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Questa Cmap, creata con IHMC CmapTools, contiene informazioni relative a: Task 9, 3.Preliminary Remarks Taking into account all these considerations imagine you are invited to the 2010 Turin Book Fair to debate about the importance of memory. ???? 5. Individual Groups As members of a team, you will need to use all available resources to create your group PPT presentation giving evidence of the Holocaust and proving deniers’ views are fake. The presentation must include at least ten slides where you are asked to add historic materials such as photographs, videos, podcasts produced by those who were present. Everyone in your group must take a turn providing narration for the PowerPoint slides. Your group must provide a summary handout for the other students in the class as well as a bibliography for all of your sources. Finally you will be able to evaluate your efforts, your project, and your team members' efforts., 3.Preliminary Remarks Taking into account all these considerations imagine you are invited to the 2010 Turin Book Fair to debate about the importance of memory. ???? 4.Task Whole Class Taking into account all these considerations imagine you are invited to the 2010 Turin Book Fair to debate about the importance of memory. 1.You know that historical facts are often distorted in order to justify hatred and intolerance 2. You are aware that in some years time no Holocaust survivors will be alive anymore and that without firsthand witnesses ‘ memory there is a detectable danger that someone might be tempted to minimize the genocide and deliberately manipulate historical evidence. 3. You will become an expert on the Holocaust deniers’ lacking points 4.Your task is to remember the atrocities and horrors of the genocide to give proof that it really happened, to disprove its deniers and convince the indifferent ones., 5. Individual Groups As members of a team, you will need to use all available resources to create your group PPT presentation giving evidence of the Holocaust and proving deniers’ views are fake. The presentation must include at least ten slides where you are asked to add historic materials such as photographs, videos, podcasts produced by those who were present. Everyone in your group must take a turn providing narration for the PowerPoint slides. Your group must provide a summary handout for the other students in the class as well as a bibliography for all of your sources. Finally you will be able to evaluate your efforts, your project, and your team members' efforts. 6. Students have to gather information surfing the Net but as sourcing is a very important skill to learn they have to be sure what info comes and from what side they have picked it up. In order to make them aware of the importance of identifying the right place to find sources, they are asked to answer the following questions: 7.Brainstorming Class is divided into pairs and students are told they are going to do an activity called brainstorming to elicit vocabulary and concepts. Each pair has to answer the following questions using resources from the web. What is a holocaust? http://www.ushmm.org/ http://www.mjhnyc.org/ http://www.wsherc.org/ What synonyms can you find for a Holocaust? http://lexipedia.com/ http://www.thefreedictionary.com/ http://www.synonym.com/synonyms/power/ As feedback students are asked to complete the map:, 1.Introduction HOLOCAUST DENIED Students have already been provided a comprehensive introduction to the WWII and Nazi Germany in L1. They now are ready to confront with the topic and prove that the Holocaust did actually occur and its horrors were not fantasy but reality. Students have already been provided a comprehensive introduction to the WWII and Nazi Germany in L1. ??m?? 2.Turin Book Fair 2010 Memory has been chosen as the leitmotif of the 2010 Turin Book Fair. The choice has been controversially debated since its announcement but many intellectuals have remarked the value of the past and its memory particularly for future generations who are the most passionate visitors and who are at the highest risk of losing knowledge and identity without memory., 2.Turin Book Fair 2010 Memory has been chosen as the leitmotif of the 2010 Turin Book Fair. The choice has been controversially debated since its announcement but many intellectuals have remarked the value of the past and its memory particularly for future generations who are the most passionate visitors and who are at the highest risk of losing knowledge and identity without memory. ???? 3.Preliminary Remarks Taking into account all these considerations imagine you are invited to the 2010 Turin Book Fair to debate about the importance of memory., 11.First activity. Students in pairs are given two different WOORDLE documents: Teacher has copied and pasted the articles into Wordle, creating two word clouds. Students are not allowed to read the full article but only a tag cloud each. They have to get the gist of the original article and explained it to the partner, together they can guess what their article is about while teacher displays each word cloud on the interactive whiteboard highlighting words one at a time and extracting relevant / useful vocabulary. Then teacher hands out copies of the original articles in full and students discuss the vocabulary. ???? 12. Pyramid of hate. The text you have just read is based on two main concepts ; 1. the first crime the Jews did was to be alive, to exist and for this reason they had to be punished 2. their executioners were common people, average citizens. A final consideration could be that apparently there were not concrete reasons for what was happening, but as the Holocaust did occur how can hate be explained rationally? The history of Nazi Germany has shown how stereotyping, scapegoating, dehumanization, and discrimination can bring to mass murders. This activity provides students with the opportunity to understand the ways in which prejudice can escalate. Answer the following questions 1. Why do you think people tell ethnic jokes about other groups, insult others, or exclude them socially?. 