Crimes Against Humanity Monitoring Key
TMK
Teacher Instructional Resource • Aggressive Monitoring
Crimes Against Humanity • Monitoring Key
Mastery & Lap Guide
Focus: Text Analysis & Comic Literacy
Circulation Lap Pathway (Target: 4-5 min / lap)
✓ = Mastered E = Evidence Needed CS = Sentence Form
Lap 1: Do Now Check
Check Q1-6 complete sentences & Q2 realistic goals. Stamp or code.
Lap 2: Read Q1 & Q2
Verify definition (mass target) & root cause (rage/fear, not tech).
Lap 3: Read Q3, 4, 5
Look for Nuremberg defense ("following orders") & moral courage.
Lap 4: Vocab & Exit Ticket
Accurate 6-term visual matching & complete sentence exit criteria.
Part 1: Do Now — Quarter 1 Reflection (Questions 1–6) Student self-appraisal • Strict complete-sentence rule
Q1–Q2 (Learning & Grade): Must state 1 specific concept/skill learned and emotional/objective stance on Q1 grade (e.g., "I feel satisfied/disappointed because...").
Q3–Q4 (Habits & Adjustments): Look for actionable habits to keep (timely homework, asking questions) and concrete areas of growth (studying ahead, organization).
Q5–Q6 (Strategies & Goals): Must formulate measurable SMART goals for Q2 (e.g., "Achieve an 88% by turning in all reading logs on Fridays").
Part 2: "Crimes Against Humanity & Recovery" — Text-Based Exemplars Direct Text Citations Required
Q1: Define genocide. Paragraph 1–2
Exemplar Response: Genocide is the deliberate, organized mass slaughter and systematic destruction of an entire racial, ethnic, national, or religious group (e.g., Jews, Armenians, Kurds, Tutsi Rwandans), described by the author as "the darkest stain on our human record."
Misconception Check: Reject vague answers like "mass murder" or "war deaths." Must specify targeted group destruction.
Q2: According to the author, what causes genocide? Paragraph 1
Exemplar Response: The author explicitly states that the engine driving genocide is not modern science or technology, but "irrational rage and fear that feeds killing," weaponized through crude propaganda to satisfy hysterical hatred.
Misconception Check: Students often mistake technology as the cause. Clarify: Technology is merely the tool; irrational rage and fear are the engine/cause.
Q3: What does the author argue is important for survivors to share their stories? Paragraph 2–4
Exemplar Response: Sharing and recording stories is essential so society can validate and remember the atrocities, allowing "honest healing" to begin. Furthermore, "without exposure, justice and memory there could be no true peace" and governments cannot fall into "malign neglect."
Q4: How did Nazi officers defend their evil actions? Paragraph 3 (Nuremberg)
Exemplar Response: At the Nuremberg trials, Nazi officers defended their actions by claiming they were "merely following orders," attempting to evade personal responsibility by deflecting moral blame onto higher authority.
Q5: Why is it important to remember "sad and frightening stories"? Paragraph 5
Exemplar Response: Remembering these stories forces mankind to examine human behavior honestly, confront the terror of totalitarianism, and study how ordinary people (such as Jan Karski, Irena Sendler, and Jozef Zwonarz) summoned moral courage to take extraordinary risks to save others.
Teacher Key • Page 1 of 2 Instructional Focus: Historical Inquiry & Human Rights
Visual Literacy • Assessment Key
Graphic Novel Elements & Exit Ticket Key
Part 3 & Part 4 Keys
Part 3: Comic & Graphic Novel Vocabulary Matching (Word Bank Key) 6 Key Structural Conventions
| Term | Core Definition / Student Identification | Narrative Function & Look-For |
|---|
| Panel | A distinct individual framed box containing one scene, moment, or illustration. | Acts like a sentence or beat in film; isolates time, perspective, and focus. |
| Gutter | The blank space or border between panels. | Requires "closure"; reader mentally connects the gap between actions or time jumps. |
| Caption | A separate boxed text space (often rectangular) separate from dialogue. | Conveys narrator voiceover, setting, historical context, or inner thoughts. |
| Chat Bubbles | Enclosed circular or cloud-like shapes with tails pointing to a speaker. | Represents spoken character dialogue or whispered/shouted communication. |
| Sound Effects | Stylized, illustrated onomatopoeic words (e.g., BANG, CRACK, RUMBLE). | Brings auditory intensity, physical impact, or chaos directly into the visual space. |
| Bolded / Bigger Text | Enlarged, darkened, or weighted font within dialogue or narration. | Signals heightened volume, intense emotion, critical emphasis, or urgency. |
Part 4: Exit Ticket Exemplar Key & Scoring Criteria Goal: 4/4 Complete Sentences
ET 1: What is genocide?
Mastery Answer: "Genocide is the deliberate, organized killing of a specific racial, religious, or ethnic group of people."
No Credit: "Killing people" (Must state targeted group).
ET 2: What is a panel?
Mastery Answer: "A panel is an individual framed box or square on a page that holds a single scene or moment in a graphic novel."
No Credit: "The whole page" or "a drawing."
ET 3: What are captions?
Mastery Answer: "Captions are text boxes separate from dialogue where the narrator provides background information, setting, or time."
No Credit: Confusing caption with spoken dialogue bubbles.
ET 4: Why bold and bigger text?
Mastery Answer: "Authors make text bold and bigger to emphasize important words, show that a character is shouting, or convey strong emotion."
Look For: Mention of volume, emphasis, or intense emotion.
Teacher Fast-Prompt Cues (Circulation Feedback)
Prompt: Incomplete Sentence
"Read your response aloud. Where is your subject and verb? Turn that into a complete thought before I stamp."
Prompt: Technology Trap (Q2)
"Did the radio machete people, or did human emotion drive them? Re-read sentence 4 of paragraph 1."
Prompt: Panel vs. Gutter
"If the panel is the room where the action happens, what is the hallway between the rooms called?"
Exit Ticket Grading Scale:
4/4 (100%): All 4 defined accurately in full sentences 3/4 (75%): 3 accurate; minor sentence fragment ≤ 2/4 (< 50%): Re-teach comic conventions in small group
Teacher Key • Page 2 of 2 Instructional Protocol: Aggressive Monitoring • Teach Like a Champion Aligned
