Holocaust WebQuest

Download Holocaust WebQuest

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This is a WebQuest in which students research The Holocaust and create their own graphic novel from a Holocaust survivor perspective.

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<ul><li>1.Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade (English) Designed by Trevor [email_address] Based on a template fromThe WebQuest Page</li></ul><p>2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a survivor of The Holocaust.You have experienced and witnessed many atrocities of war.The images and recollections haunt you, but you feel you have a voice.You have a unique story that needs to be to shared with others.Like Art Spiegelman, you are an artist.You want to share your experience and representation of The Holocaust in graphic novel form.Its a big step, but you are about to test the waters of creating your first book.You have always wanted to do something that is important, something that can make a difference in society.Now is your chance.You are about to become an author! 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Last year, you readThe Diary of Anne Frank .You briefly explored The Holocaust.This year, you will be asked to disseminate information and websites and produce a Holocaust survivor story of your groups choice. Your quest, as a group of 3, will be to create a graphic novel of a Holocaust event or Holocaust survivor. Students will be able describe conditions in concentration camps and the plight of Jewish people during World War II. Your group will utilize a narrative from a Holocaust survivor/s perspective.You will be expected to gain further insight into Holocaust people, places, and events and provide a rationale for the person or event you choose to focus on in your graphic novel.Key terms, events, people, and places should be referred to in your text. Your sources of information will include historic materials of The Holocaust (located on the internet) such as documents, photographs, and movies produced by Holocaust survivors. 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will become a member of a three-person group and accept a role in the group.Your role may be an Author, Graphic Artist, or Research Editor/Editor-in-Chief. Sources of information you will research are actual, historic materials such as documents, photographs, sounds and movies, produced by individuals who were present during The Holocaust. The websites your group will use for researching the Holocaust are: United States Holocaust Memorial Museumhttp://www.ushmm.org/ Holocaust Survivor Video Testimonyhttp://www.library.yale.edu/testimonies/homepage.html Holocaust Cybraryhttp://www.remember.org/ Dickersons Holocaust Sitehttp://ddickerson.igc.org/ University Of Pennsylvania Professor's Holocaust Sitehttp://www.writing.upenn.edu/~afilreis/Holocaust/holhome.html Simon Wiesenthal/Museum of Tolerance Home Page http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&amp;b=358201 Sydney Jewish Museumhttp://www.sydneyjewishmuseum.com.au/ Holocaust Rescuershttp://fcit.coedu.usf.edu/holocaust/people/rescuer.htm The Holocaust History Projecthttp://www.holocaust-history.org/ Continue with the process click here 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The History Place Holocaust Timelinehttp://www.historyplace.com/worldwar2/holocaust/timeline.html An Auschwitz Alphabethttp://www.spectacle.org/695/ausch.html Children of the Holocausthttp://www.adl.org/children_holocaust/children_main1.asp Books your group can refer to for constructing a graphic novel are: Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006. Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004. Baetens, Jan, ed.The Graphic Novel .Louvain, Belgium : Leuven University Press, 2001. Your group may also reference or model graphic novels, such as: Satrapi, Marjane,Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art.Maus: A Survivors Tale . New York : Pantheon Books, 1997. Spiegelman, Art.Maus: A Survivors Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. Continue with process here 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After your group has chosen a person, place, or event for your graphic novel, each group member will turn in theirIndividual Researchfrom the assigned websites.This will include:3-5 Holocaust survivors of interest and3-5 places, events, or artifacts of interest.The Research Editor/Editor-in-Chief will be responsible for submitting a brief 1-2 page (typed) outline of your groups proposal (intentions) for your topic of interest and story for your groups graphic novel.YourGroup Proposalwill include or answer the following:-Who (Holocaust survivor) or what (event, place, or artifact) will be the focus of your graphic novel? -What is the importance of your story?(As an author?As a Holocaust survivor?) -What will be your story?Provide a 1-2 paragraph summary of the story you will tell. -What are some of the images that you plan to include in your graphic novel? -Declare each group members role/s and define their responsibilities.Make sure each group member prints and signs their name next to their role. Research Editor/Editor-in-Chief _________________ Author _____________________________________ Graphic Artist _______________________________ -You will be responsible for holding each other accountable for their role.Remember, part of your grade will be determined by how well your group works together.-It will be important for all 3 group members to communicate their ideas into one cohesive vision . Continue with process here 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Timetable Week 1Days 1 and 2- Conduct individual research in the computer lab Day 3- Start Graphic Novel Proposal Days 4 and 5-Graphic Novel Proposal due at end of class Week 2Days1 and 2-Discussion of the Graphic Novel and the required elements for your groups Graphic Novel Days 3, 4, and 5- Begin work on Graphic Novel Week 3Days 1 and 2- Finish Graphic Novel Day 3-Final Draft of Graphic Novel due at end of class Days 4 and 5 -Each group will do a 5-minute presentation on their Graphic Novel -Individuals will complete a self-evaluation and group evaluation Day 5- Group reflection (extending understanding) on Holocaust 8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be evaluated as a group on your cooperation, content, clarity and neatness, required elements, and spelling and grammar.The required elements are that your project is in a panel layout, uses character/s, plot, and dialogue, and tells a Holcaust experience from a Holocaust survivors perspective.Additional elements may include color, shading, lettering style, etc. A rubric will be provided to you before beginning your project so that you are aware of your expectations and can decide which role you will take responsibility