Introduction
Dear Educator,
This guide explores the subject of genocide through lessons, resources and strategies to help students grasp this difficult
concept. Created by students in the UTSA History Department, this guide is meant to be incorporated into your
classroom activities prior to visiting the Faces of Survival exhibit here at the Institute of Texan Cultures. If you are unable
to visit the exhibit in person, the activities can also be used independently. The contents of this guide are based on
Social Studies and English Language Arts TEKS for grades 7 through 12, but some activities may be modified for lower
grades.
For additional resources and information on ITC exhibits and tours, please visit http://www.texancultures.com/
If you have any questions or would like more information on materials, resources and services for students and
educators, please do not hesitate to contact us.
Respectfully,
The Institute of Texan Cultures
Education and Interpretation
210.458.2281
[email protected]
Table of Contents
Introduction ......................................................................................................................................................................... 2
Using Pre-lesson Day 1 ......................................................................................................................................................... 3
Nature vs. Nurture ........................................................................................................................................................... 4
In Their Shoes ................................................................................................................................................................... 5
Stages of Genocide Graphic Organizer ............................................................................................................................ 6
Stages of Genocide Slides .............................................................................................................................................. 7
References ......................................................................................................................................................................... 19
Texas Essential Knowledge and Skills (TEKS) ..................................................................................................................... 19
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Using Pre-lesson Day 1
This lesson is part one of the Faces of Survival Pre-lesson Educator Guide. Feel free to use only this section or to
incorporate the entire series into your lesson plans.
This lesson contains three activities: the opening activity, the introductory activity and Eight Stages of Genocide with a
closing activity. Below you will find a description of each activity.
Opening Activity – Nature vs. Nurture (15-20 minutes):

Supplies: The Scorpion and the Frog Text
After reading The Scorpion and the Frog, students will think-pair-share in order to discuss “are we naturally good or
bad?”
Introduction Activity – In Their Shoes (10-15 minutes):


Supplies: Writing utensil, In Their Shoes handout
Please provide definitions of “ghetto” and “cattle car” to students prior to beginning the activity. Pictures would
also be helpful.
Students will answer questions and discuss what it would be like to be in the shoes of a victim of the Holocaust.
Eight Stages of Genocide (20-30 minutes):

