TIPS WEB QUEST

THE HOLOCAUST

Mr. John-Baptiste CIS22BX

MASEON@HOTMAIL.COM

 

 

INTRODUCTION:

It is 1940 and the world is immersed in another world war. The Allied powers: Britian, France, and Russia are the main countries at war against the Axis Powers: Germany, Italy and Japan. As the war rages on, thousands of troops from either side are being killed. In Europe, Adolf Hitler is using the Jews as a scapegoat for all of Germany’s problems; especially Germany’s devastated economy after WWI. In Germany, Poland, Austria, Belgium, France and other countries, Hitler has ordered the rounding up of millions of Jews. Their homes, businesses and civil liberties have been taken away. They are forced to live in small cramped rooms located in specific parts of the cities called ghettos. They are then systematically removed from these ghettos and sent to labor/death camps by train. Thousands of bodies are found in mass graves while millions more were burned in large furnaces. Hitler and many of his racist henchmen ordered innocent Jews to be whipped, shot and gassed. Women were separated from their children, the men from their wives never to be together again. By the time WWII ended in Europe (1945), millions of Jews were killed. The attempted extermination of a race of people was called by Hitler, “THE FINAL SOLUTION”.

 

 

TASK: Each group will be assigned a set of questions and will use available sources to get answers for these questions. You can use the Internet as a source, but you must use other types of research sources like encyclopedias, library, newspapers, magazines and films. You will be required to write a summary for each question. After gathering your information, you will be required to create a power point as a presentation of your findings. In order to answer the following questions and complete this web quest, you also must use the following Public Policy steps: define the problem, gather evidence, identify causes, evaluate a policy, develop solutions, and select best solution. These are the following task questions: 1. How was Germany affected after WW1? 2. What were the living conditions of Jewish families during the 1920’s and early 1930’s? 3. What were the living conditions of German, non-Jewish families during the 1920’s and 1930’s. 3. Where did Hitler write his book, Mien Kampf (My Story)? 4. What were Hitler’s views on Jews according to his book? 5. What did Hitler use to carry out his “Final Solution”? 6. What were the names of the concentration camps located in: Germany, Austria, France, Czechoslovakia, and Belgium? 7. Which concentration camps were the worst? (total deaths) Where were they located? 8. How many Jews were murdered by Hitler and the Nazi party?

 

 

PROCESS: In order to complete this web quest, you must follow the Public Policy steps found at the TIPS web site below (the first link). At this web site, you will use the six steps (links highlighted in blue on the left side of the page); in order to answer the task questions. You will also use the links below (except the first one), to gather information on the Holocaust. Each group will divide the task questions amongst you. As a group you will take the individual summaries for each question, put them together and create a power point.  If you come up with any other suggestions feel free to let me know.

 

 

RESOURCES: The following web sites may be used to help you answer your task questions:

 

  

You must also access the library and use the research books there, magazines, encyclopedias, class textbook and newspapers and any pictures that you will find.

 

 

EVALUATION: Upon completion of your report, each group will be graded based upon: A) The amount of information gathered B) The quality of the information gathered and C) How well the report was presented in the power point using words, pictures and graphs. A letter grade of A+ to A- will be awarded to the group who has successfully used all six public policy steps to put together their power point with pictures, graphs or other visuals. A letter grade of B+ to B- will be awarded to the group who has used at least five of the six public policy steps to put together their power point with pictures, graphs and other visuals. A letter grade of C+ to C- will be awarded to the group who has used at least four of the six public policy steps to put together their power point with pictures, graphs and other visuals. A letter grade of D or F will be awarded to the group who has used at least three of the six public policy steps to put together their power point with pictures, graphs and other visuals. 

 

 

STANDARDS: New York State Social Studies Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

New York State English Language Arts Performance Standards

E1c:  Read and comprehend informational materials.

E2a:  Produce a report of information.

E3b:  Participate in group meetings.

E3c:  Prepare and deliver an individual presentation

 

 

CONCLUSION: At the end of this web quest you will have a better understanding of the Jewish plight during WWII. You will learn more about Hitler’s “Final Solution”, his book Mien Kampf, and the deadly Nazi Party. You will also know how to present your findings using power point. You will also have learned how to use the six public policy steps when putting together any report, research paper, or power point in the future.