The Holocaust 1933­1945 Lesson Plan: Anne Frank & Friends Florida State Standards WFCS Holocaust Museum http://www.theholocaustmuseum.info ​Copyright © 2015. WFCS Holocaust Museum ‐ 1 The Holocaust 1933­1945 Lesson Plan: Anne Frank & Friends Friendship in Times of War​: Throughout the traumatic years of the Holocaust, children valued spending time with family and friends more than ever before. Because of what they saw and heard during World War II, they learned that people’s lives were more precious than toys or games. Holocaust History​: In these times of intense stress, trauma, and fear, children such as Anne Frank treasured their friends and relationships dearly as they pursued safety and security in extremely dark hours. Even in her diary, Anne said that she missed her friends when she went into hiding. Grade Level​: ​K ‐ 2nd Lesson Length​: ​May require at least two class periods. annefrankonline.com Teacher Resources on the Holocaust​: Language Objectives​: Language Arts Florida Standards: ❏ Teaching about the Holocaust: Kindergarten Writing​: http://www.ushmm.org/education/f
oreducators/ ❏ Why teach about the Holocaust: http://www.ushmm.org/education/f
oreducators/whyteach/ ❏ Guidelines for Teaching about the Holocaust: http://www.ushmm.org/education/f
oreducators/guideline/ ❏ Teaching the Holocaust with Primary Sources (pdf): http://www.eiu.edu/~eiutps/holoca
ust.php ❏ Addressing Anti‐Semitism: Why and How? A Guide for Educators (pdf); Yad Vashem: http://bit.ly/1qYb2Sz Lesson Specific Resources: ❏ Guide for Anne Frank and the Second World War: http://www.annefrankguide.net/en‐
US/ ❏ Anne Frank Museum ‐ Amsterdam: http://www.annefrank.org/ LAFS.K.W.3.8​ With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. First Grade Writing​: LAFS.1.W.1.3 ​Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Second Grade Writing​: LAFS.2.W.1.3 ​Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Second Grade Reading​: LAFS.2.RI.1.3 ​D escribe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Content Objectives​: Florida American History Standards: Kindergarten​: SS.K.A.1.In.b:​ Examine primary sources, such as photographs or paintings of a famous person. First Grade​: SS.1.A.1.In.a:​ Identify a primary source, such as pictures or artifacts. Second Grade​: SS.2.A.1.In.a​:​ Use primary and secondary sources, such as artifacts, photographs, and videos, to obtain information. Subject Integration​: Health Literacy ­ Responsible Behavior HE.2.B.4.In.c:​ ​D emonstrate selected ways to respond in unwanted or threatening school situations, such as a bully, a weather emergency, or a stranger on the school grounds. HE.2.B.5.In.c:​ Describe the consequences of not following rules/practices when making healthy and safe decisions, such as negative emotions, accidents, injuries, and pollution. Social Studies: SS.2.G.1.In.c:​ Recognize continents and oceans on a map or globe. ​Copyright © 2015. WFCS Holocaust Museum ‐ 2 Vocabulary Words​: ❏ Friends ❏ First ❏ Next ❏ Then ❏ Finally ❏ Diary Materials Needed​: ❏ Drawing Paper ❏ Colored Pencils or Crayons ❏ Story Template ❏ Pencils and Erasers For Further Study​: Teacher Notes​: Some students may ask “Why was Anne hiding?” This is a sensitive topic because of the tender age of this group of students. The emphasis of this lesson is the friendship theme. The concept of how Anne and her family were forced into hiding because of the Jewish persecution during World Anne Frank the Writer​ Exhibition War II will be introduced to the from the U.S. Holocaust students later in the middle school Memorial Museum: curriculum. http://www.ushmm.org/exhibition/anne
‐frank/htmlsite/ Introduction​: Explain to the students that a diary is a daily record or journal of someone’s experiences, thoughts, feelings, and observations. Discuss with the students how journals are important for record‐keeping as well as remembering times of someone’s life from the past. Anne Frank was a 13‐year old girl who kept a diary of her own story of hiding in Nazi‐controlled Holland from 1942 to 1944 during World War II. Her father, Otto Frank, returned to Holland after the war. He read Anne’s diary and had it published. Use the link below the map of Europe (on left) to view a full‐size version. Show students where the Netherlands (Holland) is located. Then use the link below to view the full‐size world map and show the students where the Netherlands is located in comparison to the where the students live. Full‐size picture of world map: http://www.mapsnworld.com/political‐world‐map‐enlarge‐vi
ew.html http://www.worldatlasbook.com/europe/europe‐political‐map.html ​Copyright © 2015. WFCS Holocaust Museum ‐ 3 Although the Holocaust is not generally taught in the primary grades, the WFCS Holocaust Museum depicts the children of the 1933 ‐ 1945 WWII Era in a way that they can relate to everyday life through the theme of friendship.
