-
- From: WebQuest Builders
- Contributed By: WebQuest Builder
Introduction:
"I know I am not only the bad conscience of the Nazis. I am also the bad conscience of the Jews. Because what I have taken up as my duty was everybody's duty."-Simon Wiesenthal The holocaust consisted of the attempted extermination or genocide of European Jews by Nazi Germany in the early 1940's. The death toll of European Jews reached nearly six million before most of the camps were liberated. After the war, Simon Wiesenthal not only founded the Jewish Documentation Center in Linz, Austria, but also began to track down and bring to trial Nazi war criminals. This idea of hunting down Nazi's who had murdered, tortured, and arrested thousands of Jews was coined "Nazi hunting". This WebQuest is designed to help students understand the great responsibility that Simon Wiesenthal took on when bringing Nazi war criminals to justice. It is also designed to open student's eyes to the terrible crimes that each of these men committed before and during World War II as a part of their affiliation with the Nazi rigime. Students will be expected to answer the question: Do you think the prosecution of Nazi War Criminals is justified?
The Task:
Each group will research the life right before, during, and after World War II of Simon Wiesenthal and write a short summary of what he went through as well as what he accomplished. Also, each groups opinion about the hunting of Nazi war criminals should be included. Also, each group will choose a Nazi war criminal that Simon brought to justice, and research their actions during the holocaust that led to their charges. Also, each group should have solid information about where their designated criminal was from, their age, or any other interesting facts that the group may discover. These summaries of each criminal should be displayed with a PowerPoint, along with a photograph or picture that is associated with that criminal.
The Process:
1. First students will be put into groups of three 2. Each student in the group will have a different task -One student will take care of the summary of Simon Wiesenthal -One student will take care of the War Criminal section of the PowerPoint -The last student will be in charge of the opinion and references sections of the PowerPoint 3. Each group will receive a laptop to research information
4. Review websites to learn more about Simon Wiesenthal and the War Criminals he captured
__http://www.wiesenthal.com/site/pp.asp?c=lsKWLbPJLnF&b=4441251__ __http://en.wikipedia.org/wiki/Simon_Wiesenthal__ __http://www.jewishvirtuallibrary.org/jsource/biography/Wiesenthal.html__ __http://www.infoplease.com/biography/var/simonwiesenthal.html__
__http://www.moreorless.au.com/heroes/wiesenthal.html__
__http://www.kintera.org/site/pp.asp?c=fwLYKnN8LzH&b=242921__
5. Students will have one day at the library to find their book source
Evaluation:
Conclusion:
Students will have learned some information about the holocaust and the Nazis that were charged with these crimes. Also, the students will be exposed and expected to retain information about Simon Wiesenthal and the term "Nazi Hunter". Each group specifically should also have developed their own opinion on whether or not the prosecution of Nazi War Criminals is right and justified.
Credits & References:
__http://www.wiesenthal.com/site/pp.asp?c=lsKWLbPJLnF&b=4441251__
__http://en.wikipedia.org/wiki/Simon_Wiesenthal__
__http://www.jewishvirtuallibrary.org/jsource/biography/Wiesenthal.html__
__http://www.infoplease.com/biography/var/simonwiesenthal.html__
__http://www.moreorless.au.com/heroes/wiesenthal.html__
__http://www.kintera.org/site/pp.asp?c=fwLYKnN8LzH&b=242921__
I would like to acknowledge my father, Alexander Draifinger for providing further and more in depth information in relation to his beloved cousin, Simon Wiesenthal. I feel priviledged to be able to do this project and share with my peers the incredible life journey that was the life of this extroidainary man. One aspect of Wisenthal's life, is that he did not crave revenge, he simply seeked justice for my family and the rest of the six million wbom tragically perished in the Holocaust.
Standards:
8.1.12. GRADE 12 Historical Analysis and Skills Development
Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .
