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Holocaust Webquest

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David Swisa

on 27 November 2013

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Transcript of Holocaust Webquest

Holocaust Webquest
11th Grade Social Studies
By David Swisa

History is the story of humanity. It is a record of all that has happened to mankind since our dawn. It is a collection of personal experiences which are woven together to gain an understanding of our past. In this web quest you will learn about the Holocaust through the eyes of those that experienced it, and gain a deeper first hand understanding of the events that occurred.
You will be evaluated in four different categories on this webquest.
1. Your answers to the timeline task questions are accurate and well thought out. You demonstrate a general knowledge of the events that took place prior to, during and after the Holocaust .
2.Your Timeline assignment includes key dates, events and descriptions of those events. Timelines are well organized and are in chronological order. Transitions between events are well thought out and are present between all events. The timeline must also meet all the criteria established in the rubric.
3. Your Compare and Contrast essays are well written, historically accurate and supported by facts. They must also meet all the criteria stated in the rubric.
4. Your Holocaust Exhibit project and presentation is well prepared, thought provoking and creative. Information is presented in an interesting and unique way. The Holocaust Exhibit must also meet all the criteria stated in the rubric.

Congradulations on completing your webquest! You are now well on your way to understanding the importance of multiple perspectives in history, as well as seeing how making a personal connection to history can affect how we view historical events. Good Job and keep up the good work!
Credits and references
My name is David Swisa. I am a post-graduate student at Rutgers university, and in my last year of the teacher preparation program. I hope to teach high school or college history in the near future.

Essential Questions
1. How does making a personal connection to history change our views of history?
2. Why is it important to consider different viewpoints when studying history?
Step 1
You will first study the events that lead up to the Holocaust, what happened during the Holocaust, and some of the ramifications of the Holocaust. You will then create your own personal timeline charting the events, and describing why they were significant.
Step 2
You will then read documents detailing the different views that Governments had regarding the Holocaust and write a comparative essay about them.
After that you will be reading different personal narratives from four different groups of people (survivors, perpetrators, rescuers and bystanders), and write a comparative essay.
Step 3
You will join a group of four with other classmates and come up with a presentation for your Holocaust exhibit.
You are a museum curator and are tasked with creating an exhibit on the holocaust. You will study the events that occurred during the holocaust and first hand testimonies of those who lived through it. You will then use this information to create your exhibit with your colleagues.
Bloom's Taxonomy
Part 1
Students will write three key words that pertain to the Holocaust. Students will give a brief explanation of these words and why they are important.
Students will describe which events on the Holocaust timeline they feel were the most significant and why.
Students will compile information and create their own Holocaust timeline, stating which events they thought were of significant importance and then present them to the class.
Bloom's Taxonomy
Part 2
Students will compare and contrast the different viewpoints of Governments in WWII pertaining to the Holocaust.
Students will view and then compare and contrast different viewpoints of individuals in the Holocaust. They will then describe why they believed these people felt the way that they did.
Students will create groups of four. Each group will pretend to be a museum curator and will be tasked to come up with different exhibits for a Holocaust presentation.
The first step in your web quest is to access the class Google Doc and put three things that you know about the Holocaust.
We will discuss what everyone has written in class
Remember, to view links you must exit full screen mode!

Nazi Rule
Questions :
What role did the economy play in Hitler's rise to power?
How were civil liberties affected by Hitler's rise to power?
What was the role of the SS in Nazi Germany?
What were Hitler's views on race?
How were the handicapped treated in Germany?
How did Germany's occupation policies lead to resistance movements?
Jews in prewar Germany
What were some of the differences between Eastern European and Western European Jews?
Describe Antisemitism, and its role throughtout European history.
How did most German Jews view Germany before Hitler came to power?
According to the Nuremberg Race Laws, what constituted being Jewish in the eyes of the Nazis?
How did identification cards lead to discrimination?
How were the countries that attended the Evian Conference unwilling to help the Jewish Refugees?
Read the PBS article and watch the short video on the events of Kristallnacht.

What event was said to have triggered Kristallnacht?
What role did the police and fire department play in Kristallnacht?
How would the events of Kristallnacht foreshadow the events that would take place later on?
How would social media have changed the ramifications of Kristallnacht?
The Final Solution
Describe the hardships of Ghetto life.

Who were the Einsatzgruppen? What was their role in the Holocaust? How were they different from regular SS officers?

