Lesson Title: Learning More about Mass Hate, Terrorism, and Genocide
I. Materials List
* Concept cards (92) (see VII.)
* Case study cards (24 total-6 copies of each, III. b)
* Focus question card (1), IV., Focus Question
* Computer simulation Decisions/Prejudice, by Tom Snyder (1), A. Class Activity: Decisions/Prejudice Computer Simulation a.& b.
* Visual concept aid/chart (spider web) (1), size 48 inch diameter: draw a round representation of a spider web; a plastic table cloth will work
* Research sources
* A table
* Title card (1) with the following words:
1. Mass Hate
2. Terrorism
3. Genocide
Consider doubling the materials for a class too large for all the students
to sit around one table.
II. Directions
III. Objective:
* The objective: Each student will write a position paper about mass hate, terrorism, and genocide.
* The position paper should address a specific case study, such as one of the following:
1. The Holocaust
2. Rwanda/Burundi
3. Bosnia/Serbia/Croatia
4. Jihad
* The student will include, in his or her position paper, a policy recommendation that the United States should implement. The policy recommendation should address the following focus question:
IV. Focus Question:
* What should the United States do to address mass hate, terrorism, and genocide?
V. Activity Sequence:
A. Class Activity: Decisions/Prejudice
Computer Simulation
1. To set the stage for the activities that address the case studies of mass hate, terrorism, and genocide, the participants will join in the computer simulation Decisions/Prejudice, by Tom Snyder.
2. The simulation will provide a model for the group presentation in activity H.
B. Class Activity Introduction:
Decisions/Mass Hate, Terrorism, and Genocide
* The instructor will introduce the case studies, mass hate, terrorism, and genocide, through a lecture/discussion of historical examples that demonstrate mass hate, terrorism, and genocide.
C. Class Activity:
Cooperative Groups
1. Each student will select a card from the case study stack of cards.
2. The teacher should place the cards face down.
3. Students selecting the same case study topic will form cooperative learning groups and organize their participation in activity H (Decisions/Mass Hate/Terrorism, and Genocide Concept Web Group Presentation).
4. Each card lists one of the following case studies:
* The Holocaust
* Rwanda/Burundi
* Bosnia/Serbia/Croatia
* Jihad
D. Class Activity:
Select Concept Cards for Research
1. Each student will select a concept card.
2. The teacher should place the cards face down.
3. Taking turns, each student will continue to select (draw) concept cards from the concept stack of cards until all concepts are selected.
4. The concepts will provide the conceptual framework for the group presentation in activity H.
5. Each student will research the concept written on each of the cards he or she drew from the concept stack of cards.
6. After the card drawing each student will relate the concept to the case study selected by that student’s group.
E. Independent Activity:
Research Case Study from the Perspective of the Concept Cards Drawn by Each Participant
1. The student groups will conduct research about the case study and the concepts. Resources, the Internet, interviews, and print resources, should be located with reference to the topic.
2. A source bibliography used to prepare for the presentation will be turned in to the teacher on the presentation day.
F. Class Activity:
Group Planning Sessions
1. Teachers and students should hold at least two group- planning sessions to prepare for the presentations.
2. The groups should use these planning sessions to coordinate research and organize the presentation for activity H.
G. Independent Activity:
Continue Researching Case Study and Concepts.
H. Class Activity:
Decisions/Mass Hate/Terrorism, and Genocide Concept Web Group Presentation
1. Before this activity, students should sequence the concept cards by placing the most important concept on the top of his or her stack of cards. While seated around a table each individual will place his or her concept cards on the web chart in a clockwise order.
2. The students will discuss the relationship of the concepts to the case study assigned to their group. The case studies provide evidence that guide group decision-making.
3. The activity should conclude with a group consensus recommendation for action by the United States.
4. The consensus recommendation should address the following question: What should the United States do to address mass hate, terrorism, and genocide?
VI. References:
Kressel, Neil J., 2002, Mass Hate: The Rise of Genocide and Terror, Westview, Persus Books Group, New York.
Mass Hate: The Global Rise of Genocide and Terror (Revised and Updated)
Green, Bruce Michael, 1997, Decisions: Prejudice, Tom Snyder Productions.
Carmichael, Joel, 1993, The Satanizing of the Jews: Origins and Development of Mystical Anti- Semitism, Fromm International Publishing Corp, New York, 1993.
Kleg, Milton, Hate, Prejudice and Racism, State University Press of New York.
Hate Prejudice and Racism (Suny Series, Theory, Research,and Practice in Social Education).
VII. CONCEPT LIST:
1. agentic state
2. alienation
3. ambition
4. ancient animosities
5. anger
6. anti-Semitism
7. antisocial personality disorder
8. attitude follows behavior
9. authoritarian
10. authoritarian personality
11. authority addicts
12. authorization
13. banality of evil
14. bureaucratic
15. cognitive dissonance
16. colonialism
17. conservative
18. crimes against humanity/war crimes
19. crimes of initiative
20. crimes of submission
81. separation of church and State
82. sexism
83. social dominance orientation
84. sociopaths
85. stereotyping
86. superego tripping
87. terrorism
88. theocracy
89. tolerance for diversity
90. totalitarian
91. ultranationalism
92. xenophobia
From: Mass Hate: The Global Rise of Genocide and Terror
Mass Hate: The Global Rise of Genocide and Terror (Revised and Updated) Neil J. Kressel
"Democracies will turn to mass hate on the scale seen in non-democracies only if the governmental system falls to pieces. The best way to insure that this does not happen is through an educational program that imparts respect for the democratic system, critical thinking, and tolerance for diverse political, religious, ethnic, and racial groups." Pages 242-3.
Ways to Combat Non-democracies:
Democracy Matters
"The Web site Democracy Matters informs and engages college students and communities in efforts to strengthen our democracy. We focus on the issue of money and politics in America—and on the promise and passage of campaign finance reform. Democracy Matters gives students a voice in the movement to remove private wealth from politics and initiates lifelong civic involvement."
The University of Texas at Tyler
University Boulevard
Tyler, TX 75799
Phone: (903) 566-7048
Check back for new classroom activities.
William C. Bruce
Associate Dean and Professor
College of Education and Psychology
Phone: (903) 566-7048
e-mail: wbruce@uttyler.edu
http://www.hometreemedia.org
Fax: (903) 566-7036
Would you like to know more about our main book authors, Dr. William C. Bruce and Jean K. Bruce? For instance: Dr. Bruce, and his wife Jean, first authored a discrepant event book entitled: Learning Social Studies Through Discrepant Event Inquiry.
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