Costume and Prop Design
Students investigate how costumes and props contribute to character, setting, and thematic elements of a theatrical production.
Key Questions
- How does a character's costume communicate their social status or personality?
- Analyze how a specific prop can become a symbolic element in a play.
- Design a costume for a character that reflects their internal conflict.
Common Core State Standards
About This Topic
The Armenian Genocide, occurring during World War I, was the systematic destruction of the Armenian population by the Ottoman Empire. This topic covers the historical context of the 'Young Turks' government, the use of the war as a cover for atrocities, and the forced marches and mass killings that resulted in over a million deaths. Students also explore the concept of genocide as a legal term and the ongoing struggle for international recognition.
This topic is essential for 10th graders to understand the darker side of nationalism and the patterns of 20th-century mass violence. It provides a necessary precursor to the study of the Holocaust. Students grasp this concept faster through structured discussion and peer explanation of the 'stages of genocide,' helping them recognize the warning signs of state-sponsored violence.
Active Learning Ideas
Inquiry Circle: The 10 Stages of Genocide
Small groups are given the '10 Stages of Genocide' framework. They must find historical evidence from the Armenian case for each stage (e.g., classification, dehumanization, denial) and present it to the class.
Think-Pair-Share: The Role of the Bystander
Pairs read accounts from foreign diplomats and missionaries who witnessed the events. They discuss what options these witnesses had and why the international community failed to intervene during the war.
Gallery Walk: Memory and Denial
Stations feature modern memorials to the genocide alongside official statements from governments that deny it. Students discuss why recognition is so important for the descendants of survivors.
Watch Out for These Misconceptions
Common MisconceptionThe Armenian Genocide was just a 'unfortunate consequence' of the war.
What to Teach Instead
Evidence shows it was a planned, state-sponsored campaign of extermination, not a random byproduct of combat. Peer analysis of government orders from the era helps clarify the intentionality.
Common MisconceptionThe term 'genocide' has always existed.
What to Teach Instead
The term was actually coined by Raphael Lemkin in 1944, specifically citing the Armenian case as a primary example. Discussing the history of the word helps students understand the evolution of international law.
Suggested Methodologies
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Frequently Asked Questions
What caused the Armenian Genocide?
How was the genocide carried out?
Why is the Armenian Genocide still a controversial topic today?
How can active learning help students understand the Armenian Genocide?
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