What was the purpose of convening the Wannsee Conference? What was the Final Solution to the Jewish problem ?
Nazi Camp System
View the articles titled "At the Killing Centers", "Deportation", "Aushwitz", " Prisoners of the Camp" , "Enemies of the State", "Forced Labor", and "Death Marches"
Go to http://www.ushmm.org/learn/students/the-holocaust-a-learning-site-for-students

View all the links under each of the five categories. After each category, answer the questions in the next few slides.

After reading all of the articles, choose one event, and in a brief paragraph describe why you believe this is the most significant event that you read about.
Compare how these words, which were hung above the entrance to the Aushwitz Concentration Camp , differed to the reality that most Jews faced in the Concentration Camps
Short Essay Assignment
Rescue and Resistance
Read the articles entitled "Liberation", "The survivors", and " The Nuremberg Trials", as well as those under the Rescue and Resistance heading.

Watch a short clip from the movie Judgement at Nuremberg

Describe the events that occured at the Nuremberg Trials. Do you believe that some of these people were just following orders? Does following orders constitute a valid excuse for what was done? Explain your reasoning.
Fighting Back
Give a brief description of one of the ways in which ordinary citizens fought back against their Nazi oppressors
Personal Narratives
In this section you will compare and contrast personal narratives from different people who survived and lived through the Holocaust. Please consult the Compare and Contrast Rubric in the evaluation section.
Use the Information that you have gathered to create a timeline of events pertaining to the Holocaust. Consult the Timeline Rubric under the evaluation section. Be sure to include a brief description of why each event was important to our overall understanding of the Holocaust.
Government Views
In this section, you will compare and contrast the different views that Governments held of Jews and the Holocaust during WWII. Please consult the Compare and Contrast Rubric in the evaluation section.
United States : http://www.ushmm.org/wlc/en/article.php?ModuleId=10005182
Britain : http://www.het.org.uk/index.php/britain-and-the-holocaust
Netherlands : http://en.wikipedia.org/wiki/February_strike
Switzerland : http://en.wikipedia.org/wiki/International_Committee_of_the_Red_Cross#World_War_II
Compare and Contrast
Go to the Bystanders
subheading and click
on the Edith Reiss Video
Museum Project
Now that you have a background of the Holocaust and have seen some first hand testimonies, you have the necessary information to begin working on your museum exhibits.

You and your partners will have to come up with at least one exhibit that focuses on an aspect of the Holocaust. Consult the Museum Project Rubric for details on what should be in the exhibit.
Museum Project
Differentiated Instruction
A few ways that I included differentiated instruction in my lesson was to use multiple source types (video,text,pictures), and to give the students the opportunity to create their own timeline and museum exhibit. I think that the combination of sources, being both text and video based, helped students with different reading levels be engaged with the content. I also used varied texts to help students of different reading levels be able to complete the tasks, and offered multiple texts for each of the compare and contrast assignments.
I also think that by giving the students a lot of freedom in the timeline and exhibit activities, I have allowed them to express their creativity, and come up with something that is unique and personal, while still serving an educational purpose.
What Have I Learned?
By completing this webquest I have learned what goes into a good lesson plan, as well as the need for different sources and materials. I have had a few people look over my webquest, and many of them were touched by the short video clips from the Holocaust survivors. While I know that not every historical event will have video evidence to support it, having people talk about their experiences connects the viewer to the event in a much more powerful way.
I also learned the importance of finding articles that are age and reading level appropriate to ensure that students are able to understand what they are reading.
Background Information

www.youtube.com /watch?v=ynypuxgCbH4 Kristallnacht
www.youtube.com /watch?v=1WRHXp85IQI Judgement at Nuremberg
www.youtube.com /watch?v=3JE4f-0lvuQ Ema Anolik
www.youtube.com /watch?v=5OIR3jZDnZE Sol Liber
www.youtube.com /watch?v=Z9YoxEdIujs Renee Firestone
www.youtube.com /watch?v=Xl8GkfKMZkI Hilmer Von Campe
www.youtube.com /watch?v=zu7k9dsbmHU Dallas Peyton


6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.12.A.4.c Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.
6.2.12.A.4.d Assess government responses to incidents of ethnic cleansing and genocide.
6.2.12.D.4.i Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.

8.1.12.F.1 Select and use specialized databases for advanced research to solve real-world problems

Standards Cont.


CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10)
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Standards Cont.

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Government Articles
United States : http://www.ushmm.org/wlc/en/article.php?ModuleId=10005182
Britain : http://www.het.org.uk/index.php/britain-and-the-holocaust
Netherlands : http://en.wikipedia.org/wiki/February_strike
Switzerland : http://en.wikipedia.org/wiki/International_Committee_of_the_Red_Cross#World_War_II

Witness articles

Google Docs
Full transcript