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=BBC Timeline Holocaust= []

Assessment: Oral Presentation and Bibliography

The timeline allows you to get an overview of the events leading up to the genocide.
 * 1) Choose two events that are of most interest to you.
 * 2) Use various sources to gather further information on the topic that you believe would be valuable for our unit. – Make sure you collect source information as you go.
 * 3) Looking at your topics determine some key points that you are presenting to your classmates.
 * 4) Your presentation has to be well-structured and include an introduction, main part and a conclusion with questions that still need to be answered.

The presentations should be held on Monday 9th of September. You will be assessed on these tasks.


 * Bibliography instructions**

Homepage I would like you to follow when preparing your Works cited section.

[]

Please find out what you want to cite and then refer to the section where you can find an example for the type of source you want to cite.

Additional Homework: 1 page.

Analyze the impact of Steinbachs' remarks on the situation before the invasion of Poland. In addition, describe Steinbachs' position and whether you consider it to have any political weight.

Polish Newssite on Steinbachs' remarks:

http://www.thenews.pl/national/artykul139358_poland-mobilised-first-before-ww-ii--says-german-expellee-activist.html

German Spiegelonline with an overview of German press reactions>

http://www.spiegel.de/international/germany/0,1518,716756,00.html


 * Reading Response Journal Instructions**

Response Journal Guidelines

 * Take time to write down anything in relation to the text. If you're intrigued by certain statements or if you're attracted to characters or issues or problems, write your response. Try to take at least five minutes to write when you've finished an assignment or when you've put your book down for a break. You may want to write something that strikes you then.
 * Make connections with your own experience. What does the reading make you think of? Does it remind you of anything or anyone?
 * Make connections with other texts or concepts or events. Do you see any similarities between this text (concepts, events) and other texts (concepts, events)? Does it bring to mind other related issues?
 * Ask yourself questions about the text: What perplexes you about a particular passage? Try beginning, "I wonder why..." or "I'm having trouble understanding how...' or "It perplexes me that..." or "I was surprised when ...."
 * Try agreeing with the writer. Write down the supporting ideas. Try arguing with the writer. On what points, or about what issues, do you disagree? Think of your journal as a place to carry on a dialogue with the writer or with the text in which you actually speak with him or her. Ask questions; have the writer respond. What happens when you imagine yourself in his/her shoes?
 * Write down striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them? Divide your notebook page in half and copy words from the text onto the left side; write your responses on the right. On a first reading you might put checks in the margin where the passages intrigue you; on the second reading, choose the most interesting ideas, then write about them.
 * Describe the author's point of view. How does the author's attitude shape the way the writer presents the material?


 * Web Guide to our Unit *to be continued:**

Holocaust Timeline of Concentration Camps []

Holocaust Timeline on the Ghettos []

Parts of Murrow's Report transcribed []

**Film citation:**
Make sure you pay attention to the mood and visual representation of the realities of the camps in "Life is Beautiful". When quoting the film, think about the function and effect of how the director tells the story. Have fun:)