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I found a website on how to write an annotated bibliography for websites https://penandthepad.com/write-annotated-bibliography-websites-6193309.html

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I found a website on how to write an annotated bibliography for websites https://penandthepad.com/write-annotated-bibliography-websites-6193309.html

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While a bibliography is just a list of sources used when researching a topic, an annotated bibliography adds a summary and evaluation of each source, such as a description of the intended audience and the benefit of the source to your own research. Annotated bibliographies of web sources can be particularly useful because of the myriad of pages associated with one website. The bibliography will steer you back to the page you sourced, and the annotation will remind you what information you gathered from that page. Annotated bibliographies begin with the bibliographic citation, followed by your annotation.

Modern Language Association (MLA) Style

In MLA style, cite the author's name, article or page name, title of the website, version numbers, publisher information and the date you accessed the site. MLA style does not require URLs in bibliographic citations, but for an annotated bibliography, you might want to include it so you can easily find the site again.

For example: "Definition and Quotes about Music Therapy." American Music Therapy Association. AMTA, n.d. Web. 10 Apr. 2015. http://www.musictherapy.org/about/quotes/.

There is no author for this page, so the citation begins with the page's title, which is written in quotation marks. The website name is italicized, and the publisher's name follows. The abbreviation "n.d." stands for no date, as the site does not list a publication date. The date accessed goes in day-month-year format. The URL is encased in angle brackets, and there is a period at the end.

To add the annotation, drop down two lines after your bibliographic citation. Write your annotation in paragraph form. MLA style requires text to be double spaced. Keep the entire paragraph indented, so your paragraphs are flush with the hanging indent in your second and any subsequent lines in your bibliography; only the first line of your bibliography is fully to the left margin of the paper. Drop down an extra line between paragraphs in your annotation.

American Psychological Association (APA) Style

In APA style, cite web sources as follows:

Bonn, S. A. (2014). How to tell a sociopath from a psychopath. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/wicked-deeds/201401/how-tell-sociopath-psychopath

Notice there are no brackets around the URL. If this page didn't have an author, the title of the article would be the first component of the bibliography. Since an article is a common format, you do not need a format description bracket. If, however, the page is a blog post or lecture notes, for example, you should indicate that in brackets after the title.

Drop down two lines after your bibliographic citation and begin your annotation. APA style also dictates double-spacing to be maintained throughout the annotation. Keep the entire paragraph indented to be flush with your hanging indent, and don't add an extra indentation to the first line of the paragraph. Separate the annotation into paragraphs for each section, such as a separate paragraph for the summary and another paragraph for the evaluation. Your annotation can be up to three paragraphs.

Chicago Manual Style (CMS)

Like APA, CMS requires the inclusion of URLs in the bibliographic citation.

For example: Bowley, Graham. "Art Sales on the Rise." The New York Times, March 11 2015. Accessed March 11, 2015. http://artsbeat.blogs.nytimes.com/2015/03/11/art-sales-on-the-rise/?_r=0

This citation includes both the date of the article and the date you accessed the website. The citation for a webpage that isn't an article is very similar; it includes the name of the page in place of the author's name, the title of the page in quotation marks, the date accessed and the URL.

Drop down two lines after your citation and begin writing your annotation, which follows the same indentation as APA and MLA styles. Do not italicize or add extra indentations. Your annotation could be just one paragraph, or it could be up to three paragraphs, separated by sections -- summary, evaluation, and usefulness to your research.

Harvard Style

Harvard style requires URL and date accessed information in your bibliographic citation. The information you include varies, depending on what kind of website you cite.

For example, to cite a blog post like this: Hibnick, E 2015, Lawyers moonlighting as entrepreneurs. 14 February 2015. The Law Insider. Available from: http://www.thelawinsider.com/media/lawyers-moonlighting-entrepreneurs/ [10 March 2015].

Harvard style puts the website in angle brackets and ends the citation with a period.

Harvard style differs from the other guides, requiring single-spacing within a paragraph. You should still add a double space after your citation, followed by your single-spaced paragraphs. Keep your indentation flush to the left, and add a double space in between paragraphs. As with the other styles, your annotation can be up to three paragraphs.

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How to Write an Annotated Bibliography for Websites

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While a bibliography is just a list of sources used when researching a topic, an annotated bibliography adds a summary and evaluation of each source, such as a description of the intended audience and the benefit of the source to your own research. Annotated bibliographies of web sources can be particularly useful ...

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CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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Does everyone want to look for a few standards and post them so we all contribute.

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Does everyone want to look for a few standards and post them so we all contribute.

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High School
10-12 Grade
Subject : Art History - Appropriate sites for research

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Hi, Hoping the rest of you make it here. I can't get the D2L email to work correctly.

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We help educators around the world use technology to solve tough problems.

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So maybe this is a lesson that would be a precursor to any research that students are doing that would teach them how to identify good sources from poor ones

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The Truth is Out There: Telling the Difference between Real and Fake News

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The Truth is Out There: Telling the Difference between Real and Fake News

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6 Questions HS ask themselves when researching online

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6 Questions HS ask themselves when researching online

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I found this site of questions for high school students to ask themselves whenever looking information up online.
I think this would go in this column?

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What if we each contribute a site that would help students with discernment - like the Links to Explanations Tab, and then each of us find at least 2 sites each of good examples of places to research from, and 2 sites that students might avoid.   That would go with the curricular focus we chose, and could be an activity for students where they'd have to be the ones evaluating.  Do you think this is appropriate?

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Here's a website for students that has hilarious hoaxes. Not all of them work but it would be a good introduction for them.https://teachbytes.com/2012/11/01/test-website-evaluation-with-10-hilarious-hoax-sites/

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Here's a website for students that has hilarious hoaxes. Not all of them work but it would be a good introduction for them.https://teachbytes.com/2012/11/01/test-website-evaluation-with-10-hilarious-hoax-sites/

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Website: https://encyclopedia.ushmm.org/content/en/article/introduction-to-the-holocaust

Title: Holocaust Encyclopedia

Brief Description:

·        What makes this a creditable source?

o   It is written by an organization

o   The site lists the sources used to piece together the information.

o   The site has a mix of first-hand accounts, journals, and newspaper articles.

o   Shows both sides of the War.

·        What is found on this site?

o   The Holocaust Encyclopedia was created and maintained by the United States Holocaust Memorial Museum. On the front page, visitors learn the timeline and motive of events which took place before, during, and after WWII. While the website is rich with information about the Holocaust, it’s also filled with personal details about the victims. The site contains videos and journals filled with a person’s experience of the Holocaust, and not only is every piece of information cited, but it is cataloged and available to view at the Museum.

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The Holocaust (1933-1945) was the systematic, state-sponsored persecution and murder of six million European Jews by the Nazi German regime and its allies and collaborators. The United States Holocaust Memorial Museum defines the years of the Holocaust as 1933-1945. The Holocaust era began in January 1933 when 1 Adolf Hitler and the Nazi Party came to power in Germany. It ended in May 1945, when the Allied Powers defeated Nazi Germany in World War II. The Holocaust is also sometimes referred to as "the Shoah," the Hebrew word for "catastrophe."

When they came to power in Germany, the Nazis did not immediately start to carry out mass murder. However, they quickly began using the government to target and exclude Jews from German society. Among other antisemitic measures, the Nazi German regime enacted discriminatory laws and organized violence targeting Germany's Jews. The Nazi persecution of Jews became increasingly radical between 1933 and 1945. This radicalization culminated in a plan that Nazi leaders referred to as the "Final Solution to the Jewish Question." The "Final Solution" was the organized and systematic mass murder of European Jews. The Nazi German regime implemented this genocide between 1941 and 1945.

Why did the Nazis target Jews?

The Nazis targeted Jews because the Nazis were radically antisemitic. This means that they were prejudiced against and hated Jews. In fact, antisemitism was a basic tenet of their ideology and at the foundation of their worldview.

