Lesson 1: Armenians in the Ottoman Empire and the Road to World War I

How did nationalism, imperial decline, and war create the conditions for mass violence against Armenians before 1915?

Ottoman Empire
Armenians
Millet system
Nationalism
World War I
Scapegoating
State security
Minority population

D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.

D2.Civ.2.9-12: Analyze the role of citizens and institutions in shaping public policy and societal outcomes.

This lesson builds skills in contextualization and causal reasoning. Students practice identifying background conditions that explain later outcomes, a core skill in evidence-based reading and historical analysis questions.

This lesson introduces the Armenian Genocide indirectly by focusing on the historical setting rather than the violence itself. Students examine the structure of the Ottoman Empire, the status of Armenians as a Christian minority, and the pressures created by imperial decline and World War I.

The purpose is to show that crimes against humanity emerge from identifiable conditions rather than appearing suddenly or irrationally.

Depth of Knowledge: DOK 2–3
Students move from comprehension of historical context to analysis of how multiple forces interact.

Students connect this case to modern examples where minority groups are framed as internal threats during times of political instability or war. Emphasis is placed on recognizing rhetoric that links national survival to exclusion or repression.

Belief that genocide begins with mass killing rather than policy shifts and social framing

Assumption that ethnic or religious diversity automatically leads to violence

Confusion between long-term discrimination and sudden state-directed mass violence

Guided note templates with key terms pre-defined

Optional timeline visuals for students who benefit from chronological structure

Strategic discussion prompts for students needing support in abstract reasoning

• Exit slip responding to the guiding question using at least two contextual factors

• Informal discussion checks during class notes

• Vocabulary application through short written responses

• Teacher-led class notes

• Map of the Ottoman Empire before World War I

• Short contextual excerpts describing Armenian communities and imperial governance

• Projector or slide deck for structured notes