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Holocaust Webquest

Holocaust Webquest. By: Kara Finlon and Julie Maline. Questions. When did the holocaust happen? Who was targeted and why do you think they were? How would you feel about being in the concentration camps? What do you believe Hitler’s motives were for destroying a human race?

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Holocaust Webquest

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  1. Holocaust Webquest By: Kara Finlon and Julie Maline

  2. Questions • When did the holocaust happen? • Who was targeted and why do you think they were? • How would you feel about being in the concentration camps? • What do you believe Hitler’s motives were for destroying a human race? • Where is Germany? • How many other countries had German-run concentration camps?

  3. Section #1 - Standards • 16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts). • 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. • 16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties’ positions on government intervention in the economy). • 18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military). • 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). • 18.C.4b Analyze major contemporary cultural exchanges as influenced by worldwide communications.

  4. Section #2 - Resources • http://www.jewishvirtuallibrary.org/jsource/Holocaust/history.html • http://fcit.usf.edu/holocaust/people/victims.htm • http://www.ushmm.org/wlc/en/article.php?ModuleId=10005263 • http://www.jewishvirtuallibrary.org/jsource/Holocaust/hitler.html • http://wwp.greenwichmeantime.com/time-zone/europe/european-union/germany/ • http://library.thinkquest.org/CR0210520/concentration_camps.htm

  5. Section #3 - Introduction You are sitting in your house eating dinner with your family when all of a sudden there is a knock at your door. Your father gets up from the table to answer it. As your dad opens the door you see your best friend Anne and her family with a suitcase. Your fathers are discussing a hiding spot for the family. Anne’s dad asks to hide in the attic and your father agrees and ushers them into the house. After the family gets settled into the attic, there is a bang at the door and the Nazis are asking if your family has seen the Frank family. Your father is sly and lies and says that none of you have seen them. What are you going to do to protect Anne and her family? Are you up for the challenge of lying to the government? Ready. Set. GO!

  6. Section #4 Task • The student’s task is to develop a journal written by each member of the group about their specific character assigned to them.

  7. Section #5 Process • Gather into groups of four • Each member of the group is assigned to be a character from the book Anne Frank (ie: Anne, Otto (dad), Edith (mom), Margot (sister)) • Each group member has to gain a better understanding of who their character is and describe their role in the book while reading the Diary of Anne Frank • Each day, give more clues about your character’s feelings, actions, and roles while writing in a daily journal • At the end, combine (with everyone in your group) your hand written responses and make one diary.

  8. Section #6 Conclusion • The students were really engaged in the activity and had a lot of fun getting into each character’s minds and feelings. They loved the idea of walking in each of the character’s shoes and gaining a better understanding of the Holocaust.

  9. Section #6 Extension Ideas • Visit a Holocaust museum • Be a pen-pal with a Holocaust survivor and write letters asking about their time at the concentration camps • Compare and contrast the holocaust to our civil rights movement (ie: discrimination) • Watch the movie The Boy in the Stripped Pajamas • Write a poem about what the Holocaust means to you

  10. Section #7 - Evaluation -Each student make a poster with pictures, charts, statistics, and maps about the Holocaust. They could focus on anything about the whole Holocaust: Concentration camps, the people targeted, countries involved, leaders (Hitler), etc. -Present it to the class

  11. References for further study • Watch the movie The Boy in the Stripped Pajamas • References: -The movie: The Boy in the Stripped Pajamas -The United States Memorial Holocaust Museum -Holocaust timeline: http://fcit.usf.edu/holocaust/timeline/camps.htm -These books ---

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