The Power of the Written Word—The Diary of Anne Frank Research Project

Subject Area: Language Arts

Grade Level(s): 8

Duration of Activity: Five, 50-minute class periods

Description of Activity:

This lesson plan is designed to be used as part of an overall unit on The Diary of Anne Frank. Students will research famous or infamous men who had great power over others during World War II using four types of sources of information: books, encyclopedias, newspaper or magazine articles, and the World Wide Web. This activity is designed in part to introduce students to the research process and to familiarize them with the different types of reference tools they can use to find information.

Individually or in groups of two, students will gather information, record notes, paraphrase their findings, and create word-processed reports about one man from a list of powerful men during World War II. The students will construct these reports in the form of expository essays focusing on the subject they research, and they will include a list of sources they used as a Works Cited page. Original art work scanned into digital format, clip art, or photographs will be inserted into the documents to enhance the appearance of the reports. If available, the students will print out a picture of the individual they research. These pictures will be hung on the classroom walls to be used as part of a class discussion.

Students will present their research findings to the class. Following the presentations, a class discussion will focus on the lives of these men and comparisons and contrasts made with the life of Anne Frank. Following the discussion, students will be asked to reflect on why Anne Frank has had such an impact on the collective memory of millions around the world. Students will conclude the activity by writing an essay on their thoughts about the reasons Anne Frank’s written words have been so powerful.

Objectives:

• The students will research the life of one man who had great power during World War II.
• The students will present their findings to the class.
• The students will reflect on what they learn about these powerful men and compare their influences to the influence of Anne Frank on the world.
• The students will use the process of writing to demonstrate comprehension of what has been read by summarizing or paraphrasing information.
• The students will use information from a wide range of materials or sources to produce a written product.
• The students will write for the purpose of creating a composition to inform.
• The students will identify the elements of report writing and expository writing.
• The students will follow specific directions for formatting word-processing documents.

Materials/Equipment:

• Computers with Internet access
• Microsoft Word or other appropriate word-processing software
• Encyclopedias and other reference materials including newspapers and magazines
• Handout 1: Who Were These Men? A Diary of Anne Frank Project
• Handout 2: Project Outline—Who Were These Men?
• Handout 3: Report Writing and Expository Writing Guidelines
• Handout 4: Typed Research Format and Instructions
• Handout 5: Report Evaluation Guide
• Handout 6: Grading Rubric

Prerequisites (skills or background needed):

• Basic research skills using the World Wide Web as well as encyclopedias, books, magazines, and newspapers.
• Basic keyboarding and word-processing skills
• Knowledge of how to use a scanner
• Knowledge of how to insert clip art into a report

Procedure

Teacher Component: The teacher will

1. distribute Handout 1: Who Were These Men? A Diary of Anne Frank Project. Briefly discuss who each man was and allow students to decide which person they are most interested in researching.
2. distribute Handout 2: Project Outline—Who Were These Men? so that the students will know what the component parts of the research report will be.
3. discuss with students the different types of sources that can be used in their research including books, encyclopedias, magazine and newspaper articles, and World Wide Web sites.
4. provide Handout 3: Report Writing and Expository Writing Guidelines as an aid in understanding the basics of writing and constructing a report.
5. allow students time to compile information and gather data to use in their reports.
6. provide Handout 4: Typed Research Format and Instructions to serve as a step-by-step guide for formatting the final report.
7. guide students in completing their projects and offer assistance and troubleshooting as needed.
8. distribute Handout 5: Report Evaluation Guide to serve as a checklist for the final report, including correct content and formatting.
9. distribute Handout 6: Grading Rubric so that students will understand the criteria for assessment before they submit their written reports.
10. provide class time for the students to present the information they have found about the men listed on Handout 1: Who Were These Men? A Diary of Anne Frank Project.
11. lead a class discussion about the roles these powerful men played in history. Guide the students as they compare and contrast the life of Anne Frank to the lives of these men. Discuss the universal themes in her writing that have caused it to affect the hearts and lives of so many including love, youthful dreams, freedom, prejudice, and family.
12. assign the students the task of writing a short expository paper on why they believe Anne Frank’s book has had such a lasting and important place in the world’s literature.

Student Activities: In groups of two, the students will

1. use Handout 1: Who Were These Men? A Diary of Anne Frank Project to determine which topic they want to use as the subject of a report.
2. study Handout 2: Project Outline—Who Were These Men? to understand the requirements of the project.
3. look through the different types of sources presented and gather information pertaining to the topic.
4. review Handout 3: Report Writing and Expository Writing Guidelines carefully in order to understand the basics in writing and constructing a report.
5. plan and research their topic for the report using a variety of sources including those in print and online.
6. select the steps needed to create a properly aligned and constructed research paper using Handout 4: Typed Research Format and Instructions.
7. use Handout 5: Report Evaluation Guide to make sure that all required areas have been covered.
8. use Handout 6: Grading Rubric as a guide for understanding how project will be evaluated.
9. complete the word-processed reports according to the guidelines established and present the information to the class, being careful to include in the reports the source of the individuals’ power and how they used it for the good or ill of others.
10. participate in a class discussion following the oral presentations, focusing on the roles these powerful men played in history and comparing their influence to the life and influence of Anne Frank. Students should include in their discussion the universal themes of love, youthful dreams, freedom, prejudice, and family.
11. write individual, short expository papers on why they believe Anne Frank’s book has had such a lasting and important place in the world’s literature.

