copyright 1999, Sirpa Grierson
Novel Information and Resources:
These sources provide: biographical information about the Frank family, the other people who lived with them and helped them, their hiding place, historical information about ww1 and the Holocaust, information about the geography, other books that were written in and about that time period, information about Jewish traditions, and information showing how these things have affected the world today.
Anne Frank Online
Homepage. 2000. Anne Frank Center USA, Inc. 24 Feb 2001. http://annefrank.com/
This web site has a great timeline that showed what happened chronologically to the Frank family and friends. It also contains ideas for ressearch and discussion (topics such as religious identity, children and their rights, and prejudice.) A readers' companion with study questions, an interview with Miep Giles and more, as well as a study guide to the Broadway play. There was an additional bibliography with other helpful sources.Sites of Remembrance
Sites of Remembrance. 2001. Yad Vashem. The Holocaust Martyrs' and Heroes Rememberance Authority. 24 Feb 2001. http://www.yad-vashem.org.il/remembrance/site_remembrance/home_sites.html
I chose this web site because I have visited this museum/memorial. It is very moving and I hope by the escriptions that the teacher may be able to duplicate them in the classroom inf they deisre. The memorial that is more applicable to Anne Frank is the childrens' memorial. Taking a moment to really reflect instead of going full speed ahead is crucial to learning about the Holocaust, hatred and Prejudice, and prevention.
The Holocaust: A Tragic Legacy
The Holocaust: A Tragic Legacy. Jordan Feil, Kushal Dave, and Mike Dale. Think Quest. 24 Feb 2001. http://library.thinkquest.org/12663/
This web site is full of information. It features several interactive options (note: this site can be explored best with RealAudio and Cosmo Player) that allow you to explore a camp and listen to survivors' stories. It also has information about Neo-Nazism, modern parallels, and what might happen in the future.The Holocaust History Project
The Holocaust History Project. 10 feb 2001. 24 feb 2001. http://www.holocaust-history.org/
This web site has tons of essays on subjects like the gas chambers and Auschwitz, as well as documents from the Holocaust and reproductions. This site also has some essays refuting the denial of the Holocaust, an important issue to address.The Atlas of Literature
Bradbury Malcolm, ed. The Atlas of Literature. London: De Agostini Editions, 1996.
This is a great source for any work of literature. The map included in this project shows an area of Europe during WWII and points out the location where other novels of that time were written. Although "Anne Frank: The Diary of a Young Girl" is not shown, we know from the novel that the location is Amsterdam, Netherlands."Germany turns the relics of its Nazi past over to tourism" article
Diamond , John. "Germany turns the relics of its Nazi past over to tourism." Sunday Telegraph. 11 february 2001:40.
This article from a newspaper shows students what the view of the Holocaust is in Germany today and gives them a new perspective of how people feel about it today. It also shows them that the camps can still be visited, and introduces them to people's reactions when the visit the camps.Something Sensational (Diary Keeping)
Lycett, Andrew. "Something Sensational (Diary Keeping)." New Statesman. 129 (2000):41-44.
This is a good article to show children the importance of diary keeping and introduces them to diaries as a literary genre. It can also serve as a good introduction to the journal keeping part of a classroom. This article can also spark a discussion on why writing is an important form of communication and the benefits it can have for everyone.The Glory of Jewish Holidays
Seidman, Hillel. The Glory of Jewish Holidays. Ed. Moses Zalesky. NYC: Shengold, Inc. 1969.
Within Anne Frank's diary, the group hiding celebrates Hanukkah. This book can help students learn more about Anne Frank's religious background, about Jews in general and help them discover what their own backgrounds and identities are and how they shape ther lives.Reading Activities (compiled by Carly Gadd)
|Pre Reading | During Reading | After Reading |
Pre Reading Activities1. Anne Frank Center, USA. 2003. 09 Sept 2005.
<http://www.annefrank.com/af_life/story_intro.htm>.
This is a wonderful picture album of Anne, her family, the annex, and the concentration camps. It helps bring Anne Frank’s story to life for the students by seeing her in real-life situations. It has several good resources under “Teachers” and then “Curriculum.” It includes three teaching guides, items on propaganda, powerlessness, and erosion of rights.2. Devils Rope Museum Website. 06 Sept 2005.
