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Introduction and Overview:
To structure and express our learning during this unit, students will seek an answer to an essential question of their choosing. Over the next several weeks we will read The Diary of Anne Frank in class, and, while outside of class, students will research an answer to their chosen essential question. That answer will serve as the basis for a thesis statement supported by an essay representing the learning and perspective gained from our work this quarter. Below, the qualities of an essential question are listed for students to better understand this concept. A list of potential essential questions is listed further down this page under the section titled Essential Questions and Corresponding Readings.
A question is essential when it:
- causes genuine and relevant inquiry into the big ideas and core content;
- provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;
- requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;
- stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
- sparks meaningful connections with prior learning and personal experiences;
- naturally recurs, creating opportunities for transfer to other situations and subjects.
Research and Analysis of Primary and Secondary Sources
Once a single question is selected, students will continue their research in a more focused manner, seeking an answer to their essential question through close readings, note-taking and active reading annotations. The bibliographic information from each of these sources should be recorded according to MLA formatting and included in the Works Cited page. After synthesizing the information and ideas from their researched primary and secondary sources, students will construct an answer to their question. Most EQ answers will present a fundamental problem, to which students will present a solution. Students' one-sentence answer/solution to their chosen essential question will be referred to as a thesis statement -- essentially the paper's claim.
In order to argue the validity of their thesis, students must continue to analyze and synthesize information and ideas from their secondary and primary nonfiction sources, including documents, artwork, photos, and artifacts. I have put together collections of primary and secondary sources that will help students to answer their questions (see below); though, additional research will be required, depending on the student's thesis statement and argument. These documents must be closely and actively read, including detailed annotations representing close analysis on the word, sentence, and paragraph level. In addition to the historical readings and documents focused on WWII and the Holocaust, students must analyze and include textual evidence expressing their thesis's connections to the life and work of Anne Frank and its present-day relevance.
A minimum of three secondary and three text-based primary sources must be used to support the student's thesis on the final paper. Students wishing to distinguish their work should strongly consider using more than the minimum. Some of the primary sources included below can be quite long (e.g., a fifteen-page speech, or Anne's 268-page diary), so it may be required for some of these sources to be excerpted. Please, read over/skim the document in its entirety and find parts that support your EQ/thesis and excerpt them, making certain not to change the intended message of the author. This should give you a one to two-page document that is rich in ideas, information and meaningful language. Please print out a copy of this excerpt and actively read it, writing purposeful annotations that focus on the text's meaning and its links to your EQ/thesis. These documents will function as evidence for your argument and will be included in your Appendix of Primary Sources.
Please, do not include stand-alone quotes. Every quotation used to support a thesis statement must be taken from a legitimate, published source. For example, when you use a quote from Anne Frank's diary, you must provide the context surrounding that quote and also include the pages surrounding that quote in your primary source appendix, showing active reading annotations.
Prewriting Plan
Once students feel they have a good understanding of their thesis and the evidence they will need to support it. They should create a prewriting plan, organizing their essay paragraph by paragraph. A basic graphic organizer will be issued to assist in this process, but students should be sure to continue to use the prewriting strategies we have used all year as part of the writing process.
First and Second Drafts
Using their prewriting plan, students should begin their first drafts by typing them into a word processor/Google Doc. After a first draft is written, it should be printed out, revised and edited, writing copious revision notes handwritten on the text of the first draft.
Using the revision and editing marks from first drafts, students are to type out and print a second draft, making sure to use MLA formatting, parenthetical citations and a corresponding works cited page. The second draft, like the first draft, must be printed out and revision and editing marks must be written on the text, showing attention to expectations on the word, sentence, paragraph and essay levels. As with all formal writing assignments in this class, a final draft may not be submitted without at least one draft with handwritten revision marks showing the student's attention to our editing and revision process. This draft must include all written elements of the paper: table of contents, essay, works cited page and glossary. The appendix will be included only in the final draft.