Accommodations:

• Have students write their ideas as a homework assignment to save time in class.
• Allow students to conduct research on their own time at home or in the community.

Extension Activities:

• Compile a photograph album in Microsoft PowerPoint or other presentation software of the men the students have researched. Include a brief biographical paragraph about each man. Print out the slides, bind them, and place them in the school library for other students to read.
• Have the students create “Wanted" posters of the infamous men researched and list the crimes they committed against humanity on the posters using word-processing, presentation, or desktop publishing software.
• Ask the students to check the school library for other books for young adults that deal with the Holocaust. Volunteers could read the books to see if any of the famous/infamous men researched for this activity are named in the young adult books. Students could begin a classroom database of books related to this subject and include comments and/or recommendations about each book. Members of future classes could use and add entries to the database.

Integration:

• Reading
• Social Studies
• Technology

Assessments:

1. Handout 6: Grading Rubric
2. Assessment of essay according to the standard rules including appropriate content with supporting details, proper grammar and sentence structure, correct spelling, and a basis in fact.

URLs:

Web sites about the novel and Anne Frank:

• Anne Frank Curriculum Resources
  http://womenshistory.about.com/od/frankacurr//
• Anne Frank in the World, 1929-1945 Teacher Workbook
  http://www.uen.org/annefrank/
• Web English Teacher—Anne Frank, Diary of a Young Girl and other Holocaust Resources
  http://www.webenglishteacher.com/frank.html
• Teaching the Holocaust with the Internet
  http://www.cyberlearning-world.com/holocaust/israel/teaching_the_holocaust_using_internet.ppt
• Anne Frank Center
  http://www.annefrank.com/2_students_study.htm
• Anne Frank Center
  http://www.annefrank.com/af_life/story_intro.htm
• The Truth about Anne Frank
  http://www.remember.org/educate/frank.html

Curriculum Frameworks

Mississippi:

Eighth Grade

1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)
   1. Accomplish a writing process through planning, drafting, revising, editing, publishing, and self-reflecting on written communications such as various short papers (narrative, descriptive, expository, and persuasive) essay test questions and responses, character analysis, etc., for different audiences and purposes with increasing independence. (Each teacher will determine the appropriate number of products to be taken through a writing process.)
   3. Write a reaction to, interpretation of, or summary of what has been read or heard.
3. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)
   2. Use reading as a source of ideas and information for a project or task.
   3. Follow logical sequence/multi-step directions to complete a product.
   4. Demonstrate increased proficiency, complexity, and independence in completing a product.
4. Read, listen to, and view multimedia sources to select and use information. (R, W, S, L, V)
   1. Use an appropriate research process and table of contents, key words, indices, periodicals, and electronic card catalog to locate good sources and gather information.
   2. Compose a variety of oral, visual, and written presentations from information gathered through multimedia sources.
7. Discover the history and inherent beauty of cultural expression in language and literature. (R, W, S, L, V)
   1. Read an increasingly wider variety of literature to investigate issues common to all people including multi-cultural experiences through literature, language, and culture.
10. Read, analyze, and respond in written and oral language or other art forms to increasingly challenging literature and other resources. (R, W, S, L, V)
    1. Paraphrase important details from multimedia resources.

National Educational Technology Standards (NETS)/ Grades 6—8:

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

TerraNova:

02 Basic Understanding L (Level 10-21/22)
Demonstrate understanding of the literal meaning of a passage through identifying stated information, indicating sequence of events, and defining grade-level vocabulary.

03 Analyze Text (Level 11-21/22)
Demonstrate comprehension by drawing conclusions; inferring relationships such as cause and effect; and identifying theme and story elements such as plot, climax, character, and setting.

05 Identifying Reading Strategies (11-21/22)
Demonstrate awareness of techniques that enhance comprehension, such as using existing knowledge, summarizing content, comparing information across texts, using graphics and text structure, and formulating questions that deepen understanding.

Write responses that interpret and extend the use of information from documents and forms, and that demonstrate knowledge and use of strategies.

06 Introduction to Print (Level 10-12)
Demonstrate knowledge of sound/symbol and structural relationships in letters, words, and signs.

Write responses that show knowledge of letters and words.

07 Sentence Structure (Level 11-21/22)
Demonstrate an understanding of conventions for writing complete and effective sentences including treatment of subject and verb, punctuation, and capitalization.

Demonstrate an understanding of conciseness and clarity of meaning in combining two sentences.

08 Writing Strategies (Level 11-21/22)
Demonstrate knowledge of information sources, outlines, and other pre-writing techniques.

Demonstrate an understanding of the use of topic sentences, concluding sentences, connective and transitional words and phrases, supporting statements, sequencing ideas, and relevant information in writing expository prose.

09 Editing Skills (Level 11-21/22)
Identify the appropriate use of capitalization, punctuation, nouns, pronouns, verbs, adjectives, and adverbs in existing text.

Demonstrate knowledge of writing conventions and sentence structure through identifying and connecting errors in existing text and in text written by the student.

Link and Feedback to Author(s):

Shiquita Williams-Sutton, Chambers Middle School, Arcola, MS
swilliamssutton@yahoo.com