STAGE
|
examples
|
Stripping
of Rights
|
o
|
segregation
|
o ghettos
|
Concentration
|
o labour camps
|
Final
Solution
|
o extermination
|
aftermath
|
o displacement
|
Instructions
1. As a
class, discuss the (five) Stages of Isolation that occurred during the Holocaust. Discuss the differences in the stages and how
the treatment of Jews and other peoples became more violent and destructive to
suit the aims of the Nazis.
2. On a
separate piece of paper, draw 5 boxes under each heading above.
3. Take a
close look at each of the posters. Read the captions and pay attention
to the pictures. Once you have had the chance to read a variety of posters, write
down information that fits under each of the Stages of Isolation. Each student should have a minimum of 5
points under each stage.
4. Additional
information may be found on the internet or on the history website under
“Additional Handouts” (there is a Holocaust timeline and statistics of the
causalities during the Holocaust).
Final Product
Students will take all information from each of the
stages and generate a visual product that includes:
a) title of
each stage
b) one image
or picture per stage that is representative of the events that occurred (during
this stage)
c) typed information that includes at
least five pieces of information that explains each stage
d) visual,
symbols, colours etc. that enhance the visual product
e) 100 word
reflection of the lessons learned or your feelings of the Holocaust
§
who is to
blame?
§
if you and
your family were in
§
you were a German during WWII, what do you think your
attitudes and actions would have been?
|
Category |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
|
Knowledge / Understanding |
-all stages include captions that are complete and historically accurate and include detailed evidence |
-each stage includes captions that are complete and are historically accurate with evidence |
-stages have captions that have accurate information and some details or evidence |
-some stages have captions that are incomplete or lack historical accuracy and evidence |
|
Thinking / Inquiry |
-reflection is insightful, critical, and makes connections that relate to themes of Holocaust |
-reflection is logical and makes connections to issues and themes of Holocaust |
-reflection needs to be more critical and focus more consistently to the themes of the Holocaust |
-reflection lacks insight and needs to make more concrete connections to the themes of the Holocaust |
|
Communication |
-captions and paper is typed and demonstrates mature language conventions |
-captions and paper are typed and achieve grade level language conventions |
-captions and paper have some errors in language conventions |
-no proofreading is apparent as captions have numerous errors in language conventions |
|
Application |
-final product is creative, colorful and
eye-catching -pictures are clear and easy to interpret |
-final
product is colourful and neat -pictures are clear |
-final product has some colour -some picutres are blurry and unclear |
-final product lacks colour
and creativity -pictures are unclear and difficult to interpret |