The Nazis falsely accused Jews of causing Germany's social, economic, political, and cultural problems. In particular, they blamed them for Germany's defeat in World War I (1914-1918). Some Germans were receptive to these Nazi claims. Anger over the loss of the war and the economic and political crises that followed contributed to increasing antisemitism in German society. The instability of Germany under the Weimar Republic (1918-1933), the fear of communism, and the economic shocks of the Great Depression also made many Germans more open to Nazi ideas, including antisemitism.

However, the Nazis did not invent antisemitism. Antisemitism is an old and widespread prejudice that has taken many forms throughout history. In Europe, it dates back to ancient times. In the the myth that Jews were responsible for the death of Jesus. Suspicion and discrimination rooted in religious prejudices continued in legal restrictions on Jews. This, however, did not mean the end of antisemitism. In addition to religious antisemitism, Middle Ages (500-1400), prejudices against Jews were primarily based in early Christian belief and thought, particularly early modern Europe (1400-1800). At that time, leaders in much of Christian Europe isolated Jews from most aspects of economic, social, and political life. This exclusion contributed to stereotypes of Jews as outsiders. As Europe became more secular, many places lifted most other types of antisemitism

The Nazi Party promoted a particularly virulent form of racial antisemitism. It was central to the party's race-based worldview. The Nazis believed that the world was divided into distinct races and that some of these races were superior to others. They considered Germans to be members of the supposedly superior "Aryan" race. They asserted that "Aryans" were locked in a struggle for existence with other, inferior races. Further, the Nazis believed that the so-called "Jewish race" was the most inferior and dangerous of all. According to the Nazis, Jews were a threat that needed to be removed from German society. Otherwise, the Nazis insisted, the "Jewish race" would permanently corrupt and destroy the German people. The Nazis' race-based definition of Jews included many persons who identified as Christians or did not practice Judaism.

Where did the Holocaust take place?

The Holocaust was a Nazi German initiative that took place throughout German- and Axis-controlled Europe. It affected nearly all of Europe's Jewish population, which in 1933 numbered 9 million people.

The Holocaust began in Germany after Adolf Hitler was appointed chancellor in January 1933. Almost immediately, the Nazi German regime (which called itself the Third Reich) excluded Jews from German economic, political, social, and cultural life. Throughout the 1930s, the regime increasingly pressured Jews to emigrate.

But the Nazi persecution of Jews spread beyond Germany. Throughout the 1930s, Nazi Germany pursued an aggressive foreign policy. This culminated in World War II, which began in Europe in 1939. Prewar and wartime territorial expansion eventually brought millions more Jewish people under German control.

Nazi Germany's territorial expansion began in 1938-1939. During this time, Germany annexed neighboring Austria and the Sudetenland and occupied the Czech lands. On September 1, 1939, Nazi Germany began World War II (1939-1945) by attacking Poland. Over the next two years, Germany invaded and occupied much of Europe, including western parts of the Soviet Union. Nazi Germany further extended its control by forming alliances with the governments of Italy, Hungary, Romania, and Bulgaria. It also created puppet states in Slovakia and Croatia. Together these countries made up the European members of the Axis alliance, which also included Japan.

By 1942-as a result of annexations, invasions, occupations, and alliances-Nazi Germany controlled most of Europe and parts of North Africa. Nazi control brought harsh policies and ultimately mass murder to Jewish civilians across Europe.

The Nazis and their allies and collaborators murdered six million Jews.

Geography of the Holocaust

How did Nazi Germany and its allies and collaborators persecute Jewish people?

Between 1933 and 1945, Nazi Germany and its allies and collaborators implemented a wide range of anti-Jewish policies and measures. These policies varied from place to place. Thus, not all Jews experienced the Holocaust in the same way. But in all instances, millions of people were persecuted simply because they were identified as Jewish.

Throughout German-controlled and aligned territories, the persecution of Jews took a variety of forms:

Legal discrimination in the form of antisemitic laws. These included the Nuremberg Race Laws and numerous other discriminatory laws.

These included Various forms of public identification and exclusion. antisemitic propaganda, boycotts of Jewish-owned businesses, public humiliation, and obligatory markings (such as the Jewish star badge worn as an armband or on clothing).

The most notable example is There were also isolated incidents and other Organized violence. Kristallnacht.pogroms (violent riots).

Physical Displacement. Perpetrators used forced emigration, resettlement, expulsion, deportation, and ghettoization to physically displace Jewish individuals and communities.

in overcrowded Internment. Perpetrators interned Jews ghettos, concentration camps, and forced-labor camps, where many died from starvation, disease, and other inhumane conditions.

Widespread theft and plunder. The confiscation of Jews' property, personal belongings, and valuables was a key part of the Holocaust.

Jews had to perform Forced labor. forced labor in service of the Axis war effort or for the enrichment of Nazi organizations, the military, and/or private businesses.

Many Jews died as a result of these policies. But before 1941, the systematic mass murder of all Jews was not Nazi policy. Beginning in 1941, however, Nazi leaders decided to implement the mass murder of Europe's Jews. They referred to this plan as the "Final Solution to the Jewish Question."

What was the "Final Solution to the Jewish Question"?

The Nazi "Final Solution to the Jewish Question" (" Endlösung der Judenfrage ") was the deliberate and systematic mass murder of European Jews. It was the last stage of the Holocaust and took place from 1941 to 1945. Though many Jews were killed before the "Final Solution" began, the vast majority of Jewish victims were murdered during this period.

Nazi Germany committed mass murder on an unprecedented scale. There were two main methods of killing. One method was As part of the "Final Solution," mass shooting. German units carried out mass shootings on the outskirts of villages, towns, and cities throughout eastern Europe. The other method was asphyxiation with poison gas. Gassing operations were conducted at killing centers and with mobile gas vans.

Mass Shootings

The Nazi German regime perpetrated mass shootings of civilians on a scale never seen before. After Germany invaded the Soviet Union in June 1941, German units began to carry out mass shootings of local Jews. At first, these units targeted Jewish men of military age. But by August 1941, they had started massacring entire Jewish communities. These massacres were often conducted in broad daylight and in full view and earshot of local residents.

Mass shooting operations took place in more than 1,500 cities, towns, and villages across eastern Europe. German units tasked with murdering the local Jewish population moved throughout the region committing horrific massacres. Typically, these units would enter a town and round up the Jewish civilians. They would then take the Jewish residents to the outskirts of the town. Next, they would force them to dig a mass grave or take them to mass graves prepared in advance. Finally, German forces and/or local auxiliary units would shoot all of the men, women, and children into these pits. Sometimes, these massacres involved the use of specially designed mobile gas vans. Perpetrators would use these vans to suffocate victims with carbon monoxide exhaust.

at these killing sites. At Maly Trostenets, thousands of victims were also murdered in gas vans.

The German units that perpetrated the mass shootings in eastern Europe included (special task forces of the SS and police), units. The provided logistical support and manpower. Some Wehrmacht units also carried out massacres. In many places, local auxiliary units working with the Einsatzgruppen Order Police battalions, and Waffen-SS German military ( Wehrmacht ) SS and police participated in the mass shootings. These auxiliary units were made up of local civilian, military, and police officials.

As many as 2 million Jews were murdered in mass shootings or gas vans in territories seized from Soviet forces.

Killing Centers

In late 1941, the Nazi regime began building specially designed, stationary killing centers in German-occupied Poland. In English, killing centers are sometimes called "extermination camps" or "death camps." Nazi Germany operated five killing centers: Chelmno, Belzec, Sobibor, Treblinka, and Auschwitz-Birkenau. They built these killing centers for the sole purpose of efficiently murdering Jews on a mass scale. The primary means of murder at the killing centers was poisonous gas released into sealed gas chambers or vans.

German authorities, with the help of their allies and collaborators, transported Jews from across Europe to these killing centers. They disguised their intentions by calling the transports to the killing centers "resettlement actions" or "evacuation transports." In English, they are often referred to as "deportations." Most of these deportations took place by train. In order to efficiently transport Jews to the killing centers, German authorities used the extensive European railroad system, as well as other means of transportation. In many cases the railcars on the trains were freight cars; in other instances they were passenger cars.

