a (Future) teacher's review of First they killed...
Why read this book?
It is one thing to do an in-depth study of the Cambodian genocide--to read about its history, chronology, and the number of victims--but it is an entirely other thing to read the firsthand account of a survivor. From Loung Ung's book First They Killed My Father, readers can see on a personal level of how the individual lives of victims were affected. Students can oftentimes be overwhelmed by the sheer number of those that were affected by any particular genocide. Therefore, it is important for students to read an individualized account of the genocide to see how genocides affect nations, but also real people.
If teachers were to plan a unit on the Cambodian genocide, this would be a great text to use. There is a relatively small number of prolific texts such as Ung's memoir on the Cambodian genocide. Fortunately, First They Killed... is a well-written book that incorporates personal narrative, historical context, and family identity. The use of narrative may also be easier for students to read than other alternatives because it applies a similar writing style as novels and is story-like.
Suggestions for Teaching
In order to make an educational unit on the Cambodian genocide as effective and powerful as possible, teachers should take some necessary steps while teaching. In a brief (but not exhaustive) list, here are some suggestions for teachers. Teachers should...
1. Provide Historical Context Before and While Reading
The purpose of the book is to serve as a personal memoir, not a historical textbook. While the book includes many points of didacticism, First They Killed... is first and foremost a narrative. Therefore, it is absolutely necessary for teachers to provide the many historical contexts of how the genocide came to be. Some sample questions that would need to be answered in a unit are: Who are the political parties and how did the tension begin? How did the ethnic animosity between the ethnic groups in Cambodia begin and develop? Who is Prince Sihanouk and what his role in the nation's history and the events leading up to the genocide. Students will become more invested in learning more about the genocide if they have a solid understanding about its intricate beginnings.
2. Use Graphic Organizers and Visuals
Whenever handling texts from a different culture, students can get lost with names, places, and dates. Since the names are ones that we do not typically hear of in American culture, it may be challenging for some students to distinguish characters from each other. Therefore, it would be very helpful for teachers to create a character web or family tree while reading. This will serve as a continual, visual reminder to students of who is who. So, whenever a new character is introduced, teachers should be quick to add in the character on the web. Additionally, it would be very helpful to repeatedly use a map of Cambodia. Some students would not be able to locate Cambodia on a world map, let alone know where Khmer, Phnom Penh, and Siem Reap are.
3. Use Additional Texts
Loung Ung's book is a not a comprehensive overview of the Cambodian genocide. For example, it makes little mention of the Killing Fields and no mention of the Tuol Sleng prison. It also shares a perspective from only one particular group--a privileged group at that. Teachers should also include the personal stories of peasants, those involved in the Khmer Rouge, and bystanders who witnessed the aftermath of the genocide. Also, it would be incredibly powerful and helpful for students to see images or a movie of the genocide. Teachers do not have to cover everything about the Cambodian genocide, but a comprehensive study will help students understand the nuances that make the Cambodian genocide unique and also similar to previous genocides perpetuated throughout human history.
Well Loung Ung's book is a great resource and text to use to teach about the Cambodian genocide, there can be bumps along the way. The text may be difficult for students to be engaged in the book because many of them have no relation to the genocide. Also, sometimes the book was a bit slow, since the author (in my opinion) was trying to capture the pull of the monotony and suspense of living in fear. However, teachers can pique students' interest with engaging activities and also with a comparative study of the Cambodian genocide with the Holocaust since that is likely to be familiar to most students. Additionally, if students are struggling readers, teachers can assign the most salient parts of the text instead of the whole book.
-Paul Suh
It is one thing to do an in-depth study of the Cambodian genocide--to read about its history, chronology, and the number of victims--but it is an entirely other thing to read the firsthand account of a survivor. From Loung Ung's book First They Killed My Father, readers can see on a personal level of how the individual lives of victims were affected. Students can oftentimes be overwhelmed by the sheer number of those that were affected by any particular genocide. Therefore, it is important for students to read an individualized account of the genocide to see how genocides affect nations, but also real people.
