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{S574 Project 2 Student Materials and Performance.1.doc} 7th7th Grade Life
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:
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
The following is what is represented inLink embedding was not allowed on this document, but the above document.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.

7th {S574 Project 2 Student Materials and Performance.1.doc} 7th Grade Life
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:

Life Comparison Engagement (Class time: 1 week)
Students will compare the lives of European Jews pre and post Holocaust. The comparison will be constructed in the following manner:
from home.
Next students will complete the life comparison activity recommended by the United States Holocaust Memorial Museum located at the following link: http://www.ushmm.org/education/foreducators/prodev/beli/2003/lesson.php?content=young
Nazi regime.
When
When students find the picture.
Using
Using the museum was finished.
Once
Once students have Gliffy program
(
( http://www.gliffy.com/ ) museum activity.
Finally,
Finally, students should this event.
High School Sociology
Comparative Exploration (Class time: 1 week)
As this is a pair or independent study and students may require assistance, helpful hints have been provided. These should be used only when students request or require help in searching for information.
First provide students with a definition for the term “genocide”. Discuss this concept as a class.
Jewish citizens.
Helpful
Helpful Hint: Potential Memorial Museum.
Next
Next student partners these events.
Helpful hints if needed: Events to consider - Croatia, Bosnia, Darfur. Possible sources – United Nations, and Amnesty International.
their work:
-Parties involved (perpetrators and victims)
-Motives of perpetrators
-Overall impact on culture or society where the event took place
-Impact on world society if any
the student
Based on their findings, students should then create a concept map that provides a visual presentation of their understandings and conclusions of these types of events. Students may choose to complete a concept map using a technology tool such as Gliffy (http://www.gliffy.com/ ) or they may complete an artistic presentation of this information.

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.
{S574 Project 2 Student Materials and Performance.1.doc}
The following is what is represented in the above document.
High School Sociology
ThenThe following is what is represented in the above document.
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 -

Life Comparison
This
This assignment will original activity.
Instructions
Instructions and Rubrics 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.
Name: Project Due Date: _{S574 Project 2 Life Comparison Rubric and Guide.doc}
The following is the content of the above document.
Life Comparison Assignment – Part II
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.
space below.
In
In what ways the Holocaust?
How
How would you space below.
Now
Now that you Jewish communities?
How
How could you space below.
What
What more do need more?
Using
Using the information written explanation.
High
{S574 Project 2 Student Materials and Performance.1.doc}
The following is what is represented in the above document.
High School Sociology
Name: _ Project Due Date:
Then and Now Research Assignment
your findings.
Define
Define the term genocide -
List
List examples of Holocaust in WorldWorld War II.
Choose
Choose one recent this situation.
Note
Note the parties for participation.
In
In what ways international level?
In what ways has this event impacted the behavior of people within the region where it took place?
had impact?
What conclusions can you make based on your exploration of this event? Be sure to support you conclusions with examples.
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.

Oprah Winfrey's interview with Elie Wiesel. They revisited the camps.
Storyteller - Have one visit the class.
Response to Butler:
I have used the resources you mentioned in teaching the Holocaust unit in my school. The work here represents additions to an existing unit based on work for S574 - spring 2010. My hope is to create some other information source after this class where I can house the whole unit. It extends over 4-6 weeks and there are numerous engagements.
Another great resource you might consider in the future is the transcript of Weisel's Nobel Peace Prize acceptance speech. He received the award for Night. Another is the transcript of his speech at memorium at Auschwitz. These documents can be accessed online and are very powerful in helping students see the extended impact of this event and others like it.

The Remembrance Study is designed to assist students in the exploration of a historical event in a manner that helps them see real people and their motives within their historical studies, and not just names and dates which will be quickly forgotten after the test. Through consideration of the World War II Holocaust and those involved, students discover and explore the injustice of war and the continuing impact it has on humanity long after it is over.
The content of this study is structured in such a way it promotes collaboration between grade level teachers, and other teaching professionals within the district and community. Students’ cognitive abilities changes and grow with maturity and continued learning. The structure of this study introduces students to the Holocaust in 7th grade and revisits the event again in high school. This allows students to develop a foundational understanding of the event in early adolescence and then reconsider the issues and people within this event when maturity and development has established new cognitive abilities allowing them greater and more in-depth ability in the exploration and understanding of this event and others like it within human history.
Substantial Addition - Part 2 - Heidi Butler
a.) One of the most powerful units I have ever taught was on the Holocaust. I like your method of getting the students involved by tying in their emotions and having them understand that the horror still continues.
b.) Some resources/materials I used with this unit were:
"Night" - by Elie Wiesel
"Schindler's List" - by Steven Spielberg
Oprah Winfrey's interview with Elie Wiesel. They revisited the camps.
Storyteller - Have one visit the class.

A neat book/movie to go with this lesson!
This is a very good, well thought out lesson! Something you could add, perhaps to enhance the lesson, there is a video (and an accompanying book)called "Six Million Paperclips"-it can be found here http://www.amazon.com/Six-Million-Paper-Clips-Childrens/dp/158013176X. This shows how these kids remembered the Holocaust.
Jessi Brown