A. Evaluate chronological thinking.
• Sequential order of historical narrative
• Continuity and change
• Context for events
B. Synthesize and evaluate historical sources.
• Literal meaning of historical passages
• Data in historical and contemporary maps, graphs and tables
• Different historical perspectives
• Data presented in maps, graphs and tables
• Visual data presented in historical evidence
C. Evaluate historical interpretation of events.
• Impact of opinions on the perception of facts
• Issues and problems in the past
• Multiple points of view
• Illustrations in historical stories and sources
• Connections between causes and results
• Author or source of historical narratives’ points of view
• Central issue
D. Synthesize historical research.
• Historical event (time and place)
• Facts, folklore and fiction
• Historical questions
• Primary sources
• Secondary sources
• Conclusions (e.g., Senior Projects, research papers, debates)
• Credibility of evidence
8.4.12. GRADE 12 World History
Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to...
A. Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
• Political and Military Leaders (e.g., Askia Daud, Simon Bolivar, Napoleon Bonaparte, Mao Zedong)
• Cultural and Commercial Leaders (e.g., Chinua Achebe, Gabriel Garcia Marquez, Akira Kurosawa, Christopher Columbus)
• Innovators and Reformers (e.g., Nelson Mandela, Louis-Joseph Papineau, Mohandas Gandhi, Alexander Fleming)
B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
• Documents, Writings and Oral Traditions (e.g., Declaration of the International Conference on Sanctions Against South Africa; Monroe Doctrine, Communist Manifesto, Luther’s Ninety-five Theses)
• Artifacts, Architecture and Historic Places (e.g., Robben Island, New York World Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps)
• Historic districts (e.g., Timbuktu, Centre of Mexico City and Xochimilco, Taj Mahal and Gardens, Kremlin and Red Square)
C. Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
• Africa
• Americas
• Asia
• Europe
D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe.
• Domestic Instability
• Ethnic and Racial Relations
• Labor Relations
• Immigration and Migration
• Military Conflicts
Reflection on Standards
Engages students with lessons that include rich primary source materials and compelling video of first-person testimony from survivors, rescuers, liberators, and other witnesses of the Holocaust.
Offers curriculum connections to contemporary issues of diversity, prejudice and bigotry, and modern-day genocide.
Meets curriculum goals with multi-disciplinary material correlated to U.S. national and state standards in several subjects.
"I know I am not only the bad conscience of the Nazis. I am also the bad conscience of the Jews. Because what I have taken up as my duty was everybody's duty."-Simon Wiesenthal The holocaust consisted of the attempted extermination or genocide of European Jews by Nazi Germany in the early 1940's. The death toll of European Jews reached nearly six million before most of the camps were liberated. After the war, Simon Wiesenthal not only founded the Jewish Documentation Center in Linz, Austria, but also began to track down and bring to trial Nazi war criminals. This idea of hunting down Nazi's who had murdered, tortured, and arrested thousands of Jews was coined "Nazi hunting". This WebQuest is designed to help students understand the great responsibility that Simon Wiesenthal took on when bringing Nazi war criminals to justice. It is also designed to open student's eyes to the terrible crimes that each of these men committed before and during World War II as a part of their affiliation with the Nazi rigime. Students will be expected to answer the question: Do you think the prosecution of Nazi War Criminals is justified?
The Task:
Each group will research the life right before, during, and after World War II of Simon Wiesenthal and write a short summary of what he went through as well as what he accomplished. Also, each groups opinion about the hunting of Nazi war criminals should be included. Also, each group will choose a Nazi war criminal that Simon brought to justice, and research their actions during the holocaust that led to their charges. Also, each group should have solid information about where their designated criminal was from, their age, or any other interesting facts that the group may discover. These summaries of each criminal should be displayed with a PowerPoint, along with a photograph or picture that is associated with that criminal.