<http://www.barbwiremuseum.com/barbedwirehistory.htm>.
I got this from one of my professors. This site teaches the history behind barbed wire, and its uses through the years. It especially becomes poignant when students realize that this wire was used to coral human beings. Couple this information with the pictures from Auschwitz for students to get a better understanding of the depravation and degrading live of the concentration camps.3. “Every day Edits: Anne Frank.” Education World Website. 06 Sept 2005. <http://www.educationworld.com/a_lesson/edit/edit0801.shtml>.
This site has a paragraph that requires the students to edit. It’s a nice resource because the paragraph is about the Diary. It has both the uncorrected, and the corrected texts.4. The Holocaust History Project Website. 22 Aug 2005. 01 Sept 2005.
<http://www.holocaust-history.org/>.
This website is an archive of documents, photographs, essays, and history on the Holocaust. It also is a great reference for refuting Holocaust-denial. It documents several attempts that have been made to deny that the Holocaust happened.5. The Holocaust Martyrs' and Heroes' Remembrance Authority. Yad Vashem Organization Website. 06 Sept 2005.
<http://www1.yadvashem.org/remembrance/site_remembrance/home_sites.html>.
This site has contemporary themes. It documents how society today is trying to remember and honor the lost lives of 1.5 million Jewish children. The Children’s memorial is called, Yad Vashem, and the interactive website puts this travesty in perspective for students when they come to understand all those children their same age that were killed.6. Lesson Plans: Anne Frank. TeacherVision.com Website. 01 Sept 2005. <http://www.teachervision.fen.com/page/9381.html#activities>.
This website holds several lesson plans that can be used while you teach the book. Also, it has a good comprehension quizzes that can be given through the unit to make sure that the students are reading and comprehending the events that are happening. After students have mastered the Who, What, Where, When, they will be better able to answer and explain the Why and Hows of what happened to the Frank’s.7. ThinkExist.com Website. 03 Sept 2005. <http://en.thinkexist.com/quotation/we_who_lived_in_concentration_camps_can_remember/339330.html>.
This is a really simple site. It holds a quote from Viktor E. Frankl, a Holocaust survivor, and psychologist, who wrote “Man’s Search for Meaning.” It is important, amidst all of the pain the students will see that we show how, despite the extreme conditions and loss of freedom, there were still a few who exercised what little freedoms they did have, to helping others.8. United States Holocaust Museum Website. 05 Sept 2005.
<http://www.ushmm.org/>.
There is so much helpful information found in this site, especially when you click under “For Teachers.” There are on-line workshops on how to define what the Holocaust was, how to contextualize what happened, selecting appropriate activities/materials, etc. There is also a section that contains three lessons plans that they judged from a contest to be exemplary plans.9. Drawing and Interactive Activity:
Have students draw what they envision the annex to have been like, from details given in their reading. Then mark off in your room the amount of space in your room that would be equivalent to the annex space. Move your whole class to sit in that space. Go through what a typical day would have been like for the people living in the annex (information that would be obtained through reading the book in class, as well as other internet sites that I have included here), to help the students get a better picture of what they were dealing with (some examples could be where and whom Anne shared a room with, how they often they could flush the toilet, etc).10. Writing Assignment: Stranded on an Island or Going into Hiding Prompt!
This prompt would be similar to writing about what you would take with you in one suitcase if you were going to be stranded on an island, only have them envision going into hiding. This changes the prompt because they cannot bring things that would make excessive noise, etc. To introduce the writing assignment, bring in a medium sized bag (or suitcase). Talk about the things that you would want to bring with you. Bring with the suitcase a few of the bear essentials (enough to fill the bag). This could lead into a discussion of the things you want to take but would have to leave behind because they wouldn’t fit. Then give the students the prompt, and have them write a one page paper.
1. Auschwitz Concentration Camp. Wikipedia Website. 01 Oct 2005. <http://en.wikipedia.org/wiki/Auschwitz_concentration_camp>.
