Purpose of this
Web Quest
To enhance
student understanding of
World War II and the Jewish
Holocaust (which will have
been previously covered and
assessed). In addition, the
Web Quest serves as a bridge
to various class subjects,
linking Social Studies, Language
Arts and Technology based
classes.
Lesson Overview
While completing
the Web Quest, students will
examine and analyze the impact
of the German Nazis under
the direction of Adolph Hitler
in Europe during the 1940’s. As
the students follow their
Quest, they will explore
the historical, social/mental
and environmental concerns
faced by Jews living in Europe
during three basic time parameters
(pre-occupation, occupation
and post-occupation of the
Germans).
Additionally, each group
will breakdown researched
historical elements of the
time and will use their inquiries
to construct the
following characters:
young
boy, a young girl, and adolescent
boy, and adolescent girl,
an adult young male, an adult
young female, an adult young
male, an adult young female,
an elderly woman, an elderly
man and a one handicapped
person.
Groups
and Suggested Time Allowance
While this
Web Quest was written
as a class exercise it requires
that students be divided
into groups. Groups of three
should work well.
This lesson
is a 2 week assignment.
Students will require
time to conduct their research,
formulate opinions and draw
conclusions. This two week
period includes time for
group presentations which
are to be counted as part
of a overall task.
Goals
and Objectives: (Students
will be able to)
- Explain how the Nazis
affected the lives of
the Jews in Europe during
the Holocaust.
- Formulate questions
and hypotheses from multiple
perspectives, using multiple
sources.
- Gather, analyze, and
reconcile information
to support or reject
hypotheses.
- Create and present
a multimedia presentation
using appropriate software.
- Locate specific information
by searching a database.
- Recognize accuracy
and/or bias of information.
- Solve problems individually
and/or collaboratively
using computer applications.
- Merge information
from one document to
another.
- Develop, edit and
complete individual and
group research themes
for the proposed assignment.
New Jersey Curriculum
Standards included in this
Web Quest
Social Studies:
6.1- A1-A8;
6.3- F2; 6.4- J5; 6.5- B5;
6.6- A3, A5, B3, D1
Technology and
Literacy:
8.1- A1, A5, A6, A9, B4,
B7- B9, B12
Language Arts:
3.1- D1, D3, E1, E2, F1,
F3, G1, G4, G5, G7, G9- G11,
H1, H3- H6
3.2- A1- A7,
B1- B12, C1, C3- C8, D1-
D8; 3.3- A 1-4; B1-B6, C1,
C2, D1 - D6
3.4- A1- A3,
B1 - B4; 3.5- A1- A3, B1,
B2, C1- C3
Multiple
Intelligences, Mind Styles
and Pedagogy
This Web Quest
is set up to meet the needs
of multiple intelligence's
and the different learning
styles while addressing a
variety of pedagogical components.
Multiple Intelligences: Howard Gardner
Logical-Mathematical – Students
assuming the role of "Historical
Expert" will piece together
the events in a logical and
sequential manner. These
events will establish the
rules and boundaries of each
character to be developed.
Verbal
/ Linguistic – This
can be any of the "Experts"
who wishes to contribute
to the monologues
after completing a character
analysis which their colleagues.
Visual
/ Spatial – Those
in the role of "Environmental
Expert" will offer
interpretations and share
opinions of children’s
artwork and creative writing
during Nazi occupation. They
will also have a chance
to create their own artwork
and to create artwork through
their characters.
Bodily
/ Kinesthetic – "Environmental
Experts" can reenact
some of the events described
in Abe's play. They can
also contribute valuable
information about the constraints
under which the characters
struggled.
Interpersonal – Any
of the Experts who enjoys
creation through discussion
will love this assignment
as it requires all members
of the group to have a consistent
and constant input.
Intrapersonal – Any
of the Experts who enjoys
getting close to a character
through a good book or relates
to a protagonist through
media will enjoy the resources
of this quest.
Existential – Reenactment
of the character analysis
through the use of monologues.
Musical/Rhythmical – The
usage of visual aides such
as video clips from the time
period.
Naturalist -
The students will have a
better understanding of environmental
conditions sustained by the
Jews during Nazi domination
through out Europe.
Mind Styles: Gregroic
Concrete/Sequential
Individual research case study (categories)
Rubric for grading consistency
Abstract/Random
Creation of a monologue - one of the final assessments
Searching specific web sites for materials
Abstract/Sequential
Reading through initial play - character building
Linking thoughts and
ideas- three time frame scenarios
Concrete/Random
Reference pieces of the Frontline
Video- PBS
Apply individual research
to group study
Bloom's
Taxonomy of the Cognitive
Domain
This Web
Quest addresses the
following categories::
Knowledge -
Listing and learning the
meaning of important terms
which will be used during
the development of the
characters. Identifying
and recording the dates
of events to which the
characters will react.
Comprehension – The
students, in their roles
as "Experts" will
interpret poetry, songs,
and artwork written
by children who lived
through the Holocaust.
Application -
Students will apply new
knowledge of what the Holocaust
was like to the characters
they must develop.
They will also connect
past
events to their own lives
and feelings; and perhaps
even other modern day
Holocausts.
Analysis – Organize
individual research and
write down the basic concepts
to the group portion of
the Web Quest.
Synthesis – Group
integration of ideas- creation
of the monologue using the
group assigned character
possibilities (male / female,
adolescent / adult / elderly
or handicapped).
Evaluation – Assessment
of the overall character
study, through the use of
power point montages and
posters.
Pedagogical Methods:
Why is this project important
for my students?
- The Web Quest includes
many of the New
Jersey Core Curriculum
Content Standards and
allows for cross-curriculum
teaching.
- It is a project that
draws out sense
and meaning to
the Holocaust (generates
a connection to the material
to past experiences or
repeats the basic foundations
of the lesson, reinforcing
the material for each of
the students).
- The project is setup
to engage various
learners.
- The group assignment
is geared to trigger emotion in
each of the students- connection
to the characters or the
human race in general.
- The Web Quest will motivate students
to apply the newly obtained
information and give them
the chance to create a
realistic adaptation of
an individual who actually
lived through the horrible
ordeal.
