Task: Can people learn from the past, or does history repeat itself? Through research and discussion...

Task:

Can people learn from the past, or does history repeat itself?Through research and discussion with your group, you will be able to answer this question.

The specific task is to develop a Day of Remembrance for the victims of the Holocaust.Every year, the United States Congress has delegated specific dates for remembrance of the Holocaust and its victims. As a group, you will develop an entire day dedicated to the survivors and victims of the Holocaust.

Candle Lighting at the 2000 Days of Remembrance Commemorative Ceremony

http://www.ushmm.org/remembrance/dor/calendar/

Holocaust: A Day of Remembrance

Process:1. After being placed in groups of five, each group member will assume one of the roles below and follow the specific instructions. After completing the role, the group will reassemble in order to answer the question: Can people learn from the past, or does history repeat itself?

HistorianCartographerArtistEvolutionistSociologist

3. Develop an answer to the question: Do people learn from the past, or does history repeat itself? Use facts and information that you have gained through your research to answer the question. Write a one-page paper answering this question. See the rubric for details.

2. Complete the Day of Remembrance project.



Historian:This role pertains to the beginning of the Holocaust. Visit the following websites to answer the questions below.Nazi PropagandaRise of the Nazi PartyOverview of the SSMobile Killing Units of the SSArchival Photos and FootageQuestions:

.What were the requirements in order to be an SS officer?

.Who were SS officers?

.What ere the duties of an SS officer?

.What role did they play in the Holocaust?



Cartographer:This role pertains to the maps and journeys pertaining to the Holocaust. Visit the following websites and develop a map of Europe in 1944, including the locations of the Holocaust.Mapping the HolocaustGallery MapsMaps of Concentration CampsOxford Holocaust Map




Artist:This role pertains to the paintings, drawings, and poetry revolving around the Holocaust. View the following websites to obtain an idea of the imagery of the Holocaust. Create a collage of paintings, drawings, and poetry on an 12 x 12 piece of poster board to share with your group. Include the sources in MLA format, as well as an explanation of your collage.Holocaust PoetryAllusions to RomeHolocaust Artist CollectionsArt by David AronsonLest We ForgetDeath MarchKomski


Evolutionist:This role pertains to the aftermath of the Holocaust. View the following websites and answer the questions below.What is genocide?SudanSudan: Staring Genocide in the FaceDarfurChechnyaRwandaPhotos of Genocide

.Define genocide.

.What has caused genocide to continue?

.What are the affects on people who are targets of genocide?

.Why is genocide considered a crime against humanity?




Sociologist:This role pertains to the emotions and actions of people who survived the Holocaust. View the websites and answer the questions below.Personal HistoriesTestimonies of SS menDori LaubElie Wiesel Interview with Oprah

.What do the survivors feel?

.What emotions do survivors feel toward those who persecuted them?

.What are the survivors’ religious feelings and attitudes?

.What have the first-hand accounts taught you?

Holocaust Day of RemembranceEach student is asked to create a tentative plan for an entire day. The day will begin at 9:00 am and end at 3:00 pm. Below is a suggested

itinerary for the day’s events.• 9:00 am: Coffee, juice, and bagels will be provided• 9:15 am: Opening address• 9:30 – 11:30 am: A series of lectures given by college and university professors/Holocaust scholars (one per every half an hour)• 11:45 – 12:45 pm: Lunch with politician as keynote speaker.• 1:00 – 1:30 pm: high school student essays read by the students• 1:30 – 2:30 pm: A film or film series followed by a discussion or interview with an eyewitness — a survivor, liberator or rescuer (

Guidelines for Arranging a Survivor Presentation); document, archival, or Holocaust art exhibition; readings of poetry written during or about the Holocaust; presentation of music composed during the Holocaust;

• 2:30 – 3:00 pm: Special prayers, sermons, or meditation services by church leaders; candle lighting; planting of trees or flowers dedicated to lost communities.

• Library displays of Holocaust literature classics will be available to browse during the entire day completed in MLA format.• You may alter the events, or choose to follow the layout. You will need to create a program of the day’s events using Microsoft

Publisher. The bi-fold program would work the best.• You need to research and find:

· four (4) speakers for the lectures (provide a brief biography for each speaker)· a film to present (cited in MLA format)· a person to head the prayer/sermon/meditation at the end (provide a brief biography for the guest)· a list of books that will be on display (all cited using the MLA citation format)

Your group are the opening speakers. Therefore, each of you needs to write a speech for the opening of the Day of Remembrance. Your

speech should welcome the people attending, address the history of the Holocaust, the victims of the Holocaust, the purpose of remembering the Holocaust, other acts of genocide that have happened since the Holocaust, and end with words of positive actions and encouragement. The speech should be 500 words minimum. Each student is responsible for writing their own speech.

http://www.ushmm.org/education/forstudents/index.php?content=learning/

http://www.ushmm.org/remembrance/dor/military/2006/pdf/presentation.pdf

CATEGORY 4 3 2 1

Content - Accuracy All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Writing - Organization Each section in the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.

Sources are not documented accurately or are not kept on many facts and graphics.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen

Program Rubric

Essay RubricCATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards

Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an interesting introductory paragraph but the connection to the topic is not clear.

The introductory paragraph is not interesting AND is not relevant to the topic.

