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Holocaust WebQuest

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This is a WebQuest in which students research The Holocaust and create their own graphic novel from a Holocaust survivor perspective.

This is a WebQuest in which students research The Holocaust and create their own graphic novel from a Holocaust survivor perspective.

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  • 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade (English) Designed by Trevor [email_address] Based on a template from The WebQuest Page
  • 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a survivor of The Holocaust. You have experienced and witnessed many atrocities of war. The images and recollections haunt you, but you feel you have a voice. You have a unique story that needs to be to shared with others. Like Art Spiegelman, you are an artist. You want to share your experience and representation of The Holocaust in graphic novel form. It’s a big step, but you are about to test the waters of creating your first book. You have always wanted to do something that is important, something that can make a difference in society. Now is your chance. You are about to become an author!
  • 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title Last year, you read The Diary of Anne Frank . You briefly explored The Holocaust. This year, you will be asked to disseminate information and websites and produce a Holocaust survivor story of your group’s choice. Your quest, as a group of 3, will be to create a graphic novel of a Holocaust event or Holocaust survivor. Students will be able describe conditions in concentration camps and the plight of Jewish people during World War II. Your group will utilize a narrative from a Holocaust survivor/s perspective. You will be expected to gain further insight into Holocaust people, places, and events and provide a rationale for the person or event you choose to focus on in your graphic novel. Key terms, events, people, and places should be referred to in your text. Your sources of information will include historic materials of The Holocaust (located on the internet) such as documents, photographs, and movies produced by Holocaust survivors.
  • 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will become a member of a three-person group and accept a role in the group. Your role may be an Author, Graphic Artist, or Research Editor/Editor-in-Chief.   Sources of information you will research are actual, historic materials such as documents, photographs, sounds and movies, produced by individuals who were present during The Holocaust.   The websites your group will use for researching the Holocaust are:      United States Holocaust Memorial Museum http://www.ushmm.org/   Holocaust Survivor Video Testimony http://www.library.yale.edu/testimonies/homepage.html   Holocaust Cybrary http://www.remember.org/   Dickerson’s Holocaust Site http://ddickerson.igc.org/   University Of Pennsylvania Professor's Holocaust Site http://www.writing.upenn.edu/~afilreis/Holocaust/holhome.html   Simon Wiesenthal/Museum of Tolerance Home Page http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=358201   Sydney Jewish Museum http://www.sydneyjewishmuseum.com.au/   Holocaust Rescuers http://fcit.coedu.usf.edu/holocaust/people/rescuer.htm   The Holocaust History Project http://www.holocaust-history.org/ Continue with the process click here    
  • 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]   The History Place Holocaust Timeline http://www.historyplace.com/worldwar2/holocaust/timeline.html   An Auschwitz Alphabet http://www.spectacle.org/695/ausch.html   Children of the Holocaust http://www.adl.org/children_holocaust/children_main1.asp       Books your group can refer to for constructing a graphic novel are:   Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006.   Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004.   Baetens, Jan, ed. The Graphic Novel . Louvain, Belgium : Leuven University Press, 2001.   Your group may also reference or model graphic novels, such as:   Satrapi, Marjane, Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art. Maus: A Survivor’s Tale . New York : Pantheon Books, 1997. Spiegelman, Art. Maus: A Survivor’s Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. Continue with process here  
  • 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After your group has chosen a person, place, or event for your graphic novel, each group member will turn in their Individual Research from the assigned websites. This will include: 3-5 Holocaust survivors of interest and 3-5 places, events, or artifacts of interest. The Research Editor/Editor-in-Chief will be responsible for submitting a brief 1-2 page (typed) outline of your group’s proposal (intentions) for your topic of interest and story for your group’s graphic novel. Your Group Proposal will include or answer the following: -Who (Holocaust survivor) or what (event, place, or artifact) will be the focus of your graphic novel? -What is the importance of your story? (As an author? As a Holocaust survivor?) -What will be your story? Provide a 1-2 paragraph summary of the story you will tell. -What are some of the images that you plan to include in your graphic novel? -Declare each group member’s role/s and define their responsibilities. Make sure each group member prints and signs their name next to their role. Research Editor/Editor-in-Chief _________________ Author _____________________________________ Graphic Artist _______________________________   -You will be responsible for holding each other accountable for their role. Remember, part of your grade will be determined by how well your group works together. -It will be important for all 3 group members to communicate their ideas into one cohesive vision . Continue with process here  
  • 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Timetable Week 1 Days 1 and 2- Conduct individual research in the computer lab Day 3- Start Graphic Novel Proposal Days 4 and 5- Graphic Novel Proposal due at end of class   Week 2 Days 1 and 2-Discussion of the Graphic Novel and the required elements for your group’s Graphic Novel Days 3, 4, and 5- Begin work on Graphic Novel Week 3 Days 1 and 2- Finish Graphic Novel Day 3- Final Draft of Graphic Novel due at end of class Days 4 and 5 -Each group will do a 5-minute presentation on their Graphic Novel -Individuals will complete a self-evaluation and group evaluation Day 5- Group reflection (extending understanding) on Holocaust