1. Explain how important friends are in our lives. Friends share everything from just playing together to special events in their lives. Read the following about how Anne described what she liked to do with her friends: “I’ve been playing ping­pong a lot myself lately. We ping­pongers are very partial to an ice cream, especially in summer, when one gets warm at the game, so we usually finish up with a visit to the nearest ice­cream shop, Delphi or Oasis, where Jews are allowed.” ​­ ​an excerpt from The Diary of a Young Girl This is the location, (1 Geleenstraat) in Holland, of the Jewish‐owned tea and ice
cream shop, Oasis, that Anne spoke of in her diary. Jacqueline van Maarsen was a dear friend to Anne during the dark days of World War II. “She took me home and introduced me to her sister and mother as her new school friend. Anne talked a lot, told me a lot about herself and also wanted to know everything about me. She decided that from then on we would cycle home together and a few days later she said that I was her best friend and she mine. I agreed. I liked her drive and the way in which she initiated our friendship. From that first day we were inseparable. Anne writes about this in her diary: ‘I only met Jacqueline van Maarsen when I started at the Jewish Lyceum, and now she’s my best friend.’ (15 June 1942)” Jacqueline van Maarsen​’s memories of Anne and their mutual friendship are found in this article from the U.S. Holocaust Memorial Museum: http://www.annefrank.org/en/Subsites/A
nnes‐Amsterdam/Floating‐Pages/Jacquelin
e‐van‐Maarsen/ “All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary, everyday things.”​ ​­ ​an excerpt from The Diary of a Young Girl Pages from Anne’s Diary ­ www.annefrank.org ​Copyright © 2015. WFCS Holocaust Museum ‐ 4 2. Introduce Mary Bos Schneider, a friend of Anne’s in Amsterdam, and her story by reading the following from the WFCS Holocaust Museum: Mary Bos Schneider was one of Anne Frank’s schoolmates in Holland. She moved to the United States at age eleven, just before the Nazi takeover of Holland. Many years later, Schneider came across Anne Frank’s diaries which had been published in the United States. Schneider knew she recognized the name Anne Frank, but not until she read the entry made on January 6, 1941, that read “…We were looking at a book of drawings by Mary Bos,” did Schneider remember her childhood friend Anne Frank. In addition to her name being in Anne’s diary, she has a school annual with a personal message written to her by Anne Frank and a photograph of herself, Anne, and her sister Mary taken by Otto Frank. Schneider has revisited the Frank’s home in Holland and played an important role in checking the accuracy of the restoration project. Click on the following link to view the painting of Mary in the online gallery of the WFCS Holocaust Museum: http://bit.ly/1qHYAco Mary Bos Schneider “My name is Mary Bos. I was born in the Netherlands and went to school with Anne Frank. We played marbles and jump rope together before afternoon classes. After the invasion of Holland 1940, the American Consulate told my mother, a US citizen, that our family must immediately leave.” http://bit.ly/1o8QojI Anne Frank: A History for Today ­ 2007 Center for Diversity Education In an interview, Mary Bos Schneider is showing a picture of Anne Frank (second from the left) and herself (third from the right) and their other friends. Otto Frank took the picture of the girls together in 1940. Mary Bos Schneider Anne, age 10 and her husband live in the mountains of Western North Carolina. Click on the following link for the full interview: ​http://bit.ly/1CKCzMz Mary, age 11 ​Copyright © 2015. WFCS Holocaust Museum ‐ 5 On May 18, 2011, Mary Bos Schneider visited the WFCS Holocaust Museum. These photos were taken of her during that day when student artists detailed the events that were portrayed in the artwork they had created. Mary views her portrait next to the model of Anne Frank’s Secret Annex. Mary enjoys the various exhibits on her tour of the museum. Museum Director Karel Reynolds explains the role of America in the Holocaust. Mary listens to the account of the creation of the Statehood of Israel in 1948. The WFCS Holocaust Museum artwork depicts the major themes of