Warm up:
Ask students to define the word justice in their journal. Then have them think about a time when they felt like a victim or when they were treated unfairly. What would have needed to happen for there to be justice in this situation? Ask students to share their responses. Now ask students to consider the questions, "For there to be justice, what would need to happen? Who should be held accountable? Who would we need to be involved?" Have students brainstorm answers to these questions.

Main activity:
1. Show the class an excerpt of the film The Armenian Genocide which focuses on the post-war trials in Turkey (minutes 34:00-37:23) To help students pick up details, you can pass out a sheet with key questions. Suggested key questions include:

• What is a War Crimes Tribunal?
• Whose idea was it to organize a War Crimes Tribunal against officials who committed crimes against Armenians?
• Where were these Tribunals held?
• Who was in charge of the Tribunals?
• Who did the Tribunal find responsible for the genocide of the Armenians?
• What did the Tribunal say would be their punishment?
• Where were the accused officials when the trials were taking place?
• In the end, what happened to the accused officials?

You might have to show the clip two or three times to allow students to answer all of these questions. You could also divide the questions among the class so that students only have to listen for answers to two or three questions. After showing the clip, students can share their answers with the class. Ultimately, all students should end this activity knowing basic facts about post-war trials in Turkey.

2. "Take a stand" Activity: The next activity requires students to synthesize their beliefs about justice and their understanding of the Armenian Genocide, especially the events following the Armenian Genocide.

• Label the four corners of the room with signs reading: Strongly agree, agree, disagree, and strongly disagree.
• Explain to students that you will read a statement and give them a minute to record responses in their journal. [Suggested statements follow the directions for this activity.]
• Then students will get out of their seats and "take a stand" in the corner that best represents their opinion.
• Once students are in their corners, allow students from each corner a few minutes to share what they wrote in their journals. Each group should appoint a speaker who will present these ideas to the rest of the class.
• Allow the speakers to present their ideas one at a time. Let students know that if someone says something that causes them to change their opinion, they can switch corners.
• After all "corners" have presented their ideas, facilitate a conversation among students from different corners. Encourage students to respectfully challenge the ideas of students in other corners or to ask clarifying questions if a speaker presented an idea that was confusing or unclear.

Before you begin the "Take a Stand" activity, ask students to read "Acquitting the Assassin," pp. 165-166. Or, you can summarize this reading for them. The story or Soghomon Tehlirian is also included in the film The Armenian Genocide (36:00-36:44). After students are familiar with the facts surrounding the murder or TalaatBey and the trial of Soghomon Tehlirian, ask students if they strongly agree, agree, disagree or strongly disagree with the following statement: The not guilty verdict in the trial of Soghomon Tehlirian contributed to the cause of justice. Then begin the "Take a Stand" Activity described above. Below are other "Take a Stand" statements you might also include in this lesson:

• The Turkish War Crime Tribunals should not only have punished the leaders of the Armenian Genocide; the tribunal should also have punished anyone who was involved with harming Armenians.
• There should have been an international trial for perpetrators of the Armenian Genocide instead of trials in Turkey.

Follow through:
As a final debrief of the concept of justice, you can ask students to connect their understanding of the Armenian Genocide to their own experience with justice. Prompts: What is justice? Is it the same as punishment? Who is responsible for making sure that justice is served? How might perpetrators or bystanders view justice differently than the victims or witnesses?