Who was Anne Frank?  What was her world like while she lived?  The purpose of this unit is to prepare us for the class reading of the play adapted from her diary.  To help us better understand the circumstances in which she lived and died, we have to first gain an understanding of Jewish life and the historical events which framed Anne's life.

Rather than have this background material presented to you on a passive basis, the goal is to get you actively involved in the research process.  Another objective is to help you see a "connection" between your social studies, English, reading, and technology classes.  Lastly, this unit will help to develop group collaboration skills.

Your role in this unit is to form a team, do research, and present what you have learned in a variety of ways.  Your team may choose from the suggested topics below.  Technology may be used to present your information but is not a requirement.

• Do the required classroom activities.
• Form teams, do research, and organize your information
• Present a written plan for your presentation.
• Each member must be responsible for a component of your project.
• Create a presentation for your reading class that may or may not involve technology.
• Produce an MLA-style bibliography of sources used.

This is the process that you will be following to complete this unit.

• Organize into groups of 3-4.
• Conduct research on one of the possible topics listed below through the Internet, experts (locally and globally), books, videos, teachers.
• Determine the form your presentation will take.
• Write a plan for your presentation and submit to Miss McCallister for approval.
• Develop your presentation in a timely fashion.
• Deliver presentation to your reading class.
• Complete and submit the self/group evaluation.

                                   Multiple Intelligences Key:

                                             Verbal-Linguistic - VL                  Bodily-Kinesthetic-BK
                                             Logical-Mathematical - LM         Naturalist-NA 
                                             Musical-Rhythmic - MR                Interpersonal-IE
                                             Visual-Spatial-VS                        Intrapersonal-IA 

• Make a map showing where Europe's Jewish population lived just prior to the start of World War II.  Include a graph showing the percentage of each European's country that was Jewish. (VS,BK,LM)
• Make a timeline showing the history of Jewish persecution in Europe. (VS,BK,LM)
• Prepare a glossary of terms particular to Judaism. (VL,LM)
• Research and develop a presentation (visual, technical, verbal) on: (VL,VS,BK)

• Research and develop a presentation Jewish holidays, food, music, worship, and customs.  Sample presentations follow, but this is by no means a complete list.  Use your imaginations to see what you can create!

Performance and Encore

• Write a week-long journal (seven on-day entries) describing the German occupation of a European nation of your choosing from the perspective of a fictional character.  The journal should be based on historical events relating to one nation's surrender to Germany and the subsequent atrocities committed against the peop[le.  The focus should be on the possible feelings and emotions the population of Europe may have experienced. (VL, IE, IA)
• View the video tour of the Secret Annexe and label the rooms on your copies of the room plans. (VL, VS, BK)
• In groups of  3 - 4 construct a three-dimensional diorama of the Secret Annexe. (VS,BK,LM)
• Set up the classroom to match the stage notes of the play as closely as possible. (LM,VL,VS,BK)
• Act out the play in class, following the stage notes for actions and emotions required.  Many topics will be discussed at length during the ocurse of the play.
• Interview someone who remembers the years of World War II.  Report their story, memories, feelings, and what hindsight and history has taught.  (VL,BK,IE,IA)

• Respond in writing to one Essential Question.  Click on Anne's diary below for more detailed information.

Pictured are two pages from Anne's original diary.  She would frequently include pictures with her entries.

There will be a major test following our reading and study of the play.

For the "Setting the Stage" projects, you will complete the Self/Individual Skills Assessments below on yourself and on your fellow team members.  The Project Rubric will be completed by Miss McCallister.  Please read each category carefully before beginning to see what my expectations are concerning your performance.
 

Self/Individual Skills Assessment

Skill	5 points	3 points	1 point
Gathers Information	collects a great deal of information; all of it relates to the topic	collects some information; some relates to the topic	collects little information that relates to the topic
Shares Work/Time on Task	always does the assigned work without having to be reminded	sometimes does assigned work; may need reminding	mostly relies on others to do the work; needs frequent reminding
Listens to Teammates	actively listens and responds thoughtfully	listens some of the time and responses show interest	seldom listens and responses lack focus
Makes Fair Decisions	always helps the team reach a fair decision	may side with friends instead of considering all views	may want to have things their own way or may be uninvolved in decision making
Shows  Respect	consistently encourages and supports the ideas and efforts of others	occasionally encourages and supports the ideas and efforts of others	seldom encourages and supports the ideas and efforts of others
Participates in Presentation	offers a lot of important, relevant information during the presentation	either gives too little information or information which is irrelevant to topic	does not share information during the presentation
Score	30 - 25 points = A	24 - 21 points = B	20 - 16 points = C

 

Project Rubic

Skill	5 points	3 points	1 point
Social Studies Content and Research Process	All research questions are thoughtful and purposeful Gathers and selects high quality information Demonstrates an in-depth understanding and knowledge of the Holocaust	Some research questions are thoughtful and purposeful Gathers and selects some useful information Demonstrates some understanding and knowledge of the Holocaust	Few research questions are thoughtful and purposeful Gathers and selects little useful information Demonstrates little understanding and knowledge of the Holocaust
Language Arts	Conventions are correct Information is clearly stated  Organizes information in a thoughtful, logical manner	Most conventions are correct Some information is clear; some is not Organizes some information in a logical manner	Convention errors distract the reader Information is not very clear; may be confusing Little evidence of organizing information
Technology	Graphics are carefully chosen and presented Utilize the Internet as one of the methods to gather information Use at least three Internet sources	Graphics gathered may not be chosen carefully Utilize the Internet as one of the methods to gather information Use at least two Internet sources	Some graphics   Utilize the Internet as one of the methods to gather information
Presentation	All members presented equally and actively   Presentation is polished and well rehearsed Projects voice well Speaks very fluently and expressively Consistently uses good posture and eye contact	Some members presented; some participated minimally  Presentation needed to be better rehearsed Can be heard Some words not spoken clearly; some expression Uses posture and eye contact some of the time	Some members presented; some did not participate Presentation showed little or no rehearsal Difficult to hear Hard to understand or may lack expression Uses  little posture and eye contact
Group Skills and Collaboration	Group member actively participated in the team project Group member displayed a helpful, respectful attitude all of the time Group member used class time very well Work was always saved and organized carefully	Group member  participated in the team project some of the time Group member displayed a helpful, respectful attitude  Group member worked on task some of the time Work was sometimes saved and organized some of the time	Little evidence of group member  participating during  the team project  Group member seldom displayed a helpful, respectful attitude  Group member seldom used time well Work was seldom  saved and lacked organization
Score	25 - 21 points = A	20 - 17 points = B	16 - 13 points = C

Language Arts                      Social Studies                          Fine Arts

1.B.3b, c, d                                16.A.3a, b                                      25.A.3b 
1.C.3a, b, c, d, f                         17.A.3b                                          26.A.3b 
2.B.3a, c                                     18.A.3                                           26.B.3c, d 
3.A.3, 3.B.3a,b                           18.B.3b
3.C.3a, b
4.B.3a, b, c
5.A.3a, 5B3b
5.C.3a, b, c

"The world will keep on turning without me, and I can't do anything to change events anyway.  I'll just let matters take their course and concentrate on studying and hoping that everything will be all right in the end."                                                                 Anne Frank                                                                February 3, 1944