The Holocaust: Nazi Rise to Power, Ghettos and Deportation, America and the Holocaust, The Final Solution, Liberation and Aftermath, and the Statehood of Israel. The oil paintings, sculptures, models, drawings, pastels, sewn clothing, and pictorials tell the story of millions of victims who lost their lives in The Holocaust. Of the six million Jews who perished, 1.5 million of them were children. The museum contains a large collection of artwork to remember the children’s clothing, toys, and pets. It also chronicles their experiences in hiding, in camps, and during the Kindertransport. A model of ​Anne Frank’s Secret Annex​ and other pieces related to Anne Frank are also on display. ​Copyright © 2015. WFCS Holocaust Museum ‐ 6 4. Show the following pieces of art from the WFCS Holocaust Museum:
WFCS Holocaust Museum Art Created by Students Anne Frank and Friends Sculpture Created by: Alex, Nahum, Terrance, & William, College Age Anne Frank and Friends​ is based on this primary source photograph: ​http://bit.ly/1omWMiw Students can view this sculpture, “Anne Frank and Friends,” (pictured above) at the WFCS Holocaust Museum art gallery online: ​http://bit.ly/1pUI83n Names of the friends: Lucy, Anne, Sanne, Hanneli, Juultje, Kathe (Kitty), Mary, Ietje, Martha Mary Bos Schneider (third from right) recalled in an interview that she met Anne Frank in the Montessori school in Amsterdam. She described Anne as “a lively young lady who wanted to play with everybody.” On the day the photograph was taken that this sculpture is based on, Mary had a little book for the girls to write in, and Anne wrote a beautiful poem. Years later, when Mary read Anne’s diary that was published, Anne mentioned a dream she had about Mary. Mary was very surprised to realize Anne included her in the diary. http://toto.lib.unca.edu/findingaids/oralhistory/SHOAH/schneider_mary_bos.htm
​Copyright © 2015. WFCS Holocaust Museum ‐ 7 WFCS Holocaust Museum Art Created by Students Anne Frank: The Diarist Oil Painting Created by: Cassandra, College Age Anne Frank: The Diarist ​i s based on this primary source photograph: ​http://bit.ly/1CkfUbU Students can view this painting, “Anne Frank: The Diarist,” (pictured above) at the WFCS Holocaust Museum art gallery online: ​http://bit.ly/1y1J2VF ​Copyright © 2015. WFCS Holocaust Museum ‐ 8 WFCS Holocaust Museum Art Created by Students Hidden Child: Hans van den Broeke Oil Painting Created by: Brittany, College Age Hidden Child: Hans van den Broeke ​i s based on this primary source photograph: ​http://bit.ly/1CWoNXL Students can view this painting, “Anne Frank: The Diarist,” (pictured above) at the WFCS Holocaust Museum art gallery online: ​http://bit.ly/1DKRdo5 At age two, Jewish child Hans Culp went into hiding in the Netherlands, at which time his name was changed to Hans van den Broeke. Hans remained in the Netherlands where he eventually helped lead the Association of “Unknown Children” in the Netherlands helping to locate other hidden children and keeping their stories alive. ​Copyright © 2015. WFCS Holocaust Museum ‐ 9 WFCS Holocaust Museum Art Created by Students Henia: Girl Survivor Oil Painting Created by: Amy, College Age Henia: Girl Survivor ​i s based on this primary source photograph: ​http://bit.ly/1wr9DVb Students can view the painting, “Henia: Girl Survivor,” (pictured above) at the WFCS Holocaust Museum art gallery online: ​http://bit.ly/15ifdTu Henia Wisgardisky and her family were ghettoized in Kovno in 1941. In 1942, she was hidden in a secret room her father had constructed inside a pantry in their section of the ghetto. She was eventually smuggled out of the ghetto and placed in the care of one of her father’s acquaintances. Shortly thereafter, her parents escaped to a potato farm where they hid in a root cellar until the end of the war. They reunited after the war and later moved to the Land of Israel and then to Canada. ​Copyright © 2015. WFCS Holocaust Museum ‐ 10 Guided Practice​: The artwork the students just viewed from the WFCS Holocaust Museum about Anne Frank, her friends, and other children who were hidden during the Holocaust were selected to help the students understand that these children were much like children of our generation today. They liked to play, share, laugh, sing, and talk with other children just like children do now. In this part of the lesson, the students will learn about more of Anne’s friends and their memories of her. 1. To engage the students in a discussion about friendship, ask the students: ❏ Who are your friends? ❏ What do friends say and do to be nice to each other? ❏ What kinds of things do you and your friends like to do together? 