1. Can people learn from the past, or does history repeat itself? Through research and discussion with your group, you will be able to answer this question. The specific task is to develop a Day of Remembrance for the victims of the Holocaust. Every year, the United States Congress has delegated specific dates for remembrance of the Holocaust and its victims. As a group, you will develop an entire day dedicated to the survivors and victims of the Holocaust. Candle Lighting at the 2000 Days of Remembrance Commemorative Ceremony http://www.ushmm.org/remembrance/dor/calendar/ Holocaust: A Day of Remembrance

2. Process: 1. After being placed in groups of five, each group member will assume one of the roles below and follow the specific instructions. After completing the role, the group will reassemble in order to answer the question: Can people learn from the past, or does history repeat itself? Historian Cartographer Artist Evolutionist Sociologist 2. Complete the Day of Remembrance project. Holocaust: A Day of Remembrance

3. Process: 1. After being placed in groups of five, each group member will assume one of the roles below and follow the specific instructions. After completing the role, the group will reassemble in order to answer the question: Can people learn from the past, or does history repeat itself? Historian: This role pertains to the beginning of the Holocaust. Anser the questions below using specific details and examples from several resources. Questions:. What were the requirements in order to be an SS officer?. Who were SS officers?. What ere the duties of an SS officer?. What role did they play in the Holocaust? Holocaust: A Day of Remembrance Cartographer: This role pertains to the maps and journeys pertaining to the Holocaust. Visit websites and develop a map of Europe in 1944, including the locations of the Holocaust. Be sure to develop your own map based on the information provided. Artist: This role pertains to the paintings, drawings, and poetry revolving around the Holocaust. Obtain an idea of the imagery of the Holocaust. Create a collage of paintings, drawings, and poetry on an 8.5 x 11 piece of paper or poster board and share with your group. Evolutionist: This role pertains to the aftermath of the Holocaust. View websites and answer the questions below.. Define genocide.. What has caused genocide to continue? Explain the genocide in each area: Sudan, Darfur, Chechnya, Rwanda, Cambodia. What are the affects on people who are targets of genocide?. Why is genocide considered a crime against humanity? Sociologist: This role pertains to the emotions and actions of people who survived the Holocaust. View websites and answer the questions below. Use specific examples from several different people.. What do the survivors feel?. What emotions do survivors feel toward those who persecuted them?. What are the survivors’ religious feelings and attitudes?. What have the first-hand accounts taught you?

4. Holocaust Day of Remembrance Each student is asked to create a tentative plan for an entire day. The day will begin at 9:00 am and end at 3:00 pm. Below is a suggested itinerary for the day’s events; it can be structured however your group sees fit. 9:00 am: Coffee, juice, and bagels will be provided 9:15 am: Opening address 9:30 – 11:30 am: A series of lectures given by college and university professors/Holocaust scholars (one per every half an hour) 11:45 – 12:45 pm: Lunch with politician as keynote speaker. 1:00 – 1:30 pm: high school student essays read by the studentshigh school student essays 1:30 – 2:30 pm: A film or film series followed by a discussion or interview with an eyewitness — a survivor, liberator or rescuer (Guidelines for Arranging a Survivor Presentation); document, archival, or Holocaust art exhibition; readings of poetry written during or about the Holocaust; presentation of music composed during the Holocaust;Guidelines for Arranging a Survivor Presentation 2:30 – 3:00 pm: Special prayers, sermons, or meditation services by church leaders; candle lighting; planting of trees or flowers dedicated to lost communities. Library displays of Holocaust literature classics will be available to browse during the entire day completed in MLA format. You may alter the events, or choose to follow the layout. You will need to create a program of the day’s events using Microsoft Publisher. The bi-fold program would work the best. You need to research and find: · four (4) speakers for the lectures (provide a brief biography for each speaker) · a film to present (cited in MLA format) · a person to head the prayer/sermon/meditation at the end (provide a brief biography for the guest) · a list of books that will be on display (all cited using the MLA citation format) Your group represents the opening speakers. Therefore, each of you needs to write a speech for the opening of the Day of Remembrance. Your speech should welcome the people attending, address the history of the Holocaust, the victims of the Holocaust, the purpose of remembering the Holocaust, other acts of genocide that have happened since the Holocaust, and end with words of positive actions and encouragement. The speech should be 500 words minimum. Each student is responsible for writing their own speech.

5. CATEGORY4321 Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Attractiveness & Organization The brochure has exceptionally attractive formatting and well- organized information. The brochure has attractive formatting and well-organized information. The brochure has well- organized information. The brochure's formatting and organization of material are confusing to the reader. Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. Sources are not documented accurately or are not kept on many facts and graphics. Graphics/PicturesGraphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen Program Rubric

6. Essay Rubric CATEGORY4 - Above Standards3 - Meets Standards2 - Approaching Standards1 - Below Standards Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The author has an interesting introductory paragraph but the connection to the topic is not clear. The introductory paragraph is not interesting AND is not relevant to the topic. Focus or Thesis Statement The thesis statement names the topic of the essay and outlines the main points to be discussed. The thesis statement names the topic of the essay. The thesis statement outlines some or all of the main points to be discussed but does not name the topic. The thesis statement does not name the topic AND does not preview what will be discussed. Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained. Accuracy All supportive facts and statistics are reported accurately. Almost all supportive facts and statistics are reported accurately. Most supportive facts and statistics are reported accurately. Most supportive facts and statistics were inaccurately reported. Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Closing paragraphThe conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. The author's position is restated within the closing paragraph, but not near the beginning. There is no conclusion - the paper just ends.