This is a great on-line resource for providing easy access to general information on Auschwitz concentration camp. It would be easy for students to go here and learn important, general information. Also, it includes several good pictures of the actual concentration camp, that help students conceptualize what life in these camps was like.2. BBC History- WW II. British Broadcasting Company Website. 01 October 2005. <http://www.bbc.co.uk/history/war/wwtwo/>.
This is an incredible resource on World War II by the BBC. It offers important historical information that is vital to understanding Anne’s journal and the events that transpired. Information from this website includes: the rise of Hitler, the fall of Poland, Austria, and other countries, the raids on Britain, the treatment of the Jews, genocide, and D-Day.3. BBC History Timeline: Persecution and Genocide Under the Nazis 1933-1945. British Broadcasting Company Website. 01 October 2005. <http://www.bbc.co.uk/history/war/genocide/launch_ani_genocide_timeline.shtml>.
This website includes a Multi-media timeline of Nazi persecution of the Jews from 1933 to 1945. The time-line is very useful because it also contains photo representations of these events. It can be paused at any moment of time, moved forward to a specific point, etc. This is important to helping students understand the huge undertaking the war was for all involved.4. Bergen-Belsen Memorial Website. 4 Jan 2005. 01 Oct 2005.
<http://www.bergen-belsen.de/en/karte/1944/>.
Anne was moved to this camp, Bergen-Belsen, after a brief stay in Auschwitz. This is where she died. This map highlights and gives details about the different units within the compound. Anne lived in #1. This website will help students visualize the treatment of the Jews during the Holocaust, but especially, it helps them see more about Anne’s life after she left the annex.5. Grobman, Gary. The Holocaust—a Guide for Teachers Website. 1990. 01 Oct 2005. <http://www.remember.org/guide/index.html#Facts>.
This site has created a teacher friendly compilation of ideas, teaching strategies, and has also broken down a lot of information on the Holocaust, including sections on stereotypes and prejudices, who are the Jews, anti-Semitism, Nazi fascism, etc. The site includes questions and objectives to be accomplished in each section.
6. Historical Figures: Adolf Hitler. British Broadcasting Company Website. 01 Oct 2005.
< http://www.bbc.co.uk/history/historic_figures/hitler_adolf.shtml>.
The BBC provides important background information on Adolf Hitler, as well as his rise to power, his motivation, his strategies of war, and his fall from power. It provides students with relevant information to the man behind the Holocaust.7. Mascinim, Ton. The Official Anne Frank House Website. 1999. 30 Sept 2005. <http://www.annefrank.org/content.asp?pid=2&lid=2>.
This is an invaluable, interactive website that allows you to view special pieces on Anne’s childhood, hiding, betrayal, and her diary. Each section is accompanied with photographs that bring the story to life for the students.8. Menszer, John. Holocaust Survivors Website. 01 Oct 2005.
<http://www.holocaustsurvivors.org/>.
The most gripping part of this website, and why I have included it, it for the recordings they have of several survivors telling their experiences. There are several good photographs (which seem so necessary to truly understand the gravity of their situation). Also, their encyclopedia has excellent articles on the events surrounding the Holocaust.9. National Socialist Images. Hitler Historical Museum Website. 1998. 01 Oct 2005.
This website, on the whole, provides important information on Hitler, but the exact site I have references is a part of it, which contains several powerful photos that were used for propaganda purposes during WWII, and also document pictorially the influence that Hitler gained in the masses.10. Schutzstaffel. Wikipedia Website. 02 October 2005.
<http://en.wikipedia.org/wiki/SS>.
This on-line site provides interesting information on the Secret Service for the Germans during WWII, including the Gestapo. Students will learn more about this police force that was responsible for the capturing, and maintaining of Jews throughout the conflict.1. Cambodian Genocide Program. Yale University: Genocide Studies Program Website. 04 Oct 2005. <http://www.yale.edu/cgp/>.
