WEB QUEST---RHONDA KLORES
LAW HOUSE GLOBAL STUDIES
TITLE: ANTI-SEMITISM IN NAZI
GERMAN:
WHAT WERE ITS CONSEQUENCES
BACKGROUND:
The end of World War I found
One of these discontented German war veterans found fertile
ground in German nationalism. An Austrian, Adolf Hitler gained followers
through his Aryan myth of German superiority in a country that was starving for
reemergence and answers to complex questions. Hitler formed the National
Socialist party, known as the “Nazi” party, which preached a brand of
nationalism, imperialism and Aryan superiority. Purify the German race and
return to grandeur of the
Jews polluted the German race and this was the cause of all
of
EVIDENCE OF ANTISEMITISM HE PROMISED RACIAL PURITY AS A SOLUTION
The war ended in 1945. The Nazi dream was smashed by allied
power. However, six million Jews along with millions of other defenseless
Europeans were exterminated in concentration camps through an efficient system
of gassing, cremation and extermination. The inventors and perpetrators of this
“crime against humanity” were caught and are now on trial in the German city of
INTRODUCTION:
You are in
YOU MUST FIND JUSTICE NAZI WAR CRIMINALS AT THE TRIALS
TASK: 
Your task will be to
develop a power point presentation that displays your findings according to the
“TIPS” Six Step Public Policy Analyst outline.
REQUIREMENTS FOR THE POWER POINT
1: Your group will
create a minimum of 10 slides. All PPA questions should be addressed in the
Power point. The PPA questions are shown in the “process section” of the web
quest. They include, Identifying the problem, finding causes for the problem,
delineating and evaluating the public policy, creating an alternate public
policy and use of the Prince System to evaluate the your new public
policy. Your Power point will be used to
convict or release the
2: The Power point
should have appropriate graphics from clip, Internet and other sources.
3: The slides must
also contain explanatory text relating to your research
4: Each group will
present their Power point to the
5: Each group’s power
point will be graded by a Rubric that is delineated in the “Evaluation” section
of the Web quest.
PROCESSS:
1: The class will be
divided into legal research groups of four lawyers
2: The group will
divide the responsibilities for completing the “Task” among them.
3: All students will
be scheduled for a “Three Part Seminar” at the Jewish
4: All groups will
use the TIPS Public Policy Analyst worksheets to complete their research for
Power point.
5: Students will do
the following using designated Internet sites, text material and information
gathered from the Museum Seminar.
A} Define the Social problem of Anti-Semitism in Nazi
B} Gather the evidence on Anti-Semitism in Nazi. Use the seminar from
the Museum, Internet sites and your textbooks
http://www.maxwell.syr.edu/plegal/TIPS/gather.html
C} Identify the causes of Anti-Semitism in Nazi
http://www.maxwell.syr.edu/plegal/TIPS/identify.html
D} Evaluate the public policy of
Anti-Semitism in nazi
http://www.maxwell.syr.edu/plegal/TIPS/existing.html
E} Develop alternative solutions to the
problem of Anti-Semitism.
Show what could be done to prevent another Holocaust. Present this at the trial
to the judges.
http://www.maxwell.syr.edu/plegal/TIPS/solutions.html
F} Select the best solutions. Show
the defendants that anti-Semitism was not
the only alternative to German resurrection
http://www.maxwell.syr.edu/plegal/TIPS/bestsol.html
G} USE THE PRINCE SYSTEM TO EVALAUTE THE SOLUTIONS. Be prepared to
defend your solution to the Holocaust and anti-Semitism in general
http://www.maxwell.syr.edu/plegal/TIPS/bestsol.html
INTERNET SOURCES
3: http://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htm
4: http://motlc.wiesenthal.com/resources/books/annual4
5: http://www.holocaustbookstore.net/sections/historical/nazipolicy.htm
6: http://www.holocaust-history.org/short-essays/why-the-jews.shtml
7; http://www.yad-vashem.org.il/about_holocaust/chronology/1933-1938/1933/chronology_1933_17.html
8: http://www.mtsu.edu/~baustin/emigrate.html:
9:
http://jewishhistory.huji.ac.il/Internetresources/holocauststudies.htm
10: http://www.beth-am.org/shoah/shoah.2.html
11: http://www.courttv.com/casefiles/nuremberg/
12: http://fcit.coedu.usf.edu/holocaust/resource/gallery/N1945.htm
13: http://www.mtsu.edu/~baustin/trials3.html
14: http://www.facts.com/icof/nurem.htm
15: http://www.open.org/~talmadge/holocaust/trials.html
16: http://www.interlog.com/~mighty/
17: http://www.mtsu.edu/~baustin/holo.html
18: http://home.vicnet.net.au/~aragorn/holocaus.htm
NOTE: These Internet
sources include a history of Nazi German, a study of the Nuremberg trials,
information and sources for the Holocaust and general web sites in which you
may want to do further research.
EVALUATION:
PowerPoint Criteria and Grading Rubric
Only those PowerPoint products that are related to classroom instruction, professional development, or job requirements will be acceptable for Academy purposes.
Content:
- Grammar and spelling
accurate – use of grammar and spell check
- Appropriate for
intended audiences
- Minimum of 10 slides
not including title page
Appearance:
- Easily readable font
- Good page balance of
text, graphics, and objects
- Colors compliment, do
not distract from the presentation
- Background
complimentary to text colors and graphics
- Graphics support the
theme
Graphics:
Graphics
from 2 different sources
- Clip art
- Scanned picture
- Digital camera
- Internet source
- Imported element
Multimedia: optional
- Movie from clip gallery
or downloaded from the Internet
- Sound from clip gallery
or another source
- Pop-up option
Presentation:
- Timing appropriate for
presentation type
- Special effects and
transitions ADD to presentation and are NON-DISTRACTING
- Persuades
the audience
- Clearly
follows instructions in “task”
- Creates
new public policy
Criteria |
4 point |
5 points |
|
Content |
Meets
all criteria except one |
Meets
all criteria |
|
Appearance |
Meets
all criteria except one |
Meets
all criteria |
|
Graphics |
1
component |
2
or more |
|
Multimedia |
1
component |
2
or more |
|
Presentation |
Meets
all criteria except one |
Meets
all criteria |
Criteria |
Number of Points Earned |
Comments |
|
Content |
|
|
|
Appearance |
|
|
|
Graphics |
|
|
|
Multimedia |
|
|
|
Presentation |
|
|
|
Total (25 possible
points) |
|
|
STANDARDS—
SOCIAL STUDIES
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
LANGUAGE ARTS STANDARDS
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people.
.
CONCLUSION-
Each student should
now understand how anti-Semitism could be legislated. You should also
understand how anti-Semitism could be used as an irrational tool to control
entire civilizations. You should have acquired the skill of Internet research
and Public Policy Analysis. You should now be able to synthesize your findings
into a Power point presentation evaluating the causes, events and results of
anti-Semitism. You should realize the problems of creating a public policy that
addresses the social problem of Anti-Semitism through use of the Prince System.
The
Here is the most critical question of all !
A future web quest
will include an investigation of anti-Semitism in contemporary
CONSIDER THE
FOLLOWING IMAGES OF ANTISEMITISM IN YOUR INQUIRY:
FINAL SOLUTION
DEATH CAMP MARCH OF DEATH EXTERMINATION KRISTELLNACHT ALL WERE MARKED