for in your group.Your groups artistic abilities will not be evaluated.Your grade will be determined by your body of work; research, depth, analysis, and effort. After your graphic novel is complete and you have presented it to the class, each group member will complete a self-evaluation and a group evaluation for the two other group members.Continue to evaluation rubric here 9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Cooperation Worked cooperatively with group all the time with no need for adult intervention. Worked cooperatively with group most of time but had a few problems that the team resolvedWorked cooperatively with group most of the time, but had one problem that required adult intervention. Worked cooperatively with group some of the time, but had several problems that required adult . Content All the content is in the students' own words and is accurate. Almost all content is in the students' own words and is accurate. At least half of the content is in the students' own words and is accurate. Less than half of the content is in the students' own words and/or is accurate. Clarity and Neatness Graphic novel is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. Graphic novel is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. Graphic novel is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. Graphic novel is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. Required Elements Graphic novel included all required elements as well as a few additional elements. Graphic novel included all required elements and one additional element. Graphic novel included all required elements. One or more required elements was missing from the storyboard. Spelling &amp; Grammar No spelling or grammatical mistakes in the graphic novel with lots of text. No spelling or grammatical mistakes in the graphic novel with little text. One spelling or grammatical error in the graphic novel. Several spelling and/or grammatical errors in the graphic novel. 10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After completing your graphic novel, you will have gained incredible insight into The Holocaust.You should feel like an expert, particularly on the person or event your group chose to focus on in your graphic novel.You should be able to draw connections to other groups graphic novels in the class. After each group has presented their graphic novel, you will reflect in your journal about personal connection/s that you have drawn from this project and current or future connections you feel may exist in society.Volunteers will be encouraged to share their connections.The goal will be to develop a web of connections of The Holocaust to gain a more comprehensive understanding. Extending Understanding What is the importance of learning about The Holocaust?Should certain Holocaust atrocities not be learned, discussed or viewed by students?By anybody?Why? 11. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Books for constructing a graphic novel Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006. Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004. Baetens, Jan, ed.The Graphic Novel .Louvain, Belgium : Leuven University Press, 2001. Graphic novels Satrapi, Marjane,Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art.Maus: A Survivors Tale . New York : Pantheon Books, 1997. Spiegelman, Art.Maus: A Survivors Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. The Holocaust photo provided on the Title pages was taken by Laura.It is a product of LKG Photography 2008.The photo is under a Creative Common License on www.flickr.com. Links back toThe WebQuest PageandThe WebQuest Slideshare Groupso that others can acquire the latest version of this template and training materials. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade English Designed by Trevor Funk [email_address] Based on a template fromThe WebQuest Page Evaluation Teacher Script Conclusion 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page My name is Trevor Funk.I am in the teacher licensure program at Colorado State University.I have developed the Holocaust WebQuest to implement into a Holocaust unit to raise awareness and understanding of The Holocaust, to develop writing skills, and to become familiar with the graphic novel genre. In this WebQuest, students will research The Holocaust using websites on the Process pages,1 and 2.After researching, students in groups of 3, will create a graphic novel from a Holocaust survivor perspective and story of their choice.Students will share and present their graphic novels to the class and reflect, individually and as a group, on their production of a graphic novel and The Holocaust.Evaluation Teacher Script Conclusion 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The Holocaust WebQuest was designed for 9 thgrade English students in their first semester during a 50 minute class.I feel this WebQuestcould be implemented in grades 9-12.However, I personally feel this would benefit students more if it were conducted early in their high school experience.It is my hope that students will develop more tolerance and cultural understanding for one another, throughout their lives, after this WebQuest. Prior to beginning this lesson, students will need to have read the graphic novel,Maus I: A Survivors Taleby Art Spiegelman.Elements of a graphic novel willneed to be scaffolded to provide structure and guidance when the students are creating their own graphic novel.(Graphic novel resources are located on the Credits and References page.)This will also help students to analyze the depth ofMausand interact withthetext when reading it. Evaluation Teacher Script Conclusion 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page </p> <ul><li>Colorado Standards and Benchmarks (9 thgrade English)addressed in The Holocaust WebQuest are: </li></ul><ul><li>4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing </li></ul><ul><li>5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. </li></ul><ul><li>6. Students read and recognize literature as a record of human experience. </li></ul><ul><li><ul><li>. </li></ul></li></ul><ul><li>The thinking and communications skills encouraged by this WebQuest are critical thinking, creative production, teamwork, and compromise. </li></ul><p>Evaluation Teacher Script Conclusion 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each student will become a member of a three-person group and accept a role in the group.Their role may be an Author, Graphic Artist, or Research Editor/Editor-in-Chief. Sources of information each student will research are actual, historic materials, such as documents, photographs, sounds and movies, produced by individuals who were present during The Holocaust. The websites each group will use for researching the Holocaust are: United States Holocaust Memorial Museumhttp://www.ush...</p>