*REVISION AND EDITING WARNING* OTHERS (like parents of siblings) MAY POINT OUT AND IDENTIFY THINGS THAT NEED WORK (misspellings, unclear syntax, need for transitional phrase, quotation integration...) AND NEED TO BE FIXED DURING THE REVISION PROCESS, BUT THEY MAY NOT FIX THOSE ISSUES OR PROVIDE SUGGESTIONS, FOR THAT IS THE RESPONSIBILITY OF THE STUDENT-AUTHOR ONLY. Any essay that includes the words or ideas of a writer other than the student (without attribution) will be considered plagiarized and will lose credit according to the HRHS plagiarism policy.
Final Draft
A final draft including the following elements must be submitted Friday, June 1st.
- Table of contents including all sections and their corresponding page numbers. The items in the Table of Contents should be sequenced as follows: Essay (please include title), Works Cited, Glossary of Vocabulary and Terminologies, and Appendix. Please list all titles and page numbers of each item.
- Three to five-page typed essay answering an essential question with a thesis statement supported by researched evidence and arguments, following MLA formatting, including a title which succinctly and cleverly expresses the essence of the paper.
Along with the evidence and argument based on their primary and secondary sources, the relevance of the life and/or work of Anne Frank must be integrated into this paper. The present-day relevance of the paper's thesis must also be argued and supported with evidence as well. And while this likely goes without saying, a fully developed introduction and conclusion paragraph are also required.
- MLA formatted parenthetical citations and corresponding Works Cited page.
All information and ideas from researched sources must be cited. A works cited page (bibliography) immediately following the essay's text will list all sources used in alphabetical order. Please, do not include sources on your Works Cited page that are not used in your essay! Please use the link provided on the Links page for further clarification of these standards.
*PLAGIARISM WARNING* ANY IDEAS, INFORMATION, OR PHRASINGS ORIGINATING IN ANOTHER TEXT OR WITHIN ANOTHER PERSON'S MIND MUST BE CITED. THE USE OF ANYONE ELSE'S IDEAS OR WORDS WITHOUT GIVING CREDIT VIA PARENTHETICAL CITATIONS AND A CORRESPONDING ENTRY IN THE WORKS CITED PAGE WILL BE CONSIDERED PLAGIARISM, WHICH WILL RESULT IN A ZERO FOR THIS PROJECT. PLEASE, SEE ME IF ANY OF THIS BECOMES UNCLEAR TO YOU AT ANY STAGE IN THIS PROCESS.
- Ten vocabulary words and terminologies used in the paper and defined in a glossary.
A minimum of ten new vocabulary words must be integrated and bold-printed in the text of the paper. These words must also be defined in a Glossary of Vocabulary and Terminologies listed in the table of contents and sequenced after the Works Cited page. These words should represent the new information and and new ideas learned through this independent research process. Students wishing to distinguish their work should strongly consider adding more vocabulary and terminologies than the minimum of ten. Thesaurus Warning: Please don't go fishing for fancy words in a thesaurus. It will likely hurt more than it helps. Instead, study these new words in various contexts and then apply them to your work.
- Appendix including all primary sources used in the paper.
All primary sources referenced in the essay's text should be printed out and included in the portfolio following the Vocabulary and Terminologies section. The documents must have neat, organized, detailed and insightful active reading annotations written on the printed document, expressing deep and meaningful analysis of the primary source. The ideas within the annotations must parallel those found in the essay, addressing the author's purpose and the key details used to achieve that purpose. Three text-based primary sources are required and must be used to directly support the essay's argument. Visual primary sources, like propaganda posters, are also ideal sources, but do not count as the required 3 text-based sources.
- Cover with student-author's name and title. A manila file folder will be provided for students to use as a portfolio cover. An artistic effort should be made to represent the essay's title and the student-author's name. This need not be a substantial art project, but it should look sharp and reflect the quality of work within.
* Please refer to the Rubric and Scoresheet provided on the Documents page of this website.
Essential Questions and Corresponding Readings
Below are a number of essential questions. After careful deliberation, students should pick one or work with me to create an original essential question. The one-sentence answer each student creates for their chosen question will serve as the student's thesis statement/claim. Beneath each essential question is a list of links, connecting to related primary and/or secondary documents that will help provide the evidence needed to support a student's thesis statement. Students are not limited to these sources and are expected to find additional sources for their paragraphs on Anne Frank and their thesis's present-day relevance.
