This document outlines two potential project titles for a Jewish Studies class and provides guidance for students and teachers. The first project involves examining Jewish resistance during the Warsaw Ghetto Uprising of 1943. The second project examines how Denmark protected its Jewish citizens during the Holocaust. The document provides learning outcomes and topics for each project from the course syllabus. It offers resources for research and suggests students focus on the learning outcomes. Assessment questions will relate to the projects and evaluate skills like research, reflection, and communication developed by students. Teachers are advised to clarify expectations and involve students in setting success criteria.

1. JEWISH STUDIES PROJECT TITLES 2013: POINTERS
1. OUTLINING THE PROJECT TITLE CONTEXTS
FIRST PROJECT TITLE
A case study on Jewish resistance to the Holocaust as seen in the ‘Warsaw
Ghetto Uprising’ of 1943.
The topic is from Section 5: The Holocaust, Shoah.
Topic: Resistance ― Section 5: The Holocaust (Shoah).
This first project title comes in the following parts of Section 5 of the Syllabus:
Section 5.2: The Holocaust
Topic: Facts about the Holocaust
Learning Outcomes: Use research skills and present findings on the following –
Groups targeted for persecution; the scale of murder of the Jews; the camps; life in the
Warsaw ghetto.
Section 5.2: Resistance
Topic: The factors that made Jewish resistance almost impossible. Research one of
the following case studies of resistance: Warsaw Ghetto Uprising
Learning Outcomes: Discuss the factors that made Jewish resistance to the Holocaust
almost impossible; make a presentation of the main events and/or characters in the
chosen case study.
OR
SECOND PROJECT TITLE
An examination of the protection given to Jewish citizens within the Danish State
during the Holocaust (Shoah).
The second project title comes in the following parts of Section 5 of the Syllabus:
Section 5: The Holocaust (Shoah), Moral Decisions
Topic: Investigation of a moral decision that was taken by a State which led to the
protection of Jewish citizens of those countries.
Learning Outcomes: describe a moral decision taken by a state that led to the
protection of the Jewish people. Choose either Denmark or Bulgaria; Evaluate the
factors which influenced those moral decisions.
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2. 2. Any work carried out by students must address the outcomes outlined in these
sections above in the syllabus.
3. What the students do for their project is up to themselves. There are a number of
websites which are helpful for information which is easy and accessible to them. An
incentive for them to complete something is to give them a deadline by which they
have to produce something which addresses the outcomes yet gives the information.
Maybe they can present something to the class or to groups within the school or
maybe they could circulate their work to the students who were part of the Hanukkah
day. Maybe they could look at Warsaw ghetto diaries of Abraham Lewin, Emmanuel
Ringelblum, Adam Czerniakow, Chaim Kaplan; materials from the USHMM and Yad
Vashem websites and the HETI HMD booklets; maps, photographs. Just make sure
that students keep to the learning outcomes addressed in the syllabus in relation to
what they need to focus on within that. They could construct their own imaginative
account of what happened to the Danish Jews or be the boatman ferrying passengers
to Sweden and giving accounts of what happened etc. They could take the stance of
different people e.g. member of parliament, King Christian X, the police, Nazi
officers. But all the time you need to keep focused on the learning outcomes.
They’re like the reins keeping things within certain parameters.
4. Examination Paper: PART 1: Questions on the Project Work
The project work addresses the broad aims of the syllabus and in particular it will
• Facilitate the exploration of an area of personal interest or concern to the student
• Encourage students to use a range of resources to support their research and
learning
• Facilitate a variety of teaching and learning methods
• Promote the development of skills of enquiry, research, reflection, and analysis,
as well as independent learning, personal effectiveness (organizational skills) and
communication skills.
Questions related to the project work will be on Part 1 of the examination paper and
will be awarded 20% of the total examination mark.
Questions address questions such as:
• What topic did you choose and why?
• Describe the steps you took in investigating the topic.
• What learning outcome did you achieve in the course of your project work?
• What skills did you develop?
• List three things you learned about the topic.
• What questions are you still left with?
Project work questions will only pertain to Part 1 of the examination paper. In Part
2 of the paper questions will not be set on the section that students have studied for
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3. project work. Actual projects completed by the students will not be submitted for
examination.
When you receive the project work titles, examine them carefully with your students.
Identify what topics, description of topics and learning outcomes are being addressed
in the title.
5. Applying the principles of Assessment for Learning, with your class
determine what might be the success criteria which would enhance learning in
the achievement of those outcomes which relate to those questions. There are
four key moments in AfL summarised as follows:
(a) Specify the learning intention: What is it that you, as the teacher, would
like your students to know, understand and be able to do by the end of the
lesson?
For example that students would be able
• to know…
• to understand …
• to explain ....
Write this up on the board or somewhere so it can be clearly seen by the
students.
(b) Agree the success criteria with the students using THEIR language:
Examples might be ‘I will be successful if I can…
• define …
• write a paragraph on …
• describe …
• identify …
• appreciate …
• give the biblical reference for …
(c) Strategic Questioning: Specifically, strategic questioning provides
teachers with the opportunity to identify and correct misunderstandings and
gaps in knowledge, as well as identify the need for extension work for those
students whose knowledge and skills base demand it.
(d) Feedback and Feedforward: Peer feedback occurs when students offer
each other advice about their work which incorporates reference to:
 what has been done well in relation to the success criteria
 what still needs to be done in order to achieve the success criteria
 advice on how to achieve that improvement.
6. For each section of the syllabus, formulate other questions on the basis of what
is in the topics, description of topics, and the learning outcomes.
7. Be aware of what skills are being assessed in the different types of questions:
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4. • Enquiry skills: Enquiring about items, products, people, organisations
and aspects of the environment.
• Research skills: Students are introduced to and guided in ways of
finding, recording, analysing and using appropriate research material.
• Reflection skills: Students are encourage to reflect on their findings or
observations.
• Personal effectiveness: Organisational skills: Through the organisation
of their own time and effort, students are enabled to plan, manage and
complete their tasks.
• Observation skills: Students are encouraged to observe, interpret,
express and record what they see.
• Critical evaluation skills: Students are guided in the critical, creative
and constructive evaluation of their findings, observations, solutions.
• Independent learning: self-directed learning involves pupils taking the
initiative in recognising learning requirements and undertaking activities
to meet them.
• Communication skills: oral or written.
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