The conditions on deportation transports were horrific. German and collaborating local authorities forced Jews of all ages into overcrowded railcars. They often had to stand, sometimes for days, until the train reached its destination. The perpetrators deprived them of food, water, bathrooms, heat, and medical care. Jews frequently died en route from the inhumane conditions.

The vast majority of Jews deported to killing centers were gassed almost immediately after their arrival. Some Jews whom German officials believed to be healthy and strong enough were selected for forced labor.

My mother ran over to me and grabbed me by the shoulders, and she told me "Leibele, I'm not going to see you no more. Take care of your brother."
- Leo Schneiderman describing arrival at Auschwitz, selection, and separation from his family

At all five killing centers, German officials forced some Jewish prisoners to assist in the killing process. Among other tasks, these prisoners had to sort through victims' belongings and remove victims' bodies from the gas chambers. Special units disposed of the millions of corpses through mass burial, in burning pits, or by burning them in large, specially designed crematoria.

Nearly 2.7 million Jewish men, women, and children were murdered at the five killing centers.

What were ghettos and why did German authorities create them during the Holocaust?

Ghettos were areas of cities or towns where German occupiers forced Jews to live in overcrowded and unsanitary conditions. German authorities often enclosed these areas by building walls or other barriers. Guards prevented Jews from leaving without permission. Some ghettos existed for years, but others existed only for months, weeks, or even days as holding sites prior to deportation or murder.

German officials first created ghettos in 1939-1940 in German-occupied Poland. The two largest were located in the occupied Polish cities of Warsaw and Lodz (Łódź). Beginning in June 1941, German officials also established them in newly conquered territories in eastern Europe following the German attack on the Soviet Union. German authorities and their allies and collaborators also established ghettos in other parts of Europe. Notably, in 1944, German and Hungarian authorities created temporary ghettos to centralize and control Jews prior to their deportation from Hungary.

The Purpose of the Ghettos

German authorities originally established the ghettos to isolate and control the large local Jewish populations in occupied eastern Europe. Initially, they concentrated Jewish residents from within a city and the surrounding area or region. However, beginning in 1941, German officials also deported Jews from other parts of Europe (including Germany) to some of these ghettos.

Jewish forced labor became a central feature of life in many ghettos. In theory, it was supposed to help pay for the administration of the ghetto as well as support the German war effort. Sometimes, factories and workshops were established nearby in order to exploit the imprisoned Jews for forced labor. The labor was often manual and grueling.

Life in the Ghettos

Life in the ghettos was miserable and dangerous. There was little food and limited sanitation or medical care. Hundreds of thousands of people died by starvation; rampant disease; exposure to extreme temperatures; as well as exhaustion from forced labor. Germans also murdered the imprisoned Jews through brutal beatings, torture, arbitrary shootings, and other forms of arbitrary violence.

Jews in the ghettos sought to maintain a sense of dignity and community. Schools, libraries, communal welfare services, and religious institutions provided some measure of connection among residents. Attempts to document life in the ghettos, such as the Many ghettos also had underground movements that carried out armed resistance. The most famous of these is the Oneg Shabbat archive and clandestine photography, are powerful examples of Warsaw ghetto uprising in 1943. spiritual resistance.

Liquidating the Ghettos

Beginning in 1941-1942, Germans and their allies and collaborators murdered ghetto residents en masse and dissolved ghetto administrative structures. They called this process "liquidation." It was part of the "Final Solution to the Jewish Question." The majority of Jews in the ghettos were murdered either in mass shootings at nearby killing sites or after deportation to killing centers. Most of the killing centers were deliberately located near the large ghettos of German-occupied Poland or on easily-accessible railway routes.

Who was responsible for carrying out the Holocaust and the Final Solution?

Many people were responsible for carrying out the Holocaust and the Final Solution.

At the highest level, inspired, ordered, approved, and supported the genocide of Europe's Jews. However, Hitler did not act alone. Nor did he lay out an exact plan for the implementation of the Final Solution. Other Nazi leaders were the ones who directly coordinated, planned, and implemented the mass murder. Among them were Adolf Hitler Hermann Göring, Heinrich Himmler, Reinhard Heydrich, and Adolf Eichmann.

However, millions of Germans and other Europeans participated in the Holocaust. Without their involvement, the genocide of the Jewish people in Europe would not have been possible. Nazi leaders relied upon German institutions and organizations; other Axis powers; local bureaucracies and institutions; and individuals.

German Institutions, Organizations, and Individuals

(the SD), the the Nazi leaders relied on many German institutions and organizations to help them carry out the Holocaust. Members of Nazi organizations initiated and carried out many anti-Jewish actions before and during World War II. These organizations Schutzstaffel , Protection Squadron). Once the war began, the SS and its police affiliates became especially deadly. Members of the Sicherheitsdienst Gestapo ,Criminal Police (Kripo), and the Order Police played particularly active and deadly roles in the mass murder of Europe's Jews. Other German institutions involved in carrying out the Final Solution included the German military; the German national railway and healthcare systems; the German civil service and criminal justice systems; and German businesses, insurance companies, and banks.

chose to implement the regime's policies. Ordinary Germans also participated in the Holocaust in a variety of ways. Some Germans cheered as Jews were beaten or humiliated. Others denounced Jews for disobeying racist laws and regulations. Many Germans bought, took, or looted their Jewish neighbors' belongings and property. These Germans' participation in the Holocaust was motivated by enthusiasm, careerism, fear, greed, self-interest, antisemitism, and political ideals, among other factors.

Non-German Governments and Institutions

Nazi Germany did not perpetrate the Holocaust alone. It relied on the help of its allies and collaborators. In this context, "allies" refers to Axis countries officially allied with Nazi Germany. "Collaborators" refers to regimes and organizations that cooperated with German authorities in an official or semi-official capacity. Nazi Germany's allies and collaborators included:

The European Axis Powers and other collaborationist regimes (such as Vichy France). These governments passed their own antisemitic legislation and cooperated with German goals.

These organizations helped round up, intern, and deport Jews even in countries not allied with Germany, such as German-backed local bureaucracies, especially local police forces. the Netherlands.

Local auxiliary units made up of military and police officials and civilians. These German-backed units participated in massacres of Jews in eastern Europe (often voluntarily).

The terms "allies" and "collaborators" can also refer to individuals affiliated with these governments and organizations.

Individuals across Europe

Throughout Europe, individuals who had no governmental or institutional affiliation and did not directly participate in murdering Jews also contributed to the Holocaust.

One of the deadliest things that neighbors, acquaintances, colleagues, and even friends could do was denounce Jews to Nazi German authorities. An unknown number chose to do so. They revealed Jews' hiding places, unmasked false Christian identities, and otherwise identified Jews to Nazi officials. In doing so, they brought about their deaths. These individuals' motivations were wide-ranging: fear, self-interest, greed, revenge, antisemitism, and political and ideological beliefs.

Individuals also profited from the Holocaust. Non-Jews sometimes moved into Jews' homes, took over Jewish-owned businesses, and stole Jews' possessions and valuables. This was part of the widespread theft and plunder that accompanied the genocide.

Most often individuals contributed to the Holocaust through inaction and indifference to the plight of their Jewish neighbors. Sometimes these individuals are called bystanders.

Who were the other victims of Nazi persecution and mass murder?

The Holocaust specifically refers to the systematic, state-sponsored persecution and murder of six million Jews. However, there were also millions of other victims of Nazi persecution and murder. In the 1930s, the regime targeted a variety of alleged domestic enemies within German society. As the Nazis extended their reach during World War II, millions of other Europeans were also subjected to Nazi brutality.

The Nazi regime also targeted Germans whose activities were deemed harmful to German society. These included men accused of homosexuality, persons accused of being professional or habitual criminals, and so-called asocials (such as people identified as vagabonds, beggars, prostitutes, pimps, and alcoholics). Tens of thousands of these victims were incarcerated in prisons and concentration camps. The regime also forcibly sterilized and persecuted Afro-Germans.