  • 8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be evaluated as a group on your cooperation, content, clarity and neatness, required elements, and spelling and grammar. The “required elements” are that your project is in a panel layout, uses character/s, plot, and dialogue, and tells a Holcaust experience from a Holocaust survivor’s perspective. “Additional elements” may include color, shading, lettering style, etc. A rubric will be provided to you before beginning your project so that you are aware of your expectations and can decide which role you will take responsibility for in your group. Your group’s artistic abilities will not be evaluated. Your grade will be determined by your body of work; research, depth, analysis, and effort. After your graphic novel is complete and you have presented it to the class, each group member will complete a self-evaluation and a group evaluation for the two other group members. Continue to evaluation rubric here
  • 9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Cooperation Worked cooperatively with group all the time with no need for adult intervention. Worked cooperatively with group most of time but had a few problems that the team resolved Worked cooperatively with group most of the time, but had one problem that required adult intervention. Worked cooperatively with group some of the time, but had several problems that required adult . Content All the content is in the students' own words and is accurate. Almost all content is in the students' own words and is accurate. At least half of the content is in the students' own words and is accurate. Less than half of the content is in the students' own words and/or is accurate. Clarity and Neatness Graphic novel is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. Graphic novel is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. Graphic novel is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. Graphic novel is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. Required Elements Graphic novel included all required elements as well as a few additional elements. Graphic novel included all required elements and one additional element. Graphic novel included all required elements. One or more required elements was missing from the storyboard. Spelling & Grammar No spelling or grammatical mistakes in the graphic novel with lots of text. No spelling or grammatical mistakes in the graphic novel with little text. One spelling or grammatical error in the graphic novel. Several spelling and/or grammatical errors in the graphic novel.
  • 10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After completing your graphic novel, you will have gained incredible insight into The Holocaust. You should feel like an expert, particularly on the person or event your group chose to focus on in your graphic novel. You should be able to draw connections to other groups’ graphic novels in the class. After each group has presented their graphic novel, you will reflect in your journal about personal connection/s that you have drawn from this project and current or future connections you feel may exist in society. Volunteers will be encouraged to share their connections. The goal will be to develop a web of connections of The Holocaust to gain a more comprehensive understanding.   Extending Understanding What is the importance of learning about The Holocaust? Should certain Holocaust atrocities not be learned, discussed or viewed by students? By anybody? Why?
  • 11. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Books for constructing a graphic novel   Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006.   Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004.   Baetens, Jan, ed. The Graphic Novel . Louvain, Belgium : Leuven University Press, 2001.   Graphic novels   Satrapi, Marjane, Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art. Maus: A Survivor’s Tale . New York : Pantheon Books, 1997. Spiegelman, Art. Maus: A Survivor’s Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. The Holocaust photo provided on the “Title” pages was taken by Laura. It is a product of LKG Photography 2008. The photo is under a Creative Common License on www.flickr.com. Links back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
  • 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade English Designed by Trevor Funk [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page My name is Trevor Funk. I am in the teacher licensure program at Colorado State University. I have developed the Holocaust WebQuest to implement into a Holocaust unit to raise awareness and understanding of The Holocaust, to develop writing skills, and to become familiar with the graphic novel genre. In this WebQuest, students will research The Holocaust using websites on the “Process” pages, 1 and 2. After researching, students in groups of 3, will create a graphic novel from a Holocaust survivor perspective and story of their choice. Students will share and present their graphic novels to the class and reflect, individually and as a group, on their production of a graphic novel and The Holocaust. Evaluation Teacher Script Conclusion
  • 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The Holocaust WebQuest was designed for 9 th grade English students in their first semester during a 50 minute class. I feel this WebQuest could be implemented in grades 9-12. However, I personally feel this would benefit students more if it were conducted early in their high school experience. It is my hope that students will develop more tolerance and cultural understanding for one another, throughout their lives, after this WebQuest. Prior to beginning this lesson, students will need to have read the graphic novel, Maus I: A Survivor’s Tale by Art Spiegelman. Elements of a graphic novel will need to be scaffolded to provide structure and guidance when the students are creating their own graphic novel. (Graphic novel resources are located on the “Credits and References” page.) This will also help students to analyze the depth of Maus and interact with the “text” when reading it. Evaluation Teacher Script Conclusion
  • 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Colorado Standards and Benchmarks (9 th grade English)addressed in The Holocaust WebQuest are:
    • 4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing
    • 5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
    • 6. Students read and recognize literature as a record of human experience.
