Teacher's Teacher: Resource and Information Page

• This iAdventure can best be utilized in grades 6-8.

• The students will be taking the place of a holocaust victim, a young, jewish boy or girl.

• The students then will compose a journal throughout their journey in the concentration camps and later into the death camps. This is an individualized assignment! Large groups will not work for this iAdventure. You may choose to check out the linked rubric or the non printable sample further down on this page.

• The final product that the students create is a creative story using the information they found through their iAdventure. They will add their creative story to their journal they kept along the way. The story will be set up from their personal experiences and feelings from the iAdventure. The setting will be from general questions addressed in this story: Did the US soldiers rescue you or did you get killed at the last minute? Who in your family made it through the journey? At the end of the Unit the students will be required to present their story to their classmates. How did their story differ from others? Could all the students be correct in their endings?

• The students will need the use of a computer. The teacher should have background knowledge about the events of the Holocaust, specifically Auschwitz I, Dachau, and Auschwitz-Birkenau.

• By synthesizing all their possible solutions (which are infinite) the children learn relevant material while having to solve relevant problems. Application of the material acquired will be daily. When one learns about such an influential event in history and places him or herself in that scenario, the student does more than just learn the material and information he or she needed, the student understands and can apply that information to further experiences in his or her life.

• The overall significance of this event is that fewer and fewer students are learning about the holocaust in middle and high school. Often they go to college, knowing what World War II was, but never having studied the atrocities that occurred in the camps. My purpose is to prevent these atrocities from occurring again by educating students to learn from the past and never forget.

Additional Holocaust Ideas for this Unit of Study:
    A.    Read Night by Elie Wiesel.
            Note: I do not prefer to use Anne Frank's Diary, because I feel that middle schoolers are
            mature enough to handle more details about specific holocaust and concentration camp
            events. However, it is a great source of information for elementary school students.
    B.    Field trip to the Local Holocaust Exhibit,
            Speaker, or Memorial Ceremony.
            (check here for Kansas City's holocaust information resource center)
     C.    Check Resource Materials for Teachers on Linked Sites
    D.    Grades 9-12 and gifted children may choose to read A Man's Search for Meaning by
            Viktor E. Frankl.  This is a much more complex and philosophical take on the holocaust.
    E.    Local theaters and coteries often play appropriate, child friendly plays about the
            holocaust.
 
 

Rubric FUN!
 

 

The Holocaust Journey Scoring Guide
Student:
Qualifications	Inc.	Poor	Avg.	Good	Excellent
Student followed directions given throughout journey.	1	3	5	7	10
Student went to all pertinent sites linked to journey for research.	1	5	10	15	20
Student exhibited understanding of issues researched.	1	3	5	7	10
Student efficiently utilized computer and free time.	1	3	5	7	10
Student demonstrated importance of topic.	1	3	5	7	10
Student actively participated throughout journey.	1	3	5	7	10
Student completed journal writing exhibiting multiple and diverse experiences and emotions throughout holocaust journey.	5	10	20	30	40
Student used specific examples in journal writing	1	5	10	15	20
Student used correct grammar, spelling, and appropriate examples in creative story.	1	3	5	7	10
Student presented creative story project utilizing his or her general speaking skills.	1	5	10	15	20
Total					/160

Show Me Standards:
The Holocaust Journey Standards and Expectations Addressed

GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas
1. develop questions and ideas to initiate and refine research
2. conduct research to answer questions and evaluate information and ideas
4. use technological tools and other resources to locate, select and organize information
5. comprehend and evaluate written, visual and oral presentations and works
7. evaluate the accuracy of information and the reliability of its sources
8. organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
9. identify, analyze and compare the institutions, traditions and art forms of past and present societies

GOAL 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom
1. plan and make written, oral and visual presentations for a variety of purposes and audiences
2. review and revise communications to improve accuracy and clarity
3. exchange information, questions and ideas while recognizing the perspectives of others
7. use technological tools to exchange information and ideas

GOAL 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems
1. identify problems and define their scope and elements
2. develop and apply strategies based on ways others have prevented or solved problems
3. develop and apply strategies based on one's own experience in preventing or solving problems
5. reason inductively from a set of specific facts and deductively from general premises
6. examine problems and proposed solutions from multiple perspectives
7. evaluate the extent to which a strategy addresses the problem
 8. assess costs, benefits and other consequences of proposed solutions

GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society
1. explain reasoning and identify information used to support decisions
3. analyze the duties and responsibilities of individuals in societies

Communication Arts
In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in
1. speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)
3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)
4. writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)

Social Studies
In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of
3. principles and processes of governance systems
4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment
6. relationships of the individual and groups to institutions and cultural traditions
7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)
 
 
 
 
 

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