Worksheets for “To Bear Witness” Exhibit
Pages 18 – 21
- To become familiar with the main Holocaust events in chronological order, by visual illustration.
- To cope with the human aspect of the various occurrences as caught by the camera’s eye.
- To become familiar with the accompanying source material.
- To use the photographs as a source of information and as a means of developing thought at the various levels.
- To coordinate photographs, sources and general information to help construct an overall picture of the period.
- To coordinate cognitive and effective means to assist the student in adopting an overall, and not alienated view.
II. Preparing the room for activities
- There should ample room for the exhibit to be set up and the work l carried out.
- The photographs should be framed or hung esthetically, appropriate to the subject and the atmosphere.
- The photographs should be hung in the following sequence: 1, 2, 3, 4, 5, 6, 7, 8, 9-10, 11, 12, 13, 14, 15-16, 17, 18, 19, 20.
- Students should come prepared with writing materials and notebooks.
III. Preparations beforehand
Students should be provided, beforehand, with general information about the period, the various events, when they occurred and the stages of their development by means of:
- The distributing of information sheets to the students, such as: “Outline of the History of the Holocaust”, published by the Information Center, and a list of dates and major occurrences.
- A general review by the teacher in the class that will include the following subjects:
- The background on the rise of Nazism.
- Stages in the Nazi policies regarding the Jews.
- The Jews’ stand in face of the Nazi policies.
- “The Final Solutions.”
- The stand of the free world.
- The liberation.
IV. Additional aids
- A map of Europe during the period of the Holocaust*
- Table of events and dates
* Maps of Europe Under the Nazi Domination” and “The Destroyed Jewish Community) prepared by the Resource Center Yad Vashem.
V. Work stages
- Introductory lesson in the classroom (One lesson):
– The teacher’s presentation of the subject: A basic historical review and mention of the main events during the Holocaust period.
- Work in the exhibit (two lessons):
a. Gathering the class in the exhibit room.b. The students visit the exhibit on their own. At the same time each student will choose on which of the photographs to focus. (Note: Students’ attention should be drawn to the titles and written comments accompanying each photograph.)
- Using the information sheets.
a. Each student will choose at least two subjects; one poster from each of the two following groups:- Group A: Posters 1-10.
– Group B: Posters 11-20.b. The teacher will give each student worksheets and texts relating to the posters he has chosen.
c. The students will give written answers to the questions, individually or in groups (in the case of a number of students choosing the same posters).
(Note to the teacher: On a number of worksheets, in addition to the regular questions, there appears an optional question intended to raise the level of relating to the material. The teacher will use his judgement as to how and to whom to present these questions).
- Class assembly – A summarizing session including general impressions of the exhibit, reports of students on how they made their choice and on their work on the photographs, and their general impression of the exhibit.The teacher, on his part, can raise the following points as subjects for discussion:- Why were the pictures in Poster (1) chosen to open the exhibit?
– Do you find significance or lessons for people in general, and Jews in particular, to learn?