People with disabilities were also victimized by the Nazi regime. Before World War II, Germans considered to have supposedly unhealthy hereditary conditions were forcibly sterilized. Once the war began, Nazi policy radicalized. People with disabilities, especially those living in institutions, were considered both a genetic and a financial burden on Germany. These people were targeted for murder in the so-called Euthanasia Program.

The Nazi regime employed extreme measures against groups considered to be racial, civilizational, or ideological enemies. This included Roma (Gypsies),

How did the Holocaust end?

so-called The Holocaust ended in May 1945 when the major Allied Powers (Great Britain, the United States, and the Soviet Union) defeated Nazi Germany in World War II. As Allied forces moved across Europe in a series of offensives, they overran concentration camps. There they liberated the surviving prisoners, many of whom were Jews. The Allies also encountered and liberated the survivors of death marches. These forced marches consisted of groups of Jewish and non-Jewish concentration camp inmates who had been evacuated on foot from camps under SS guard.

But liberation did not bring closure. Many Holocaust survivors faced ongoing threats of violent antisemitism and displacement as they sought to build new lives. Many had lost family members, while others searched for years to locate missing parents, children, and siblings.

How did some Jews survive the Holocaust?

Despite Nazi Germany's efforts to murder all the Jews of Europe, some Jews survived the Holocaust. Survival took a variety of forms. But, in every case, survival was only possible because of an extraordinary confluence of circumstances, choices, help from others (both Jewish and non-Jewish), and sheer luck.

Survival outside of German-Controlled Europe

Some Jews survived the Holocaust by escaping German-controlled Europe. Before World War II began, hundreds of thousands of Jews emigrated from Nazi Germany despite significant immigration barriers. Those who immigrated to the United States, Great Britain, and other areas that remained beyond German control were safe from Nazi violence. Even after World War II began, some Jews managed to escape German-controlled Europe. For example, approximately 200,000 Polish Jews fled the German occupation of Poland. These Jews survived the war under harsh conditions after Soviet authorities deported them further east into the interior of the Soviet Union.

Survival in German-Controlled Europe

A smaller number of Jews survived inside German-controlled Europe. They often did so with the help of rescuers. Rescue efforts ranged from the isolated actions of individuals to organized networks, both small and large. Throughout Europe, there were non-Jews who took grave risks to help their Jewish neighbors, friends, and strangers survive. For example, they found hiding places for Jews, procured false papers that offered protective Christian identities, or provided them with food and supplies. Other Jews survived as members of partisan resistance movements. Finally, some Jews managed, against enormous odds, to survive imprisonment in concentration camps, ghettos, and even killing centers.

Aftermath

While the Holocaust ended with the war, the legacy of terror and genocide did not. By the end of World War II, six million Jews and millions of others were dead. Nazi Germany and its allies and collaborators had devastated or completely destroyed thousands of Jewish communities across Europe.

In the those Jews who survived were often confronted with the traumatic reality of having lost their entire families and communities. Some were able to go home and chose to rebuild their lives in Europe. Many others were afraid to do so because of aftermath of the Holocaust, postwar violence and antisemitism. In the immediate postwar period, those who could not or would not return home often found themselves living in displaced persons camps. There, many had to wait years before they were able to immigrate to new homes.

In the aftermath of the Holocaust, the world has struggled to come to terms with the horrors of the genocide, to remember the victims, and to hold perpetrators responsible. These important efforts remain ongoing.

Last Edited: Nov 5, 2021

Author(s): United States Holocaust Memorial Museum, Washington, DC

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Introduction to the Holocaust: What was the Holocaust?

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Learn about the Holocaust, the systematic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its collaborators.

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Website: https://www.jewishvirtuallibrary.org/

Title: Jewish Virtual Library

Brief Descriptions:

·        What makes this a credible source?

o   Most of the site contains journal entries with dates, names, ranks, and locations.

o   It includes both old and new information on the Holocaust.

o   The site is active and still maintained.

o   They include a lengthy list of references.

o   The perspectives are from Germans, Gypsies, the Vatican, resistance fighters, allied liberators, the list includes more than I listed.

o   The journals are from both sides of the war.

·        What is found on this site?

o   The Jewish Virtual Library covers a wide array of events in the Jewish religion. I chose this website because they allow the journals and first-hand accounts tell the story of the Holocaust; which is very different than a textbook. All journals and articles are dated and include the name, rank if available and location of each author.  The curricular focus of our unit is to show what sources are credit and which sources are not, and the subject is the conspiracy surrounded the Holocaust. I feel like this sources spends a lot of time detailing the events that led to the Holocaust and the cause. I would recommend that student spend time here; not just on the journal entries, but the lengthy list of sources.

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Encyclopedia of Jewish and Israeli history, politics and culture, with biographies, statistics, articles and documents on topics from anti-Semitism to Zionism.

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Website: http://www.nationalarchives.gov.uk/education/resources/holocaust/

Title: The National Archives

Brief Descriptions:

·        What makes this a credible source?

o   If you’re looking for a credible source, the National Archives is your source.

o   Site has hundreds of actual scanned in letters, and reports (military and personal).

o   Students can read the transcripts as they were written, instead of in a textbook.

o   Some of the information is intense, explaining why it’s not in a school textbook.

o   The letters and reports are separated by the country or mission.

·        What is found on this site?

o   The website does offer teaching resources, which is a plus, but most importantly the information found here is unlike any others I have found.  The National Archives contains the real scanned version of orders, journals, letters, transcripts, and reports both civilian and military, organized into country and mission. Every testimony and document is cited, and some even have audio recordings and photographs. Our focus curricular is to teach a class of high schoolers how to discern credible sources from non-credible sources, and I believe this is a great source because of the first-hand account of events.

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Teachers' notes

These key documents from The National Archives lend themselves most readily to an analysis of the Allied response to the question of saving the Jews. The documents in the collection are labelled and arranged together according to theme.

Please note some of these documents, particularly towards the end of the collection, are distressing to read. Please be aware of this when presenting to students.

Here are some questions to consider when using these sources but students and teachers may wish to develop their own questions or lines of historical enquiry.

Is antisemitism an adequate explanation for the Holocaust?

When did the Nazis embark on the 'Final Solution'?

What role was played by collaborators in the Holocaust?

Why were survival rates of Jews so different across Europe?

What accounts for the Allies' (in)actions with respect to saving the Jews?

How did the victims of the Holocaust understand what was happening to them and what did they do to try and alert the 'free world'?

How has the Holocaust been represented in art?

Students could work with a group of sources on a certain question or linked theme. We hope that the documents will offer students a chance to develop their powers of evaluation and analysis and support their course work. Teachers can also use the collection to develop their own resources or encourage students to 'curate' their own 'exhibition' of the most significant sources on the topic. Finally, there is an opportunity to consider film sources as interpretations of these events in relation to the documents by following the link to Pathé.

Further extension work on the topic of the Holocaust requiring more document research could involve the following topics:

post-war occupation of Germany

the creation of displaced persons camps

'illegal' emigration for Palestine, refugee policies.

AQA GCE History 'A' level Edexcel: GCE History 'A' level OCR AS Level OCR GCSE National Curriculum Key stage 3
Study of the Holocaust

Introduction

In unleashing the Second World War, the Nazi regime was responsible for the deaths of around 50 million people, including civilians and soldiers. The Nazis and their allies committed genocide against Europe's Roma, murdered millions of Catholic Poles and Soviet Prisoners of War, and caused death and destruction throughout occupied Europe. The genocide of the Jews that has come to be known as the Holocaust was both intertwined with and separate from these other killings.

For the Nazis, murdering the Jews was part of a vast scheme for the racial reorganisation of Europe, which would create a pan-European Germanic empire with 'Nordics' at the top of the hierarchy, Slavs at the bottom, and Jews eliminated. At the same time, the Nazi obsession with the Jews was different from the way it regarded other 'races': Jews were both hated and feared and - at least at the level of the Nazi leadership - were regarded as the masterminds behind a vast world conspiracy that aimed to destroy the 'Aryan race'.

