Abstract
The utilization of Geographical Information Systems (GIS) and geobrowsers (Google Earth) have become increasingly prevalent in the study of genocide. These applications offer teachers and students the opportunity to analyze historical and contemporary genocidal acts from a critical geographic perspective in which the confluence of historical background, sociocultural perspective, and geospatial context further understanding. We provide three examples of Web-based tools and applications for exploring genocide through geography in a secondary social studies classroom. We then examine these tools through an instructional scaffold of transformative geography. In this practice piece, we propose that teachers and students move beyond the static, pejorative representations of geography to enact dynamic instruction that encourages discourse and social action.
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