Project Based Learning

World War II

Holocaust Scrapbook Project

Global History:

Students working on lesson projects retain information at a higher rate through lesson involvement. Utilizing a Project Based Learning (PBL) approach; students have the ability to place themselves in a particular period of time, thus allowing each student to gain a better perspective of the historical environment/information presented during class.

This project will be due in three (3) weeks from the date assigned and 30 minutes of one (1) class period once per week will be given to allow students to work on the project, gather resources, interact with other students assigned the same number as well as ask the teacher any questions about the assignment. The remainder of project work should be completed outside of class for homework or during the students Study Hall/Resource/Study Skills time. Also the student has afterschool time to work on the project with or without the teachers’ assistance. Also; by approaching this project with a DBQ approach; students will be able to begin to prepare themselves for Regents testing.

For this activity; students will be assigned either the number one (1) or number (2); number one's (1's) will be assigned as German Soldiers and number two's (2's) will be assigned as Concentration Camp People. Individuals placed in this environment will be required to determine if he/she is of a specific orientation or religious order. When determining this position students should be reminded/remember that many different types of individuals of many different backgrounds where placed in these camps with a focus on the Jewish population.

Number one's (1's) and two's (2's) may interact with other number one's (1's) and two's (2's) as much as he/she wishes in the creation of the scrapbook to gain an understanding of what the environment was like, but must not work in a partnership or group to complete the assignment.

(***Through this phase of the project we will see the interaction of 1's and 2's begin, which will show the students to develop an understanding of how German Soldiers sympathized with the individuals placed in the Concentration Camps or showed no emotion. This will also give the students an understanding of how the individuals opposite themselves felt about the atrocities***)

As we are aware; many individuals of many different nationalities and sexual orientation where held in concentration camps. On the other side of the camp stood German Soldiers; some who are sympathetic to the plight of the individuals placed in the camps, while other soldiers showed no emotion and others worked to creatively remove individuals from the camps with the intent to save as many individuals as possible. Each student will begin developing their own viewpoint based off the character he/she has been assigned according to the number assigned.

(With the understanding that emotions still run high regarding this particular topic even today and the students understanding being skewed; one should remind the students; during the instructional phase, that not everyone agreed with what was going on in the Concentration Camps and some worked diligently to save as many individuals as possible.)

Students will individually determine which European Nation he/she belongs too as well as his/her sexual orientation and religious order. Using seven to ten (7-10) sheets of card stock paper (color is students choice). Student will use any resource available to him/her to create the Scrap Book. Pictures can be drawn, cut out from a magazine; newspaper, printed from the internet or photo copied from a book; providing the picture can be legally copied/printed and all materials can be cited in APA format (use bibme.org or citationmachine.com).

The students will travel back in time to World War II (specific year of WWII will be student choice) and will be required to create a scrap book based on what they see, hear, mentally/emotionally feel as well as pictures of how they were able to survive and what they looked like before and after---(use www.http://flashface.ctapt.de/).

The scrapbook will also include a map of his/her country of origin as well as what the demographics of the nation was prior to the German Invasion. Each picture will also include a short paragraph to describe how it relates to survival or how their nation has changed using textual support from supporting research material. (Examples: Maps, Books (i.e.: "Night" by Elie Wiesel), Newspaper Articles)

Upon completion of the scrapbook; students will be required to write a minimum of a two page essay (double spaced in 12 font-Times New Roman) of his/her trip in time; using his/her scrapbook as a reference point to write the essay. When students are writing the essay, they should cite the page of his/her scrapbook in the essay (Example: SB-P 1, SB-P 2, SB-P 3, etc.) to help support the essay. Students will share their unique perspective on his/her role of surviving World War II and the lasting effects the war has placed on themselves and their European Nation they choose to belong to as well as the World.

Contents of Scrapbook and Project Grading Criteria

1. Title Page---5 points

2. Pictures---10 points (Minimum of 14 pictures)

3. Citations---15 points

4. Map---10 points

5. Demographic Description ---20 points

6. Essay (APA Format)---40 points

Bonus Questions---Worth five (5) points each

· Name one (1) author during this time period and source of information

· Name one (1) scientist during this time period and source of information

Essay Project

Essay's are an important part of gaining an understanding into events of the past. Through the creation of an essay project; one (1) has the ability to research many different sources in his/her attempt to gather information pertaining to an academic topic. Researching specifics on a particular topic grants one the opportunity to repetitively examine information presented in a variety of ways. Depending on the academic topic assigned; one (1) has the ability to create a lengthy or short essay. This assignment will require students to choose one (1) author, one scientist (1) or one (1) architect during the Cold War Era and create an essay regarding the person.

The essay will contain:

1. Title Page---5 points

2. Introduction---10 points

3. Back Ground on the person---25 points (At least one page of information-double spaced)

4. Contributions made---10 points

5. Results of contributions (if any)---15 points (At least one page of information-double spaced)

6. How does the information apply today---10 points

7. Summation---15 points

8. References---10 points

· APA Format

· Intext Citations

PowerPoint Project/Presentation

Government:

The art of public speaking is important to an individuals ability to express themselves. Students will be required to create a PowerPoint Project and Present the information to the entire class. The Presentation will apply to Africa and the pathway traveled to reach the Africa we see today. Each student will present their own PowerPoint Project to the class and will present the class with new facts.

PowerPoint Project

1. Title Slide---5 points

2. Five (5) slides pertaining to the history of Africa---25 points

3. Five (5) slides pertaining to Africa today---25 points

4. Two (2) Political slides---25 points

5. Summation slide---10 points

6. Reference slide---10 points

Student created bonus question to ask the class at the end of the Presentation---5 points

Whom ever is called upon by the presenter and answers the question correctly will also receive 5 bonus points

Board Game

Economics:

When discussing different parts of the nation and world; we learn many new facts. Students will creat a board game based on any topic discussed in class. The game board and game pieces must be similiar to the region the student choose. If money will be used during the game; then the money created must be interpretative of the time period and the national currency.

The game board must include:

1. A creative name---10 points

2. Instructions on how to play the game---20 points

3. Game Pieces---10 points

4. Dice/Cards to move game pieces---10 points

Essay:

1. Is the game based on an old game format? If so; Why?---10 points

2. Is monies used in the game? If so; is the denomination correct for the region choosen? What is the historical origin of the monies.---20 points

3. What is the reason (s) you choose this region?---10 points

4. What is going on in this region today?---10 Points