Many of the regimes that allied themselves with Nazi Germany - especially Croatia, Romania, Slovakia, Vichy France and Hungary - found that the Nazis' anti-Jewish obsession chimed with their own aspirations for creating ethnically homogeneous nation states. Even if they were not as driven by antisemitism as the Nazis, such regimes made use of the atmosphere created and licence granted by the Nazis to fulfill their own ambitions. As a result, as it played out across Europe, the Holocaust was so far-reaching because of the role played by collaborators, from states to institutions such as auxiliary police battalions, to individuals.

As the documents in this important collection show, the murder of the Jews was a complex series of interrelated events. There was not one single, unidirectional policy that saw Jews everywhere in Nazi-occupied Europe ghettoised and then deported to death camps. Rather, the experiences of different Jewish communities were very different, depending on what sort of occupation regime they lived under, the attitude of local administrations, the extent of SS penetration in the area, military circumstances, the Germans' need for labour - especially towards the end of the war - and other factors such as possibilities for escape, hiding or resistance. What we call 'the Holocaust' was a continent-wide crime: a series of vastly different experiences for all involved, united by the fact that everywhere the Nazis aimed to kill Jews as and when they could.

The complexity of the Holocaust means that documents such as the Riegner telegram or the Lichtheim telegram are all the more remarkable, since they show that some concerned contemporaries were trying to make sense of what the Nazis were doing to Europe's Jews. Plans of the Auschwitz and Treblinka camps, reports from the Warsaw ghetto and from Polish representatives in London, all show that knowledge of the murders was circulating. Nevertheless, it was only in July 1944, when most of the Jews of Hungary (the last remaining large Jewish population group in Europe outside of Russia) had already been murdered, that Churchill could write that 'we are in the presence of one of the greatest and most horrible crimes ever committed.' In other words, how to interpret the documents remains a matter of historical debate: do they show that the Allies understood that the Nazis intended to wipe out the Jews and that therefore they should have done more to save them? Or should they not be read in isolation but placed in the broader context of wartime issues, which might reveal that they were received and understood piecemeal, so that no real comprehension of the extent of Nazi plans prevailed? In the presence of images such as Violette Le Coq's drawings of Ravensbrück (in The National Archives because they were used as evidence at the 1946 Ravensbrück trial), such questions might seem irrelevant. But beyond the fact that the Nazis killed six million Jews, more or less destroying an ancient civilisation, only questions such as these, which rely on documents such as those held at The National Archives to establish interpretations and meanings, can help us in some measure to grapple with the enormity of the Nazis' crimes.

Dan Stone
Professor of Modern History
Royal Holloway, University of London

External links

The National Holocaust Centre and Museum: https://www.holocaust.org.uk/collections

The Holocaust Educational Trust: https://www.het.org.uk/

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These key documents from The National Archives lend themselves most readily to an analysis of the Allied response to the question of saving the Jews. The documents in the collection are labelled and arranged together according to theme. Please note some of these documents, particularly towards the end of the collection, are distressing to read.

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Are we picking a specific topic that all the websites need to be about, or are we just setting this up as a lesson about credible/non-credible sites.  Maybe we can each pull sites for each of our personal content areas as high school teachers.
Hey - I wonder if we could revamp this whole wall and just turn this in - like once we pull out the specific standards, and make an annotated list.  Just an idea.  Maybe I'll ask about it.  After all - it is a class about using technology in the classroom.

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High School
10 - 12 grade

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https://www.thoughtco.com/gauging-website-reliability-2073838

This is a website for students to use as resource to help them decide if a website is reliable.

* The website itself is published on a site written by "The Thought Company" .  They publish educational content and have multiple contributors.

* "We take great pride in the quality of our content. We produce fact-based, unbiased, well-researched articles that acknowledge the validity of all viewpoints."
(Thought Co, Get to Know Us)

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For every credible website, there are dozens chock full of information that's inaccurate, unreliable or just plain nutty. For the unwary, inexperienced journalist or researcher, such sites can present a minefield of possible problems.

With that in mind, here are eight ways to tell if a website is reliable.

1. Look for Established Institutions

The internet is full of websites that were started five minutes ago. What you want are sites associated with trusted institutions that have been around for a while and have a proven track record of reliability and integrity.

Such sites may include those run by government agencies, nonprofit organizations, foundations, or colleges and universities.

2. Look for Sites with Expertise

You wouldn't go to an auto mechanic if you broke your leg, and you wouldn't go to the hospital to have your car repaired. This is an obvious point: Look for websites that specialize in the kind of information you're seeking. So if you're writing a story on a flu outbreak, check out medical websites, such as The Centers for Disease Control and Prevention, and so on.

3. Steer Clear of Commercial Sites

Sites run by companies and business-their websites usually end in .com-are more often than not trying to sell you something. And if they're trying to sell you something, chances are whatever information they're presenting will be tilted in favor of their product. That's not to say corporate sites should be excluded entirely. But be wary.

4. Beware of Bias

Reporters write a lot about politics, and there are plenty of political websites out there. But many of them are run by groups that have a bias in favor of one political party or philosophy. A conservative website isn't likely to report objectively on a liberal politician, and vice versa. Steer clear of sites with a political ax to grind and instead look for ones that are non-partisan.

5. Check the Date

As a reporter, you need the most up-to-date information available, so if a website seems old, it's probably best to steer clear. One way to check: Look for a "last updated" date on the page or site.

6. Consider the Site's Look

If a site looks poorly designed and amateurish, chances are it was created by amateurs. Sloppy writing is another bad sign. Steer clear. But be careful: Just because a website is professionally designed doesn't mean it's reliable.

7. Avoid Anonymous Authors

Articles or studies whose authors are named are often-though not always-more reliable than works produced anonymously. It makes sense: If someone is willing to put their name on something they've written, chances are they stand by the information it contains. And if you have the name of the author, you can always Google them to check their credentials.

8. Check the Links

Reputable websites often link to each other. You can find out which other websites link to the site you're researching by conducting a link-specific Google search. Enter the following text into the Google search field, replacing "[WEBSITE]" with the domain of the site you're researching:

link:http://www.[WEBSITE].com

The search results will show you which websites link to the one you're researching. If lots of sites are linking to your site, and those sites seem reputable, that's a good sign.

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Here Are 8 Ways You Can Tell If a Website Is Trustworthy

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For every credible website, there are dozens chock full of information that's inaccurate, unreliable or just plain nutty. For the unwary, inexperienced journalist or researcher, such sites can present a minefield of possible problems. With that in mind, here are eight ways to tell if a website is reliable.

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Website:
http://arthistoryresources.net/ARTHLinks.html
Title : Art History Resources
Brief Description:
This website offers an exhaustive set of links to information about every Art movement and style.
It is a credible site because of the following:
1. The website was created by a man who has his Doctorate in Art History.
2. It is a non-commercial site.
3. It offers exhaustive information on every movement of art.
4.  The links for each period are carefully organized.
5.  Each link will take you to credible sites that offer information on the style, history, or movement in art such as the Metropolitan Museum of Art.
6. It is a .net address, indicating that it is more likely coming from reliable sources.

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https://www.theartstory.org/
This website is credible because:

1. It is a non -profit website where the main author contributing has a goal to organize as much accurate information about Modern Art as possible.
2. It is organized by artist, time lines, movements, and ideas.
3. It offers links throughout the text to related styles so you can make comparisons.
4. While there are advertisements, they are few.  The website isn't trying to sell you something, rather it has sponsors with links because it is run by non profit.
5. The website has a ".org" address which indicates a more likely indication that it is a credible site as opposed to .com.

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The Art Story: Visual Art Movements, Artists, Ideas, and Definitions

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The Art Story is the History of Visual Art that is optimized for the web: we clearly and graphically overview and analyze classical and modern artists, movements, and ideas.

