A Box on the Ear": The Armenian Genocide

The Armenian Genocide, which took place in the Ottoman Empire, now modern Turkey, is estimated to have killed between 500,000 and 1.5 million Armenians in the years 1915-1917. The Turkish government under the leadership of the Young Turks organized the killings and deportations of most of the Armenian population in Turkey. Armenians were forced on death marches or killed with crude instruments such as picks, knives, and shovels. All of this took place during World War I, in which the Ottomans fought on the side of the Central Powers. After the war the Ottoman Empire was dismembered, and what remained became the Turkish nation. The legacies of the genocide reverberate throughout the 21st century. Adolf Hitler, in his Obersalzberg Speech, when talking about the viability of the extermination of the Poles during the invasion of Poland, reassured his Wehrmacht commanders by saying “Who, after all, speaks today of the annihilation of the Armenians?” The very acknowledgement of the genocide is controversial; Turkey denies that it happened, and countries like the United States also refuse to acknowledge the genocide. The group the genocide had the largest impact on were the survivors and their families. Armenians were scattered across the globe, and the genocide figures heavily into their culture, music, and memory.

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Standards & Objectives

Academic standards

CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an...
CCSS.ELA-Literacy.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning...
CCSS.ELA-Literacy.RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band...
CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact...
CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of...
CCSS.ELA-Literacy.RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating...
CCSS.ELA-Literacy.RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or...
CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or...
CCSS.ELA-Literacy.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event...
CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or...
CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CI.15: Describe the relationships between historical events and contemporary issues.
CI.16: Identify and explain the connection between geography and issues of culture, economics, and politics.
CLE 3001.3.1: Write in a variety of modes for different audiences and purposes.
CLE 3002.3.1: Write in a variety of modes for different audiences and purposes.
CLE 3003.1.1: Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
CLE 3003.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3003.2.7: Participate in work teams and group discussions.
CLE 3003.3.1: Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
CLE 3003.3.3: Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3003.6.1: Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3003.6.3: Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3003.8.1: Demonstrate knowledge of significant works of American literature from the colonial period to the present and make relevant comparisons.
CLE 3003.8.4: Analyze works of American literature for what is suggested about the historical period in which they were written.
CLE 3003.8.5: Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
CLE 3005.1.1: Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
CLE 3005.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3005.2.7: Participate in work teams and group discussions.
CLE 3005.3.1: Write in a variety of modes for different purposes and audiences.
CLE 3005.3.3: Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3005.5.1: Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE 3005.5.4: Analyze the logical features of an argument.
CLE 3005.6.1: Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3005.6.3: Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3005.8.5: Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
SPI 3001.3.14: Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.4: Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.3.15: Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.4: Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3003.1.1: Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.
SPI 3003.1.8: Choose correctly or incorrectly spelled words.
SPI 3003.2.5: Identify the rhetorical devices used in a complex speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, simile,...
SPI 3003.3.13: Identify the targeted audience for a selected passage.
SPI 3003.3.8: Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3003.3.9: Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (comparison-contrast, chronological).
SPI 3003.4.3: Evaluate the reliability and credibility of sources for use in research.
SPI 3003.5.11: Identify the main claim, premise(s), evidence, or conclusion of a given argument.
SPI 3003.5.8: Determine whether a given argument employs deductive or inductive reasoning. (NOTE: NO Check for Understanding)
TSS.ELA.11-12.L.CSE.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; consider complex and contested matters of usage...
TSS.ELA.11-12.L.CSE.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, use...
TSS.ELA.11-12.L.VAU.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret...
TSS.ELA.11-12.RI.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author...
TSS.ELA.11-12.RI.IKI.9: Analyze and evaluate a variety of thematically-related texts of historical and literary significance for their topics, facts, purposes, and rhetorical...
TSS.ELA.11-12.RI.KID.2: Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
TSS.ELA.11-12.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific...
TSS.ELA.11-12.RL.IKI.9: Demonstrate knowledge of and analyze thematically-related, significant literary texts, considering how two or more texts treat similar themes or topics.
TSS.ELA.11-12.RL.KID.2: Determine multiple themes or central ideas of a text or texts and analyze their development; provide a critical summary.
TSS.ELA.11-12.SL.CC.1: Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th - 12th grade topics, texts, and...
TSS.ELA.11-12.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.11-12.W.PDW.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.11-12.W.RBPK.7: Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by...
TSS.ELA.11-12.W.RW.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.11-12.W.TTP.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.11-12.W.TTP.2: Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
TSS.ELA.11-12.W.TTP.3: Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
TSS.ELA.9-10.W.TTP.3: Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
W.30: Describe the effects of the war and resulting peace treaties on population movement, environmental changes resulting from trench warfare, the international economy, and...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

The student will understand the events leading up to the Armenian Genocide.
The student will define the term genocide.
The student will recognize the different causes of the Armenian Genocide.
The student will create an exhibit piece that analyzes and presents a primary source dealing with the Armenian Genocide.
The student will recognize the “Hamidian Massacre.”
The student will analyze primary sources to uncover details of the Armenian Genocide.
The student will learn about the legacies of the Armenian Genocide, including genocide denial.

Essential and guiding questions:

How has the Armenian Genocide affected Armenia and what is its legacy on world history?

Lesson Variations

Blooms taxonomy level:

Analyzing

Extension suggestions:

This lesson plan lends itself to cross-curricular instruction. The Armenian Genocide affected everything from art to music to literature in Armenian culture. This can be applied to other subjects in the following ways:

Art teachers can have their students analyze Armenian artwork for influences of the Armenian Genocide. How does the Armenian Genocide show up in these pieces? What type of symbolism is used? What do you think the artist is trying to communicate? You could then have your students create a piece of art with themes/symbolism present from something important/significant in the student’s life.
English teachers have a unique opportunity to expose their kids to the rich literature that surrounds the Armenian Genocide. Not Even My Name: A True Story by Thea Halo is a poignant recollection of the Armenian Genocide and what it did to her and her family. Have your students examine the major themes and symbolism present in the selected literature and list them. You can then have yours students compare those major themes and symbols with other survivor accounts from tragic events, like the Holocaust or the more modern conflicts in Africa and Syria.
Political science teachers could use this as an opportunity to talk about the United States and its role on the global stage. During the Armenian Genocide, an American relief group called The Near East Relief sent supplies and medical care to Armenian and Greek refugees immediately following World War I. Woodrow Wilson backed these efforts. Have your students debate what the role of the United States should play in the world. Why should we help/not help other nations? Furthermore, you can discuss the politics that surround the denial of the Armenian Genocide. Should we recognize it? Is it any of our business? Why or why not?
Music teachers can use this as an opportunity to expose students to Armenian folk music. In fact, the famous singer Cher is of Armenian descent. Much like English and Art, they can examine the lyrics and the way that the music is composed and determine what the composer is trying to convey.

Helpful Hints

Materials:

Primary Source Analysis Tool & Teacher’s Guide
Armenian Genocide PowerPoint
Armenian Genocide essay
Printed Sources