With regards to my project design, I attempted to go for something that was simplistic yet informational. I decided on doing the “ABC’s of Genocide” flyer/poster because it I think that the name grabs the audience’s attention, in addition the original twist of the ABC teaching tool that most of us know of. I wanted to originally create a physical booklet that had an individual page for each letter, but with more thought I decided that a poster/flyer would be more versatile, as it can be shared electronically and physically. Each letter either represents an actual historical event, noun, or abstract theme that can be applied when explaining HGS in a phase – short, sweet, and to the point. There is no particular nationality or ethnicity that I wanted to target, however I would love to poster the flyer on university campuses, college community centers, classroom buildings, through email attachments, or on social media. With great exposure to social media platforms such as Instagram, Twitter, and Facebook I think the main audience would be younger generations (teenagers) or young adult millennials who may not be aware of HGS. By doing this, downstream prevention would easily attainable as more and more people become educated on what genocide really attributes to and how it begins. I remember our last class we talked about how important it was to promote HGS studies not just as an elective class, but a general requirement for many lower classmen who are in high school or college. The poorly institutional public education that is offered in the U.S. has really contributed to the misunderstanding of the world as a global phenomena by disregarding international history (in other terms how it operates and cooperates and how can country ties be strengthened).

As much of a melting pot of a country that the United States is, I wanted to put as many different themes and concepts in my flyer, hoping that it will reach as many people as possible. When one can identify with the slightest comparison, it is likely that they are more inclined to be understandable or persuasive to whatever it is they are reading or seeing. From the letter “F” representing the films that depict genocide to the very known Holocaust being “H”, the conceptual meaning of what genocide is can be defined on a wide spectrum. I also didn’t want to specifically define many terms, as they can be a bit lengthy and loose the reader’s attention. In addition, I didn’t want to just focus on the Holocaust, because there are hundreds of other genocides that have occurred in addition.

There really weren’t any ethnical or moral barriers that I encountered when doing this project, basing my knowledge from class notes and lectures throughout the semester.  The poster itself highlights twenty-six terms of the English alphabet and gives a short sentence or sentence fragment that captures the essence of the word. I highlighted each word in order so that the reader wouldn’t become confused. I also decided to create different text dynamics – some sentences are longer than others, and some I have put in the shape of a box, to create space between. As for my choice of the background pictures, the first page is a drawing (not by me) that represents the Rwandan genocide, which almost one million people in less than five months. The face of a young boy, who is shedding tears as bullets are aiming for him and the country of Africa that is morphed below his face. I choose this picture because it provokes such a powerful and profound meaning within itself, drawing attention to the poster if one were walking and happens to see it. The picture on the back, is also from the Rwandan genocide. This picture is of a woman, who appears to be a survivor considering the deep gashed scar that is emphasized on half of her face. Again, the picture itself also depicts a strong meaning as well, giving imagery to the face of genocide survivors and the deaths that are commemorated. Although these pictures are specific to the Rwandan genocide, I do believe they also can represent the thematic understanding within developing countries and their atrocities in history.

Overall, it is important to understand the world. It is important to understand why these horrible ideas of racism, discrimination, xenophobia, and terrorism have hindered the growth of globalization. It is important to understand people as individuals, not as their nationality or ethnicity. This can be achieved by gaining knowledge of the cultural, economic, and pollical norms that each country has. However, the understanding of different cultures and countries cannot be complete without first knowing about the history. It’s absolutely crazy that many word leaders deny that genocides that even happened. To deny genocides, is to deny the millions of deaths, survivors, and traumas that have shaped present day societies in Bosnia, Rwanda, Germany, Armenia, and even the United States. I believe that my project is important because it can educate the general public on the awareness and history of HGS. If anything, I just want to be able to the touch the heart of anyone who reads it, as this class has deepened and widened the empathy of mine.


Kendra Edwards is a Senior undergraduate freelance writer from Old Dominion University, who found her niche for writing in her Sophomore year of college. Since high school, Kendra has always had a fascination in creative writing that has carried throughout her college career and has focused on topics of refugee resettlement and feminist perspective. Currently in May, she created a sensory creative writing piece called ‘A Day in the Life of a Refugee” for a Women’s Studies event on campus. As a fanatical pop culture enthusiast, she also likes to intertwine her think pieces with her love for music, film, and art, creating other short reviews that may relate to gendered or intersectional feminist approaches.