What do these stories of conflict and struggle tell us about human potential?
How do people/society deal with fear and hopelessness, and what does this say about them/society?
How is resistance and rebellion necessary to maintain a civil and just society?
- USHMM's Anne Frank exhibit. Resisting by existing and existing through writing. (primary and secondary)
- "Armed Jewish Resistance" from USHMM's website (secondary)
- "Jewish Partisans" from USHMM's website (secondary)
- USHMM's "Hidden Children and the Holocaust" exhibit. Resisting by Hiding and Protecting (primary and secondary)
- Holocaust and Human Rights Education Center's lessons on resistance. (primary and secondary)
- "Interview with Miep Gies" 1st hand account of Anne Frank's helper (primary)
- Holocaust Research Project's webpage on the White Rose Society (secondary)
- "Jewish Resistance" from USHMM's website (secondary)
- "German Resistance to Hitler" from USHMM's website (secondary)
- White Rose Society: anti-Nazi leaflets (primary)
- Teacher's Guide to the Holocaust: Resistance Timeline 1942-44 (secondary)
- "First They Came for the . . . " Renowned speech given by Rev. Martin Niemoller from USHMM (primary)
- "Jewish Uprisings in Ghettos and Camps" from USHMM(secondary)
- The Milgram Experiment, a psychological study revealing the ease with which most people will follow orders despite the pain they might inflict on others. (secondary text and videos)
- "Gino Bartali:The Cyclist Who Saved Jews in Wartime Italy" Bike racer, document smuggler, antifascist -- Don't call him a hero, though.
- The Edelweiss Pirates: This is a collection of readings collected by a local author who wrote a fictionalized account of a very real group of working-class teenagers in urban Germany who stood up to the Hitler Youth and took part in the resistance movement within Germany.
- Johan van Hulst was a Dutch teacher, principal and politician who saved more than 600 Jewish school children in Amsterdam.
- Annefrank.org: This is the official website to the Anne Frank House in Amsterdam. It's got just about everything to get you started.
- "If I Sleep for an Hour, 30 People Will Die": This is an article and a short documentary about Adolfo Kaminsky, who as a teenager worked for the French resistance by forging documents used to save more than 14,000 people.
How does language influence a society's perceptions, thoughts and actions?
- USHMM's Anne Frank exhibit. The undeniable power of one girl's words (primary and secondary)
- USHMM's Book Burning exhibit. The US and Nazi's battle over words (primary and secondary)
- "The Poisonous Mushroom" antisemitic German children's book (primary)
- Holocaust Research Project's webpage on the White Rose Society (secondary)
- White Rose Society: anti-Nazi leaflets translated from German to English (primary)
- Nazi Propaganda Posters (primary)
- Video tour of USHMM's Propaganda exhibit (video)
- USHMM's Propaganda exhibit. Germany's war of words (primary and secondary)
- Speech by Adolf Hitler, 1939 on the "Jewish Question" (primary)
- Excerpts from Adolf Hitler's manifesto, Mein Kampf, translated into English: My Struggle (primary)
- Holocaust Research Project's webpage on Nazi Propaganda (secondary and primary)
- Calvin College's propaganda archive. An impressive collection of texts and images (primary)
- Google Cultural Institute's Anne Frank site (primary and secondary)
- "Mein Kampf" from USHMM (secondary)
- "Book Burning" from USHMM(secondary)
- The Milgram Experiment, a psychological study revealing the ease with which most people will follow orders despite the pain they might inflict on others. (secondary text and videos)
- This is a short essay authored on March 26th, 1944 by Anne Frank titled "Give."(primary)
- Annefrank.org: This is the official website to the Anne Frank House in Amsterdam. It's got just about everything to get you started.
Is prejudice a product of nature or nurture, and why does that matter?
