Anne Frank: The Power of One
A WebQuest Created for 7th Grade European History
Created by: XXXXXXXXX
Table of
Contents
Landing Page
Introduction
Task
Process
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Introduction
Through her diary, Anne Frank has become the face of the Holocaust.
Students will further their knowledge of WWII and the Holocaust in
this WebQuest. They will research key elements and events of the time
period, examine the role of Miep Gies in hiding the Frank family and
explore the impact of the written word to influence others.
Task
Table of
Contents
Landing Page
Introduction
Task
Process
Resources
Helping a Jew during the 1930's and 1940's in Nazi occupied Europe could result in
imprisonment or death. Miep Gies was one of several individuals that
helped hide the Frank family (and four others) in what they called "The Secret
Annex." Your task is to research the life of Miep Gies along with key events of
World War II. By the end of your research, you will have a clear understanding of
what life was like during the Holocaust for Jews and those hiding them. You will
also understand the power of the written word and the difference one person can
make. You will be able to provide a justified argument as to why The Diary of
Anne Frank is more than just the journal of a thirteen year old girl.
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Meip Gies
Meip Gies with Otto Frank
Table of
Contents
Landing Page
Introduction
Task
Process
Task One:
Prepare a timeline that includes key events of WWII and those of Anne Frank’s life.
Task Two: Journal Entry #1
Miep Gies has just discovered the Franks are going into hiding and she has been
asked to help. Write a 1-2 page journal entry detailing her feelings and why she
has agreed to assist them.
Process
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Task Three: Journal Entry #2
The Frank family has just been discovered in their secret hiding place. They have
been taken by the Nazis and Miep Gies has been spared arrest. Write a one
page journal entry detailing her feelings about the capture of her friends and
escape from arrest.
Task Four: Persuasive Letter
In 1950, the major publishing house of Alfred A. Knopf, Inc. turned down The Diary
of Anne Frank for publication. According to a reader's report, the text was "a
dreary record of typical family bickering, petty annoyances and adolescent
emotions." Imagine you are Miep Gies and have just received the denial letter from Alfred
A. Knoph,Inc. Write a 2-3 page letter to the publisher arguing the reason Anne Frank's
diary should be published.
Resources
Table of
Contents
Timeline Resources
Landing Page
Introduction
Task
Holocaust History: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143
Holocaust and WWII Timeline:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10007653
Nazi Racial Ideology:http://www.ushmm.org/wlc/en/article.php?ModuleId=10007457
Process
Miep Gies Resources
Resources
http://teacher.scholastic.com/frank/
http://www.annefrank.org/en/Anne-Franks-History/All-people/Miep-Gies/
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Persuasive Letter Resources
Reactions to Diary: http://www.annefrank.org/en/Anne-Franks-History/Reactions-tothe-diary/
Elements of a Persuasive Letter:
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Table of
Contents
Evaluation
Each assignment will be evaluated according to the following rubric.
Landing Page
Introduction
Task
Process
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Evaluation - Rubric
Table of
Contents
Landing Page
1
2
3
4
Journal
Entries
Details give little to no
detail, do not relate to
texts that have been
read, and reflect little
understanding of the
time period.
Details give some
information but may
not relate directly back
to the texts that have
been read, they do
reflect some
understanding of the
period.
Details give important
information.
Information relates
back to the texts that
have been read in and
out of class and reflects
an understanding of the
time period.
Details give important
information. Information
relates back to the texts
that have been read in and
out of class and reflects an
understanding of the time
period. Entries make
connections to other
historical persons, events,
or concepts.
Sentence
structure
and
Grammar
Sentences run on and
appear incomplete or
rambling. Word choice
may appear inaccurate
in most of the letter or
journal entries.
Sentence structure may
be simple and unvaried.
Word choice is mostly
accurate.
Exhibits some variety in
sentence structure and
uses good word choice;
occasionally words may
be used incorrectly.
Consistently exhibits
variety in word choice and
sentence structure.
Focus in the
letter to the
editor
Attempts to take a
position but is very
unclear. Provides
minimal to no support.
Takes a position but
provides uneven
support. May lack
development in parts
or be repetitive.
Takes a clear position
and supports it with
some relevant reasons
and/or examples.
Takes a clear position and
supports it with well
chosen reasons and/or
examples. Using
persuasive strategy to
convey argument.
Timeline
Lacks detail and has
incorrect and/or
missing key dates.
Includes little to no
information on Anne
Frank’s history.
Includes some detail
but is missing key dates
in Anne Frank’s life.
Dates provided are
correct.
Includes most of the
important events
during the time period
with a few minor
omissions.
Detailed and includes all of
the important dates of key
events in the Holocaust
and Anne Frank’s life.
Introduction
Task
Process
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Table of
Contents
Landing Page
Introduction
Task
Process
Conclusion
The Diary of Anne Frank has shown us the power of the written word. Although she
had no idea of its impact, her diary has sold over 25 million copies (more than
any other diary in history). Through her personal reflections we are able to gain
a better understanding of the Holocaust and the suffering imposed on so many
people. Anne reflected, “In spite of everything, I still believe that people are
really good at heart." She may have been speaking of Miep Gies, the family
friend that helped hide the Frank family for two years, or simply her hope for
the future. We may never fully understand how a 13 year old girl could remain
so optimistic in the face of such horrific experiences however, the
determination and good will of people like Miep Gies and the personal writings
of a young girl in hiding have shown us that one person can make a difference.
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
What types of intolerance can be seen today? What can you do to make a
difference?
Table of
Contents
Landing Page
Introduction
Task
Process
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Credits
Permissions
We all benefit by being generous with our work. Permission is granted for others
to use and modify this WebQuest for educational, non-commercial purposes as
long as the original authorship is credited. The modified WebQuest may be
shared only under the same conditions. See the Creative Commons license for
details.
Table of
Contents
Landing Page
Introduction
Task
Process
Resources
Evaluation
Evaluation - Rubric
Conclusion
Credits
Teacher Page
Teacher Page
The following webquest is designed for Middle Grades (6-8) Language Arts or Social
Studies students. The webquest should be completed after reading The Diary of
Anne Frank and students should be given 5-7 days to complete the tutorial.
The following Standards for Middle Grades Languages Arts will be met upon
completion: