Anne_Frank.jpg"The Diary of Anne Frank," which you have read, is a play based on the events recorded in Anne Frank's diary that she kept while she was hiding with her family in the annex during the Nazi occupation of Amsterdam in the Netherlands. Upon their discovery and arrest by Nazi soldiers, Anne and the other members of the annex were sent to various concentration camps. Anne did not survive the harsh life in the camps, but her father did. He was given Anne's diary when he later returned to Amsterdam. After reading the diary, he decided to have it published. The Diary of a Young Girl by Anne Frank was published in 1947 under the title, Het Achterhuis (The Annex). It was translated into English in 1952.


diary_of_anne_frank.jpg
Anne's diary
Holocaust Project

What happened to Anne Frank, happened to six million other human beings during the Second World War. The Holocaust is the most infamous genocide in history. You and your classmates will research more specific people, places, and events of the Holocaust and you will share what you learned about this tragic historical period in class.

As you conduct your research, you will record the types of sources you use on the provided source citation sheets. You will take notes on the sources using the provided note-taking sheets. You will copy down your notes word-for-word on to your note-taking sheets. In class, you will be taught how to paraphrase your notes and how to create a parenthetical reference for when you use the author's direct quotes or use information directly from a source without putting it into your own words.

As you research your particular person, place or event, please keep these prompts and questions in mind:
  • Imagine you were a participant in your particular event or at your particular place of research. Explain your feelings as a participant at this event or explain how you feel about your life in your particular place of research.
  • How does your topic relate to the Holocaust as a whole? What role did your particular person play? What significance did your place or event have in this historical time period?
  • Do you agree with the actions of the particular person whom you researched? Defend your stance.

Topics to research:

Heroes: Mordechai Anielewicz, Anna Borkowska, Anne Frank, Otto Heinrich Frank, Varian Fry, Miep Gies, Mustafa Hardaga, Marion Van Binsbergen Pritchard, Emmanuel Ringelblum, Oskar Schindler, Hans & Sophie Scholl, Sempo (Chiune) Sugihara, Pastor Andre Trocme, Raoul Wallenberg, Eli Wiesel

Villians: Klaus Barbie, Martin Borman, Adolf Eichman, Paul Joseph Goebbels, Hermann Goring, Reinhard Heydrich, Rudolf Hess, Henrich Himmler, Adolf Hitler, Rudolf Hoss, Josef Mengele, Heinrich Muller, Ernst Rohm, Albert Speer, Joachim Von Ribbentrop, Einsatzgruppen, Hitler Youth, NAZI party, Gestapo, Schutzstaffel soldiers (SS/black shirts), Sturmabteilung soldiers (SA/brown shirts)

Places: Auschwitz-Birkenau, Belzec, Bergen-Belsen, Buchenwald, Chelmno, Dachau, Gross-Rosen, Majdanek, Mauthausen-Gusen, Ravensbruck, Sorbibor, Theresienstadt, Treblinka, Vught, Warsaw Ghetto, Westerbork

Events: Battle of Stalingrad, Kindertransport, Kristallnacht, Nuremberg rallies (Reichsparteitag), Nuremberg trial, pogroms, Wannsee Conference, Warsaw Ghetto uprising
Other Holocaust topics: Allied Power, Eugenics,The Final Solution, Mein Kampf, Nuremburg Laws, Third Reich

Weblinks:
Centropa.org http://centropa.org

Holocaust/Shoah http://ddickerson.igc.org/holocaust.html

United States Holocaust Memorial Museum http://www.ushmm.org/

The Shoah Education Project https://sfi.usc.edu/

The Jewish Virtual Library http://www.jewishvirtuallibrary.org/

PBS: America and the Holocaust http://www.pbs.org/wgbh/amex/holocaust/

Remember.org http://remember.org/

Yad Vashem http://www.yadvashem.org/

USC Shoah Foundation Institute for Visual History and Education http://college.usc.edu/vhi/

