- Students will examine a picture of a boxcar that was used during the Holocaust to transport the Jews to the concentration camps. They will need their journals to answer the following question: Imagine yourself being transported several hundred miles in a filled to capacity cattle car or boxcar, with no idea of your destination. The trip could last a few hours or a number of days. Describe in vivid detail what the experience might be like. Describe the sights, sounds, and the smells, as well as the diverse group of people with whom you are traveling. Show students an example of a journal that is prewritten. Students will answer the question on their own for about 15 -20 minutes then work with their partner and share each others work and add anything they wish to their journals. When students are finished working together they will be expected to read their answers aloud.
- Students will examine three quotes from Y. Pfeffer, camp survivor. In journal section they will free write any thoughts they have on the brutality that the Jews were faced with in the concentration camp. Students will discuss answers aloud. Students will then examine a map of the location of the Extermination and Concentration Camps. They will use resources to fill in the countries. When finished we will check map aloud and then answer the following questions: Why did Hitler locate the death camps outside of Germany? Why were the concentration camps located in Germany? Why was Poland chosen as the site for most of the death camps? Why were camps not located in Italy, Hungary, or Romania?
Concentration Camp Routine
Brutal and dehumanizing, the concentration camp system’s main product was death. For those fit enough, their misfortune was slave labor, where murder occurred through work. The slightest infraction could mean instant death.
“You get up 3am…For the slightest irregularity in bed-making the punishment was 25 lashes after which it was impossible to lie or sit for a month.”
“At noon there was a break for a meal…half a cup of soup, or some watery liquid without fats, tasteless…No spoons were allowed. I must emphasize that if we were lucky we got a noon meal.”
“There were days of punishment…when our stomach was empty for the whole day.”
Y. Pfeffer, Camp Survivor
- Students will be given the play “ Rescued from the Holocaust” by Sean Price. Students will be given roles to act out. When students are done acting out the play, they will be given a rescued from the Holocaust writing project called “One to Varian Fry’s Life.” (http://www.holocaust-trc.org/vfplay.htm)
- Students will be given the name of one child from the Holocaust either a survivor or rescuer. The students will research their person and write 8-10 sentences describing the significance of this person during the Holocaust. The students will answer the following questions: What is the rescuers name and what did he/she do for a living? Who did he/she help and how did they help? What do you think motivated this person to take such a risk? Students must include a picture or drawing that directly relates to the person they chose.
- Students will examine cartoon (“Contemporary Image of Anti-Semitism” 2005) and answer questions that proceed.
- Students will record thoughts and knowledge by answering the following questions on the Holocaust in their journals. How would you define the Holocaust? Why do you think we studied the Holocaust? What did you learn from the study of the Holocaust? What is your understanding of prejudice? Do you believe there are ways to stop prejudice and persecution? Do you believe we can prevent another Holocaust from happening? How do you believe your study of the Holocaust changed you? Do you have any additional thoughts? (These questions will be used as preparation for a Socratic Seminar.)
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- Have students brainstorm in small groups to create KWL charts for Anne Frank’s story, as it may be familiar to some or many students.
- Consider the following quote from Anne Frank, “In spite of everything, I still believe that people are really good at heart.” Have students respond in journals to the following questions: Do you agree with Anne Frank that people are really good at heart? What experiences in your life or events in the world support or challenge this statement? Next the teacher may elect to use Philosophical Chairs to establish student opinions of this statement.
- Introduce basic dramatic principles (conflict, complications, climax, and resolution), as the students will be reading the play adaptation of Anne Frank’s diary.
- Prior to reading a pre-reading activity from Novel Ties, Anne Frank The Diary of a Young Girl by Marcia Tretter, p. 4. It will help students begin to think about Anne Frank’s situation from a humanistic point of view.
- Assign students to assume roles and read orally “The Diary of Anne Frank” by Frances Goodrich and Albert Hackett. It is a two-act play with five scenes in each act. Students can create a sketch to stretch to demonstrate understanding of the main ideas of each scene. Using white construction paper, divide the paper into three rows of four squares. The first square can be labeled with the title and authors’ names. In square #2, the student draws a picture or symbol that best illustrates the main idea of Act 1, Scene 1. Students should continue to illustrate scenes through square #11. Square #12 can be filled with the quote, “In spite of everything, I still believe that people are really good at heart.” Anne Frank. On the back side of this paper, students should number the squares right to left. Square #1 may contain, “Dear Diary, my name is Anne Frank. I am thirteen years old. Yesterday Father told me we were going into hiding.” Squares #2-11 will have two-four sentences explaining the main idea of each scene. Square #12 can be used for information about the setting (Amsterdam. The Netherlands, July 1942-August 1944, November 1945).
- After the first Act, students work collaboratively to role-play scenes from Act I to gain sensitivity and understanding of the characters. Students then continue to finish the play. Use the KWL and anticipation guide at this time to illustrate what the students have learned.
- Upon conclusion of the play, students write “I Am” poems from Anne Frank’s point of view using the format below. Students must remember that they are walking in Anne Frank’s shoes when they write this, thus making a powerful connection to the story. The “I am” lines may use repetition and be the same or each may be unique.
I Am Anne Frank
I am…
I hear…
I see…
I say…
I cry…
I am…
I am …
I feel…
I try…
I dream…
I am…
- Students view the film “The Attic” which tells Anne Frank’s story from the viewpoint of Miep Gies, a woman who helped to hide Anne and her family. After the film, students work in small groups to create venn diagrams comparing/contrasting the facts of the play with the film. Another film to view is “The Diary of Anne Frank” as it will provide an animated version of the story.
- At this point, the students are ready to proceed with the Socratic Seminar. You can use either one large circle or inner/outer circles. It is important that all students participate, so it is recommended to use a visual system that easily determines who has spoken already. (For example, give each student a green square and a red square. Begin with everyone displaying his or her green squares. As each person speaks, they change their displayed square to red. Once everyone has spoken, begin the process over again.) Questions are listed in the Social Studies section to be used for the Socratic. After the Socratic, students are assigned to write an essay answering the following questions:
- How do you think Anne would feel about her diary being read by millions of strangers?
- What influence does the diary have that justifies Otto Frank’s decision to publish it?
- How does the Holocaust continue to affect the world today?
*These essays may be posted in classroom after being evaluated by the teacher. Encourage students to use post-it notes to respond to classmates’ writings.
- Display stretch to sketches in classroom, hallway, library, or other appropriate areas.
Note: If your school has a curriculum fair/achievement expo, the products from this unit of study may be displayed. You may also want to invite community leaders or survivors and their families to view your displays. |
