Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Learners will examine the lives of individuals in the play, "The Diary of Anne Frank," in relation to community and philanthropy. They will compare the content of the play as a secondary source to the primary source, Diary of Anne Frank.
Duration:
Six Forty-Five Minute Class Periods (or two-and-one-half block schedule sessions
Objectives:
The learner will:
- recognize the roles of the main characters in the play, "The Diary of Anne Frank," as they impact the outcomes.
- identify philanthropic concepts and values in the play, "The Diary of Anne Frank."
- compare and contrast life in the "Secret Annexe" with his/her present day life experiences and events in his/her community, nation and world. Compare the words and actions of the first person Diary to the play.
Materials:
- Copies of the play, "Diary of Anne Frank’(see Bibliographical References)
- Role Play Cards (Attachment Two)
- Poster board
- Art supplies
- T-graph (Attachment One)
- Key Philanthropy Concepts (Attachment Three)
Instructional Procedure(s):
Anticipatory Set:
Begin class by asking the learners what they would do if they had to go into hiding because of persecution? What would they eat? How would they get food? Would they have clothes to wear? Would they need someone to help them?
- Review events of World War II. Include pertinent information such as the location of Germany and the date Hitler began to persecute the Jewish people. Review key philanthropic concepts, values and vocabulary. Discuss with students that stereotypes and prejudices that existed during WWII may have not parallel contemporary feelings.
- Review the timeline of US involvement in World War II and the liberation of the concentration camps.
- The teacher may wish to create student empathy and understanding for what is like to experience bias or prejudice.
- At this point, talk about the Liberators, the African-American units, (particularly the 761st Tank Battalion) that was sent into the camps to liberate those in the Dachau, Buckenwald and Gunskirchen.
- http://www.army.mil/cmh-pg/topics/afam/761TkBn.htm (U.S. Army Center of Military History)
- Refer to The 761st Tank Battalion (African-American Soldiers) by Kathryn Browne Pfeifer (see Bibliographical References).
- Introduce the play as well as the characters that come to life in the "Secret Annexe."
- Using whole group instruction, have learners read the play, "The Diary of Anne Frank." Once learners have completed the reading, discuss the pertinent events.
- Distribute Attachment One: T-Graph to each student. Instruct them to complete the first section of the T-graph based on the information discussed regarding the "Secret Annexe."
- Instruct learners to take a few minutes to complete the second column of the T-graph based on their views of their community today.
- Instruct learners to use their completed t-graph to write a journal entry, which focuses on comparing and contrasting the experiences of the people living in the "Secret Annexe" with their present day life experiences. Learners will share their entries with the class.
- List and review the main characters in the play on the board.
- Learners will role-play various characters from the play (Attachment Two: Role Play Cards), followed by discussion of philanthropic concepts and/or values after each role-play.
- Ask learners what they believe to be differences between the Diary and the play.
- Have the learners write a short one-page constructed response in support of or in disagreement to the following statement: "The events, words and deeds in the play about Anne Frank are exactly as those in the Diary that she wrote."
- Instruct learners to create an individual poster highlighting a philanthropic idea found in the play. Discuss and display the completed posters.
- Give Attachment Three to learners and allow two evenings to complete.
Assessment:
Assessment will be based on teacher’s observation, role-plays, discussion, t-graphs, and the student’s completion of the journal entry and poster. Use the following rubric for evaluating Attachment Three: Key Concepts of Philanthropy.
Rubric for Attachment Three: Key Concepts of Philanthropy
Four
Points
Eight items completed with examples from play given. At least four different characters are used to identify concepts. Concepts and terminology used effectively.
Excellent effort and completed within the time allotted.
Sentence structure, grammar,
spelling and usage demonstrated
with at least 90% accuracy. All philanthropy terms and concepts spelled correctly and defined
clearly.
Three
Points
Six questions answered with good detail and with three different characters used as examples of philanthropy terminology and concepts.
Sentence structure, grammar, usage and spelling demonstrated with at least 75% accuracy. Demonstrates knowledge of philanthropy concepts through usage. Good effort and completed within the time allotted.
Two
Points
A minimum of five questions completed with at least two different characters used as examples of the key concepts.
Sentence structure, grammar and usage are adequate. Effort demonstrated but may not have been completed in time allotted. At least 50% accuracy.
One
Point
An attempt was made to answer some questions.
Errors in spelling, grammar and usage. May not have been completed in time allotted.
Zero
Attachment Three not attempted
Attachment Three not returned to class.
School/Home Connection:
Interactive Parent/Student Homework:
- Encourage learners to discuss with parents the philanthropic concepts and/or values identified in the play.
- Complete Attachment Three: Key Concepts of Philanthropy at home. Allow two days for completion.
Cross-Curriculum Extensions:
Encourage learners to discuss with their parents ways their family may apply philanthropic ideals to their family life. Invite learners to share their experience(s) with the class in the coming weeks.
Bibliographical References:
- Gies, Miep. Ann Frank Remembered: The Story of the Woman who helped hide the Frank Family. New York: Simon and Schuster, 1987.
- Enzer, Hyman Aaron and Sandra Solotaroff-Enzer (Ed.). Anne Frank: Reflections on her Life and Legacy. Urbana: University of Illinois Press, 2000.
- Frank, Anne. Anne Frank: Diary of a Young Girl. New York: Bantam Books, 1993.
- Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: Play and Related Readings. Houghton Mifflin College, 1996. ISBN: 0395833647.
- Pfeifer, Kathryn Browne. The 761st Tank Battalion (African-American Soldiers). Twenty First Century Books, 1997. ISBN: 0805030573.
- Rittner, Carol Ann. Anne Frank In the World. Armonk, New York: M.E. Sharpe, 1998. ISBN: 076560020X. (e book ISBN: 0585245932)
Lesson Developed By:
Macrina A DodsonCatholic Diocese of Cleveland
St. Leo the Great
Cleveland, OH 44109
Handouts:
Handout 1Print Handout 1
Giving Beyond Measure--Diary of Anne Frank
"Secret Annexe" My Community
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Handout 2Print Handout 2
Role-Play Cards
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Mrs. Van Daan: Mrs. Van Daan moved into the "Secret Annexe" with her husband and son shortly after the Frank family arrived. Mrs. Van Daan is a rather interfering person who puts herself before the needs of others who lived in the "Secret Annexe." For example, Mrs. Van Daan removed three of her sheets from the common linen closet. Discussion after role-play: |
Miep and members who were in hiding: Miep was a young woman who worked in the office below the Secret Annexe." Miep consistently helped everyone who lived in the "Secret Annexe" by bringing supplies, food and news about what was happening in the world. Discussion after role-play: |
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Mr. Koopius and the group in hiding: Mr. Koopius was a former business associate of Mr. Frank. He worked tirelessly to conceal the group in hiding and obtained supplies for them as much as possible. Role-play an imagined meeting Mr. Koopius may have had with Nazi soldiers one day while getting food, supplies and/or ration cards. Discussion after role-play: |
Dussel in the "Secret Annexe": Dussel joined the group in the "Secret Annexe" in November 1942. Dussel had a tendency to be somewhat selfish. One of Anne’s entries described commotion that occurred when Dussel was upset because Anne and Peter borrowed one of his cushions. Other quarrels erupted when Dussel hoarded food items.
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Anne Frank in the "Secret Annexe" on the Jewish Festival of Lights/St. Nicholas Day: This "holiday" was not as festive as the prior year when their Dutch "protectors" visited and celebrated with them. Anne decided to surprise the group with a decorated basket and a letter that instructed them to the location in which they would find the shoe that had a package in it.
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Handout 3Print Handout 3
Key Concepts of Philanthropy
All of the following concepts of Philanthropy can be found in the reading of our play, Diary of Anne Frank. Choose eight of the following ten terms and concepts and find an example of each from your reading and write it in complete sentence form next to the key concept. If you decide to complete all ten, extra credit will be awarded.
1. Name a person in Diary of Anne Frank and show how he/she demonstrated altruism.
2. How did one of the key people show good character by acting morally and with great ethical strength?
3. Describe one instance of accepting civic responsibility.
4. Ennobled self refers to a person who acts based on his/her own values and then feels satisfied by his/her actions. Who in this play demonstrates an ennobled self and how is this portrayed?
5. How was ethical decision making demonstrated?
6. What were the human rights issues addressed in this play?
7. What lessons did you learn from this play?
8. How did Anne frank use moral reasoning in dealing with her time in the concentration camp?
Explain how time, talent and treasure were used.
Who gave of their time and how?
Who gave of their talent and how?
Who gave of their treasure and how?
9. What sacrifices did Anne and her family members make?
10. Do you believe there were any instances of social justice in this play? Explain your yes or no answer through giving an example.
Unit Contents:
Overview:Communities in Crisis (9-12) Summary
Lessons:
- 1.
- Primary Source? What is That? (9-12)
- 2.
- Giving Beyond Measure-- Diary of Anne Frank (9-12)
- 3.
- The Roles of Individuals in the Warsaw Ghetto
- 4.
- "Who Wants to Be an Octogenarian?" (A Service-Learning Acitvity) (9-12)
- 5.
- Philanthropy, A Timeline For Us (9-12)
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