Activity 1Activity 2Activity 3Activity 4Activity 5The Holocaust - Student Activities
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Student Activity 1
Introduction
The Task: Newspaper
The Process: Exploring the web
and Creating a Product
How you will be graded
Student Activity 1
Introduction:
The Holocaust was a major event in world history. Never before or since has the undertaking of destroying an entire culture encompassed such magnitude or organization.
Anne Frank was one voice during World War II. Her diary has become a literary phenomenon with translations in fifty-two languages. Anne, her family, and four other people hid from the Nazi's for twenty-five months.
The Task: Newspaper
In this activity the student will look at Adolph Hitler's life and his rise to dictatorship and the rise of the Nazi party. The student will also look at the secret police network including other top government officials. Students will create a one/two page newspaper with articles detailing what they feel are important events.
The Process: Exploring the Web and Creating a Product
You will create a 1 - 2 page newspaper with articles of events in Hitler's rise to power or the Nazi party's rise to power. Use the web sited listed below to research these two ideas. select things you believe influences Hitler the most or select things you believe helped the Nazi party gain control of the government.
You will be graded on the following scale:
| Criteria | Yes | No |
| Events are accurate | ||
| Articles are written in newspaper form | ||
| Newspaper is one-two pages | ||
| Newspaper is prepared neatly | ||
| Spelling is accurate |
Revise until all answers are yes.
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Act. 2 - Introduction
Act. 2 - The Task: Poster
Act. 2 - The Process: Exploring the Web /Creating a Product
Act. 2 - Grading
On January 20, 1942, the top Nazi officials met and the Wannsee Conference to discuss "the Final solution".
In this activity students are directed to web sited which describe the "Final Solution" and various aspects of the ghettos and death camps. The students will create a poster that includes a map of the six major death camps, a graph displaying the number of deaths at each camp, and a picture, or the students will create a poster with the same criteria but have the major cities with ghettos.
The Process: Exploring the Web and Creating a Product
| Death Camps: | Ghettos: |
| *a map of the 6 major death camps | *a map of the major cities with ghettos |
| *a graph displaying the number of deaths at each camp | *a graph displaying the number of people living in each ghetto |
| *a picture | *a picture |
| *narrative to explain your findings | *narrative to explain your findings |
36 Questions about the Holocaust
L'Chaim, a Holocaust web project
Visions of the HolocaustSOCIETY - Portrait of Poland (The Warsaw Ghetto/Deportation/death Camps)
Directory of Major Concentration Camps
The Protocol of the Wannsee Conference, January 20, 1942; Translation
You will be graded on the following scale:
| Criteria | Yes | No |
| Maps are accurate | ||
| Maps are neatly accurate | ||
| Graphic information is accurate | ||
| Graphs are prepared neatly | ||
| Picture is appropriate | ||
| Spelling is accurate |
Revise until all are yes.
up
Act. 3 - Introduction
Act. 3 - The Task: Timeline
Act. 3 - The Process: Exploring the Web / Creating a Product
Act. 3 - Grading
Anne frank was a young girl born in 1929 Germany. Her family emigrated to Holland in 1933 to escape Hitler and the Nazis. In July 1942, Anne and seven other people went into hiding. Hers is a remarkable story.
In this activity the student will read the drama "The Diary of Anne Frank" located in the class anthology Counterpoint, view the 1959 Oscar winning movie The Diary of Anne frank, and will the visit web sited and produce a timeline that illustrated important dates in Anne Frank's life and corresponding dated in the United States and Europe. each date will include descriptive phrases explaining its significance.
The Process: Exploring the Web and Creating a Product
You will create a timeline that contains important dates in the life of Anne Frank. You will research corresponding dates for the United States and Europe. Use the web sited listed below and any dates you have learned from previous readings about Anne Frank to make your choices.
Note: Don't be afraid to include such things as what were popular songs, movies, actors, actresses, etc. Remember she decorated her room with pictures of the movie stars.
You will be graded on the following scale:
| Criteria | Yes | No |
| 1. Dates are appropriate | ||
| 2. Corresponding dates are accurate | ||
| 3. Descriptive phrases help narrate the dates | ||
| 4. The timeline is neatly done | ||
| 5. Spelling and grammar are accurate |
Act. 4 - Introduction
Act. 4 - The Task: Editorial
Act. 4 - The Process: Exploring the Web / Creating a Product
Act. 4 - Grading
Genocide is the systematic killing or extermination of whole people or nation. Although we tend to think that genocide is limited to Adolph Hitler, the Nazis and the Jews, it is not. What did the United States try to do to the Native Americans at Wounded Knee?
An editorial is an opinion paper. It presents the details of a problem or issue and suggests solutions for a change. It attempts to convince the reader to agree with the writer's opinion or change the reader's attitude on the subject.
Working with a partner, you will cluster incidents and examples of genocide in history to create an editorial. Use the problem/solution format to answer the following questions:
The Process: Exploring the Web and Creating a Product
You will work as a team and submit a polished product involving these steps:
You and your partner will receive the same grade. You are on the honor system that you have both contributed equally to the assignment. All written work from the above steps must be labeled and handed in for evaluation.
| Criteria | Yes | No |
| 1 Description of genocide in history | ||
| 2. Explanation of why the problem is serious | ||
| 3. Suggested solutions | ||
| 4. Speculation of outcomes of solutions. | ||
| 5. Defense of your opinion. | ||
| 6. Editorial is done on word processor. | ||
| 7. Spelling is accurate. |
Revise until all answers are yes.
Act. 5 - Introduction
Act. 5 - The task: Multi-media Presentation
Act. 5 - The Process: Exploring the Web / Creating a Product
Act. 5 - Grading
You have studied the Holocaust and Anne Frank. You have visited web sites with timelines and historical facts. You have taken virtual tours of concentration/death camps. You have viewed tapes, videos, and movies on the subject. You now have a knowledge base of this part of history.
The Task: Multi-media Presentation
Working with a partner, you will choose ten facts that you feel are important in the understanding of the Holocaust/Anne Frank and then Hyperstudio TM to create a multi-media presentation of a minimum of 7 cards for the class to view.
The Process: Exploring the Web and Creating a Product
You will work as a team and submit a polished product involving these steps:
Visit different web sited for one last look at the Holocaust/Anne Frank.
The Holocaust: A Tragic Legacy
March of the Living (A Virtual Tour)
The Forgotten Camps
An End to Intolerance
Poems Express Dimensions of Genocide
Denials of Holocaust
Leuchter Report: A Layman's Guide Holocaust Denial and the Big Lie
Are "Revisionists" Holocaust-deniers?
View Frontline: Remembering the Camps
and Schindler's List
Brainstorm with your partner ten facts that you feel are important in the understanding of the Holocaust/Anne Frank
Follow these steps to create your HyperStudio TM presentation.
Review your presentation.
Edit for grammar and spelling.
Present your presentation to your classmates.
You and your partner will receive the same grade. You are on the honor system that you have both contributed equally to the assignment.
| Criteria | Yes | No |
| 1. You have a title card. | ||
| 2. You have a bibliography card. | ||
| 3. You have 10 facts. | ||
| 4. You have a picture. | ||
| 5. You have a "Wall of Remembrance" card. | ||
| 6. Spelling is accurate. |
Revise until all answers are yes.
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