Supplies: Paper, writing utensil, Stages of Genocide graphic organizer, Stages of Genocide slides (provided in this
guide)
Students will take notes on the stages of genocide to gain a greater understanding of how genocides occur. After
completing notes, students will complete a closing activity (3-5 minutes).
Student Learning Objectives
Students will reflect on their ability to make choices; then, learn, recognize and discuss what actions create the
foundation for genocidal actions within a group and/or nation.
Student-friendly: I can reflect on my ability to make choices; and learn, recognize, and discuss the steps leading to
genocide.
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Nature vs. Nurture
READ: “The Scorpion and the Frog” (Think-Pair-Share activity)
THINK: Are we naturally good or bad, or do we make choices about the kind of people we want to be?
PAIR: Share your thoughts with a partner. Discuss why you are right or wrong based on your reading of the fable.
SHARE: Whole class discussion of the reading and the discussion question
The Scorpion and the Frog
One day, a scorpion looked around at the mountain where he lived and decided that he wanted a change. So he set out
on a journey through the forests and hills. He climbed over rocks and under vines and kept going until he reached a river.
The river was wide and swift, and the scorpion stopped to reconsider the situation. He couldn't see any way across. So he
ran upriver and then checked downriver, all the while thinking that he might have to turn back.
Suddenly, he saw a frog sitting in the rushes by the bank of the stream on the other side of the river. He decided to ask
the frog for help getting across the stream.
"Hellooo Mr. Frog!" called the scorpion across the water, "Would you be so kind as to give me a ride on your back across
the river?"
"Well now, Mr. Scorpion! How do I know that if I try to help you, you won’t try to kill me?" asked the frog hesitantly.
"Because," the scorpion replied, "If I try to kill you, then I would die too, for you see I cannot swim!"
Now this seemed to make sense to the frog. But he asked. "What about when I get close to the bank? You could still try
to kill me and get back to the shore!"
"This is true," agreed the scorpion, "But then I wouldn't be able to get to the other side of the river!"
"Alright then...how do I know you won’t just wait till we get to the other side and THEN kill me?" said the frog.
"Ahh...," crooned the scorpion, "Because you see, once you've taken me to the other side of this river, I will be so grateful
for your help, that it would hardly be fair to reward you with death, now would it?!"
So the frog agreed to take the scorpion across the river. He swam over to the bank and settled himself near the mud to
pick up his passenger. The scorpion crawled onto the frog's back, his sharp claws prickling into the frog's soft hide, and
the frog slid into the river. The muddy water swirled around them, but the frog stayed near the surface so the scorpion
would not drown. He kicked strongly through the first half of the stream, his flippers paddling wildly against the current.
Halfway across the river, the frog suddenly felt a sharp sting in his back and, out of the corner of his eye, saw the scorpion
remove his stinger from the frog's back. A deadening numbness began to creep into his limbs.
"You fool!" croaked the frog, "Now we shall both die! Why on earth did you do that?"
The scorpion shrugged, and did a little jig on the drownings frog's back.
"I could not help myself. It is my nature."
Then they both sank into the muddy waters of the swiftly flowing river.
Self-destruction - "It’s my Nature", said the Scorpion...
http://allaboutfrogs.org/stories/scorpion.html
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Name: _________________________________________
Date: ______________
In Their Shoes
Directions: Take a minute to think about each question and answer below.
1) Imagine you and your family had only 24 hours to move and you could only take what you could carry in a
suitcase. What would you take?
____________________________________________________________________________________________
____________________________________________________________________________________________
2) Remove any electronics from your list—you will have nowhere to charge them. What items are on your list
now?
___________________________________________________________________________________________
___________________________________________________________________________________________
3) You have moved to the “ghetto.” What does it look like? Describe the setting.
___________________________________________________________________________________________
___________________________________________________________________________________________
4) You are sharing a house with two other families. There are a total of 12 people in two rooms. How does it feel?
___________________________________________________________________________________________
___________________________________________________________________________________________
5) You are forced into a cattle car with at least 100 other people in the middle of the night. There is no food or
water, and no room to sit. What do you do? How do you feel?
___________________________________________________________________________________________
___________________________________________________________________________________________
6) Three days later you exit the cattle car. The boys are separated from the girls. What do you think happens to
each member of your family?
___________________________________________________________________________________________
___________________________________________________________________________________________
REFLECTION
Directions: Write your answer below, and be prepared to discuss your response.
What issues arose as you were answering the six questions? Did you feel like you had choices? Why or why not?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Name: _________________________________________________
Date: ______________
Stages of Genocide Graphic Organizer
Directions: Use the Stages of Genocide slides to fill in the graphic organizer.
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Stages of Genocide Slides
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References
Dorota. “The Scorpion and the Frog." Frogland. 1999. http://allaboutfrogs.org/stories/scorpion.html
Texas Essential Knowledge and Skills (TEKS)
§113.19. Social Studies, Grade 7, Beginning with School Year 2011-2012.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze
information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions; (D) identify points of view from the
historical context surrounding an event and the frame of reference that influenced the participants;
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a
variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze
information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions; (D) identify points of view from the
historical context surrounding an event and the frame of reference which influenced the participants;
§113.43. World Geography Studies, Beginning with School Year 2011-2012.
(13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to:
(B) compare maps of voting patterns or political boundaries to make inferences about the distribution of political power.
(15) Citizenship. The student understands how different points of view influence the development of public policies and decisionmaking processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of
different points of view that influence the development of public policies and decision-making processes on local, state, national,
and international levels; and (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural
beliefs, including nationalism and patriotism.
§113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012.
(7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is
expected to: (A) identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and
their aggression, especially the attack on Pearl Harbor; (D) analyze major issues of World War II, including the Holocaust; the
internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic
weapons;
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid
sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making
predictions, drawing inferences, and drawing conclusions;
§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.
(11) History. The student understands the causes and impact of the global economic depression immediately following World War I.
The student is expected to: (B) explain the responses of governments in the United States, Germany, and the Soviet Union to the
global depression.
(12) History. The student understands the causes and impact of World War II. The student is expected to: (B) explain the roles of
various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston
Churchill, prior to and during World War II; and (C) explain the major causes and events of World War II, including the German
invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings,
and the dropping of the atomic bombs.
(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to: (D) identify examples of genocide, including the Holocaust and
genocide in the Balkans, Rwanda, and Darfur;
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§110.19. English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010.
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are expected to: (B) distinguish factual
claims from commonplace assertions and opinions;
(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (C) evaluate various ways media influences and informs audiences;
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
Fig.19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
Reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts as they become self-directed, critical readers. The student is expected to: (F) make connections between and
across texts, including other media (e.g., film, play), and provide textual evidence.
§110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010.
(10) Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are expected to: (B) distinguish factual
claims from commonplace assertions and opinions and evaluate inferences from their logic in text;
(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) evaluate the role of media in focusing attention on events and informing opinion on
issues; (C) evaluate various techniques used to create a point of view in media and the impact on audience;
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
Fig. 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and
independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (F) make intertextual links
among and across texts, including other media (e.g., film, play), and provide textual evidence.
§110.31. English Language Arts and Reading, English I, Beginning with School Year 2009-2010.
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are expected to: (B) differentiate between
opinions that are substantiated and unsubstantiated in the text;
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) compare and contrast how events are presented and information is communicated by
visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
§110.32. English Language Arts and Reading, English II (One Credit), Beginning with School Year 2009-2010.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
§110.33. English Language Arts and Reading, English III (One Credit), Beginning with School Year 2009-2010.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
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