- USHMM's Master Race exhibit. The pseudo-science behind Nazi racism (primary and secondary)
- USHMM's Propaganda exhibit. Mass media used to teach antisemitism and German superiority (primary and secondary)
- Genocide Watch: The 8 Stages of Genocide (primary)
- "The Poisonous Mushroom" antisemitic German children's book (primary)
- "Propaganda and Children During the Hitler Years" and essay (primary/secondary)
- Life for German Youth in the 1930s (secondary with embedded primary sources)
- Calvin College's propaganda archive. An impressive collection of texts and images. (primary)
- "Mein Kampf" from USHMM (secondary)
- "Science as Salvation: Weimar Eugenics from USHMM(secondary)
- "Culture in the Third Reich" from USHMM (secondary)
- "Indoctrinating Youth" from USHMM (secondary)
- "Racism Learned" an article on a Harvard University study published in the Boston Globe
- "Research States that Prejudice Comes from a Basic Human Need and Way of Thinking" from Association of Psychological Science
- "Prejudice is Hard-wired" a Science Daily article based on an Arizona State University study
- Annefrank.org: This is the official website to the Anne Frank House in Amsterdam. It's got just about everything to get you started.
Why is it important that individuals define themselves instead of allowing their society to define them?
- Nazi Party Platform/25 Point Program. If you were a Nazi, these were your supposed beliefs. (primary)
- USHMM's exhibit on how the German people saw themselves in relation to others (secondary and primary)
- Interview with former SS member (primary)
- USHMM's Propaganda exhibit. Media used to identify insiders and outsiders (secondary and primary)
- "The Poisonous Mushroom" antisemitic German children's book defines "us" and "them" (primary)
- USHMM's Master Race exhibit. Using "science" to distinguish Aryans from others (secondary and primary)
- "First They Came for the . . . " Renowned speech given by Rev. Martin Niemoller (primary)
- "Nazi Racial Ideology" Who was in and who was out in the Third Reich (secondary)
- Genocide Watch: The 8 Stages of Genocide (primary)
- "Murder of the Handicapped" from USHMM (secondary)
- "Science as Salvation: Weimar Eugenics from USHMM (secondary)
- "Culture in the Third Reich" from USHMM (secondary)
- The Edelweiss Pirates: This is a collection of readings collected by a local author who wrote a fictionalized account of a very real group of working-class teenagers in urban Germany who stood up to the Hitler Youth and took part in the resistance movement within Germany.
- Johan van Hulst was a Dutch teacher, principal and politician who saved more than 600 Jewish school children in Amsterdam.
- Annefrank.org: This is the official website to the Anne Frank House in Amsterdam. It's got just about everything to get you started.
How can one individual make a measurable difference in the world?
- USHMM's Anne Frank exhibit. She's the author of the second best-selling work of nonfiction ever. Why? (prim. & 2ndary)
- Excerpts from Adolf Hitler's manifesto, Mein Kampf, translated into English: My Struggle (primary)
- Diary of a Young Girl, by Anne Frank (primary) See me for a copy of this text.
- "First They Came for the . . . " Renowned speech given by Rev. Martin Niemoller (primary)
- "Interview with Miep Gies" 1st hand account of Anne Frank's helper (primary)
- "Oskar Schindler: An Unlikely Hero" USHMM account (secondary)
- "Life in Shadows: Hidden Children and the Holocaust" USHMM online museum exhibitions (secondary and primary)
- "Rescue" USHMM article on various stories of lifesaving efforts made during the Holocaust (secondary)
- Google Cultural Institute's Anne Frank site (primary and secondary)
- Sermon by a German Catholic Cardinal in opposition to the euthanasia of handicapped German citizens. (primary)
- White Rose Society: anti-Nazi leaflets translated from German to English (primary)
- "Mein Kampf" from USHMM (secondary)
- The Milgram Experiment, a psychological study revealing the ease with which most people will follow orders despite the pain they might inflict on others. (secondary text and videos)
- This is a short essay authored on March 26th, 1944 by Anne Frank titled "Give."(primary)
- "Gino Bartali:The Cyclist Who Saved Jews in Wartime Italy" Bike racer, document smuggler, antifascist -- Don't call him a hero, though.