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Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

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High School
10-12 grade
Subject: Social Studies

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Website: https://encyclopedia.ushmm.org/content/en/article/introduction-to-the-holocaust

Title: Holocaust Encyclopedia

Brief Description:

What makes this a creditable source?

It is written by an organization.

The site lists the sources used to piece together the information.

The site has a mix of first-hand accounts, journals, and newspaper articles.

Shows both sides of the War.

What is found on this site?

The Holocaust Encyclopedia was created and maintained by the United States Holocaust Memorial Museum. On the front page, visitors learn the timeline and motive of events which took place before, during, and after WWII. While the website is rich with information about the Holocaust, it’s also filled with personal details about the victims. The site contains videos and journals filled with a person’s experience of the Holocaust, and not only is every piece of information cited, but it is cataloged and available to view at the Museum.

Website: https://www.jewishvirtuallibrary.org/

Title: Jewish Virtual Library

Brief Descriptions:

What makes this a credible source?

Most of the site contains journal entries with dates, names, ranks, and locations.

It includes both old and new information on the Holocaust.

The site is active and still maintained.

They include a lengthy list of references.

The perspectives are from Germans, Gypsies, the Vatican, resistance fighters, allied liberators, the list includes more than I listed.

The journals are from both sides of the war.

What is found on this site?

The Jewish Virtual Library covers a wide array of events in the Jewish religion. I chose this website because they allow the journals and first-hand accounts tell the story of the Holocaust; which is very different than a textbook. All journals and articles are dated and include the name, rank if available and location of each author.  The curricular focus of our unit is to show what sources are credit and which sources are not, and the subject is the conspiracy surrounded the Holocaust. I feel like this sources spends a lot of time detailing the events that led to the Holocaust and the cause. I would recommend that student spend time here; not just on the journal entries, but the lengthy list of sources.

Website: http://www.nationalarchives.gov.uk/education/resources/holocaust/

Title: The National Archives

Brief Descriptions:
What makes this a credible source?

If you’re looking for a credible source, the National Archives is your source.

Site has hundreds of actual scanned in letters, and reports (military and personal).

Students can read the transcripts as they were written, instead of in a textbook.

Some of the information is intense, explaining why it’s not in a school textbook.

The letters and reports are separated by the country or mission.

What is found on this site?

The website does offer teaching resources, which is a plus, but most importantly the information found here is unlike any others I have found.  The National Archives contains the real scanned version of orders, journals, letters, transcripts, and reports both civilian and military, organized into country and mission. Every testimony and document is cited, and some even have audio recordings and photographs. Our focus curricular is to teach a class of high schoolers how to discern credible sources from non-credible sources, and I believe this is a great source because of the first-hand account of events.

Website: https://www.youtube.com/watch?v=xf8mjbVRqao

Title: Helping Students Identify Fake News with the Five C’s of Critical Consuming

Brief Description:
What makes this a credible source?

The videos creator, John Spencer is a former middle school teacher and college professor, who design k-12 curriculum for public schools. His experience is in interviewing teachers, conducting and reviewing research journals.

He has written three books, all in education.

What is found on this site?

It’s a YouTube video where John talks about how easy it is for anyone to create misunderstandings online using Facebook, Twitter, and Wikipedia.

He shares that only 25% of high school students can discern real from fake news.

His 5 C’s:

1. Context

2. Credibility

3. Construction

4. Corroboration

5. Compare

Website: https://www.channelone.com/feature/quiz-can-you-spot-the-fake-news-story/

Title: Quiz: Can You Spot the Fake News Story?

Brief Description:

What makes this a credible source?

The site is by Channel One, and I know it’s not a .org site, but it is a company that broadcasts into thousands of schools on a daily basis, and they do check their facts.

What is found on this site?

I chose this site because it has a quiz for students to take. After my last source, who mentioned that only 25% of high schoolers can discern real from fake news, I decided to engage the class with a quiz.

This site compares stories published by the same news outlet, and whenever the students check their answers, it explains which is correct and why.

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Website:https://www.govinfo.gov/features/warren-commission-report-and-hearings
Title: Warren Commission Report and Hearings
Brief Description:
This website contains information on the Warren Commission investigation, including all 26 volumes, which  are available for download. Additionally, it has links to other government documents which could be used in future lessons.
It is a credible website because:
1. It is a government website.
2. The information is free to download.
3. It is non-commercial.

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Website:
http://whoistoblameforwwi.weebly.com/russia-did-it.html
Title: Russia Did It! Who is to Blame for Starting WWI?
Brief Description:
This website discusses who is to blame for starting World War I. In addition to Russian it gives arguments on how all the major powers could have caused the war. This would be great for critical thinking since students would have conflicting information to process.
This website is credible because:
1.It is devoted to only one topic.
2. It is non-commercial.
3. The arguments set forth are backed by evidence from both primary and secondary sources.

Website:
http://watergate.info/
Title: Watergate: The Scandal that Brought Down Richard Nixon
Brief Description:
This website is devoted to the Watergate Scandal and how it caused Nixon to resign. It offers audio clips of the Watergate tapes as well as analysis of the event.
This website is credible because:
1. It has information that can be verified by other sources.
2. The creator of the website discusses why he created it and why Watergate is still relevant nearly half a century later.
3 .Does not advocate any positions, simply gives facts about Watergate.

Website:https://nationalinterest.org/
Brief Description:
This website deals with American foreign policy and contains articles on military, economics, technology and regions. I found an article "Germany's Superpower Quest Caused World War I", which led me to the website.

This website is credible because:
1. While it subscribes to the realist approach to foreign policy, the website promotes debate among different thinkers to reach it's goal for American foreign policy.
2. Offers articles on both historical and current events by writers who cite facts to back up their writings, not just spouting their opinions.
3. Is based off a magazine founded in 1985.

This website may not be good for students because:
1. The material may be over their heads.

Website:
http://www.threeworldwars.com/

Brief Description:
This website is devoted to the conspiratorial view of history (history happens because of man's planning). I found this this website through the article "The True Causes of World War I".

This is not a credible website because:
1. It doesn't base it's information on facts.
2. They claim to  know the "The Truth" even though I'm not quite sure they really explain it other than referring to the "Conspiracy" that's behind it.

Website:
http://www.paranoiamagazine.com/
Brief Description:
Website that deals with the shadow government, UFOs, and other conspiracy theories. I came across this when I found the article "Richard Nixon and Conspiracy in the Kent Shootings".

This is not  a credible website because:
1. Their information really isn't based on facts.
2. The website is commercial.
3. They really don't have information about what the website is about, other than conspiracies.

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SAS: Big Ideas: Critical Thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. 

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SAS: Big Ideas: Critical Thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. 

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Essential Question: How do readers' known what to believe in what they read, hear, and view?

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Standard - CC.3.6.11-12.B
In history/social studies, students must be  able to incorporate narrative accounts into their analyses of individuals or historical import.
Standard - CC.8.5.11-12.J
By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

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c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property

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https://americanart.si.edu/
This website is a reference to the Art museum in Washington DC.  Although it is about the museum, it offers many resources about American art and provides opportunity to see current and past works of art.

This can be a trusted site for students because:
1.  It is from a reputable source.   We are familiar with the Smithsonian name.
2. It is a .edu site
3. It is not a commercial site.
4. I has links to works of art and current information about them.
5.  The website is always being updated with new information about current exhibitions.
6.  This is a website students could use as a virtual field trip to learn more about the history of American art.

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Explore the sweep of four centuries of the the American imagination at the nation's flagship museum for American art and craft. Dive into inspiring artworks, special exhibitions, and the reimagined collection - American Voices and Visions: Modern and Contemporary Art. Experience our offerings both online and in person at our two locations, including national educational programs, innovative research, video interviews with artists, virtual artist studio tours, lectures, and more. Admission is always free.

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The Smithsonian American Art Museum is home to one of the largest and most inclusive collections of American art in the world.

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CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

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High School
10-12
Subject: Social Studies

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Here's a site that goes into research methods.