Focus or Thesis Statement The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Closing paragraph The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

CreditsAmerican-Israeli Cooperative Enterprise, The. (2006). Jewish virtual library. Retrieved November 26, 2006, from

http://www.jewishvirtuallibrary.org/jsource/Holocaust/holomaptoc.htmlAronson, D. (1998). Holocaust art series by David Aronson. Retrieved November 26, 2006, from http://www.remember.org/image/aronson/Beck, L. (2004). A method to the madness!: Will the class clown please stand up. Retrieved November 26, 2006, from

http://eprentice.sdsu.edu/S04X/lbeck/wq/index.htmBulow, L. (2006). Holocaust poetry: Lest we forget. Retrieved November 26, 2006, from http://www.auschwitz.dk/id6.htmDelgado, T. (n.d.). Night webquest. Retrieved November 26, 2006, from

http://www.lmu.edu/education/webquests/fall03/628/night/NIGHT_WEBQUEST.htm.Fowler, J. (2004). In Sudan, staring genocide in the face. Retrieved November 26, 2006, from http://www.holocaust-trc.org/sudan_genocide.htmGrand Canyon University. (2005). TEC 545 lecture eight. Retrieved November 26, 2006, from http://bb.gcu.edu/webapps/portal/frameset.jsp?

tab=courses&url=/bin/common/course.pl?course_id=_9052_1.HistoryWiz. (2005). Nazi propaganda. Retrieved November 27, 2006, from http://www.historywiz.com/nazi-mm.htm.Hobbs, J. (n.d.). If Rome should fall: Holocaust poetry by Jeremy Hobbs. Retrieved November 26, 2006, from

http://www.remember.org/imagine/rome.htmlI.C.B. Dear and Oxford University Press. (1995) A Holocaust map, from The Oxford Companion to World War II. Retrieved November 26, 2006, from

http://www.english.uiuc.edu/maps/holocaust/map.htmKatz, M. (n.d.). Death march. Retrieved November 25, 2006, from http://www.holocaust-trc.org/death_march.htmKatz, M. (n.d.). Lest we forget: The Holocaust. Retrieved November 25, 2006, from http://www.holocaust-trc.org/lestweforgettheholocaust.htmKomski, J. (n.d.). Jan Komski. Retrieved November 26, 2006, from http://www.remember.org/komski/index.htmlMicrosoft Clipart. South Carolina Department of Education. (2006). 2007 standards field review draft. Retrieved November 26, 2006, from

http://ed.sc.gov/agency/offices/cso/standards/ela/documents/ELA_Field_Review_Draft-Sept_7.doc.United States Holocaust Memorial Museum. (n.d.) United States Holocaust Memorial Museum. Retrieved November 26, 2006, from

http://www.ushmm.org.WGBH Educational Foundation. (1999). The triumph of evil. Retrieved November 24, 2006, from

http://www.pbs.org/wgbh/pages/frontline/shows/evil/ Wired learning in the classroom and library. (2004). Retrieved November 22, 2006, from http://www.kn.pacbell.com/wired/wired.html.World Ort and Beit Lohamei Haghetaot. (2001). Learning about the Holocaust through art: Explore. Retrieved November 26, 2006, from

http://art.holocaust-education.net/explore.asp?langid=1&submenu=200.

SC Curriculum and Objectives:

• E1-1.1 Analyze information within and across texts to draw conclusions and make inferences.• E1-1.3 Analyze the impact of point of view on theme.• E1-1.4 Evaluate an author’s development of theme.• E1-1.6 Analyze author’s craft.• E1-1.7 Analyze indicators of author’s bias.• E1-1.8 Create responses to literary texts through a variety of methods such as writing, creative dramatics, and visual and performing arts.• E1-2.1 Analyze information within and across texts to draw conclusions and make inferences.• E1-2.3 Interpret support for or against an argument using evidence from the text.• E1-2.5 Analyze author’s craft.• E1-2.6 Analyze indicators of an author’s bias.• E1-2.7 Analyze information from graphic representations.• E1-2.8 Create responses to informational texts through a variety of methods such as writing, oral presentations, or visual and performing arts.• E1-3.2 Analyze denotations and connotations of words.• E1-3.4 Use context including definition, restatement, example, and comparison or contrast to determine the meaning of unfamiliar or multiple-meaning words • E1-4.2 Use support such as examples, reasons, or facts to maintain focus.• E1-4.3 Develop voice and tone by using effective phrasing and vivid, precise language.• E1-4.4 Integrate expanding vocabulary from reading, speaking, and listening.• E1-4.5 Use sentence structures such as subordination, coordination, and apposition to indicate relationships among ideas.• E1-4.6 Use revision to improve content and development, organization, and sentence variety.• E1-4.7 Use previously learned conventions to edit writing.• E1-4.8 Create documents using available technology.• E1-5.1 Apply knowledge of conventions previously learned • E1-6.2 Create persuasive writing such as essays that incorporate facts, expert opinions, quotations, and logical reasoning.• E1.7.3 Evaluate primary and secondary sources of information.• E1-7.4 Use paraphrases, direct quotations, summaries, and anecdotes to integrate one’s own ideas with those of others.• E1-7.6 Create oral, written, or visual presentations for a specific audience or purpose using effective organizational strategies and communication techniques.• E1-7.8 Produce a works cited list (bibliography) crediting primary and secondary sources.

Task: Can people learn from the past, or does history repeat itself? Through research and discussion...

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