Following World War II, the international community declared ‘never again’ would we allow atrocities targeted against a group of people. They worked together to define genocide and agreed to intervene and stop any future such atrocities. In this lesson students research a case study and discuss with other groups which events qualify as genocide and decide what the appropriate international response should be.

Best practices and guidelines for teaching about genocide from the Holocaust Center for Humanity. These are guidelines for educators, not lesson plans.

The purpose of the lesson is to provide students with a brief history of the impetuous for the early 1900’s labor movement then contrast it with comparative labor and societal issues today. Retrieve the story of “My Cotton Dress” from https://ehistory.osu.edu/exhibitions/childlabor/cottondress

Topics and Learning Activities:

 Labor laws, for people less than 18 years old, today will be presented,

 The Industrial Revolution’s effects on society, the economy, emigration, and education will be presented.

 Students will read “My Cotton Dress.”

 Students will identify the Industrial Revolution’s societal issues that are being addressed in “My Cotton Dress.”

 Students will identify the current labor laws that address the working conditions the children of the Industrial

Revolution experienced.

 Students will be asked to identify similarities the 4 areas affected by the Industrial Revolution with those of the

information/technological revolution that America is currently experiencing.

Transgender people have long faced discrimination in employment, marriage, medical care, and other areas, and are far more likely to experience homelessness, unemployment, and mental illness than people whose gender identity matches the gender they were assigned at birth. Today, ​lawmakers across the country have introduced anti-trans legislation, seeking to bar transgender students from participating in sports and limiting access by minors to gender-affirming medical care. The movement that began nearly half a century ago still faces many obstacles.

Content Advisory:
This lesson covers historical and contemporary demands for equality by transgender people. The film and associated resources address sexuality, violence against transgender people, and other topics that may upset or offend some people.

Introduction
Raphael Lemkin devoted much of his life to a single goal: making the world understand and recognize a crime so horrific that there was not even a word for it. By coining the word "genocide" and drafting the United Nations Convention on the Prevention and Punishment of the Crime of Genocide, Lemkin's actions have influenced the way we are able to respond to acts of genocide. In this way, a study of Raphael Lemkin's work not only helps students understand traditional world history themes such as sovereignty, diplomacy, and law, but also provides a powerful historical example of how moral outrage can be translated into action-an example that can spur students to reflect on their ideas about crimes against humanity and their own role in preventing future genocides and promoting human dignity.

Facing History and Ourselves has developed the following three lesson plans to accompany the case study Totally Unofficial: Raphael Lemkin and the Genocide Convention, which can be adapted to fit the needs of your students. They were developed as a mini-unit but can also be used independently if students have the prerequisite knowledge to use the material. Each lesson is designed to run between 60 and 90 minutes long. Lessons contain options regarding how to use the accompanying case study text, primary source materials, and videos.

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This collection of resources provides educators and pre-service teachers accurate and authentic educational materials for teaching about the American Indian Nations of Wisconsin.