The Process:
1. First students will be put into groups of three 2. Each student in the group will have a different task -One student will take care of the summary of Simon Wiesenthal -One student will take care of the War Criminal section of the PowerPoint -The last student will be in charge of the opinion and references sections of the PowerPoint 3. Each group will receive a laptop to research information
4. Review websites to learn more about Simon Wiesenthal and the War Criminals he captured
__http://www.wiesenthal.com/site/pp.asp?c=lsKWLbPJLnF&b=4441251__ __http://en.wikipedia.org/wiki/Simon_Wiesenthal__ __http://www.jewishvirtuallibrary.org/jsource/biography/Wiesenthal.html__ __http://www.infoplease.com/biography/var/simonwiesenthal.html__
__http://www.moreorless.au.com/heroes/wiesenthal.html__
__http://www.kintera.org/site/pp.asp?c=fwLYKnN8LzH&b=242921__
5. Students will have one day at the library to find their book source
Evaluation:
| Beginning | Developing | Accomplished | Exemplary | |
|---|---|---|---|---|
| Summary | The summary is less than developed and lacks crucial information | The summary is on its way to being well organized but still lacks content | The summary has ample content and is well organized to be easy to read | The summary is well organized and has a lot of interesting content beyond the standard information |
| Power Point | PowerPoint lacks essential content, pictures, or references | PowerPoint has all essential characteristics but is under-developed with content and organization | PowerPoint has all required criteria and is well organized | PowerPoint has all required criteria and includes extra content and interesting information |
| Group Cooperation | Group does not work well together and the presentation is scattered and does not go well together | Group has some issues but manages to put together a presentation that meets all criteria | Group works well together and presents a well thought out presentation | Group works very well together and all group members participate equally |
Conclusion:
Students will have learned some information about the holocaust and the Nazis that were charged with these crimes. Also, the students will be exposed and expected to retain information about Simon Wiesenthal and the term "Nazi Hunter". Each group specifically should also have developed their own opinion on whether or not the prosecution of Nazi War Criminals is right and justified.
Credits & References:
__http://www.wiesenthal.com/site/pp.asp?c=lsKWLbPJLnF&b=4441251__
__http://en.wikipedia.org/wiki/Simon_Wiesenthal__
__http://www.jewishvirtuallibrary.org/jsource/biography/Wiesenthal.html__
__http://www.infoplease.com/biography/var/simonwiesenthal.html__
__http://www.moreorless.au.com/heroes/wiesenthal.html__
__http://www.kintera.org/site/pp.asp?c=fwLYKnN8LzH&b=242921__
I would like to acknowledge my father, Alexander Draifinger for providing further and more in depth information in relation to his beloved cousin, Simon Wiesenthal. I feel priviledged to be able to do this project and share with my peers the incredible life journey that was the life of this extroidainary man. One aspect of Wisenthal's life, is that he did not crave revenge, he simply seeked justice for my family and the rest of the six million wbom tragically perished in the Holocaust.
Standards:
8.1.12. GRADE 12 Historical Analysis and Skills Development
Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .
A. Evaluate chronological thinking.
• Sequential order of historical narrative
• Continuity and change
• Context for events
B. Synthesize and evaluate historical sources.
• Literal meaning of historical passages
• Data in historical and contemporary maps, graphs and tables
• Different historical perspectives
• Data presented in maps, graphs and tables
• Visual data presented in historical evidence
C. Evaluate historical interpretation of events.
• Impact of opinions on the perception of facts
• Issues and problems in the past
• Multiple points of view
• Illustrations in historical stories and sources
• Connections between causes and results
• Author or source of historical narratives’ points of view
• Central issue
D. Synthesize historical research.
• Historical event (time and place)
• Facts, folklore and fiction
• Historical questions
• Primary sources
• Secondary sources
• Conclusions (e.g., Senior Projects, research papers, debates)
• Credibility of evidence
8.4.12. GRADE 12 World History
Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to...
A. Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
• Political and Military Leaders (e.g., Askia Daud, Simon Bolivar, Napoleon Bonaparte, Mao Zedong)
• Cultural and Commercial Leaders (e.g., Chinua Achebe, Gabriel Garcia Marquez, Akira Kurosawa, Christopher Columbus)
• Innovators and Reformers (e.g., Nelson Mandela, Louis-Joseph Papineau, Mohandas Gandhi, Alexander Fleming)
B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
• Documents, Writings and Oral Traditions (e.g., Declaration of the International Conference on Sanctions Against South Africa; Monroe Doctrine, Communist Manifesto, Luther’s Ninety-five Theses)
• Artifacts, Architecture and Historic Places (e.g., Robben Island, New York World Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps)
• Historic districts (e.g., Timbuktu, Centre of Mexico City and Xochimilco, Taj Mahal and Gardens, Kremlin and Red Square)
C. Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
• Africa
• Americas
• Asia
• Europe
D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe.
• Domestic Instability
• Ethnic and Racial Relations
• Labor Relations
• Immigration and Migration
• Military Conflicts
Reflection on Standards
- Allows educators to choose as little or as much material regarding the Holocaust as they can cover in a specific time period…and still cover the subject matter effectively!
