STUDIES OF POWER

Year 12 Modern History

The Killing Fields of Kampuchea

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

unit overview
SYLLABUS THEME TOPIC UNIT YEAR LEVEL QSA Modern History Senior Syllabus 2004 Studies of Power The Rule of the Khmer Rouge in Cambodia The Killing Fields of Kampuchea 12

KEY CONCEPTS
1. Year Zero 2. Communism 3. Power 4. Resistance 5. Genocide

1. What factors led to the assembly of the Khmer Rouge, and what were its aims? 7. Overall, what is the enduring legacy of the Khmer Rouge for Cambodians?

Definitions

Reflections and responses

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

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

How was the Khmer Rouge able to establish and maintain power in Cambodia from 19751979, and what is its enduring legacy?

Backgrounds, changes and continuities: motives and causes

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

Effects, interests and arguments

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

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

Sources

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).

Chrissie Churchill

CLB031: Assignment 2

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 Rouges initial assembly and ideologies. Skills 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 Pots 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.

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.

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 Sihanouks 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 th previous lesson), leading up to April 17 , 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

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 Pots 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 th the class. Students will then construct a timeline of events from 1970 to the 17 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 Evaluate the worth of sources assessing reliability, authenticity, representativeness, relevance and accuracy and identifying value positions, perspectives and standpoints in their historical context 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 Cadres Story http://www.youtube.com/watch?v=vtR2W-

Chrissie Churchill

CLB031: Assignment 2

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, ones 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

Chrissie Churchill

CLB031: Assignment 2

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? 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 schools 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.

Introduce SAT 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 Evaluate the worth of sources assessing reliability, authenticity, representativeness, relevance and accuracy and identifying value positions, perspectives and standpoints in their historical context 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 Teaching Strategy/Learning Experience Teacher will introduce the SAT and run through specifics on task and criteria sheets. Teacher/Librarian

Chrissie Churchill

CLB031: Assignment 2

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

Chrissie Churchill

CLB031: Assignment 2

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? Lesson 19 Content External influences - Vietnams 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 Teaching Strategy/Learning Experience 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 Vietnams 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 schools shared drive.

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 Teaching Strategy/Learning Experience Students will read about Heng Samrins attempted uprising (Kiernan, 2008, p.440446) and then view Sydney-based Cambodian political cartoonist Sacravas 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 historians 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.

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 Rouges 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

Chrissie Churchill

CLB031: Assignment 2

and Battambang province in October 2011. 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. 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. 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

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

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

Chrissie Churchill

CLB031: Assignment 2

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.

Chrissie Churchill

CLB031: Assignment 2

10

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 http://www.nationalanthems.us/forum/YaBB.pl?num=1091635567 Joff, 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 Australias 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 http://sacrava.blogspot.com/2007_05_01_archive.html 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://topdocumentaryfilms.com/year-zero/

UCBerkeleyEvents. (2010, April 23). Connecting the Broken Pieces after the Cambodian Genocide: Legacy as Memory of a Nation [Video File]. Retrieved from http://www.youtube.com/watch?v=vZuD4Fo-ZOc

Chrissie Churchill

CLB031: Assignment 2