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What is a "Good" Source? Determining the Validity of Evidence: Professional Writing Program

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History of Photography
This is a website that is "The Encyclopedia Britannica", so it is not just good for researching Art History, but anything else you might want to research could be found here as well.
https://www.britannica.com/technology/photography

This is a trusted site because:
1. It is reputable.  We know about the publisher.  Encyclopedia Britannica has been around a long time.
2. It offers a detailed timeline about the subject of photographic history.
3. Within the information, there are links to other related items.
4. It offers multiple resources to connect to other media about my subject such as blogs, and videos.
5. It offers a tab with all the citation information a student would need to create a bibliography

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Table of Contents

history of photography, method of recording the image of an object through the action of light, or related radiation, on a light-sensitive material. The word, derived from the Greek photos ("light") and graphein ("to draw"), was first used in the 1830s.

This article treats the historical and aesthetic aspects of still photography. For a discussion of the technical aspects of the medium, see photography, technology of. For a treatment of motion-picture photography, or cinematography, see motion picture, history of, and motion-picture technology.

General considerations

As a means of visual communication and expression, photography has distinct aesthetic capabilities. In order to understand them, one must first understand the characteristics of the process itself. One of the most important characteristics is immediacy. Usually, but not necessarily, the image that is recorded is formed by a lens in a camera. Upon exposure to the light forming the image, the sensitive material undergoes changes in its structure, a latent (but reversed) image usually called a negative is formed, and the image becomes visible by development and permanent by fixing with sodium thiosulfate, called "hypo." With modern materials, the processing may take place immediately or may be delayed for weeks or months.

The essential elements of the image are usually established immediately at the time of exposure. This characteristic is unique to photography and sets it apart from other ways of picture making. The seemingly automatic recording of an image by photography has given the process a sense of authenticity shared by no other picture-making technique. The photograph possesses, in the popular mind, such apparent accuracy that the adage "the camera does not lie" has become an accepted, if erroneous, cliché.

This understanding of photography's supposed objectivity has dominated evaluations of its role in the arts. In the early part of its history, photography was sometimes belittled as a mechanical art because of its dependence on technology. In truth, however, photography is not the automatic process that is implied by the use of a camera. Although the camera usually limits the photographer to depicting existing objects rather than imaginary or interpretive views, the skilled photographer can introduce creativity into the mechanical reproduction process. The image can be modified by different lenses and filters. The type of sensitive material used to record the image is a further control, and the contrast between highlight and shadow can be changed by variations in development. In printing the negative, the photographer has a wide choice in the physical surface of the paper, the tonal contrast, and the image colour. The photographer also may set up a completely artificial scene to photograph.

The most important control is, of course, the creative photographer's vision. He or she chooses the vantage point and the exact moment of exposure. The photographer perceives the essential qualities of the subject and interprets it according to his or her judgment, taste, and involvement. An effective photograph can disseminate information about humanity and nature, record the visible world, and extend human knowledge and understanding. For all these reasons, photography has aptly been called the most important invention since the printing press.

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Inventing the medium

Antecedents

The forerunner of the camera was the camera obscura, a dark chamber or room with a hole (later a lens) in one wall, through which images of objects outside the room were projected on the opposite wall. The principle was probably known to the Chinese and to ancient Greeks such as Aristotle more than 2,000 years ago. Late in the 16th century, the Italian scientist and writer Giambattista della Porta demonstrated and described in detail the use of a camera obscura with a lens. While artists in subsequent centuries commonly used variations on the camera obscura to create images they could trace, the results from these devices depended on the artist's drawing skills, and so scientists continued to search for a method to reproduce images completely mechanically.

In 1727 the German professor of anatomy Johann Heinrich Schulze proved that the darkening of silver salts, a phenomenon known since the 16th century and possibly earlier, was caused by light and not heat. He demonstrated the fact by using sunlight to record words on the salts, but he made no attempt to preserve the images permanently. His discovery, in combination with the camera obscura, provided the basic technology necessary for photography. It was not until the early 19th century, however, that photography actually came into being.

Early experiments

Nicéphore Niépce, an amateur inventor living near Chalon-sur-Saône, a city 189 miles (304 km) southeast of Paris, was interested in lithography, a process in which drawings are copied or drawn by hand onto lithographic stone and then printed in ink. Not artistically trained, Niépce devised a method by which light could draw the pictures he needed. He oiled an engraving to make it transparent and then placed it on a plate coated with a light-sensitive solution of bitumen of Judea (a type of asphalt) and lavender oil and exposed the setup to sunlight. After a few hours, the solution under the light areas of the engraving hardened, while that under the dark areas remained soft and could be washed away, leaving a permanent, accurate copy of the engraving. Calling the process heliography ("sun drawing"), Niépce succeeded from 1822 onward in copying oiled engravings onto lithographic stone, glass, and zinc and from 1826 onto pewter plates.

In 1826/27, using a camera obscura fitted with a pewter plate, Niépce produced the first successful photograph from nature, a view of the courtyard of his country estate, Gras, from an upper window of the house. The exposure time was about eight hours, during which the sun moved from east to west so that it appears to shine on both sides of the building.

Niépce produced his most successful copy of an engraving, a portrait of Cardinal d'Amboise, in 1826. It was exposed in about three hours, and in February 1827 he had the pewter plate etched to form a printing plate and had two prints pulled. Paper prints were the final aim of Niépce's heliographic process, yet all his other attempts, whether made by using a camera or by means of engravings, were underexposed and too weak to be etched. Nevertheless, Niépce's discoveries showed the path that others were to follow with more success.

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history of photography | History, Inventions, Artists, & Events

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history of photography, method of recording the image of an object through the action of light, or related radiation, on a light-sensitive material. The word, derived from the Greek photos ("light") and graphein ("to draw"), was first used in the 1830s. This article treats the historical and aesthetic aspects of still photography.

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Website:
http://holocaustlearning.org/

Title: Holocaust Survivors Friendship Association

Brief Description: This website contains primary and secondary sources on Holocaust survivors including interviews with survivors and photographs from the time period.

What makes this source credible is that first hand accounts are provided along with documentation from the time period.  HFSA is also partnered with the University of Leeds in the United Kingdom.  HFSA is a nonprofit organization.

Website:
https://www.yadvashem.org/

Brief Description:

Yad Vashem World Holocaust Remembrance Center in Jerusalem includes a database of Jewish people murdered in the Holocaust.  Like the previous link, this also provides interviews with survivors.  Lectures from experts in the field are provided as well.   Thousands of photos and documents are stored in its digital archive.   The vast amount of primary sources makes this a credible source.

Website:
https://www.holocaustcenter.org/home

Brief Description:

The Holocaust Memorial Center provides both primary sources and secondary sources on the Holocaust.  In addition to survivors, accounts from the US military and the Members of the Underground movement.  This site also serves as a hub for web resources, linking to other libraries and even websites of concentration camps that have been made into museums.  This vast library serves as a credible source for these reasons.

Website:
https://www.snopes.com/news/2017/04/17/how-holocaust-denial-works/

Title:  How Holocaust Denial Works

Brief Description:
Snopes has a long track record of accurately fact checking information and researching into origins of hoaxes.  Snopes not only debunks Holocaust denial, but outlines the traits, tactics, and history of Holocaust denial.  Snopes' long standing reputation shows its credibility along with the sources they provide.

Website:
http://www.bbc.co.uk/history/worldwars/genocide/deniers_01.shtml

Title:  BBC - History - World Wars:  Denying the Holocaust

Description: BBC gives an overview of the Holocaust Denial movement, key beliefs, proposed arguments, and evidence used.  BBC then debunks denial with outlined reasons and supporting evidence. BBC also provides links and books for primary sources from holocaust deniers, digital archives of primary sources from the holocaust, and further reading on the subject, giving it credibility.