Museum of Tolerance http://www.museumoftolerance.com/site/c.juLVJ8MRKtH/b.1580483/k.BE32/Home.htm

The Anne Frank Center USA http://www.annefrank.com/

The Anne Frank Museum Amsterdam http://www.annefrank.org/

Miep Gies http://www.miepgies.nl/en/

Pictures from:
Anne Frank http://www.garboforever.com/Bilder/Garbo/Anne_Frank.jpg
Diary http://www.annefrank.org/upload/Thematische%20verhalen/dagboek_voorkant.jpg


8th Grade Language Arts Writing Standards


1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.
1.5 Achieve an effective balance between researched information and original ideas.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.

Information Literacy Standards 1.2 Knows Parts of a Book and Digital Resources
1.2.2 Identifies parts of a book: table of contents, publisher, page numbers, copyright date, and call number
1.2.5 Identifies online terms and their uses (e.g., home page, Web page, URL, responsibility statement, search engine)
1.7 Uses Digital Resources to Access Information
1.7.3 Uses databases (e.g., cd-ROMs, online free and fee-based services) for school use
1.9 Uses a Developmentally Appropriate Research Process to Access Information
1.9.1 Identifies a problem or question that needs information
1.9.2 Uses pre-search strategies such as brainstorming, mapping, and recalling of prior knowledge
1.9.3 Identifies and uses keywords to find specific information
1.9.4 Uses keywords and controlled vocabulary to develop search statements for use with databases, search engines, digital books, and other digital sources and formats
1.9.5 Formulates questions that define the scope of the investigation
1.9.6 Selects a topic, focuses the investigation and gathers information in order to construct a meaningful final product
1.9.7 Uses Dewey call numbers to locate books in areas of interest or to explore topics in depth
1.9.8 Selects and reads familiar and unfamiliar material independently
1.9.9 Uses a variety of print and digital reference material (e.g., dictionary, almanac, thesaurus, atlas, encyclopedia, and periodicals) to locate information
1.9.10 Uses title, table of contents, chapter headings, and navigation elements to locate information in books and digital resources
1.9.11 Uses subheadings to locate information in nonfiction resources
1.9.12 Obtains information from illustrations, photographs, charts, graphs, maps, and tables
1.9.13 Uses scanning and skimming skills to locate relevant information
1.9.14 Continues to show growth in selection of sources and formats for educational and personal use
1.9.15 Uses cross references (see, see also) to locate relevant information
1.9.16 Identifies bibliographic references
1.9.17 Uses bibliographies in books and digital resources to access information beyond the immediate source and school library media collection
1.9.18 Uses a variety of print and digital information resources to facilitate research
1.9.19 Uses advanced and specialized reference books and digital resources
1.9.20 Identifies and uses computer icons and program menus to search for information (e.g., locates an index, navigates a subject tree, accesses a help screen)
1.9.21 Refines search strategies for research projects
1.9.22 Selects and uses a variety of appropriate media to access information for assignments
1.9.23 Records author, title and other citation elements systematically while accessing information sources
2.3 Selects Relevant Information during the Research Process
2.3.1 Understands that note taking is a tool for information processing (e.g., remembering, comparing, analyzing, and sequencing)
2.3.2 Selects and records relevant information, organizing notes in a format appropriate to the task
2.3.3 Restates facts and details to clarify and organize ideas for note taking standard
8.1 Respects Copyright and Fair Use
8.1.1 Understands the purpose of an intellectual commons and fair use, and why plagiarism, violating copyright and other illegal or unethical uses of information and technologyare unacceptable
8.1.2 Cites sources in a standard format to give credit to authors and creators of information, ideas, art, media, and software
8.1.3 Cites sources in text, using a standard footnoting, parenthetical, or other citation system
8.1.4 Quotes or paraphrases information to avoid plagiarism
8.1.5 Builds a formal bibliography or source list, using an appropriate format
8.1.6 Understands the value of an intellectual commons, as well as the consequences of plagiarism, for self and society



http://ddickerson.igc.org/holocaust.html