If teachers were to plan a unit on the Cambodian genocide, this would be a great text to use. There is a relatively small number of prolific texts such as Ung's memoir on the Cambodian genocide. Fortunately, First They Killed... is a well-written book that incorporates personal narrative, historical context, and family identity. The use of narrative may also be easier for students to read than other alternatives because it applies a similar writing style as novels and is story-like.
Suggestions for Teaching
In order to make an educational unit on the Cambodian genocide as effective and powerful as possible, teachers should take some necessary steps while teaching. In a brief (but not exhaustive) list, here are some suggestions for teachers. Teachers should...
1. Provide Historical Context Before and While Reading
The purpose of the book is to serve as a personal memoir, not a historical textbook. While the book includes many points of didacticism, First They Killed... is first and foremost a narrative. Therefore, it is absolutely necessary for teachers to provide the many historical contexts of how the genocide came to be. Some sample questions that would need to be answered in a unit are: Who are the political parties and how did the tension begin? How did the ethnic animosity between the ethnic groups in Cambodia begin and develop? Who is Prince Sihanouk and what his role in the nation's history and the events leading up to the genocide. Students will become more invested in learning more about the genocide if they have a solid understanding about its intricate beginnings.
2. Use Graphic Organizers and Visuals
Whenever handling texts from a different culture, students can get lost with names, places, and dates. Since the names are ones that we do not typically hear of in American culture, it may be challenging for some students to distinguish characters from each other. Therefore, it would be very helpful for teachers to create a character web or family tree while reading. This will serve as a continual, visual reminder to students of who is who. So, whenever a new character is introduced, teachers should be quick to add in the character on the web. Additionally, it would be very helpful to repeatedly use a map of Cambodia. Some students would not be able to locate Cambodia on a world map, let alone know where Khmer, Phnom Penh, and Siem Reap are.
3. Use Additional Texts
Loung Ung's book is a not a comprehensive overview of the Cambodian genocide. For example, it makes little mention of the Killing Fields and no mention of the Tuol Sleng prison. It also shares a perspective from only one particular group--a privileged group at that. Teachers should also include the personal stories of peasants, those involved in the Khmer Rouge, and bystanders who witnessed the aftermath of the genocide. Also, it would be incredibly powerful and helpful for students to see images or a movie of the genocide. Teachers do not have to cover everything about the Cambodian genocide, but a comprehensive study will help students understand the nuances that make the Cambodian genocide unique and also similar to previous genocides perpetuated throughout human history.
Well Loung Ung's book is a great resource and text to use to teach about the Cambodian genocide, there can be bumps along the way. The text may be difficult for students to be engaged in the book because many of them have no relation to the genocide. Also, sometimes the book was a bit slow, since the author (in my opinion) was trying to capture the pull of the monotony and suspense of living in fear. However, teachers can pique students' interest with engaging activities and also with a comparative study of the Cambodian genocide with the Holocaust since that is likely to be familiar to most students. Additionally, if students are struggling readers, teachers can assign the most salient parts of the text instead of the whole book.
-Paul Suh
Online resources
The following links are helpful websites that teachers could potentially use for a unit on the Cambodian genocide:
About Genocide
Gregory H. Stanton's "8 Stages of Genocide"
Sample Lessons for Teachers
About the Cambodian Genocide
Texts and Movies about the Cambodian Genocide
Photographs and Paintings of the Tuol Sleng Prison
Yale University's Resources on the Cambodian Genocide
YouTube Slideshow of Photographs
Sample Lessons for Teachers
-Paul Suh
About Genocide
Gregory H. Stanton's "8 Stages of Genocide"
Sample Lessons for Teachers
About the Cambodian Genocide
Texts and Movies about the Cambodian Genocide
Photographs and Paintings of the Tuol Sleng Prison
Yale University's Resources on the Cambodian Genocide
YouTube Slideshow of Photographs
Sample Lessons for Teachers
-Paul Suh