year 12 modern history -...

S

TU

DIE

S O

F P

OW

ER

The

Kill

ing

Fie

lds

of

Kam

pu

che

a

Ye

ar

12

Mo

de

rn H

isto

ry

Jago, E.S. (2007). Skulls at the Choeung Ek Killing Fields, Cambodia. Retrieved August 16, 2011, from http://www.travelblog.org/Photos/3098871

Curriculum Application Chrissie Churchill

n7247648 CLB031: Social Curriculum Studies 2

Lecturer: Deborah Henderson

http://www.travelblog.org/Photos/3098871

Chrissie Churchill CLB031: Assignment 2 2

How was the Khmer Rouge able to establish and

maintain power in Cambodia from 1975-1979, and what is its

enduring legacy?

1. What factors led to the assembly of the Khmer Rouge, and what were its

aims?

2. What factors/events

enabled the Khmer Rouge to rise to

power?

3. What primary and secondary

sources reveal what it was like for

everyday people under the Khmer Rouge regime?

4. Were there any pockets of

resistance, and if so, what became of

them?

5. How did the rest of the world

(including Australia) respond to the

situation in Cambodia from 1975 until now?

6. What events led to the fall of the

Khmer Rouge regime?

7. Overall, what is the enduring legacy of the Khmer Rouge

for Cambodians?

Definitions

Sources

Backgrounds,

changes and

continuities:

motives and

causes

Effects, interests

and arguments

Reflections

and

responses

SYLLABUS QSA Modern History Senior Syllabus 2004

THEME Studies of Power

TOPIC The Rule of the Khmer Rouge in Cambodia

UNIT The Killing Fields of Kampuchea

YEAR LEVEL 12

unit overview

Summative Assessment Task (Written Research Task)

Consider the following statement: “I did not join the resistance movement to kill people, to kill the nation. Look at me now. Am I a savage person? My conscience is clear.” – Pol Pot, 1998.

To what extent is Pol Pot responsible for genocide in Cambodia? Research and present your response in the form of a persuasive essay (800-1000 words).

Alternatively, formulate your own research question in response to the above quote (in consultation with your teacher). Research and present your response in the form of a persuasive essay (800 - 1000 words).

Sources

KEY CONCEPTS 1. Year Zero

2. Communism

3. Power

4. Resistance

5. Genocide

Depth Study Planning Grid (N.B. key concepts are identified in bold, with an asterisk)

1. What factors led to the assembly of the Khmer Rouge, and what were its aims?

Lesson 1

Content Overview of the Khmer Rouge’s initial assembly and ideologies. Skills

Reflecting on historical phenomena, process and argument and making personal responses

Communicating ideas and information Teaching Strategy/Learning Experience

Students will view the first half of the documentary, Year Zero: The Silent Death of Cambodia, available from http://topdocumentaryfilms.com/year-zero/. They will complete a question sheet as they watch. Students then collaboratively construct KWL charts and refer back to these at the end of the unit. The teacher acts as a facilitator and catalyst for higher order thinking in group discussions.

Lesson 2

Content Who was Pol Pot? What was his education and background, and how did his values, attitudes and beliefs shape the Khmer Rouge as a political party? Skills

Working with others and in teams Using technology Analysing what is implicit and explicit in a wide variety of sources, including

themes, values, and interrelationships within and among sources Interpreting, analysing, evaluating and corroborating evidence Locating a range of primary and secondary source material Managing the research process by keeping a record of search

Teaching Strategy/Learning Experience In pairs, students will complete a WebQuest on Pol Pot, compiling a profile of Pol Pot and his ideologies, including *communism. This profile will also include where the

information was sourced, and make connections between Pol Pot’s early life and political agenda. The profile concludes at the establishment of the Khmer Rouge, before it controlled Cambodia. (Pol Pot was appointed CPK's party secretary and leader in 1963).The teacher will act as a facilitator, and float around the room checking on individual students’ progress and asking questions to promote higher order thinking. Ss will share profiles at the end of the lesson and discuss any similarities/differences in their work.

