This Webquest was developed as part of West Chester University of Pennsylvania's Educational Technology Course. This lesson was created to give students a better insight on the events and people surrounding the Holocaust. Through this Webquest students are able to learn about the tragic event through the eyes of people who lived through it or participated in it. There are multiple intelligences used throughout the lesson including reading, writing, and the use of artistic abilities. These intelligences will be accomplished through the creation of a journal response and picture. In order to complete the final tasks, students will be required to use higher level thinking in order to come up with an interesting journal response and a creative picture.


This lesson is anchored in eighth grade history. This lesson is also appropriate for seventh grade.

Students will need to know how to browse through websites in order to retain information. Students must know how to effectively work with group members to complete this project. Basic writing skills are also in order for students to complete this WebQuest. While creativity is important, students are not required to be at a certain level of creativty as they vary on artistic ability.

Much of the content in this lesson is for mature students. The subject of the Holocaust is not one to be taken lightly, as it may emotionally affect students. This WebQuest does not contain any photographs or videos of mass graves or murders. It is up to the decision of educator and school on whether to show graphic photos. By not containing these photos, the WebQuest can appeal to more students.

Reflection on Standards

Students will be able to...
  • identify the key peoples involved in the Holocaust
  • draw parallels between WWII and the Holocaust
  • understand internal conflicts caused by race, religion and ideas
  • understand the treatment of minorities and POWs in concentration camps
  • identify certain individuals who were signficant in the Holocaust
  • see the change in time as persecution continued to progress
  • use internet links, concepts, and navigation systems
  • stay up to date with new kinds of free internet software (i.e. Diigo)
  • learn in an environment based around technology
  • use technology to aid in creativity and understanding of key concepts

These objectives meet the standards in several different ways. The WebQuest helps learners understand changes over time, conflicts between social/religious groups, make connections, and identify key elements in the content. Also, the WebQuest helps students excel in a technology driven world, learning to navigate the web, use online sources, keep up with current technologies and learning through technology.


In order to implement the Holocaust Webquest students will need access to a computer and the internet. All of the links to the audio and visual material are provided throughout the Webquest. The supplies that the teacher would need to provide for the students would be crayons, markers, construction paper, or any other materials students would like to use in order to create their picture. Everything else for the Webquest is done on the computer, including the journal response which should be created in a word processed document. For the Holocaust Webquest only one teacher is needed to implement the lesson. This Webquest does not require a great deal of teacher and student interaction, therefore the students complete the tasks individually or in a group, and the teacher is there to monitor the process and to answer any questions.


As teachers we will know that this lesson was successful if students gain a better understanding of the Holocaust. After researching about the Holocaust students should be motivated to write their journals and share what they have learned with there classmates. Students will be graded on the creativity and realistic content of their journals as well as their ability to work as a group member to come up with an appropriate cover/illustration.

All members of the group are responsible for coming up with their own individual journal entry. The group as a whole will be responsible for coming up with the book of memoirs. Together, they form a completed project.
Teachers should monitor each group to make sure that every member has equal participation in the creation of the illustrations and writings.

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