Anne Frank

Introduction

Before we start the reading of Anne Frank, you should be provided with background information to understand where the book starts off. I have divided you into groups of four. In the computer lab, each group member will research their topic then the next day in class the members will get together and discuss the high points of what you found. Each group will present the information halfway through the class.

THIS WILL BE A DAILY GRADE!

Task

Group One- make a timeline of World War II. The class will use this timeline to assist the timeline of the story.

Group Two- Adolf Hitler is the main character of World War II. Provide a brief summary of Hitler, the summary will be provided to the class. We will talk about World War II over the next few weeks.

Group Three- Provide an explanation to answer the questions:

What is the Holocaust? What is Judaism? What is the Star of David? What does it symbolize?

Group Four- provide a brief summary of Miep Gies.

Group Five- give the definition of courage. Then, find someone that has shown courage to tell us so we can relate the story to your person. Later, we will compare/contrast this person to our narrator, Anne Frank.

Process

This is Adolf Hiter. He was head of the Nazis. Is he why World War II happened? What brought America into World War II. World War II happened over the course between 1934-1945. Is Hitler evil? Why is there not anything else named Hitler?

This is the Star of David. I want you to tell me what it means and what it symbolizes.

Hint: It is similar to the cross. How are they similar? How are they different?

Is there anything else similar to the Holocaust? What and how?

Some Jews were tattooed wth a number. This was to identify them.

What do you think is the purpose?

This is Miep. She will play a significant role in the book. (Bonus Points for anyone who can say what movie she was in).

Everyone close your eyes.

Everyone around you is different. It may not look like it by appearance, but you act differently, believe different things. You speak to one another. They are always friendly. You become friends. You have dinner with each other's families. You work near each other. You respect them. One day you notice you have not seen them in a few days. What happened to them? You miss your friends. One day your turn on the news and you see this,

What would you do about it?

Evaluation

	1	2	3	4	5
Source	Unreliable	-	-	-	Credible
Participation	Did not research and did not add to discussion		Researched but did not add to group discussion		Actively researched, added to group discussion
Presentation	Did not speak at all	-	Rushed through presentation	-	Spoke clearly in presentation
Individual	The information is not beneficial to the class, activity was not on task	-	Turned in information, was not reliable to give to the class	-	Researched, turned in clear information, answered everything clearly, information will be beneficial to class

20 = 100%

9= 75%

4= 50%

Conclusion

Once this information has been given to the class, I will upload it to this website and it can be referred back to when needed. The information that you find and present will be given to the class to add to your notebooks. This information is to help you throughout the reading! I hope you have learned the background of Anne Frank and what a credible source is. Do not be afraid to speak to the class, each one of you has to do it!

You only have ONE day in the computer lab. Use your time wisely. Here are some things to help you get started. Visuals are welcomed in the presentation but optional.

Remember!

Think about what is credibility and do you want information that is not reliable?

http://www.history.com

http://www.biography.com

http://www.bbc.co.uk/religion/religions/judaism/

A few people that are courageous.

Harriet Tubman

Rosa Parks

Chris Kyle

George Washington

Paul Revere

Lauren Hill

Malala Yousafzai

You may watch videos on YouTube, beware of time. Stay on Task!

Credits

This was designed for an eighth grade English Language Arts class to supplement The Diary of a Young Girl.

Images came from Google Maps. The information came from Google.

CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-LITERACY.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

CCSS.ELA-LITERACY.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

CCSS.ELA-LITERACY.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

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