Unit 1: The Holocaust

Summative Assessment 2

“Stories matter. Many stories matter. Stories have been used to dispossess and to malign, but stories can
also be used to empower and to humanize. Stories can break the dignity of a people, but stories can also
repair that broken dignity.”
Chimamanda Ngozi Adichie

Come take this giant leap with me; into the other world; the other place where language defies [...] and
the universe has yet to learn why

Sonia Weitz

Holocaust narratives

Goal: To show an understanding of what happened during the Holocaust

Role: You are an archivist/ librarian preparing an exhibition of Holocaust personal stories

Audience: Visitors to the archive/library interested in learning about the Holocaust

Situation: Single stories can be damaging - Jewish people as others, and as victims, perpetrators as evil,
and everyone else as good. The reality is horribly more complex.

Product: A scrapbook of a Holocaust narrative

Holocaust narratives scrapbook

Standards: Ai, Aii, Bii, Biii, Biv, Ci, Cii, Ciii

Research Question: How are personal stories important when studying conflict and discrimination?

Your task:

1. Research a personal narrative of the Holocaust and select sources that evidence their
perspective as victim, perpetrator, bystander, resistor, rescuer, collaborator, or liberator. Keep
your notes and the links you used in the research process record document.

2. Create a double page scrapbook of this person’s story: A3 format, landscape orientation, paper
or digital

Your scrapbook must include:

- A timeline of the person’s story focusing on the Holocaust

- A map showing countries and places mentioned in the narrative
- Quotes from interviews, memories, etc
- Photos, drawings, symbols,and other visual representations
- You can annotate/highlight the sources
 3. Write a rationale (textbox with 200-300 words)
● clarify the person’s role in Holocaust within their specific historical context
● analyse the significance of chosen sources and symbols and explain their relevance to the
narrative you are telling

Here are some sources to get you started

● Remember Survivors and Victims

● Non-Jewish victims of Nazi persecution - World War Two and the Holocaust
● Closer: Portraits of Survival - Digital Stories
● Holocaust history and stories from Holocaust
● From ghetto in Theresienstadt to Auschwitz II-Birkenau
● Resistance and Rescuers
● Perpetrators, collaborators and bystanders - The Holocaust
● Liberators’ Testimonies
● Liberation | Holocaust Encyclopedia
● Kamp Westerbork
● Remembering Westerbork
● Loaded trains: Jewish transports in WWII
● The Artefacts Collection
● Wiener Holocaust Library
● Survivor Voices
● The Holocaust: Who are the missing million? - BBC News
● Ordinary Objects, Extraordinary Journeys
● Laurence Rees on the perpetrators of the Holocaust: “What they told us was, at the time, they felt
it was the right thing to do”
● American Liberators of the Holocaust
● Holocaust survivors tell stories behind sacred Jewish museum items | Compass | ABC Austr…
Rubric
Criteria 7-8
A: Knowing My scrapbook and rationale
and both use a wide range of
understanding terminology effectively, and
(Ai and Aii) demonstrate excellent
knowledge and understanding
of the Holocaust and relevant
concepts
B: Investigating In my Research Process Record
(Biii) and bibliography there is
evidence of using research
methods to collect and record
appropriate, varied and
relevant information.
C: My scrapbook and rationale
Communicatin communicate information and
g (Ci, Cii, Ciii) ideas effectively and
accurately by using a style that
is completely appropriate to
an exhibition, and structures
information and ideas in a way
that is completely appropriate
to the specified format. I
consistently document sources
of information using the ISH
Referencing Guide.
5-6
My scrapbook and rationale
use a range of terminology
accurately, and demonstrate
substantial knowledge and
understanding of the
Holocaust and relevant
concepts
In my Research Process
Record and bibliography
there is evidence of using
research methods to collect
and record appropriate and
relevant information.
My scrapbook and rationale
communicate information
and ideas accurately by
using a style that is mostly
appropriate to an
exhibition, and structures
information and ideas in a
way that is mostly
appropriate to the specified
format. I often document
sources of information using
the ISH Referencing Guide.
3-4
My scrapbook and rationale
use some terminology
accurately, and
demonstrate adequate
knowledge and
understanding of the
Holocaust and relevant
concepts
In my Research Process
Record and bibliography
there is evidence of using
research methods to collect
and record mostly relevant
information.
My scrapbook and rationale
communicate information
and ideas satisfactorily and
in a style that is somewhat
appropriate to an
exhibition, and structures
information and ideas in a
way that is somewhat
appropriate to the specified
format. I sometimes
document sources of
information using the ISH
Referencing Guide.
1-2
My scrapbook and rationale
use limited relevant
terminology, and
demonstrate basic knowledge
and understanding of the
Holocaust and relevant
concepts
In my Research Process
Record and bibliography there
is limited evidence of using
research methods to collect
relevant information.
My scrapbook and rationale
communicate information
and ideas by using a style that
is partially appropriate to an
exhibition, and structures
information and ideas in a
way that is partially
appropriate to the specified
format. I rarely / never
document sources of
information using the ISH
Referencing Guide.