2. What factors/events enabled the Khmer Rouge to rise to power?

Lesson 3 Content What is *power? What was the socio-political environment of Cambodia in the five

years leading up to 1975? French colonisation breeding resentment, Vietnam War and Prince Nordom Sihanouk’s policy of neutrality, the Lon Nol coup and his US backing, rebel forces included the Khmer Rouge and waged civil war from 1970-1975. Skills

Creating arguments about effects and motivations Reflecting on historical phenomena, process and argument and making

personal responses Empathise with the value positions and consequent actions of others in both

the past and present Teaching Strategy/Learning Experience

Lesson 4 Content:

The socio-political environment of Cambodia from 1970-1975 (continued from previous lesson), leading up to April 17

th, 1975 when the Khmer Rouge seized control.

Skills

Creating arguments about effects and motivations Extract, convert or translate information given in numerical forms, or as

diagrams, maps, graphs or tables Communicating a knowledge and understanding of historical information,

concepts, change and continuity, cause and effect, events and developments

http://topdocumentaryfilms.com/year-zero/


Students will read ‘The Coup of 1970: From Independence to Civil War’ from A History of Cambodia, (Chandler, 2008), and answer set questions in relation to this chapter. In small groups, students will then complete a ranking activity which organises key factors/events from most significant to least significant contributors to the rise of the Khmer Rouge. This will be followed by a class discussion/debate in which students will justify their opinions and challenge the opinions of others. Teacher to conclude that prominent historian Ben Kiernan (known for his histories of Cambodia) writes that the US economic and military destabilisation of Cambodia and subsequent carpet bombing was probably the most important single factor in Pol Pot’s rise, yet other historians disagree. This reinforces the notion of subjectivity in history.

Teaching Strategy/Learning Experience Teacher will play YouTube clip of Khmer Rouge national anthem – Glorious Seventeenth of April available from http://www.youtube.com/watch?v=UTeGfSkQPCA and then provide students with handout of English translation from http://www.nationalanthems.us/forum/YaBB.pl?num=1091635567. In small groups, students will complete a set of discussion questions and share their responses with the class. Students will then construct a timeline of events from 1970 to the 17

th of

April 1975. Teacher will float to check for understanding and address student questions as necessary.

3. What primary and secondary sources reveal what it was like for everyday people during the Khmer Rouge regime?

Lesson 5 Content *Year Zero – How Pol Pot reset the

clock. The mass evacuation of cities, moving to farms and agricultural production, the abolition of money and bombing of banks, schools and churches. Skills Extract, convert or translate

information given in numerical forms, or as diagrams, maps, graphs or tables

Use language conventions related to grammar, spelling, punctuation and layout

Communicating ideas and information

Working with others and in teams Using technology

Teaching Strategy/Learning Experience Students in small groups will research and create interactive posters depicting Year Zero for everyday Cambodians, using the website www.glogster.com. Students will also keep a log of where

Lesson 6 Content Case files: memoirs and interviews with Khmer Rouge survivors – manila folders and documents provided by teacher. Skills Use language conventions related to

grammar, spelling, punctuation and layout

Be critically aware of the way language can be used to exercise power

Understand the nature of historical sources of evidence, assumptions about the problematic character of historical sources, and the tentative and interpretive qualities of historical knowledge

Analyse what is implicit and explicit in a wide variety of sources, including themes, values, and interrelationships within and among sources

Evaluate the worth of sources – assessing reliability, authenticity, representativeness, relevance and accuracy and identifying value positions, perspectives and standpoints in their historical context

Lesson 7 Content The Khmer Rouge Cadre Revolutionary Questionnaire as historical evidence. Skills Analyse what is implicit and explicit

in a wide variety of sources, including themes, values, and interrelationships within and among sources


Empathise with the value positions and consequent actions of others in both the past and present

Teaching Strategy/Learning Experience Role play activity – teacher to guide students through this role play via a PowerPoint presentation. Students to first complete a revolutionary questionnaire as themselves in a contemporary Australian context, then

Lesson 8 Content Were cadres victims too? Khmer Rouge cadres and their roles and responsibilities. Skills Empathise with the value positions

and consequent actions of others in both the past and present

Forming considered historical judgements from evidence

Reflecting on historical phenomena, process and argument and making personal responses

Communicating historical knowledge Making decisions about a question or

hypothesis, synthesising evidence, reaching a conclusion about a question or hypothesis, and justifying the conclusion.

Teaching strategy/Learning Experience Students will watch a YouTube clip depicting life inside the Khmer Rouge for cadres and officers (Survivors of the Khmer Rouge: The Cadre’s Story http://www.youtube.com/watch?v=vtR2W-

http://www.youtube.com/watch?v=UTeGfSkQPCA

http://www.nationalanthems.us/forum/YaBB.pl?num=1091635567

http://www.glogster.com/

http://www.youtube.com/watch?v=vtR2W-oiPtU


they sourced their information. The teacher will act as a facilitator, and tour the room prompting students to engage in higher order thinking.