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https://quatr.us/art/history-pottery-clay-pottery.htm
This is an educational site that offers research topics on a variety of free science and history articles written by different experts in the field.
I would recommend this site because:
1. It is a site that offers bibliographies and citation information on the various topics it writes about.
2. It offers information about "who they are".
3. The article about The History of Pottery includes various links to related information to help in explanation. The links take you to more detailed information about specific time periods and the types of pottery in multiple cultures
4. The website is written by history professors with advanced degrees.
5. It is a free website that runs off of donations

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Pottery is dishes, plates, cups, cooking pots, and storage jars made out of clay. People make dishes and pots out of clay for several reasons. Clay is cheap and easy to get, pretty much anybody can make a useful pot out of it, and you can make it waterproof pretty easily too. It's relatively easy to clean. Plus it can be made very beautiful, if you know what you are doing. And it is easy to make yours look different from your neighbor's.

Who invented pottery?

People first started making pottery out of clay in East Asia, in both China and Japan, around 14,000 BC, long before they started farming. Probably people had always known how to make pottery, but just hadn't done it much. This early pottery was made by just pushing a hole into a ball of clay, or by making a long snake of clay and coiling it up into a pot shape. It may have gotten started by making baskets and coating them with clay. In Japan, early pots might be buried in the ground for storage. One reason for starting to make pottery was to preserve fish. You could ferment the fish it into fish sauce in these buried pots.

Pottery in the Americas

People probably began to make pottery in the Americas for the same reason, several thousand years later. People who ate a lot of fish and shellfish were making pottery in Brazil about 5500 BC. Maybe they also used pottery jars to preserve fish by fermenting it. From Brazil, people gradually began using pottery further north. The fish-eating ancestors of the Cherokee and other Mississippians in what is now Florida and Georgia knew how to make pottery by about 4500 BC. People on the Pacific side of South America started to make pottery about the same time.

The slow wheel

By around 3000 BC, at the beginning of the Bronze Age, people in West Asia had begun to use the slow potter's wheel. This is a little platform made of wood that you build the pot on. You can turn the platform around so that instead of having to walk around your pot you can sit still and turn the pot around. In the hands of someone who is good at using it, the slow wheel makes potting a lot faster.

A woman in Mexico digging clay and using a slow wheel to make a pot.

Central American people also invented the slow wheel. The Zapotec were using it to make pottery, maybe by around 100 BC. The Zapotec kept right on using the slow wheel, but by 2000 BC, almost all potters in Europe, Asia, and North Africa were using the fast wheel instead. The fast wheel is also a platform, but one which spins on an axle, like a top. You can start it spinning with a push or a kick, and then draw the pot gradually out of the lump of clay. This was the first use of a wheel, even before carts had wheels.

The fast wheel

Pottery and identity

By this time, pottery was spreading to almost everywhere in the world. Pueblo people in the American south-west started using pottery about 1500 BC, and along the Mississippi valley and the Blackfoot about 200 BC, and in West Africa about 400 BC.

Mold-made pottery

The beginning of the Roman Empire saw some big technological and economic changes in the Western pottery industry. First, people began painting pottery red instead of black. Then they began making it in molds instead of painting it. Around the same time, the Phoenicians invented glass-blowing, and this made glass cheap enough to be a serious competitor with pottery. People pretty much stopped making pottery cups, and everyone drank out of glasses. Even a lot of bowls, and little things like perfume containers, were made out of glass.

Also, by about 100 AD, most of the nicer pottery used in the Roman Empire was made in North Africa and shipped by boat as far as Ireland and India.

The Arab invasion of North Africa around 700 AD ended the North African pottery trade, and after that pottery was locally made again for some time in the West, and not very good. Even though the use of pottery was still spreading, reaching Congo in Central Africa by around 900 AD, there were still parts of the world where people relied entirely on baskets: South Africa, Australia, and the Qinook people of North America, the Mapuche in Chile.

Porcelain in China

The next great developments in pottery were in Sui Dynasty China, where potters began to make porcelain (PORR-se-lenn) cups and pitchers around 700 AD. This gleaming white pottery was popular not only in China but in West Asia too. But porcelain was very expensive in West Asia, because it had to be carried all the way from China on donkeys and camels, or by boat. So West Asian potters invented lead glazes, which made ordinary pots look white and shiny. This made a kind of imitation porcelain that was a lot cheaper.

Lead-glazed pottery

A little later on, European and Chinese potters began using lead glazes too. About 1200 AD, potters of the Yuan dynasty in China began to use different color glazes to create designs on their pots. Chinese pottery was still the best and the most expensive. So West Asian potters also used these colored glazes to imitate Chinese designs, and Europeans used colored glazes to imitate the West Asian designs.

Bibliography and further reading about the history of pottery:

The Kids 'N' Clay Ceramics Book, by Kevin Nierman (2000). For people who want to throw their own pots. Pretty ambitious.

Fired Up!: Making Pottery in Ancient Times, by Rivka Gonen (1993). Easy reading. Watch out - there are some inaccuracies. Still, it's the best available history of pottery that's easy reading.

Ten Thousand Years of Pottery, by Emmanuel Cooper (2000). Not so easy, but a better account. Continues up to modern times.

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History of pottery: Philistine pottery (compare Mycenaean Greek pottery) Pottery is dishes, plates, cups, cooking pots, and storage jars made out of clay. People make dishes and pots out of clay for several reasons. Clay is cheap and easy to get, pretty

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http://www.arthistory.net/
I included this because it continued to show up in my search for reputable websites.  This is a site that I WOULD NOT want my students to use.

Here is why it is NOT a reputable site:
1. It is a .net address indicating it is a site that could have been purchased by and individual.
2. The design is poor and looks outdated
3. There are no links to any authors.
4. The information given sound like it is someone's opinions about art, and not factual in nature.
5. It is poorly written
6. It offers no timeline of information
7. There are no visual examples of any artwork
8. There are no links to any references.

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Art history spans the entire history of humankind, from prehistoric times to the twenty-first century. Whether you like to observe caveman paintings or Botticelli angels, you can find visual arts that challenge your creative side and inspire you to find beauty in manmade forms.

In modern times, art history has emerged as a discipline that specializes in teaching people how to evaluate and interpret works of art based on their own perspective. Art history has frequently been criticized for its subjectivity because the definition of what is beautiful varies from individual to individual. Learning to evaluate what you see by building on the art forms you already know can develop your aesthetic understanding.

Claude Monet once said, "It's on the strength of observation and reflection that one finds a way. So we must dig and delve unceasingly."

In keeping with Monet, consider how to observe as many works of art as possible. You will develop a sense of your favorite styles and time periods, and you will be able to use the vocabulary of art to discuss your appreciation of art with others. If you love Botticelli, you will be able to recognize the theme he chooses for each painting and which symbols and figures he uses most often during the Renaissance.

Combining exposure to art history with the desire to foster art appreciation in others represents a happy medium. The art teacher or art historian can inspire you with a survey of the many time periods in art history. For example, you can become a huge fan of the Renaissance because, like the French, Dutch, Italian, and Spanish masters, you share the same desire to reconcile humanism with human religion.

Art history requires you to study and describe what you see in terms of the design elements of line, shape, color, value, and texture. Once you write a response to one work of art, you can compare it to another work of art. An alternative is to make comparisons and contrasts between artists and their artistic works with the mind's eye. As you explore the fascinating world of art, a beautiful collection of thousands of years of human experience, you will want to travel farther from your home to see works of art in person.

The great thing about the Internet is that the world's art repositories bring famous works of visual art to you through online exhibitions and virtual tours. However you decide to develop your sense of art history and appreciation, look for every opportunity to enrich your life with paintings, prints, mixed media, sculpture, and drawings.

Don't forget to share your art appreciation with others because art makes every ordinary life just a little bit more exquisite!

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Art history spans the entire history of humankind, from prehistoric times to the twenty-first century. Whether you like to observe caveman paintings or Botticelli angels, you can find visual arts that challenge your creative side and inspire you to find beauty in manmade forms. In modern times, art history has emerged as a discipline that specializes in teaching people how to evaluate and interpret works of art based on their own perspective.

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Helping High school students make informed decisions about their web based research

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Helping High school students make informed decisions about their web based research