T.I.P.S

WEBQUESTS

The Holocaust:

Auschwitz 60 years after liberation

By Mr. Scriba

Herbert H. Lehman H.S.

Introduction

The Holocaust is a tragic period in history during which approximately 11 million people were systematically annihilated because of Nazi genocidal policy. Massive groups of people were killed because they were considered undesirable by Nazi standards based on their genetic or cultural origins or health condition. The Nazi concentration camps are a symbol of Nazi terror and genocide, and especially the Holocaust – the Nazi effort to exterminate the Jews and other groups.

On January 27, 1945 Soviet troops liberate Auschwitz. Only a few thousand prisoners remain. What they discover shocks the world!

Auschwitz was one of many concentration camps. Why focus only on it?

“Auschwitz is a physical place-the site of the single largest mass murder in the history of humanity. More people died on that one single spot than the British and the Americans lost militarily in the course of the entire war. It is unique. Coming up now to the sixtieth anniversary of the liberation of the camp, we're able to draw on all of the new information that's come out of the East: the plans of Auschwitz that have been discovered and all the new research that's been done in the academic world relating to Auschwitz and its role in the whole Nazi scheme. What greater purpose can history have than to try and lead people toward a possible understanding of how this crime could ever have happened? Without an understanding of how it happened, you can't begin to look around the world and think why it might happen again.

First of all, it is not really just a series about Auschwitz. We're using Auschwitz as the way to tell a larger story. The series uses Auschwitz as a prism to try and understand the whole of the extermination process and something of the mentality of the people who committed the crime.

We're looking at the killings on the eastern front. We're looking at the deportations across Europe. We're looking at the course of the war as it affected this place. It's a much bigger canvas. Auschwitz has a physical beginning in May 1940 and a physical end in January 1945. What happens in Auschwitz and the decisions made by people running Auschwitz actually mirror the bigger decisions which are being taken elsewhere.” Laurence Rees, Writer/Producer, Auschwitz: Inside the Nazi State

Task

The date is January 27^th 1946 on year after the liberation of Auschwitz by the allies. Your team of three will be in charge of investigating the war crimes of individuals at Auschwitz.

1) Complete the five step Global History public policy analysis, which is outlined in the Process section. This includes five worksheets that specify your task must be completely answered by your team.

2) Through an oral presentation you must present the class with an argument that will convict the accused war criminals of their crimes of the Holocaust at the Nuremburg trial. This must be focused on the evidence you found at Auschwitz. The presentation must include the following:

(1) human interest story about an Auschwitz survival

(3) the perpetrators who participated in the Holocaust

(4) a timeline of Nazi activities throughout the Holocaust

(5) photographs

Process

1. You will use the Global History Public Policy Analyst as the basis of your investigation.

2. You will complete the four worksheets linked below. The worksheets are part of the GLOBAL HISTORY PUBLIC POLICY ANANLYST. This site will guide you in gathering facts on historical public policy issues and their resulting social problem. Please read each web page carefully before completing your worksheets. These worksheets will be used as resource material in completing your task. Your group is responsible for their completion.

Identifying the Problem

Gathering evidence of the problem

Determining the causes of the problem

Evaluating existing public policies

Resources

AUSCHWITZ INSIDE THE NAZI STATE

UNITED STATES HOLOCAUST MEMORIAL MUSEUM

Evaluation

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Time-Limit	Presentation is 5-6 minutes long.	Presentation is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.

Standards

Social Studies Standards

2.1

Students will Analyze important ideas, social and

cultural values, beliefs, and traditions.

examines the ways different people view the same event or issue

from a variety of perspectives.

3.1

Students will analyze important

historic, geographic, economic, and social

questions and issues related to human rights and society.

4.6

Plants and animals, including humans, depend on each other and their

Physical environment.

1.1

Students will understand and use sensory

elements, organizational principles, and expressive

images to communicate their own ideas in works of

art.

1.1

Students will be reading to acquire information and

Understanding; collecting data, facts, and

ideas; discovering relationships, concepts, and

generalizations; and using knowledge from oral,

Written and electronic sources.

3.1

Students will read to analyze and evaluate

Experiences, ideas, information, and issues based on different sets of criteria.

2.4

Students will investigate differing and competing interpretations of the theories

of history.

3.2

Students will be asking and answering

geographic questions; analyzing theories of geography;

and acquiring, organizing, and analyzing geographic

Information.

4.7

Students will Analyze Human decisions and activities which have had a profound

impact on the physical and living environment.

ELA Standards

1.2

Students will Speak and write to acquire and transmit

Information.

3.2

Students will be Speaking and writing for critical analysis and

evaluation

Conclusion

During this virtual quest you have:

· Identify the Holocaust and Auschwitz. Why did the Nazis choose this location for several camps?

· Describe the roles that doctors played in the Nazi concentration camps? List some of their experiments.

· Discuss what impact the Holocaust had on history. What lessons does the Holocaust have for us today?

· Why is it crucial to understand and remember Auschwitz?