This will be our 15th tour, and it’s your chance to dig deeper, ask us anything, and play an even bigger role in KONY 2012. We’ll come to you for free. Just fill out the form [in the link]below to submit your screening request. 2012 is the year of justice. Don’t miss it.

Visit:

http://invisiblechildren.com/request-a-screening/

Watch the trailer for the newest film in the continuing story: http://www.youtube.com/watch?v=4Nlo3KsVtWA

Several websites, books, and documents helped shape this lesson plan. Thank you to all people who have put their ideas forward as we continue to impress the importance of this issue to our students! Please feel free to use any of the modified ideas I have put together in this lesson plan, or check out these links to the amazing wealth of information.
 * __A NOTE TO TEACHERS…__**

Jeanine Kemmer

Contact me anytime! jeanine.d.kemmer@wmich.edu jeanniekemmer@yahoo.com

[] [] [] Purchase the film: [] Or view it in parts on youtube: Part 1/8 [] Part 2/8 [] Part 3/8 [] Part 4/8 [] Part 5/8 [] Part 6/8 [] Part 7/8 [] Part 8/8 []
 * __LINKS ON THE WEB__**
 * __Anne Frank__**

__[]__
 * __The True Story of Hansel and Gretel__**

[] __http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780440229179&view=rg__ http://en.wikipedia.org/wiki/List_of_Armenian_Genocide_memorials
 * __Forgotten Fire__**

[] []
 * __Invisible Children__**