We are finishing up our study of the Holocaust and completing the Primary Source Document activity. The documents are pretty intense. How do you share them with students? Do you jigsaw the activity? Do you have an approach that really worked or something to avoid? Thanks!
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Denise Harrington I agree, there is more content in the Holocaust primary source collection than students would be equipped to process at once. As you mentioned, jigsaw groups are one way to approach this. I would also offer up advice that's helped me sort through some of the lengthier WHP materials - to do less, better. You might consider offering students choices, either by having them choose 1-2 documents or by having one document required for all and one document that students choose for themselves.
I tend to view the primary source collections as resources to draw from rather than something to be used in whole. For example, in my class, we would focus on Source 4 because it aligns well with the Assessing Responsibility and Conscience activity and a lesson I do on medical experimentation in the concentration camps.
Do you plan to use the Sourcing Tool for these documents? If you're looking for another idea, I've also used this 3-2-1 template (although I cannot take credit - it was shared here in the community!)
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We're also doing this activity in a couple weeks - definitely plan on jigsawing it with the students. Our plan looks like this:
- We begin by doing a "first read" of all the documents with a couple quick summarizing questions so that students can get the gist of what they are about to dig into.
- Next, we do a "second read" which is, essentially, a modified sourcing activity with 2-4 sources (students choose).
- We conclude with a "third read" analysis part which will have them respond to a deeper question that will set them up to work on Assessing Responsibility and Conscience (that you mentioned above!).
Like Denise Harrington asks, I'm also looking for any potential "pitfalls" about this activity.
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We're also doing this activity in a couple weeks - definitely plan on jigsawing it with the students. Our plan looks like this:
- We begin by doing a "first read" of all the documents with a couple quick summarizing questions so that students can get the gist of what they are about to dig into.
- Next, we do a "second read" which is, essentially, a modified sourcing activity with 2-4 sources (students choose).
- We conclude with a "third read" analysis part which will have them respond to a deeper question that will set them up to work on Assessing Responsibility and Conscience (that you mentioned above!).
Like Denise Harrington asks, I'm also looking for any potential "pitfalls" about this activity.
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