      • .
    • The thinking and communications skills encouraged by this WebQuest are critical thinking, creative production, teamwork, and compromise.
    Evaluation Teacher Script Conclusion
  • 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each student will become a member of a three-person group and accept a role in the group. Their role may be an Author, Graphic Artist, or Research Editor/Editor-in-Chief.   Sources of information each student will research are actual, historic materials, such as documents, photographs, sounds and movies, produced by individuals who were present during The Holocaust.   The websites each group will use for researching the Holocaust are:      United States Holocaust Memorial Museum http://www.ushmm.org/   Holocaust Survivor Video Testimony http://www.library.yale.edu/testimonies/homepage.html   Holocaust Cybrary http://www.remember.org/   Dickerson’s Holocaust Site http://ddickerson.igc.org/   University Of Pennsylvania Professor's Holocaust Site http://www.writing.upenn.edu/~afilreis/Holocaust/holhome.html   Simon Wiesenthal/Museum of Tolerance Home Page http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=358201   Sydney Jewish Museum http://www.sydneyjewishmuseum.com.au/   Holocaust Rescuers http://fcit.coedu.usf.edu/holocaust/people/rescuer.htm   The Holocaust History Project http://www.holocaust-history.org/ Continue with the process click here Evaluation Teacher Script Conclusion
  • 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The History Place Holocaust Timeline http://www.historyplace.com/worldwar2/holocaust/timeline.html   An Auschwitz Alphabet http://www.spectacle.org/695/ausch.html   Children of the Holocaust http://www.adl.org/children_holocaust/children_main1.asp       Books each group can refer to for constructing a graphic novel are:   Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006.   Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004.   Baetens, Jan, ed. The Graphic Novel . Louvain, Belgium : Leuven University Press, 2001.   Your group may also reference or model graphic novels, such as:   Satrapi, Marjane, Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art. Maus: A Survivor’s Tale . New York : Pantheon Books, 1997. Spiegelman, Art. Maus: A Survivor’s Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. Continue with process here Evaluation Teacher Script Conclusion
  • 18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page After each group has chosen a person, place, or event for your graphic novel, each group member will turn in their Individual Research from the assigned websites. This will include: 3-5 Holocaust survivors of interest and 3-5 places, events, or artifacts of interest. The Research Editor/Editor-in-Chief will be responsible for submitting a brief 1-2 page (typed) outline of your group’s proposal (intentions) for your topic of interest and story for your group’s graphic novel. The Group Proposal will include or answer the following: -Who (Holocaust survivor) or what (event, place, or artifact) will be the focus of your graphic novel? -What is the importance of your story? (As an author? As a Holocaust survivor?) -What will be your story? Provide a 1-2 paragraph summary of the story you will tell. -What are some of the images that you plan to include in your graphic novel? -Each group member’s will declare their role/s and define their responsibilities. Each group member must print and sign their name next to their role. Research Editor/Editor-in-Chief _________________ Author _____________________________________ Graphic Artist _______________________________   -Each group member will be responsible for holding each other accountable for their role. “Remember, part of your grade will be determined by how well your group works together.” -It will be important for all 3 group members to communicate their ideas into one cohesive vision . Continue with process here Evaluation Teacher Script Conclusion
  • 19. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Timetable Week 1 Days 1 and 2- Conduct individual research in the computer lab Day 3- Start Graphic Novel Proposal Days 4 and 5- Graphic Novel Proposal due at end of class   Week 2 Days 1 and 2-Discussion of the Graphic Novel and the required elements for your group’s Graphic Novel Days 3, 4, and 5- Begin work on Graphic Novel Week 3 Days 1 and 2- Finish Graphic Novel Day 3- Final Draft of Graphic Novel due at end of class Days 4 and 5 -Each group will do 5-minute presentation on their Graphic Novel -Individuals will complete a self-evaluation and group evaluation Day 5- Group reflection (extending understanding) on Holocaust Evaluation Teacher Script Conclusion
  • 20. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To implement this lesson, the class will need to have access to 2 or more copies of the following books: (These books may be purchased and/or borrowed from the library) Books for constructing a graphic novel   Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006.   Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004.   Baetens, Jan, ed. The Graphic Novel . Louvain, Belgium : Leuven University Press, 2001.   Graphic novels   Satrapi, Marjane, Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art. Maus: A Survivor’s Tale . New York : Pantheon Books, 1997. Spiegelman, Art. Maus: A Survivor’s Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. Websites that will be researched by students are listed on the process pages. Students will utilize the school computer lab for research. Only one teacher will be necessary to implement this lesson. If a graphic novelist is available, he/she will be asked to serve as a mentor/consultant. Evaluation Teacher Script Conclusion