This website is part of Yale’s Genocide Studies Program. The part of their website that I have cited focuses on the genocide that occurred in Cambodia in the mid to late 70’s. Many students will be unfamiliar with the terrible events, and this site provide access to the facts, maps, photos, news articles, and other writing on the Cambodian genocide. It also has links to other genocides (Rwanda, Guatemala, Holocaust, and Colonial Genocide).2. “CNN In-Depth Specials- Focus on Kosovo”. CNN Website. 2001. 04 Oct 2005.
<http://www.cnn.com/SPECIALS/1998/10/kosovo/>.
This is another article that spends most of it’s time on the aftermath of the ethnic cleansing in Kosovo, the future of Yugoslavia, and the motivations behind the conflict. It’s another resource to helping students see the big picture of genocide.3. Freer, Barbara. Prisoners of War - Stalag Luft Website. 04 Oct 2005.
<http://www.merkki.com/>.
This web-site has a lot of information on prisoners of war during WWII. It has a particular section, though, that has poignant application. There is a poetry section, and this could be used along with assignments to create poetry using the background of what they have been studying through this unit.4. Hopkins, Gary. “Journal Writing Every Day: Teachers Say it Really Works”. Education World Website. 01 Aug 2003. 04 Oct 2005.
<http://www.education-world.com/a_curr/curr144.shtml>.
This is a great source for creating a journal activity. This can be used as an after activity of students keeping a journal for a certain space us time, focusing on what they would want people to remember about them.5. Japanese-Americans of WWII Activity. Discovery Channel School Website. 04 Oct 2005. <http://school.discovery.com/lessonplans/activities/japaneseamericans/>.
This site can be used for an in-depth analysis of the Japanese American interment during World War II. It was enough information that several group projects could be developed from the site. This information can also be used in coordination with the other sites listed here on genocide.6. “Kosovo assault ‘was not genocide’”. British Broadcasting Company Website. 07 Sept. 2001. 04 Oct 2005. <http://news.bbc.co.uk/1/hi/world/europe/1530781.stm>.
This website put together by the British Broadcasting Company documents the UN’s ruling of the killings in Kosovo not being genocide. Other sites are documented here in this works cited to offer the counter argument. This site, though, will be useful in discussion with the class. Despite what was ruled, the actual actions during the conflict were inexcusable, and students should be partially aware of the political reasons as to why it was not ruled genocide by the UN.7. Life Interrupted: the Japanese-American Experience during WW II Arkansas. University of Arkansas at Little Rock Public History Program Website. 02 Oct 2005.
<http://www.lifeinterrupted.org>.
This site documents the life of the Japanese Americans held during WWII in interment camps, focusing on the two camps in Arkansas, specifically. You can access history of the camps, the events that led up to the interment in the camps, maps, a time-line, and photos. It will help put into perspective the idea of injustice. It isn’t something that just happens in other countries, but it happened here, too. It’s important for students to be aware of that to gain a better understanding of why it could injustice could lead to genocide in other places.8. Linsley, Brennan. “Photo Essay: Kosovo at the Crossroads”. Time.com Website. 1999. 04 Oct 2005. <http://www.time.com/time/daily/special/photo/kosovo8/>.
This is a news article relating the conflict in Kosovo, posing the question of whether or not this was genocide. It focuses on the events that are happening during the conflict. It is aimed at first giving the details of the conflict, but more importantly, this resource should be used as a reference as students discover the idea of genocide and other instances of it.9. Plous, S. Links of Prejudice-Genocide in America. Understanding Prejudice Website. 2002. Oct 4 2005. <http://www.understandingprejudice.org/links/genocide.htm>.
This site focuses on the genocide, and specifically on Native Americans in early American history. Used along with the other sites on genocide, it is meant as a springboard into discussion of inequality, and what leads people to treat others in such a cruel way. It is important to note that such atrocities have been perpetrated by many groups of people, including Americans.10. Talking About Genocides: Cambodia. Peace Pledge Union Organization Website. 2000. 02 Oct 2005. <http://www.ppu.org.uk/genocide/g_cambodia.html>.
This is a powerful site documenting several genocides. I’ve cited the page on the Cambodian genocide. The information that can be accessed here includes the events leading up to it, what transpired survivors’ stories, the issues involved, and points of discussion.
Reading Resources and Unit Guide for this Novel