Kayla Cindric

Claim of Claim and Classes involved: In 10th grade World History (intergrated with Language Arts), I grew in my knowledge of how to recognize a genocide and conflict and what each of them are. Before this unit, I knew very little of genocides and what it was. I only knew what the Holocaust was, and I thought that was the only genocide ever to occur. I was not aware of how high the death toll was in the Holocaust or that more genocides occurred. But after this unit, I understand what genocide is and the stages of it. I learned that there is so many more genocides and conflicts that occurred and some that are still occurring. I was able to understand what or who caused the genocide in that country in the first place. I understand, now, how tragic and huge just one genocide is and how tragic and huge several genocides are. I understand now that genocides and conflicts are not meant to be taken lightly and how many countries tried not to recognize certain genocides as genocides. I developed this skill also in Language Arts when we read a certain novel on a certain genocide, which helped me to see what the genocide caused or how it happened in another person’s (who went through it) eyes. It helped me understand how devastating that time of loss and cruelty was.

 

Specific Learning Endeavor: One learning endeavor that helped me develop this skill would be the conflict/genocide letter and poster project along with our understanding genocide prezi.

Purpose, Process, and products/Letter Artifact: The project that made the most impact on my learning was the letter we wrote to our congressman stating what we would like to see happen to solve the issue in the Middle East (the Israeli-Palestinian Conflict) and why we think that position would be most effective to resolve the conflict using quotes from guest speakers, articles, or power points our teacher presented us with and also the genocide poster where we had to create a metaphoric poster showing the viewers to memorialize those who were lost in a certain genocide or conflict or advocating peaceful actions to be taken to address a current conflict or genocide by comparing it to a past genocide/conflict we learned in class. Each was to help us understand and fully develop what genocide is, how we can create a poster to help others understand it as well, and how to create a well-written persuasive essay that shows that we understand the Israeli-Palestinian conflict. In order to start this project, we first had to learn about the Israeli-Palestinian Conflict was, how it began, who is involved and how the U.S. is involved. We learned and answer these questions and topics by listening to guest speakers that presented their different opinions about the topic and where the U.S. should stand and listening to our history teacher as he presented us with power points, primary and secondary documents, and documentary videos. After we knew about this conflict, we learned how to create a persuasive letter to write to a congressman in Language Arts. I, then, chose what the U.S. stance should be (support Palestine, support Israel, support both, or stay out of it, support a two-state solution with negotiations or without, or a one-state solution). After we chose, we researched evidence to support our claim. After many drafts, revisions, and feedback from our teachers and peers, we finished our letter. After our letter, we created a poster showing the viewers to memorialize those who were lost in a certain genocide or conflict or advocating peaceful actions to be taken to address a current conflict or genocide by comparing it to a past genocide/conflict we learned in class. In order to complete this project we were to find a group (or work alone) that shared the same History and Language Arts class. I, then, chose to either choose to create a poster showing the viewers to memorialize those who were lost in a certain genocide or conflict or advocating peaceful actions to be taken to address a current conflict or genocide by comparing it to a past genocide/conflict we learned in class. After, we created a message for our poster, created a visual metaphor, create a slogan to fit the message, and include a fact/static of the genocide(s). I created an initial sketch of the poster, then created it in an art program on the computer. After I printed out the poster, I traced in onto linoleum block where I cut the board so I can ink/print the image on a 12 by 18 piece of paper. I, then, painted it in color and added my slogan and message on the paper.

How artifact exhibit growth: This project shows that I recognize what a genocide is and how to stand up and explain to people what it is and what they can do. I can explain to them in a visual and powerful way to remember those who died during the genocide and how tragic it was. By created this poster and letter, I first had to know what genocide was and know and be aware of the ongoing and past conflicts and genocides to share with others the information. Some History content that is shown in my letter and poster is that the conflict between the Israelis and Palestinians has lasted for many decades, as they fight for the same reason: land. Many resolutions and attempts to make peace between the groups have taken place and failed, making it very difficult to establish an agreement between the two groups that meet both their needs and wants. Foreign countries along with the United Nations have tried to negotiate with the Israelis and Palestinians, but because of terrorism, what to do with Jerusalem, distrust on both sides, and settlements building of Israelis, it has been preventing peace to be initiated and encourages the continuous battles. It shows how I learned that if we chose a two-state solution, it would be like the Northern Ireland issue and included why it’s like that conflict. In my poster it shows that I learned that 800,000 Tutsis and Hutus were slaughtered during the Rwandan Genocide and how nothing is ever going to be the same and how people are still dealing from loss because of the genocide.

 

Prezi Artifact: Another learning endeavor was our understanding genocide prezi where we described and explain each genocide we learned in class and answered questions about the genocides. We included the death toll and how it started. We also included a picture of a family during a genocide and a picture of our family and explain the differences and similarities of them to better understand that they were no different from us and yet they were targeted during these genocides. This shows that I learned what genocide was and how I learned what the genocides are by explaining in each slide about each genocide was it was, what or who caused it, etc.

How artifacts exhibit growth: It shows that I understand, by explaining and showing in my words how horrible the genocide was and what they went through, that it was horrible and the people who were targeted had such a hard time getting through and getting past it. Some history content that is present in this artifact is that the Armenian Genocide took place from 1915 to1918. The estimated death toll was between 1 million and 1.5 million Armenians. The Holocaust murdered approximately six million Jews (eleven to twelve million in total). Germans thought as themselves "racially superior" and thought Jews were deemed "inferior" and were an alien threat to German racial community. Roma (Gypsies), mentally or physically disabled people, communists, socialists, homosexuals, trade unionists, and religious dissidents (Jehovah's Witnesses) were also targeted and killed because Germans thought that these individual's behaviors did not match prescribed social norms. Many concentrations camps (ghettos, forced-labor camps, transit camps, and gassing facilities) were established to carry out mass murder. During the Bosnian Genocide 200,000 people died and 2.3 million people lost their homes. The Rwanda genocide occurred in Rwanda in the spring of 1994.Hutus experienced symbolization, dehumanization, and classification during this time. Hutus took over the government after Belgians withdrew in 1959. This created an uprising by the Tutsis, creating a civil war and many Tutsis fled Rwanda and 800,000 Tutis and Hutus were killed.

 

Implications for future growth: This knowledge will help me in the future because I know I won’t sit around and not care if there is ever a ongoing genocide or conflict because I will know the suffering and the pain that the people are going through and I may be able to help because I will do something (spreading the word, creating a poster that will get people to help, etc.)

How will I grow: To further develop this skill, I want to know more about the other genocides and conflict that have occurred or the ongoing conflicts today. I only learned at least 7 conflicts/genocides in History. There are more and I want to know more about them and how I can help in some way to prevent them.