|Painting their exhibit about death marches.|
|Working and chatting at the same time.|
To allow students to access an expert, I invited my colleague and friend, Dr. Adara Goldberg, into the classroom via a Mystery Skype. Students prepared questions for her, as a way to round out their learning. Additionally, we watched Schindler's List, as a way to give students visual interpretation of one story from the Holocaust, which is really the stories of many people.
Watching the collaboration and discussions that happen while doing is inspiring. I could overhear students talking about their project. I could hear them making reference to the Mystery Skype and to Schindler's List and how the ideas applied to their exhibit.
|Explaining Auschwitz-Birkenau |
to a guest.
I was nervous that the museum wasn't going to be finished on time, but students came in on their spares to complete all of their work and they all pitched in to help each other get things done.
|Students visiting the museum.|
Through the museum creation, students had the opportunity to build their skills in research, collaboration, time management, and synthesis. Skills that will serve them well in "real life".