Teaching Strategy/Learning Experience In small groups, students will read, analyse and evaluate a range of memoirs and interviews of Khmer Rouge survivors to gain an understanding of what life was like for Cambodians between 1975 and 1979. They will then evaluate the sources by considering when they were published and for what purpose, how accurate and credible they are, and if any other factors could influence the veracity (ie. collective memory). At the end of the lesson, students will individually construct one paragraph depicting the conditions for civilians under the Khmer Rouge regime.

(when prompted), change their responses to reflect how one might have responded during the Khmer Rouge era to protect oneself, one’s family etc. Students to comment on the reliability of this questionnaire as historical evidence, and draw conclusions about a variety of Khmer Rouge records and how they might be influenced by threats.

oiPtU) and answer discussion questions based on this. They will then read and discuss an interview with a Khmer Rouge photographer and participate in a human pendulum activity and subsequent debate based on the question, ‘Were cadres victims, too?’ Teacher will play the clip, distribute the interview transcript and moderate the class debate.

3. What primary and secondary sources reveal what it was like for everyday people during the Khmer Rouge regime?

Lesson 9

Content Film as historical evidence. The Killing Fields and S21 – Who was imprisoned and tortured, why and how. Skills Understand the nature of historical sources of

evidence, assumptions about the problematic character of historical sources, and the tentative and interpretive qualities of historical knowledge

Empathise with the value positions and consequent actions of others in both the past and present

Communicating ideas and information Teaching Strategy/Learning Experience Teacher will conduct an informal lecture using Prezi.com to present information on film as historical evidence – students will take notes. Teacher will then play an extract (1.22.10 – 1.46.45) from the 1984 film The Killing Fields. Students will complete an activity sheet as they watch. Student responses will be discussed in small groups, and then shared with the class.

Lesson 10

Content Eight phases of *genocide – from genocidewatch.org

How these phases were enacted by the Khmer Rouge. Skills Producing logically developed and fluent historical

arguments, with claims substantiated by sources of evidence or references to evidence

Making decisions about a question or hypothesis, synthesising evidence, reaching a conclusion about a question or hypothesis, and justifying the conclusion.

Working with others and in teams Using technology Solving problems

Teaching Strategy/Learning Experience

In eight pairs/groups, students to read the eight stages of genocide and perform research using the library and internet, editing and updating a wiki to reflect (in full sentences) how the Khmer Rouge enacted/did not enact each stage. Students may contribute to more than one stage, but they must write at least one paragraph on their chosen stage before editing the work of others. Teacher to float and ensure students are on task, clarifying any

Lesson 11

Content The writings of Chomsky, Herman, Burstein, Hildebrand and Porter. A selection of excerpts from these historians which are startlingly opposed to mainstream accounts of Cambodian history. How is this possible? Skills

Working with others and in teams Producing logically developed and fluent

historical arguments, with claims substantiated by sources of evidence or references to evidence

Identifying if additional evidence is needed Interpreting, analysing, evaluating and

corroborating evidence Speculating about primary and secondary

sources Supporting conclusions and judgments with

evidence Teaching Strategy/Learning Experience Teacher to provide a brief overview on the subjectivity of history and the challenges


difficult concepts and conducting focused learning episodes where necessary.

experienced in interpreting and evaluating historical evidence. In a hot potato activity, groups of students will read each excerpt and analyse its validity in comparison to the information they have gathered so far in the depth study. Students will note on butchers paper all sections of the excerpts they wish to challenge, and then attempt to prove or disprove these using evidence they have already collected. Class discussion will follow for students to share their responses. Teacher will remind students that we have a guest speaker in the next lesson, and discuss appropriate questions.

4. Were there any pockets of resistance, and if so, what became of them? Introduce SAT

Lesson 12 Content Overview of the relationship between Buddhism and resistance. Visit from (or Skype chat with) a practising Buddhist to explain *resistance in Cambodia and how

it was influenced by Buddhist principles. Excursion to nearby Buddhist temple if possible. Skills Reflecting on research to make changes in direction

or emphasis Creating arguments about effects and motivations Empathise with the value positions and consequent

actions of others in both the past and present Understand the relevance of historical study to their

own lives Communicating ideas and information Teaching Strategy/Learning Experience Students will take notes and the session will also be recorded and uploaded to school’s shared drive for future reference. Students will have time at the end of the lesson to ask appropriate questions of the speaker. Teacher will introduce the speaker and nominate a responsible student to thank the speaker for his time.