2. Why would these differences cause a person to "put down" someone else? 3. Where do people learn to disrespect people who seem different? 4. Can you give examples of a prejudice you have learned through the media?, 9.ACTIVITY Hitler had a tremendous amount of responsibility, but he and his colleagues had a tremendous amount of help. If you were a judge, how would you assess the “responsibility” of these people for what happened in the world between 1933 and 1945? Choose the right choice; ???? 10. Through the questionnaire students realize that most of the contemporaries have contributed to the Holocaust with different degrees of responsibility. They are asked to read the web page about German obedience and complete the Pyramid of blind obedience to the dictator. http://kimel.net/obedience.html http://www.jewishvirtuallibrary.org/jsource/Holocaust/ What_makes_the_Holocaust_unique.html, 12. Pyramid of hate. The text you have just read is based on two main concepts ; 1. the first crime the Jews did was to be alive, to exist and for this reason they had to be punished 2. their executioners were common people, average citizens. A final consideration could be that apparently there were not concrete reasons for what was happening, but as the Holocaust did occur how can hate be explained rationally? The history of Nazi Germany has shown how stereotyping, scapegoating, dehumanization, and discrimination can bring to mass murders. This activity provides students with the opportunity to understand the ways in which prejudice can escalate. Answer the following questions 1. Why do you think people tell ethnic jokes about other groups, insult others, or exclude them socially?. 2. Why would these differences cause a person to "put down" someone else? 3. Where do people learn to disrespect people who seem different? 4. Can you give examples of a prejudice you have learned through the media? ???? Divide the students into groups of four or five and give each a Pyramid of Hate and individual photos of each survivor accompanied by a quote from his or her testimony. Have each group decide where on the Pyramid they should place each survivor's testimony. Remind the students that there is no one correct placement., 1.Introduction HOLOCAUST DENIED Students have already been provided a comprehensive introduction to the WWII and Nazi Germany in L1. They now are ready to confront with the topic and prove that the Holocaust did actually occur and its horrors were not fantasy but reality. Students have already been provided a comprehensive introduction to the WWII and Nazi Germany in L1. ???? WEBQUEST HOLOCAUST DENIED, 8. We want to go over the chronology, the events and ask ourselves how a society can get to this point. The answer is hard even if the impression that the Holocaust was inevitable is still quite prevailing. The truth is that Holocaust occurred because individuals, groups, and nations made it happen. ???? 9.ACTIVITY Hitler had a tremendous amount of responsibility, but he and his colleagues had a tremendous amount of help. If you were a judge, how would you assess the “responsibility” of these people for what happened in the world between 1933 and 1945? Choose the right choice;, 7.Brainstorming Class is divided into pairs and students are told they are going to do an activity called brainstorming to elicit vocabulary and concepts. Each pair has to answer the following questions using resources from the web. What is a holocaust? http://www.ushmm.org/ http://www.mjhnyc.org/ http://www.wsherc.org/ What synonyms can you find for a Holocaust? http://lexipedia.com/ http://www.thefreedictionary.com/ http://www.synonym.com/synonyms/power/ As feedback students are asked to complete the map: ???? 8. We want to go over the chronology, the events and ask ourselves how a society can get to this point. The answer is hard even if the impression that the Holocaust was inevitable is still quite prevailing. The truth is that Holocaust occurred because individuals, groups, and nations made it happen., 2.Turin Book Fair 2010 Memory has been chosen as the leitmotif of the 2010 Turin Book Fair. The choice has been controversially debated since its announcement but many intellectuals have remarked the value of the past and its memory particularly for future generations who are the most passionate visitors and who are at the highest risk of losing knowledge and identity without memory. ???? WEBQUEST HOLOCAUST DENIED, 10. Through the questionnaire students realize that most of the contemporaries have contributed to the Holocaust with different degrees of responsibility. They are asked to read the web page about German obedience and complete the Pyramid of blind obedience to the dictator. http://kimel.net/obedience.html http://www.jewishvirtuallibrary.org/jsource/Holocaust/ What_makes_the_Holocaust_unique.html ???? 11.First activity. Students in pairs are given two different WOORDLE documents: Teacher has copied and pasted the articles into Wordle, creating two word clouds. Students are not allowed to read the full article but only a tag cloud each. They have to get the gist of the original article and explained it to the partner, together they can guess what their article is about while teacher displays each word cloud on the interactive whiteboard highlighting words one at a time and extracting relevant / useful vocabulary. Then teacher hands out copies of the original articles in full and students discuss the vocabulary.