  • 21. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each group will be evaluated on cooperation, content, clarity and neatness, required elements, and spelling and grammar. The “required elements” are that the project is in a panel layout, uses character/s, plot, and dialogue, and tells a Holcaust experience from a Holocaust survivor’s perspective. “Additional elements” may include color, shading, lettering style, etc. A rubric will be provided to each group before beginning their project so that each student is aware of their expectations and can decide their role and responsibilities within their group. The group’s artistic abilities will not be evaluated. The grade will be determined by the group’s body of work; research, depth, analysis, and effort. After the graphic novels are complete and have been presented to the class, each group member will complete a self-evaluation and a group evaluation for the two other group members. Continue to evaluation rubric here Evaluation Teacher Script Conclusion
  • 22. Teacher Script Student Page Title Introduction Learners Standards Process Resources Credits [Teacher Page] Evaluation Conclusion Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Cooperation Worked cooperatively with group all the time with no need for adult intervention. Worked cooperatively with group most of time but had a few problems that the team resolved Worked cooperatively with group most of the time, but had one problem that required adult intervention. Worked cooperatively with group some of the time, but had several problems that required adult . Content All the content is in the students' own words and is accurate. Almost all content is in the students' own words and is accurate. At least half of the content is in the students' own words and is accurate. Less than half of the content is in the students' own words and/or is accurate. Clarity and Neatness Graphic novel is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. Graphic novel is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. Graphic novel is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. Graphic novel is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. Required Elements Graphic novel included all required elements as well as a few additional elements. Graphic novel included all required elements and one additional element. Graphic novel included all required elements. One or more required elements was missing from the storyboard. Spelling & Grammar No spelling or grammatical mistakes in the graphic novel with lots of text. No spelling or grammatical mistakes in the graphic novel with little text. One spelling or grammatical error in the graphic novel. Several spelling and/or grammatical errors in the graphic novel.
  • 23. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. However, accommodations can be made for developmental English Language Learners and special populations. They can be assigned a partner/mentor during the individual research. The graphic novel format and elements will be modeled and scaffolded prior to beginning this WebQuest. Upon beginning The Holocaust Webquest, students will be challenged to work together and help one another. The class will be student-centered. The teacher serves as a guide to monitor, assist when necessary, and to reinforce the steps and timetable. The teacher will need to reserve the school computer lab during days 1 and 2 of the 3-week project. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion
  • 24. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page After completing their graphic novel, each student should have gained incredible insight into The Holocaust. Each student should feel like an expert, particularly on the person or event their group chose to focus on in their graphic novel. Each student should be able to draw connections to other groups’ graphic novels in the class. After each group has presented their graphic novel, each student will reflect in their journal about personal connection/s that they have drawn from their project and current or future connections they feel may exist in society today. Volunteers will be encouraged to share their connections. The goal will be to develop a web of connections of The Holocaust to gain a more comprehensive understanding.   Extending Understanding What is the importance of learning about The Holocaust? Should certain Holocaust atrocities not be learned, discussed or viewed by students? By anybody? Why? Evaluation Teacher Script Conclusion
  • 25. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Books your group can refer to for constructing a graphic novel are :   Rollins, Prentis. The Making of a Graphic Novel . New York : Watson-Guptill, 2006.   Chinn, Mike. Writing and Illustrating the Graphic Novel: Everything You Need to Know to Create Great Graphic Works. Hauppauge, NY: Barron's, 2004.   Baetens, Jan, ed. The Graphic Novel . Louvain, Belgium : Leuven University Press, 2001.   Your group may also reference or model graphic novels, such as:   Satrapi, Marjane, Persepolis: The Story of a Childhood . New York, NY: Pantheon Books, 2003. Spiegelman, Art. Maus: A Survivor’s Tale . New York : Pantheon Books, 1997. Spiegelman, Art. Maus: A Survivor’s Tale II: And Here My Troubles Began . New York : Pantheon Books, 1991. The Holocaust photo provided on the “Title” pages was taken by Laura. It is a product of LKG Photography 2008. The photo is under a Creative Common License on www.flickr.com. Links back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion