The Atmosphere of War

The Diary of Anne Frank, the drama written by Frances Goodrich and Albert Hackett
(based on The Diary of a Young Girl by Anne Frank)
a WebQuest for Grade 8 in Communications and Literature

Created by Theresa Barabas
 

First they came for the socialists, and I did not speak out, because I was not a socialist.

Then they came for the trade unionists, and I did not speak out, because I was not a trade unionist.

Then they came for the Jews, and I did not speak out, because I was not a Jew.

Then they came for me, and there was no one left to speak for me.

----Pastor Martin Niemoller

Introduction

Imagine sharing a space about 6’ x 15’ feet with one other person for two years.

Imagine a “law” against your culture that would prohibit you from displaying a national flag, marrying anyone outside of your culture, attendance at theaters, movies, and other sporting events.  You were limited in the use of public transportation and your bicycles were taken away.  Try to imagine.

Imagine not being able to visit your friends if they were from another culture or religion, shopping ONLY between 3-5 p.m. and being indoors by 8 p.m.

Imagine having your teacher measure your head only to find out that you have a smaller head and are inferior.

Imagine.   .  . being so discriminated against that you have to go into hiding. 

Can you even imagine?

Background

The history of Nazi Germany is the history of a country that expelled Jews and other so-called “inferior” people from society, oppressed them, and finally exterminated them. It was a slow process that started in a small way and ended on an alarming and massive scale.  The word Holocaust literally means “massive destruction by fire.”  It now refers to a specific event in twentieth century history: the state-sponsored, systematic persecution and annihilation of a people between 1933 and 1945.  It is important to remember that although the Holocaust took place during World War II, it did not cause the Holocaust.  Attitudes and behaviors rooted deep in history, and which still exist today, contributed to this genocide. The horror began with indifference, resignation, selfishness, and/or resistance.

The history of the Holocaust represents one of the most effective and most extensively documented subjects of basic moral issues.  It is a time period well worth examining since there are many lessons about the ramifications of prejudice, racism, and stereotyping in any society.  Examining life from the perspective of an “ordinary” girl gives a name and face to the Holocaust.  In The Diary of Anne Frank history unfolds, as a child became a victim of a regime that believed in the principle of racial superiority.   This story has become the catalyst of our study.

Task:

In this WebQuest, you will complete the following:

1.         Read the play The Diary of Anne Frank

2.         Diary (journal) entry – PowerPoint link

3          Speculation (picture) prompt – PowerPoint link

4.         Persuasive writing (essay) – PowerPoint link

5.         Research history – conduct research in the library, on the internet, et al

6.         PowerPoint presentation – research

7.       Presentation

  Process/Procedure

Diary                

"When I write, I can shake off all my cares." - April 5, 1944

Think about how Anne felt during those months in hiding. Think about what was taking place throughout occupied Europe in the 1930s and 1940s. 

Name your journal.  After naming your journal (diary), create a fictional character to narrate the journal, but base the entry or entries on historical events.  Be sure to date your entry in the past and make connections to history.  You will revise and edit this writing as you continue your research.  If you are not sure about a date, event, or consequence, mark your entry so that you can follow-up with accurate information.   For an example of diary entries by students, go to: www.remember.org/imagine/diaries.html  This writing will be linked to the class page.

Speculation

An ancient proverb says, “A picture is worth a thousand words.” Regardless of the artist’s original intent, what you see in a picture can be entirely different from what others see. Select one of the pictures provided and complete the writing task.  This writing will be linked to the class page.

Persuasive Writing

Select a writing prompt and respond accordingly.  Be sure you understand the Writing Situation

before you proceed to the Directions for Writing.    This writing will be linked to the class page.

Project Design – Research Topics

This unit is interdisciplinary between literature and communications. Social studies, math, and science also play intricate roles in providing clarification. It is being done as a continuation of our Random Acts of Kindness Justice Challenge, and more importantly, in observance of the National Days of Remembrance.  While reading The Diary of a Young Girl, you will study Anne Frank as a portrait of war, a portrait of adolescence, a philosophy of life, and a study of the nature of people.  You will also learn background information to make the diary more meaningful to you as you research and prepare a Power Point presentation documenting your newfound knowledge.  You will, like Anne, formulate conclusions regarding the nature of people generally, as well as under duress.   You will view Anne as an adolescent with a remarkable ability to handle some of the most complicated answers to life’s questions—questions that even many adults do not wish to consider.  You will view her as a writer—and perhaps even find a little of yourself in her story.

Throughout the unit, you will keep on on-going folio (folder).  As a culminating activity, we will present our presentations to others. 

1.                  First you will be assigned to a laptop computer, and to a team of two students.

2.                  Once you’ve gotten familiar with the computer, we will discuss the differences between diaries, journals, and memoirs.  It is here that you will begin your writing and research.  See Diary Entries.  Activity Sheet 64.

3.                  Each of you will be responsible for:

a.       creating a Diary entry;

b.      responding to a speculation prompt; and

c.       writing a persuasive essay.

4.                  You will define related terms – Holocaust – Prejudicial Stereotyping. Vocabulary.

5.                  Personal journal entries will be ongoing.  Stay abreast the entries you are expected to be writing: April 11, 2001 handout; selecting excerpts or quotations from The Diary of Anne Frank and responding at length, etc.   Keep a Holocaust Journal.

6.                  To help you gain a better perspective of the world during this time, you are to complete handouts provided and in-class activities.

a.       Prejudice handout
b.      Take a Risk: Situation, Reasons Not to Help; Reasons to Help
c.       What Do the History Books Say?
d.      Fact or Opinion
e.       Character Analysis and “Getting to Know Them”

7.                  Using poetry to understand the Holocaust

8.                  Once your topic has been selected, you will immediately begin researching your subject to find information to begin creating a PowerPoint slide or presentation, depending on your class assignment.  Handouts and guidelines will be provided.   Remember to include citations (website addresses, etc.) to avoid plagiarism and to confirm valid and reliable sites.  You are to present information believing we are tabula rasa.  Resources have been provided to assist you. 

9.                  Finally, the topics:

a.       Timeline – Two Decades of Pain 1930s – 1940s
b.      Geography – Germany, Holland, France – Then and Now
c.       Historical Context- Economics, Politics
d.      Biographies – Otto Frank, Miep Gies, and others
e.       Children
f.        Victims
g.       Concentration Camps
h.       Ghettos – Poland, Auschwitz, Warsaw
i.         Heroes – Schindler, et al
j.        Survival Guide – “How to Survive in Times of Trouble”
k.      Those in Hiding – False names, Van Pels/Van Daan
l.         The Yellow Star – The Star of David
m.     Anne as writer – A note on style and purpose

Use the Project Planning Sheet Provided to keep tabs on your work. 

Resources - Holocaust Enrichment and the Internet

Below are web sites about Anne Frank, the Holocaust and World War II. 

Evaluation

PowerPoint Presentation, journal writing, class discussion and participation, etc.

Rubrics provided for guidance.

Rubric - Link to rubric

Link to CCS NJ  http://www.state.nj.us/njded/cccs/index.html

NJ Core Curriculum Standards: Cross Content WorkPlace Readiness, Social Studies, Language Arts, and Technology: 6.1, 6.2, 6.3, 6.11, 3.1, 3.2, 3.3, 3.8, 3.10, 3.12, 3.15, 1.1, 2.2, 2.4, 2.7, 2.8 

Conclusion

You have accomplished much by completing “The Atmosphere of War” Holocaust Power Point Webquest.  You have read a remarkable book, written by a young remarkable adolescent, portraying a time in history. Your research has included multimedia: books, electronic media, and internet documents.  I am proud to have been a part of it.  In parting, I ask that you ponder the following statements:

It is the ordinary citizen who discriminates; discrimination is a matter of personal choice; discrimination, prejudice, and racism not only existed in the past, but also still exist today.

“I can feel the sufferings of millions and yet, if I look up to the heavens, I think that it will all come right, that this cruelty too will end, and that peace and tranquility will return again.” –July 15, 1944

"If I am not for myself, who will be for me? And if I am only for myself,

what am I? And if not now - when? --Rabbi Hillel

Special thanks to Kylie Eisensmith, Classroom Connect;  Rose LeCastro, Dell; Juanita Unhoch, ETTC; Yolanda Mendez, Supervisor of Technology, Dover School District;  Amandio Taveira A+, MCP, MCSE, Technology Technician; Robert Mains, Webmaster for DMS website