This document provides a series of challenges and tasks centered around learning about Anne Frank and the Holocaust. It includes quizzes about Anne Frank's life, challenges to read her diary silently for an hour and take a virtual tour of the secret annex where she hid, tasks to research and define key Holocaust terms, imagine interviewing Otto Frank and writing a final diary entry as Anne Frank, and compile a list of soundtracks from Holocaust films. The overarching goal is to help students empathize with Anne Frank and better understand her experience and the atrocities of the Holocaust through interactive activities.
This document provides a series of challenges and tasks centered around learning about Anne Frank and the Holocaust. It includes quizzes about Anne Frank's life, challenges to read her diary silently for an hour and take a virtual tour of the secret annex where she hid, tasks to research and define key Holocaust terms, imagine interviewing Otto Frank and writing a final diary entry as Anne Frank, and compile a list of soundtracks from Holocaust films. The overarching goal is to help students empathize with Anne Frank and better understand her experience and the atrocities of the Holocaust through interactive activities.
This document provides a series of challenges and tasks centered around learning about Anne Frank and the Holocaust. It includes quizzes about Anne Frank's life, challenges to read her diary silently for an hour and take a virtual tour of the secret annex where she hid, tasks to research and define key Holocaust terms, imagine interviewing Otto Frank and writing a final diary entry as Anne Frank, and compile a list of soundtracks from Holocaust films. The overarching goal is to help students empathize with Anne Frank and better understand her experience and the atrocities of the Holocaust through interactive activities.
This document provides a series of challenges and tasks centered around learning about Anne Frank and the Holocaust. It includes quizzes about Anne Frank's life, challenges to read her diary silently for an hour and take a virtual tour of the secret annex where she hid, tasks to research and define key Holocaust terms, imagine interviewing Otto Frank and writing a final diary entry as Anne Frank, and compile a list of soundtracks from Holocaust films. The overarching goal is to help students empathize with Anne Frank and better understand her experience and the atrocities of the Holocaust through interactive activities.
4) As the situation in occupied Netherlands worsened the Jews
were ________________________ of their rights.
5) In early July of 1942 the Franks ________________________ to a secret
annex.
6) The family's time in the annex came to an ________________________ in
August 1944.
7) Anne Frank and her sister
died... a. in a concentration camp
b. because of famine
c. in early spring 1944
8) Anne's diary was published in the Netherlands
in
a. 1974
b. 1952
c. 1947 Context – Reading
Anne’s father had started furnishing a hiding place in the annex of his business premises at
Prinsengracht 263. Before long, they were joined by four more people and the hiding place
became cramped. Everybody had to keep very quiet and silent and they were also afraid to be
discovered. On 10th May 1940, the Nazis invaded the Netherlands and 5 days later, the Dutch
army surrendered. Slowly, the Nazis introduced more laws and regulations that made Jews’
lives difficult. For instance, they couldn’t visit parks, cinemas or non-Jewish shops. The rules
meant that more and more places became off-limits to Anne. Jewish were no longer allowed to
rule their own businesses, and Jewish children had to go to separate Jewish schools. The Nazis
took things further and when Anne’s sister received a call-up to report for a so- called “labour
camp”, their parents decided to go into hiding in order to escape persecution.
Taking this context into account, I would like to challenge you and test your mental resistance to see if
you are able to remain in absolute silence for 1 hour while reading the first pages of the
diary.
CHALLENGE 1: SILENCE READING
Start reading the diary simulating the same conditions of the hidden place. Look for a quiet place in your house (your room...) because for 1 hour you can neither move nor make any kind of noise, because it would mean to put your relatives at risk just keep reading. You can involve the rest of members of your family to do the same and follow this 1st challenge all together. “Anne Frank: The diary of a young girl: AN ADAPTED VERSION OF THE DIARY INTERNET ARCHIVE: An open online library from where you can borrow for free: https://openlibrary.org/ Or read the diary online: https://archive.org/details/AnneFrankTheDiaryOfAYoungGirl_201606/page/n5/mode/2u p
Task 1: WRITING ABOUT
FEELINGS
After being reading the diary for almost 1 hour in complete silence, you can stop and write your feelings and thoughts you had while reading:
1. How did you feel while reading simulating Anne’s conditions? 2. What is your favourite entry? Why? 3. Do you think it is possible to be happy and sad at the same time? Can you mention an example of both situations? CHALLENGE 2: virtual TOUR
Once you have finished reading the whole diary, you have the opportunity to go on a virtual tour and discover the secret annex. https://www.annefrank.org/en/anne-frank/secret- annex/landing/ Task 2: Comparing and contrasting information
Fill in the graphic organizer with the similarities and differences you have found between the hiding annex and your home: the size, distribution... Remember the order of adjectives in English. You can just draw and complete the Venn diagram on your notebook and share it.
Example of an already completed Venn diagram comparing whales and fishes:
CHALLENGE 3: historical information and key words
Call for information known or needed: “The facts, just the
facts.”
In this task you should answer to some questions to have some introductory knowledge about the WWII. You can google for answers or watch the video: https://www.youtube.com/watch?v=AUXIuYHFgBE
1. When did it happen?
2. How many countries took part?
3. Name the 2 blocks of countries which fought against each
other.
4. Did Spain participate? Why? / Why
not?
5. Other interesting facts you have
learnt.
Now, it’s time to work on specific vocabulary and expressions that you should learn to fully understand this historical period. For each word, find a definition (short explanation) and a proper translation:
Holocaust, work camp, concentration camp, death camp, ghettos, ration
Become an expert of ONE of the IIWW key words and expressions worked. Record an audio defining the term, explaining its context and giving examples. Remember your task is to record an informative text which MUST:
- Give FACTS about a certain thing.
Your goals are:
- To inform or present information. - To do so in an INBIASED
manner. - To use resources that are reliable and scholarly (use google scholar) - To be clear and organised.
NO PERSONAL OPINION ALLOWED
CHALLENGE & task 4: an interview
In this activity you have to imagine that
OTTO FRANK, the only member of the family who survived, is visiting our school next June. You are in charge of PREPARING THE 15 QUESTIONS FOR THE INTERVIEW but, remember being respectful in order not to hurt his feelings. You will use your empathy and put yourself in his shoes.
Check this sample questions for
interviewing holocaust survivors first, just to get inspired:
https://www.ushmm.org/m/pdfs/20141010-dor-survivor-questions.pdf CHALLENGE & task 5: my final words
You will have to imagine that you are ANNE FRANK and that you have the opportunity to write a FINAL ENTRY on the diary. Use your empathy and think carefully about what she would have written on her diary before the Gestapo took her to Bergen-Belsen, a concentration camp in northern Germany, where she finally would die of typhus.
This activity is to debate if Humankind has learnt any lesson after the atrocities committed during the WWII or not. Across Europe, the Nazis found countless willing helpers who collaborated or were complicit in their crimes. What motives and pressures led so many individuals to persecute, to murder, or to abandon their fellow human beings? What can we learn from the massive size and scope of the Holocaust? Have we become conscious of the importance of friendship, love, family and friendship or do we prioritize other things such as money? Once you have thought about it, write an OPINION ARTICLE with your thoughts.
When words fail, music speaks
To close the project, I would like you to surf the Net and make a compilation of soundtracks used in films about the Holocaust. Some of them have become really popular, such as Life is beautiful by Roberto Benigni. Continue the list to have The Top Ten Hits of this project!
1. Life is beautiful: https://www.youtube.com/watch?v=C96FWo3TMkk
2. 3. 4. 5. 6. 7. 8. . 9. . 10. . I Hope you enjoyed the project!
