This assignment will be conducted in two sections. The first section represents the museum’s original activity. The second half of this assignment is my modification in adding a concept map or other form of visual literacy or technology to further analyze what students learned in the original activity.
Instructions and Rubrics for part one of the assignments can be obtained at the following link:
The following is the content of the above document.
Life Comparison Assignment – Part II Guide and Rubric
Use the following guide as a means of considering your Life Comparison Assignment information. The findings of your analysis should be represented in a concept map that is accompanied by a brief written explanation of your map and the findings and conclusions it represents.
Think about the people in your research photo and your family/friend photo. Make notes of how they are similar and different.
How would you represent these similarities and differences visually? Doodle/organize your ideas in the space below.
In what ways were the lives of the Jews in their town different after the Holocaust?
How would you represent these ideas visually? Doodle/organize your ideas in the space below.
Now that you have completed the Life Comparison Activity, what conclusions can you make about the impact of the Holocaust on the personal lives Jews and structures of Jewish communities?
How could you represent these conclusions visually? Doodle/organize your ideas in the space below.
What more do you need to know to really analyze life of European Jews before, during, and after the Holocaust? Can you come to reasonable and informed conclusions with the information you have or do you need more?
Using the information above, create a concept map in Gliffy. You should represent your ideas above in your map along with any other important points you can think of. You will also create a brief written explanation of your map that includes the information above. Each section of the above analysis is worth 10 points. 5 points will be gained if your ideas are represented in the map with the second half of the points coming from the written explanation.
High School Sociology
Link embedding was not allowed on this document, but the following can be copied and pasted into a word document where it can be printed. Then and Now Research Assignment
You will conduct pair and independent research to define, identify, analyze, and construct judgments about instances of genocide since that of World War II identified within the Holocaust. Use the following guide to organize your information in order to refer back to it when assimilating a visual/written report of your findings.
Define the term genocide -
List examples of genocidal events that have taken place since the Holocaust in World War II.
Choose one recent event to research. How does this event compare to the Holocaust in location, culture, etc. List all information you think will be important to an analysis of this situation.
Note the parties involved (perpetrator, victim, bystander) and their motives for participation.
In what ways has this event had impact on a local, national, international level?
In what ways has this event impacted the behavior of people within the region where it took place?
In what way has this event reached beyond the borders of its country of origin and had impact?
What conclusions can you make based on your exploration of this event? Be sure to support you conclusions with examples.
This guide acts as a simple list of minimal suggestions and I would encourage your to include information you assess as valuable. Each of the above sections of information are worth 10 points and should appear in both your visual representation of your project (concept map/power point/etc) and in your brief written explanation.
Remember: Once you have answered all of the questions above, review your information and determine what more you need to know to come to sound and informed conclusions on this event.
This assignment will be conducted in two sections. The first section represents the museum’s original activity. The second half of this assignment is my modification in adding a concept map or other form of visual literacy or technology to further analyze what students learned in the original activity.
Instructions and Rubrics for part one of the assignments can be obtained at the following link:
http://www.ushmm.org/education/foreducators/prodev/beli/2003/young/pdf/instructions.pdf
The second portion of this assignment (analytical concept map) will be graded based on the following guide/rubric.
The following is the content of the above document.
Life Comparison Assignment – Part II
Guide and Rubric
Use the following guide as a means of considering your Life Comparison Assignment information. The findings of your analysis should be represented in a concept map that is accompanied by a brief written explanation of your map and the findings and conclusions it represents.
Think about the people in your research photo and your family/friend photo. Make notes of how they are similar and different.
How would you represent these similarities and differences visually? Doodle/organize your ideas in the space below.
In what ways were the lives of the Jews in their town different after the Holocaust?
How would you represent these ideas visually? Doodle/organize your ideas in the space below.
Now that you have completed the Life Comparison Activity, what conclusions can you make about the impact of the Holocaust on the personal lives Jews and structures of Jewish communities?
How could you represent these conclusions visually? Doodle/organize your ideas in the space below.
What more do you need to know to really analyze life of European Jews before, during, and after the Holocaust? Can you come to reasonable and informed conclusions with the information you have or do you need more?
Using the information above, create a concept map in Gliffy. You should represent your ideas above in your map along with any other important points you can think of. You will also create a brief written explanation of your map that includes the information above. Each section of the above analysis is worth 10 points. 5 points will be gained if your ideas are represented in the map with the second half of the points coming from the written explanation.
High School Sociology
Link embedding was not allowed on this document, but the following can be copied and pasted into a word document where it can be printed.
Then and Now Research Assignment
You will conduct pair and independent research to define, identify, analyze, and construct judgments about instances of genocide since that of World War II identified within the Holocaust. Use the following guide to organize your information in order to refer back to it when assimilating a visual/written report of your findings.
Define the term genocide -
List examples of genocidal events that have taken place since the Holocaust in World War II.
Choose one recent event to research. How does this event compare to the Holocaust in location, culture, etc. List all information you think will be important to an analysis of this situation.
Note the parties involved (perpetrator, victim, bystander) and their motives for participation.
In what ways has this event had impact on a local, national, international level?
In what ways has this event impacted the behavior of people within the region where it took place?
In what way has this event reached beyond the borders of its country of origin and had impact?
What conclusions can you make based on your exploration of this event? Be sure to support you conclusions with examples.
This guide acts as a simple list of minimal suggestions and I would encourage your to include information you assess as valuable. Each of the above sections of information are worth 10 points and should appear in both your visual representation of your project (concept map/power point/etc) and in your brief written explanation.
Remember: Once you have answered all of the questions above, review your information and determine what more you need to know to come to sound and informed conclusions on this event.