Stone, Emily

Technology Tools for Enhancing Instruction and Empowering Students

Assignment #1
July 27, 2020

The Holocaust Photo Comparison

1. What are the students going to learn?
1. The students will learn that Holocaust victims were from families just like theirs.
b. How will they get there?
1. Prior to this experience, the students will be given a homework assignment in
which they will select five (5) photographs from their collection of family photos
at home.  When the students come into class, they will move into their groups and
briefly share why they chose each of their photographs.  This will give them a
sense of ownership and sentimentality of their captured lives.
2. Then, the students will be given a worksheet explaining the directions to the
experience.  Once on their laptops, the students will explore the family photo
archives of the United States Holocaust Memorial Museum
(http://www.ushmm.org/research/collections/photo/).  Using key words, they will
find a photograph from before 1939 that is similar to their own family
photograph.  The students will then analyze both the photograph from the
archives and their photo from home.  I will provide two worksheets with guide
questions so that they can begin analyzing the photographs.
3. The students will then use the information from the photo analysis to write a
caption that communicates the main idea of each photo.
4. The students will then journal about any feelings they had while completing this
experience.  Those who feel moved to share with the class may do so.
a. What activities are allowed or encouraged?
a. Discussion and sharing thoughts, feelings, and moments of clarity are allowed and
encouraged.
b. Is there anything off limits?
a. No.
b. How and when are the students empowered?
a. The students are empowered when they realize that the human experience is
shared.
3. Assessment
a. What is your rubric(s) for the assessment?
a. Multiple rubrics for the assignment could be but not limited to:
content, presentation, or visuals.
(SEE ATTACHED)
b.   Will the students be given a chance for formal reflection? Explain.
1. The students will reflect on their experience in their journals.  Because this can be
a very personal and moving experience, students will share their thoughts and
feelings as they feel moved to do so.
4. Which part(s) of Quadrant D are addressed?
 a. The problem is that students often see historical events as things that just happen,
and because they often have no connection to it, they are callous in their
understanding of the ramifications of past events.
b. Students will be challenged to find the similarities between their own lives and
the lives of Holocaust victims through photographs.
c. Students will strengthen relationships between each other in sharing their
photographs, making the connections between the present and the past, and
discussing the shared human experience.
d. The results are unpredictable because this experience requires that students think
deeply about themselves and the lives of Holocaust victims, and if they do not
make the connection, then this experience will have failed.
4. Which Schoolwide Learning Expectations are addressed?
a. Be critical thinkers who utilize written and oral communication to articulate ideas
clearly, effectively, and creatively.
b. Be logical thinkers who are able to make connections between subject areas and
relate academic learning to practical life experiences.
c. Express themselves with confidence and poise.
d. Use keyboarding, word processing, Internet skills, and other technologies as tools
for learning and communication.
e. Be problem solvers who logically plan, establish, and work toward goals with
confidence.
f. Value human dignity by demonstrating openness, respect, and integrity.
g. Understand that the concept of “family” includes not only parents and siblings,
but also members of the community at large.
Title:  The Holocaust Photo Comparison Subject: English 8 CP

Timeline:  Spring 2021, during the Holocaust Unit

State Standards:

CA ELA-Writing:  1.3 Use strategies of note-taking, outlining, and summarizing to impose

structure on composition drafts.
CA ELA-Written and Oral Language Conventions:  1.1 Place modifiers properly and use the
active voice.
CA Visual Arts-Aesthetic Valuing:  4.2 Take an active part in a small-group discussion about the
artistic value of specific works of art, with a wide range of the viewpoints of peers being
considered.

Background:
Studying the Holocaust is a memorable time in a student’s life.  After being given a background
in the events that led up to the Holocaust and after reading introductory pieces of literature form
that period of time, the students will most likely experience emotions such as anger, shock, and a
greater need to really understand history, among other things.  Middle school students, however,
have limited life experience, and it is often a challenge for teachers to connect history with each
student’s individual life.  Making a personal connection often makes a subject more real to a
student, and in this lesson, students will examine family photographs of Holocaust victims that
are similar to their own family photographs, thus creating that connection.
Objectives:

 The students will search the photograph archives of the United States Holocaust
Memorial Museum online using key words to find photographs that are similar to their
own.
 The students will analyze the family photo of a Holocaust victim and a similar family
photo of their own.
 The students will write respective captions for the Holocaust victim’s family photo and
their own photo.
 The students will share their photographs and discuss how they are similar and different
using either FlipGrid or posting to Padlet.
 The students will offer specific feedback to at least two other students’ work submissions.

