Online Holocaust Museum

Online Holocaust Museum

Author(s):
Nicole Syester


Grade Level:
11th Grade U.S. History
Timeframe: 3 Block periods, 90 minutes each, 270 minutes total
Lesson Description or Explanation:
The students will be looking at the U.S. Holocaust Memorial Website. The students will be divided into groups. Each group will use the website to complete research on a specific component. The groups will then create a PowerPoint that will be used to teach the rest of the class about their findings.

Indiana Curricular Standards:

U.S.H.5.3- Identify and describe key leaders and events during WWII

U.S. H. 5.4-Describe Hitler's "final solution" policy and identify the Allied responses to the Holocaust.

ISTE Standards:
2. Communication and Collaboration- a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
3. Research and Information Fluency-b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.

Assessments
Formative Assessments: The students will complete openers at the beginning of each class. The openers will be presented in a way to get students thinking about the upcoming lesson. They will not be graded on right or wrong answers, they will be viewed for the quality of the material included. Students will write down their answers in class and then add them to the class forum before the next class period. Students will also complete a “webquest” as they research their specific component. The “webquest” will be used as a way to help guide students’ research. They will be completed in their groups. The “webquests” will be graded based on the depth of the information included. There should be evidence that research was completed.

Summative Assessment: Each group will create a PowerPoint presentation that will be used to teach the class about their particular assigned component. The students will have a guide that lists what is expected and what should be included in their presentations. They will need to show evidence on conducting in-depth research and include information on all of the various digital resources pertaining to their topic. Every student will individually write an essay that they will turn in when their group presents. The essay will be a way for students to display their research skills. It will also allow them to analyze their findings. The essays will be graded on content quality. There should be evidence of research, reasoning, application, and analysis.

Prior Knowledge:
Curricular Knowledge or Skills: This will be one component of a larger unit. As a class we will have spent time discussing the Holocaust and the events that led up to it.
Technology Knowledge: The students will have done “webquests” previously in the class. They will also have had experience conducting research online. They will have in their hands an outline of how to conduct research online. They will also have had experience with PowerPoint before.

Technology:

Internet Resources: http://www.ushmm.org/ and class webpage for forum responses.

Hardware: Computer, SmartBoard, and a Projector

Software: PowerPoint

Procedure:
Day 1:
10 minutes- Students will answer the opener displayed on the SmartBoard. The opener will be presented in a way to get the students thinking about the upcoming lesson. The opener will ask students to use previous knowledge and apply it in creating a response. They will write down their answers in class and then are required to include them in the class forum before the next class meeting.

10 minutes- Teacher will give an overview of the project to the entire class. The students will be provided with a project summary and requirements and “webquest” forms. The students will then be broken up into mixed ability groups. Each group will be assigned a different component of the site to research.

65 minutes- Students will spend the remainder of the class in the computer lab conducting research. As they conduct their research, they will be working on putting together their PowerPoint presentation and completing their “webquest” forms.

5 minutes- Students will complete exit cards before they leave. These cards are designed to allow students to ask any questions that they have about the material. The cards are returned the next day at the beginning of class.

Day 2:

10 minutes- Students will answer the opener displayed on the SmartBoard. The opener will be presented in a way to get the students thinking about the research they will continue during the rest of class. The opener will ask students to use previous knowledge and apply it in creating a response. They will write down their answers in class and then are required to include them in the class forum before the next class meeting.

5 minutes- Exit cards from previous day are returned answered. Major questions are addressed with the entire class.

70 minutes- Students will once again reconvene with their group members. They will continue to finish conducting their research, creating their PowerPoint, and completing the “webquest” form.

5 minutes- Students will complete exit cards before they leave. These cards are designed to allow students to ask any questions they have about the material. The cards are returned the next day at the beginning of class.

Day 3:

5 minutes- Exit cards from previous day are returned answered. Mayor questions are addressed with the entire class.

10 minutes- Students will meet up with their group members to do any last minute work on their presentations.

60-70 minutes- Groups will turn in their completed “webquests.” Each group will present their presentation to the rest of the class. The audience will take notes that they will use for their completing their essays.

5-15 minutes- Begin working on essays to be due the next day. The essays are to be completed individually and will allow students the ability to demonstrate what they learned. There should be clear evidence of research, reasoning, application and analysis.

Differentiated Instruction:

ESL
Students will be grouped in mixed ability groups. Any ESL student will be able to use the Google Translation Tool when they research the Holocaust website.

Challenge/Extend
If students need more time to complete the assignment, another day can be added to allow for research. Another day can also be added to allow students the ability to work on their essays during class time. To make the lesson more challenging, the lesson can be extended over a greater number of days. The students can use the website for conducting research and go beyond the website for other research. They can then create short videos on their topic instead of making PowerPoint presentations. The videos would allow students to be more creative and allow students the ability to work on their research skills as well as technology skills.

Special Needs
Students will be grouped in mixed ability groups. Students who are auditory or visual learners will be able to view videos and listen to sound clips as part of their research on the website.