Holocaust/ World War II Research Getting our Facts Straight!

This assignment includes researching topics related to the Holocaust and World War II. The information is important to understand the relevance of Anne Frank’s story. Each student will realize that “The Holocaust was not an accident in history – it occurred because individuals, organizations and governments made choices that not only legalized discrimination but also allowed prejudice, hatred, and ultimately, mass murder to occur.”

Objectives: . Students will understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. . Students will observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationship among individuals and among groups. . Students will understand, analyze and interpret historical events, conditions, trends, and issues to develop historical principles.

Student Guidelines: 1. Each group will consist of three to five members. 2. Select a topic from the list given – one per group on a first come, first serve basis. 3. Record the “What do we want to know?” questions generated in class to use as a basis for your research and report. 4. Select a facilitator and a timekeeper, determine what information needs to be researched and by whom. 5. Each group must utilize both hard copy and Internet resources. A minimum of four resources must be cited for each group’s report. Hard copy resources would include information taken from sources in the library in books and encyclopedias, etc. 6. PowerPoint presentation must include a title slide, photographs with documentation, words cited slide, and a minimum of ten additional slides with text. The groups will print out a black/white copy of the PowerPoint program and a typed copy of notes taken to the teacher. You must have this print out before the presentation to receive a grade. 7. In addition to providing an overview of the Holocaust and war, you’ll want to make sure your presentation includes numerous primary sources. Primary sources of information are actual historic materials such as documents, photographs, sounds and movies, produced by individuals who were present. 8. Each group member is to participate equally in the oral presentation. Note cards may be used for statistical information only, such as dates and locations. An outline of the presentation is to be given to the rest of the class to aid in note taking. Total presentation time, including a question and answer period , is 10 minutes max. ************COMPARE THE LIST BELOW WITH THE ONE ABOVE!************

Before you begin the steps below, make sure you have your blank note cards and a bibliography sheet ready. The teacher has already divided the class into groups of four students. Be sure to read ALL of the directions below before you begin:

1. Divide your team into two groups of two students each. 2. One group will be reviewing the Internet Links that are listed in the Resources section while the other group will be reviewing the non-Internet materials. 3. In your groups, review the information available to find information to use in your PowerPoint presentation. Keep in mind that you are looking for primary source materials such as pictures, original diaries, documents, etc. that you can include. 4. Be sure to record the necessary information to your note cards and to your bibliography sheet as you find it. Refer to your MLA Bibilography Sample Sheet. 5. Be sure to save any pictures, sound clips, etc. to your network drive so that they can be incorporated into your presentation. The file names you use should be recorded on a notecard with a brief description. 6. After you have completed your research and have sufficient information, gather as a group and organize your note cards by grouping cards that will appear on a slide and then putting the grouped cards into the order your slides will appear. 7. Be sure you have sufficient information to answer WHO, WHAT, WHEN, WHY and HOW questions.

Holocaust Group Research Topics:

II. I. The Victims V. Resistance and Repercussions A. Jews B. Romas A. Obstacles facing the victims/prisoners C. Homosexuals B. Resistance in the Ghettos and Camps (unarmed or armed) D. Jehovah Witnesses C. Kristallnacht E. Handicapped F. Political prisoners G. Criminals VI. Periods of Restrictions and Internment 1939-1941 II. Work/Labor and Death Camps A. Solving the “Jewish Question” A. Mauthausen B. Anti-Semitic Decrees B. Terezin or Theresienstadt C. Judenrat C. Dachau D. Auschwitz I D. Einsatzgruppen E. Auschwitz II/Birkenau E. Final Solution F. Buchenwald

III. Major Nazi Players VII. Liberation A. Adolf Hitler B. Adolf Eichmann A. Allied Forces C. Dr. Joseph Mengele B. Nuremberg Trials D. Rudolf Hess C. State of Israel E. Heinrich Himmler D. Personal Possessions

IV. Oscar Schindler

A. Character B. Pre-War C. War Involvement/Nazi connection D. Schindler’s List E. Post-War

Resources http://cte.jhu.edu/techacademy/fellows/Winaker/webquest/mwiindex.html - A WebQuest on The Holocaust by Michael Winaker. This website has a list of resources that are beneficial in your online searches, just go to the section labeled Resources. Also included are books and videos that might be benefit your presentation material.