Materials:

 Five (5) different favorite family photographs per student

 Tablet/PC/device
 Internet
 A copy of assignment directions
 Photo analysis worksheet for Home Photo
 Photo analysis worksheet for Archive Photo
 FlipGrid Board for Holocaust Photo Comparison Project w/ student access link posted to
Canvas
 Padlet for Holocaust Photo Comparison Project w/ student access link posted to Canvas

ANTICIPATORY SET:

Behavioral Objectives:

 The students will make a connection between themselves and Holocaust victims through
photo comparison.

Motivation:
  The students will move into their groups.  Within their groups, they will each briefly
share why they chose each of their photos.

Essential Question:
 Why is it important to study historical literature?

METHODOLOGY:

 Students will be asked to log in to Canvas.

 The teacher will tell the students to open the project “Holocaust Photo Comparison.”. 
The teacher will read the objective out loud:
o “In order to better understand what Jewish cultural, religious, and community life
was like in Europe before World War II (1939-1945), you will be finding
photographs from the time BEFORE 1939 and analyzing the photo.  You will also
research the town where the photo was taken.  You will draw parallels between
the lives of Jewish children before the war and your own life today.”

 The teacher will then read the instructions for Step 1.  First, the teacher will ask “What
key words will you use to narrow down the photos so that you’re not searching through
all 85,000 photos in the database?”  Students will respond, and the teacher will copy
responses onto the board.  Remind the students that they have five (5) photographs to
choose from, so they should be able to find one photo in the archive that is similar to one
of theirs.
 Second, the teacher will direct students to the United States Holocaust Memorial
Museum photo archives website in Canvas.
 Then, the teacher will read the remaining directions on the page.  
 For Step 2, the students are to analyze the photo from the archive and the one from
home.  Before the students begin their search for a matching photo, draw their attention
to the “Photo Analysis” worksheets.  Read and discuss the worksheets with the students
to clarify anything that may be confusing.
 The teacher will inform the students that these photographs will be used to write a
comparative analysis of the two photos the following class.

MODEL:

 The teacher will then model how to search the archives on the United States Holocaust
Memorial Museum website and how to analyze the photo. If possible, the teacher will
provide student samples from years prior.

GUIDED PRACTICE:

 The teacher will ask all of the students to go to the United States Holocaust Memorial
Museum photo archive website and begin their search.  The teacher should be available
 to guide students who are having difficulty choosing solid key words.  The teacher should
also guide students who have questions concerning the photo analysis.

INDEPENDENT PRACTICE:

 The students will begin their search for Step 1 on the assignment.
 The students will analyze their photograph as part of Step 2.
 The students will write captions for each of their respective captions.
 The students will SAVE their work.

CLOSURE:

 After the students have saved their work, the teacher will ask the students to open their
journals and spend a couple minutes reflecting on their experience.  If time permits, allow
students who feel moved to share their thoughts with the class.

ASSESSMENT:

 See attached rubric.

EXTENSION:

 Students will post their photo comparison project (photos, captions, discussion of how
they are similar and how they are different, and journal reflection) on either FlipGrid or
Padlet.
 After students publish their photos, captions, and reflection to FlipGrid or Padlet, the
teacher will lead the students in a virtual gallery walk so that students may see what their
peers created and respond to at least two other pieces of work.

