Intended Audience:
Due to the depth of the subject matter students are being asked to dig into, the disturbing images, and detailed descriptions of events that occurred during this time, this WebQuest is intended for more mature students in the high school range of 10th-12th grade, that will be able to grasp the difficult concepts crucial to developing an understanding of the holocaust.
Learning Goals:
~ Knowing how the holocaust was executed- from the early stages of persecution to death marches and liberation movements
~ Knowing where victims were forced to go in each stage of the holocaust and the dangers and challenges they faced in each stage
~ Be able to discuss reasons why people participated in, authorized, justified/accepted the genocide
~gain an understanding of the magnitude of the holocaust and the variety of groups targeted for genocide
~ Resistance efforts made by Jewish and non-Jewish people, as well as resistance efforts within the Nazi regime
Skills Needed:
To engage in this WebQuest students will need basic computer skill knowledge (navigating around websites, starting Quicktime or Windows Mediaplayer video clips, knowing that underlined blue text is a clickable hyperlink, etc.), and be able to recognize when they don't know a vocabulary word, look it up, and be able to make sense of it in the context it is being used in.
Time Needed to Complete Project:
The estimated time period for students to complete this project is 10 class periods (two weeks). To ensure that students have time to explore each website and gain a more robust understanding of the harsh reality and gravity of the situation than surface level fact based questions and answers can provide, one class period should be alloted for each website exploration. The remainder of the time can be designated for students to work on their installations, but computers should still be available because ongoing research may be necessary, and is definitely encouraged.
Grading:
Students are evaluated on the amount of effort, consideration, and respect put into their installations. It is also pertinent that each individual installation contributes to the bigger picture of the topic the group chose for their section of the exhibit. Each student should be able to articulate what his/her installation sheds light on, its relationship to the larger idea of the groups exhibit, why they feel it is important for the public to know about this, and what they hope people will have a deeper understanding of when they leave the exhibit.