- The Edelweiss Pirates: This is a collection of readings collected by a local author who wrote a fictionalized account of a
very real group of working-class teenagers in urban Germany who stood up to the Hitler Youth and took part in the resistance movement within Germany.
- Johan van Hulst was a Dutch teacher, principal and politician who saved more than 600 Jewish school children in Amsterdam.
- Annefrank.org: This is the official website to the Anne Frank House in Amsterdam. It's got just about everything to get you started.
-"If I Sleep for an Hour, 30 People Will Die": This is an article and a short documentary about Adolfo Kaminsky, who as a teenager
worked for the French resistance by forging documents used to save more than 14,000 people.
How can a society that considered itself to be the apex of civilization systematically murder innocent men, women and children in order to better that same society?
- USHMM's propaganda exhibit. Controlling a nation's thinking didn't happen on its own. (primary and secondary)
- USHMM's master race exhibit. Modern people rely on science to guide them, though this science was half-baked.
- USHMM's exhibit on everyday German people and their role in the Holocaust (primary and secondary)
- "The Poisonous Mushroom" Antisemitic German children's book (primary)
- Overview of the SS, Hitler's private army, responsible for unspeakable atrocities. (secondary)
- 25 Point Nazi Platform. This is what the party publicly stood for in 25 statements. (primary)
- Excerpt from Hitler's book, Mein Kampf, focused on race (primary)
- Sermon by a German Catholic Cardinal in opposition to the euthanasia of handicapped German citizens. (primary)
- Calvin College's propaganda archive. This is an impressive collection of texts and images (primary)
- The Holocaust Explained: How did the Nazis gain power? A combination of primary and secondary information
- Genocide Watch: The 8 Stages of Genocide (primary)
- "Murder of the Handicapped" from USHMM (secondary)
- "Mein Kampf" from USHMM (secondary)
- "The Third Reich: An Overview" from USHMM (secondary)
- "Science as Salvation: Weimar Eugenics" from USHMM (secondary)
- "Culture in the Third Reich" from USHMM (secondary)
- The Milgram Experiment, a psychological study revealing the ease with which most people will follow orders despite the pain they might inflict on others. (secondary text and videos)
- "Why and for What?" This is an article published in a Nazi army publication explaining why Germany felt the need to start WWII (primary)
-SS internal documents: Iincludes translations of docs. providing insights into the SS's thoughts and actions (primary).
- Annefrank.org: This is the official website to the Anne Frank House in Amsterdam. It's got just about everything to get you started.
Additional Primary Source Archive Links
- This is a huge collection of Holocaust-related documents collected by the University of South Florida.
- This collection of Nazi propaganda documents collected by Calvin College provides history written by the perpetrators themselves.
- This collection consists exclusively of Nazi propaganda posters from various periods in the party's history.
- This link connects you with the United States Holocaust Memorial Museum's online exhibitions. Peruse these exhibits and their multitude of artifacts, documents, articles and links. You can't help but find compelling information and ideas.
- This links to huge source of online exhibitions put together by Yad Vashem, Isreal's national memorial to the Holocaust.
The EQs listed below are also available for students to research and answer for their papers. Due to the open-ended nature of these questions, students may pick from the above links to piece together their own sources. Students who choose to use an EQ listed below should also check in with the teacher, who will help them to find documents suitable to that EQ.
What does this story teach regarding the power held by the youth within a community?
-Why do words matter?
-What degree of responsibility does the individual hold for the actions of his/her society?
-Those who commit acts considered to be evil do not set out to perpetrate evil acts, but instead feel their behavior is justified and, in the end, the right thing to do. How can an individual and/or a society act so as to guarantee that its actions will not be judged as evil by history?
-How does a society's choice to be inclusive or exclusive affect that society?
-How is an "us" versus "them" mindset both useful and dangerous to a society?
What is more powerful -- hope or fear? Why does this matter?
To what extent is a crime against one person a crime against all people?
What is the purpose of remembering conflict and tragedies? What is the cost of forgetting?