Lesson 13 Content Resistance in everyday forms and the response of the CPK. Specific examples in Phnom Penh and Siem Reap. Skills Producing logically developed and fluent historical

arguments, with claims substantiated by sources of evidence or references to evidence

Communicating a knowledge and understanding of historical information, concepts, change and continuity, cause and effect, events and developments

Making decisions about a question or hypothesis, synthesising evidence, reaching a conclusion about a question or hypothesis, and justifying the conclusion.

Teaching Strategy/Learning Experience Students will read about resistance efforts in Cambodia and present their findings to the class in group presentations at the end of the lesson. Teacher will scaffold this task by providing retrieval charts to record and interpret evidence. Students will be provided with butchers paper and coloured pens to aid them in their presentations.

Lesson 14 Content Introduction of the summative assessment task Formulating a thesis statement Critical research skills – presentation by librarian Features and conventions of a persuasive essay Skills Analyse what is implicit and explicit in a wide variety

of sources, including themes, values, and interrelationships within and among sources


Extract, convert or translate information given in numerical forms, or as diagrams, maps, graphs or tables


Be critically aware of the way language can be used to exercise power


Teacher will introduce the SAT and run through specifics on task and criteria sheets. Teacher/Librarian


to conduct a session on critical research skills and how to write a thesis statement. Students will be provided with a handout on features and conventions of a persuasive essay and be advised to start researching for their essays. Students will make notes and begin to research and formulate their thesis statements, with teacher guidance when required.

5. How did the rest of the world, including Australia, respond to the situation in Cambodia from 1975 until now?

Lesson 15

Content Australia’s relationship with Cambodia from 1975 until now, with particular focus on international relations regarding the Khmer Rouge. Skills Interpreting, analysing, evaluating and

corroborating evidence Forming considered historical judgements from

evidence Reflecting on historical phenomena, process and

argument and making personal responses Using technology

Teaching Strategy/Learning Experience The teacher will present an overview of the content in an informal lecture, followed by students viewing the AusAid website and completing a set of questions which unpack the Australia-Cambodia relationship. Students will then participate in class discussion and design concept maps to reflect what they have learned.

Lesson 16

Content Students to research the policies and actions of other nations in relation to the Khmer Rouge during its regime. These nations include Thailand, China and the US. Skills Forming considered historical judgements from

evidence Supporting conclusions and judgments with evidence Managing the research process by keeping a record

of search Locating a range of primary and secondary source

material Using technology Working with others and in teams

Teaching Strategy/Learning Experience Students will use the internet to research the reactions of other nations in pairs/small groups. They will complete a retrieval chart which identifies the name of the country, the person/people in charge, the policy itself, considerations, public responses and any additional notes. The teacher will first model how to fill out the retrieval chart, using Australia as an example (using information from the previous lesson).

Lesson 17

Content The role of the United Nations and Khmer Rouge Tribunal – progress and problems with current trials, the notion of ‘elusive justice’, memories as evidence, the case of Duch and the issues with cases 002 and 003. Skills Understand the nature of historical sources of

evidence, assumptions about the problematic character of historical sources, and the tentative and interpretive qualities of historical knowledge


Working with others and in teams Teaching Strategy/Learning Experience Students to watch The Khmer Rouge Tribunal Explained in 7 Minutes, available from http://www.youtube.com/watch?v=b99IkHqt6aQ and then review a selection of news media articles from http://www.genocidewatch.org/cambodia.html which provide updates on the progress and problems relating to the trials. Students will summarise a selection of articles in small groups and then report back to the class. The teacher will use the whiteboard to take notes while the groups present, and conclude the lesson by summarising the issues surrounding the trials.

http://www.youtube.com/watch?v=b99IkHqt6aQ

http://www.genocidewatch.org/cambodia.html


6. What events led to the fall of the Khmer Rouge regime?

Lesson 18 Content Internal influences - power struggles, challenges etc. The uprising led by former Khmer Rouge officer, Heng Samrin. Is he a hero or a villain? To what extent did he contribute to the collapse of the Khmer Rouge regime? Skills

