This project was designed for teachers and students to experience the Oregon Holocaust Memorial from the perspective of instructors and learners. Other visitors can also use the tools and resources this site provides to enhance their experience.
For my contribution, I helped design a timeline using knightlab that describes the events leading up to the Holocaust to the end of WWII. The timeline was corroborated by the United States Holocaust Memorial Museum and correlates with the events found on the memorial wall. All events were placed into two categories: the rise and fall of Hitler and the targeting of groups. This timeline can be used as a pre-visit tool for teachers to explain to students the events surrounding the Holocaust. I also put together a lesson that is compatible with the timeline (can be found on the time page).
This semester, our class created a website for the Oregon Holocaust Memorial. This project, in conjunction with the Oregon Jewish Museum, was designed for use by teachers wanting to take their students on field trips to the memorial. Other visitors could also use the website to gain further background knowledge of the Holocaust and some of the survivors memorialized. For my contribution, I created maps to illustrate the location and death information of concentration and extermination camps in Europe, and the expansion of Nazi Germany throughout World War II.
I used ArcGIS Story Maps to create this map of concentration camps throughout Europe. I used data provided by the Oregon Jewish Museum to input location and death data for each camp, and found photos from each camp online. The embedded version does not look as nice as the original; click here for a direct link.
The map of German expansion during WWII was created with Knight Lab’s Juxtapose program. I found blank maps of Europe online and color coded the countries to represent German states and allies, as well as Ally associated states and countries.
These maps were intended to provide visuals that give a sense of place and scale of the locations and events of the Holocaust.
In order to learn how to implement project-based learning into our instruction, we have been engaged in some project-based learning of our own. The memorial project has been incredibly motivational. It has compelled me with a powerful intrinsic drive that I am eager to pass onto my own students. For my part, I chose to work on generating a timeline based on the story of a survivor that calls Portland home. As someone that was raised Jewish I felt that I might have more of an understanding of some of the cultural references, and so sifting through stories could be a natural strength of mine as a contribution.
Before I could begin to work on a timeline I first had to select a story to portray. With dozens of survivor stories to choose from, I read as many as I could stand. It was an emotionally draining task, but also an important part of the learning process. Having an educational goal that required me to do this type of research made learning feel like discovery. In order to create a storymap that would be visually appealing and compelling, my main criteria were that the survivor had to have moved around a lot and had to be directly involved. I didn’t want to base the project off of an interview with someone describing what it was like for their family if they didn’t experience it directly, and I wasn’t looking for the story of someone who had bee-lined straight from Europe to Portland either. When I stumbled onto Manny’s story I knew that I had struck gold.
After reading through his account more than once, I picked out what I thought to be the most pertinent details as well as a list of everywhere he had lived on his exodus across the world. I used a free tool for creating interactive timelines on the website knightlab to bring all the pieces together.
I downloaded pictures from websites like Wikicommons and Flickr. These sites have photos that are within the public domain and have usage rights that permit them being re-published. Even though they are public domain, I made sure to cite them if the author requested it. I picked points on a world map that approximated stops on Manny’s journey, and in each location I added an image and blurb containing excerpts and paraphrased info from his interview. After editing the final product, the project was ready to be added to the website. If I had more time I would have liked to add two or three more. Maybe this could be a project for one of the classes that comes to visit the memorial.
Today’s lesson will be on theTransatlantic slave trade. The lesson will start with a warm-up question in order to get students focused on the subject. We will then watch a short video that explains what the Transatlantic slave trade was, how it work, and who was involved. Students will be given a graphic organizer to go along with an interactive map that catalogues slave ships from the 1500’s to the 1800’s. Students will pick two ships to investigate (see graphic organizer). We will then hypothesize why there were less enslaved people arriving at the final destinations than there were before leaving. A short video detailing enslaved peoples experiences will follow after this and students will gain a better understanding of conditions aboard slave ships. Students will then read a passage from abolition campaigner and former enslaved African Olaudah Equiano’s autobiography (1789) where he will describe his voyage as a captive on a slave ship. The lesson will end with an exit slip that is relevant to student learning.
Next Lesson(s): Discuss more in depth the economic, political, and social reasons behind the Transatlantic slave trade.
Extension Activity: Students will work with a partner or in groups of 3 to create a political cartoon depicting the Transatlantic slave trade. They will present their cartoon to the class and explain their reasoning behind it.
Essential Question(s): How did the Atlantic triangular slave trade effect enslaved peoples? How did it effect the countries that used slave labor?