Now that you have had the chance to work in stations for the last few weeks, its

your turn to
show us how much you understand about the type of information and activities that the stations
include.

Objective: In your small museum group (2-3 people), you will be responsible for designing the
Station Cheat Sheet for the unit of study Final Solution: Citizens to Outcasts, using the
essential questions below.

As you move through the US Holocaust Memorial Museum with your small group, find resources
to include on your station worksheet. You are making a guide for a school group to use, as if
they could not attend the museum, but wanted to know about the exhibits and information
contained in them.

Requirements:
1. Follow the station descriptions as they are listed. For example, Audio/Visual should
reference a video clip; Literary Connection should relate a quote in the museum to a
text you have studied, etc.

1. All stations must include an object, or visual from the Museum. You must also explain
why that object or visual is important to see in order to understand the essential
questions.

1. You may have to do some further research or exploring in order to properly cite or
develop your ideas once we return home. You can also take some time to consult
docents in the museum to see if you can get information you need.

1. Although there is a section of the museum with this same title, Citizens to Outcasts,
you may use anything you find in the museum to use in your station. All exhibits are
relevant in some way.

1. You may not repeat any information that we have already used in a station. For example,
if you want to use book burning, thats fine. You just cant use the links we used in class
or the text Fahrenheit 451. Dig deeper.

1. This sheet is your Blog #5. Each member of the group should post it on their individual
Weebly site as Blog #5.
Essential Questions:
How did German Jewish citizens become outcasts in the age of the Nazis?
What type of experiences did they have that we need to understand today?

1. Audio/Visual (People to Technology) Locate and describe an audio/visual clip from the
museum.
Information Audio/Visual: Silent Video

Relates to Night, the ending of the camps, Floor: 4

how the Jewish people were safe. The video
brought the ending to life. Shows the horrible Room: elevator entrance
experiences the Jews went through. Shows
Description: Dachua concentration camp
the Allies perspective on saving the people
during liberation, May 1945. Rough
and what the camp looked like to them when
conditions, starving people.
they first saw it.

2. Information Seeking: Secondary Sources Locate and describe a secondary source, such
as a description tag, brochure, exhibit tag, wall plate, etc.
Information Audio/Visual: ID card

Story of how Tana and her family survived Floor: 1

the Holocaust. Talks about being invaded, the
ghettos, and the concentration camps. Room: outside the elevator
Relates to the audio/visual because she
Description: Story if a polish girl, Tania
describes her camp being liberated. Also
Marcus, and her experience of the Holocaust.
related to Night, Elies experience of being
liberated. Can not shy away from the stories,
we have to listen to understand. That this
actually happened thousands of people died.

3. Information Seeking: Primary Sources Locate and describe a primary source, such as a
photograph, story, quote, an object, etc.
Information Audio/Visual: pjs

The Germans made the Jewish citizens Floor: 4

become outcast by forcing them the wear the
Star of David on their shoulder, and by Room: off ofthe elevator
putting them in the ghettos. Also, once the
Description: cotton, thick, good shape.
Jewish people were in the concentration
camp, Majdanek, the prisoners were forced to
wear them. The people who came into the
camp were segregated, they all made them
 the same, this is how they made them
outcasts.

4. Reflection (Text to Self) Create three reflection questions based on an Object/Visual.

Information Audio/Visual: Tree stump/grave

1. How would you know who was who? Floor: 4

2. Were the stumps picked out by family
members? Or were they picked out by Room: down the hall from the pjs
the Nazis?
Description: Tree stump marked dead
3. After the war, would family members
bodies outside polish villages. Used as grave
look for their lost ones stump? Or was
stones.
it not worth it?

5. Discussion (People to People) Create three discussion questions based on an

Object/Visual.
Information Audio/Visual: Voices from Auschwitz

1. How are their stories similar and how are Floor: 3

they different?
2. Was it easy for the survivors to tell their Room: Entering Auschwitz
story? Is it hard for them to talk about it?
Description: Stories of people experiences
3. How do the survivors feel about knowing
in the camp
that other Jewish people went through this,
but they were the ones to survive?

6. Literary Connections (Text to Text) Connect a text from inside the museum to a text you
have read, studied, or found.

Information Audio/Visual: Where books are books are

burned, in the end people will be burned.
Heinrich Heine (1797-1856) German Poet

Related to F-451 and how the government Floor: 4

didnt want people to think. Also related to
The Book Thief. Liesel Meminger stole a Room: Hallway
book from a grave digger and from the
Description: Book burning. All culture must
burning flames of fire. She wanted to learn
be destroyed. Books, art, music, anything that
and share the books with the Jewish people.
will make people start to question the
government. Dangerous.
7. Experiential (Activity or Art) Design an activity or project based on an object or visual from
the Museum.

Information Visual: Gallery of people during the

Holocaust

Create a story from one of the paintings Floor: 4

regarding the Holocaust and how they were
treated. Create a backstory and describe their Room: End of floor 4
conditions.
Description: The violent pictures bringing to
life people getting shot, walking to their death
dead bodies. The Holocaust through pictures,
the truth.