Reflecting on research to make changes in direction or emphasis Speculating about primary and secondary sources Identifying if additional evidence is needed Forming considered historical judgements from evidence Evaluate the worth of sources – assessing reliability, authenticity,

representativeness, relevance and accuracy and identifying value positions, perspectives and standpoints in their historical context


Students will read about Heng Samrin’s attempted uprising (Kiernan, 2008, p.440-446) and then view Sydney-based Cambodian political cartoonist Sacrava’s 2007 cartoon depicting Heng Samrin as a soldier responsible for deaths at the Killing Fields, available from http://sacrava.blogspot.com/2007_05_01_archive.html. Students will analyse both sources and consider whether or not Heng Samrin is a hero or a villain, and if it is the historian’s role to make this judgement. The teacher will then provide students with a file full of information and have students analyse each piece of evidence and place it in a pile that supports the argument that Heng Samrin is a hero or a villain. Teacher will explain that the more evidence supports an historical argument, the stronger the argument is, and this is important to note for their essays.

Lesson 19 Content External influences - Vietnam’s invasion Multiple perspectives: Understanding Cambodia, Vietnam and the US Skills Interpreting, analysing, evaluating and corroborating evidence Managing the research process by keeping a record of search Forming considered historical judgements from evidence Creating arguments about effects and motivations Supporting conclusions and judgments with evidence


The class will split into three groups and each group will prepare an overview of the Khmer Rouge being overthrown by Hanoi troops in 1979. Using the guided questions and source materials provided, each group will report on Vietnam’s invasion from the perspective of Cambodian civilians, the Vietnamese army or the US government. When all groups have completed their overview, they will present their findings to the class and the teacher will facilitate a class discussion on balancing perspectives in history. The information collected by each group will be made available electronically on the school’s shared drive.

7. What is the enduring legacy of the Khmer Rouge in Cambodia?

Lesson 20 Content

‘Connecting the Broken Pieces after the Cambodian Genocide: Legacy as Memory of a Nation’. – Lecture presented by Youk Chhang, Director of the Documentation Center of Cambodia (available from http://www.youtube.com/watch?v=vZuD4Fo-ZOc)

Lesson 21 Content

A snapshot of Cambodia today – corruption, wealth divide, lack of education, international aid programs, child trafficking, and a focus on how the Khmer Rouge’s poorly planned irrigation schemes have worsened recent flooding, with over 160 people being killed in Siem Reap

Lesson 22 Content

Socio-culturally: effects on the tourism industry. Skills Use language conventions related to grammar,

spelling, punctuation and layout

http://sacrava.blogspot.com/2007_05_01_archive.html

http://www.youtube.com/watch?v=vZuD4Fo-ZOc


Skills Use language conventions related to grammar,

spelling, punctuation and layout Reflecting on historical phenomena, process and

argument and making personal responses Empathise with the value positions and consequent

actions of others in both the past and present Teaching Strategy/Learning Experience

Teacher to play ‘Connecting the Broken Pieces after the Cambodian Genocide: Legacy as Memory of a Nation’ and students to make notes on the Khmer Rouge legacy as identified by the speaker. The teacher will provide a worksheet to help students to elicit the key points, and summarise them in their own words. Students will also be guided to reflect upon how the Khmer Rouge legacy might manifest itself in ways not reflected in the lecture.

and Battambang province in October 2011. Skills Using technology Communicating ideas and information Extract, convert or translate information given in

numerical forms, or as diagrams, maps, graphs or tables

Interpreting, analysing, evaluating and corroborating evidence

Managing the research process by keeping a record of search

Locating a range of primary and secondary source material

Teaching Strategy/Learning Experience Students will be provided headings under which to conduct their research (corruption, wealth divide etc). Students will use https://bubbl.us to create and print individual concept maps which reflect their research for this lesson. These concept maps will then be shared with the class, and explained in some detail. The teacher will ‘tour to be sure’ all students are on task.


Communicating ideas and information Teaching Strategy/Learning Experience The teacher will use Lonely Planet India as a model to scaffold the following task: Individually, students will put together a blurb about Cambodia for prospective tourists (similar to that of Lonely Planet). Their short essay (approx. 300 words) will describe the legacy of the Khmer Rouge and in what ways it will be encountered by tourists to the country. It will also include reference to sites of historical significance. Students will use information compiled throughout the unit to support their writing. The teacher will float around the room, checking for understanding and prompting higher order thinking.