2. Next, look at the following album of primary source pictures featuring Anne Frank, her family, and friends: ​http://bit.ly/1yNGrO7 As you flip through the pages with the students, point out what the children were doing, what they looked like, how they were dressed, and if they seemed to be enjoying their time together. 3. To illustrate how Anne was so personable with other children, please read the following translated transcription of an interview with Hanneli Goslar by David de Jongh and Teresien da Silva in Jerusalem, on May 6, 2009: “We had been in Holland for about a week and my mother had to go to the grocers, she took me with her and there was Mrs. Frank with her daughter Anne, too. And the two ladies, neither could speak Dutch, started to talk to each other in German. I think we just looked at each other, I don’t know if we spoke to each other, but that was our first meeting, the first week that we were in Holland. Then a few days later my mother took me to kindergarten, I didn’t speak the language, didn’t know anyone and wanted to go home but then I saw Anne from behind. She was holding a stick and playing music on small bells. At that moment, she turned around, saw me and ran into my arms. About five years ago I heard, or read, that it was Anne’s first day too. She didn’t know anyone and couldn’t speak the language either but she had met me in the grocers shop. From that day on we were friends and through us our parents too.” ​ — ​Hanneli Goslar ​http://teacher.scholastic.com/frank/bergen.htm 4. Ask the students ‐ What did Anne Frank do with her friends? Write the ideas that the children suggest on the board and discuss what the students like to do with their friends. Possible answers: ❏
❏
❏
❏
❏
She took pictures with them. She went to special occasions with them. She wrote about them. She often talked about them. She went to school with them. ​www.annefrank.org/en ​Copyright © 2015. WFCS Holocaust Museum ‐ 11 Independent Practice​: (Teachers can adjust these activities to the ability of their students.) 1. Students will draw a picture about themselves and their friends and what they like to do together. 2. Next, they will talk to another classmate about what they have enjoyed doing with a friend. This discussion will help students think of a story to tell in writing later in the lesson. Review of Objectives/Closure​: In order to review, have students share their drawings with the class. Have a discussion about how everyone shared different experiences but they were all able to tell about friendship. Summative Assessment​: Students will write a diary entry (students can either dictate to the teacher or they can write it themselves) about something that happened when they were with their friends. Students may give examples such as: playing games with their best friends, going somewhere special with friends, or having a special friend over for dinner. http://www.annefrank.ch/family‐album.html Note​: The teacher can use this story template, http://bit.ly/1lUiKJJ​, to guide the students through the process of writing a story in sequence. Modifications for English Language Learners and Students with Disabilities​: ❏ Model how to draw and write the story in a small group setting using the story template. ❏ Use sentence starters such as: I like to ________________ with my friends. My friend and I like to _____________________ together. ❏ Give a choice to the students to give them a clue as to what is correct such as: Which one is correct? 1) Me and my friends like to ____________________________ ​o r​ 2) My friends and I like to ____________________________. It helps to sometimes narrow the choices for the student to choose a correct format or response. ❏ Allow the student to pair up with a friend to talk about the assignment together and complete it as a team. ​Copyright © 2015. WFCS Holocaust Museum ‐ 12