INTERDISCIPLINARY OPTIONS:

 If photography is studied in fine arts, the students may choose to select favorite photos
from their personal collection.  Analysis may also be taught in the arts.
Name:
Mrs. Johnson
English 8
Date:

Picture Analysis- The Holocaust

Rubric

Student has chosen a photograph that is similar to his/hers: /5

Student has analyzed the home photo using the template
provided: /10

Student has analyzed the archive photo using the template

provided: /10

Student has written a caption for the home photo that gives
the main idea of the photo: /10

Student has written a caption for the archive photo that gives
the main idea of the photo: /10

Student has posted photo comparison and journal reflection

to either FlipGrid or Padlet: /10

Student has given specific feedback to at least two peers’

Submissions in either FlipGrid or Padlet: /5

TOTAL: /60
Objective:  In order to better understand what Jewish cultural, religious, and community life was

like in Europe before World War II (1939-1945), you will be finding photographs from the time

BEFORE 1939 and analyzing the photo.  NOTE: Acceptable photos will have “LIFE BEFORE

THE HOLOCAUST” in its caption. You will also research the town where the photo was taken. 

You will draw parallels between the lives of Jewish children before the war and your own life

today.

 
Step 1:  Find a photo similar to the one you brought today.
 
 What keywords will you use to narrow down the photos so that you’re not searching
through all 85,000 photos in the database?
 Go to the United States Holocaust Memorial Museum photo archive website to find
photos in the database.
  Once you find your photo, right click on it, copy it, and paste it onto this Google
document.  Then, return to the website and copy and paste the date and location to the
Word document with the photo.
 Guidelines for choosing the photo:
o People or a person must be in the photo.
o The photo cannot be a portrait.
o The photo must include the date and the place that the photo was taken.  The date
must be before 1939.
 
Step 2:  Analyze the photo from the website and the one from home using analysis worksheets.
 
 

Name___________
Photo Analysis Worksheet for Your Photo from Home (PREWRITE)
 
I.                   Subject of the photograph from home
 
·         Number of people in the photograph:
·         Estimated ages of the people in the photograph:
·         Number of males:
·         Number of females:
·         Describe the clothing:
·         Describe the facial expressions:
·         Describe what the people are doing:
·         Objects (includes animals) are in the photograph:
·         Describe the objects:
 
II.                Setting of the photograph from home
 
·         When and where the photograph was taken:
·         Estimated time of day:
·         Estimated time of year:
·         Indoors or outdoors:
·         Describe as many details as you can identify about the place where the picture was taken:
 
III.             Writing a caption for the photograph from home
 
A caption is a short description or explanation of a photograph or picture.  It often includes
information about what is happening in the picture, where and when the picture was taken, and
who is in the picture.  Using the information, you have gathered above, choose the most
significant details and write a BRIEF caption of your photo that will communicate the MAIN
IDEAS of the photo. 
 

Name___________

Photo Analysis Worksheet for the Photo from the Database (PREWRITE)
 
IV.             Subject of the photograph from the database
 
·         Number of people in the photograph:
·         Estimated ages of the people in the photograph:
·         Number of males:
·         Number of females:
·         Describe the clothing:
·         Describe the facial expressions:
·         Describe what the people are doing:
·         Objects (includes animals) are in the photograph:
·         Describe the objects:
 
V.                Setting of the photograph from the database
 
·         When and where the photograph was taken:
·         Estimated time of day:
·         Estimated time of year:
·         Indoors or outdoors:
·         Describe as many details as you can identify about the place where the picture was taken:
 
VI.             Writing a caption for the photograph from the database
 
A caption is a short description or explanation of a photograph or picture.  It often includes
information about what is happening in the picture, where and when the picture was taken, and
who is in the picture.  Using the information, you have gathered above, choose the most
significant details and write a BRIEF caption of your photo that will communicate the MAIN
IDEAS of the photo. 

VII. Journal.

Reflect on your thoughts as you moved through the process of finding a connection with a person
or family who was persecuted during the Holocaust. How did it change the way you think about
our interconnectedness?

VIII. POST!
Using either the FlipGrid or Padlet student access codes posted to Canvas, share your work. This
includes the following:
 Both your photo and its match with captions
 Compare and contrast photos and/or stories
 Share your thoughts on the process

VIV. Virtual Gallery Walk

As we begin our virtual gallery walk, you will need to give specific feedback to at least TWO of
your peers.

Acceptable: I find it crazy that you were able to find a matching picture of you and an elephant
with a Holocaust survivor! It really makes you think about how our experiences in life are quite
similar!

Unacceptable: Sweet pic, man!

REMEMBER: Take a look at the rubric before submitting any work!