Focus on assessment

Lesson 23

Content Correct referencing and citing of sources Student drafting Teacher conferencing Skills Extract, convert or translate information given in numerical forms, or as diagrams,

maps, graphs or tables Use language conventions related to grammar, spelling, punctuation and layout Be critically aware of the way language can be used to exercise power Using appropriate genres to communicate historical knowledge, judgments and

supporting arguments. Teaching Strategy/Learning Experience Teacher to deliver a focused learning episode on correct referencing and citation, using www.prezi.com and students will take notes and demonstrate their understanding by

Lesson 24

Content Students to complete assessment Peer editing Skills Identifying if additional evidence is needed Reflecting on research to make changes in direction or emphasis Communicating a knowledge and understanding of historical information,

concepts, change and continuity, cause and effect, events and developments


Teaching Strategy/Learning Experience Teacher to provide a peer editing checklist which focuses on common errors and critical components of the criteria sheet. Students will swap their work with a friend to provide valuable feedback via written comments as well as the checklist. Students will have the opportunity to amend their essays in this lesson and will hand in

https://bubbl.us/

http://www.prezi.com/


applying the principles to their own work. Throughout the remainder of the lesson, students will continue working on their essays and conferencing with the teacher.

completed assignments by the end of the lesson/day (in accordance with school policy). Students will also revisit their KWL charts and attempt to answer any remaining questions.

References

AhmekKhmer. (2007, May 4). CAMBODIA: The Khmer Rouge National Anthem (KH) [Video File].

Retrieved from http://www.youtube.com/watch?v=UTeGfSkQPCA

AlJeezraEnglish. (2009, March 31). Survivors of the Khmer Rouge: The cadre's story 01 Apr 09 [Video

File]. Retrieved from http://www.youtube.com/watch?v=vtR2W-oiPtU

Burstein, D. (1978, November 21). "On Cambodia: But, Yet," New York Times.

Chandler, D. (2008). A History of Cambodia (4th ed.). Boulder, Colorado: Westview Press.

Chomsky, N., and Herman, E. The Political Economy of Human Rights - Volume II: After the

Cataclysm: Postwar Indochina and the Reconstruction of Imperial Ideology, p. 299

Fawthrop, T., & Jarvis, H. (2005). Getting Away with Genocide? Elusive Justice and the Khmer Rouge

Tribunal. Sydney, Australia: UNSW Press.

Hildebrand, G., and Porter, G. (1976). Cambodia: Starvation and Revolution, Monthly Review Press,

p. 97.

Hinton, A.L. (2005). Why Did They Kill? Cambodia in the Shadow of Genocide. California: University of

California Press.

Jacob, J.M. (2004, April 8). Glorious Seventeenth of April (English Translation). Retrieved from


Joffé, R. (Director), Robinson, B. (Writer), & Puttnam, D. (Producer). (1984). The Killing Fields [DVD].

UK: Enigma (First Casuaty) Ltd.

Kiernan, B. (2008). The Pol Pot Regime: Race, Power, and Genocide in Cambodia under the Khmer

Rouge, 1975-79 (3rd ed.). New Haven: Yale University Press.

Knight, N. (2004). Understanding Australia’s Neighbours. New York: Cambridge University Press.

KRTribunal. (2011, March 18). The Khmer Rouge Tribunal explained in 7 minutes [Video File].

Retrieved from http://www.youtube.com/watch?v=b99IkHqt6aQ

QSA. (2004). Modern History Senior Syllabus 2004. Brisbane: Queensland Studies Authority.

Sacrava. (2007, May 9). Comrade Heng Samrin - Cartoon [Web log post]. Retrieved from


Stanton, G.H. (1998). The 8 Stages of Genocide. Retrieved from

http://www.genocidewatch.org/genocide/8stagesofgenocide.html

TopDocumentaryFilms. (n.d.). Year Zero: The Silent Death of Cambodia [Video File]. Retrieved from


http://www.youtube.com/watch?v=UTeGfSkQPCA

http://www.youtube.com/watch?v=vtR2W-oiPtU


http://www.youtube.com/watch?v=b99IkHqt6aQ


http://www.genocidewatch.org/genocide/8stagesofgenocide.html



UCBerkeleyEvents. (2010, April 23). Connecting the Broken Pieces after the Cambodian Genocide:

Legacy as Memory of a Nation [Video File]. Retrieved from



year 12 modern history -...

Documents