Student Page
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
The Holocaust
The Diary of Anne Frank
Based on a template from The WebQuest Page
Student Page
[Teacher Page]
Title
Introduction
Task
Process
Introduction
For the past few weeks our class has been reading, studying, and
examining The Diary of Anne Frank. We have learned much about
Anne as well as her family and friends. We have gotten great insight
to these people and their lives during The Holocaust. Today I would
like you to dive a little further in and become investigators of these
peoples lives before, during, and after The Holocaust.
Evaluation
Conclusion
Each of your groups has been given a name of a person who appears
in The Diary of Anne Frank. It is your job to research that person and
find out as much information about them as you can.
When you have finished researching we will come together as a class
to see what each group has discovered about the lives of these
people and discuss what was the included or left out of Anne’s Diary.
So get started and good luck!
Credits
Student Page
[Teacher Page]
Title
Introduction
The Task
The task with your group will be to research one of
the lives in The Diary of Anne Frank.
Task
Process
Evaluation
Conclusion
As of now you are all investigators of these peoples’
lives before, during, and after The Holocaust and
World War II.
After you have finished your research your group will
make a poster about this person that includes
important information as well as pictures.
At the end of this week we will be coming together as
a class so that each group can share what they have
found out with the rest of the class!
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Task (page 2)
Student Page
[Teacher Page]
Title
1.
Introduction
The Process
First get into your assigned groups : below I have listed what person
you are to research based upon your group number.
Group 1: Anne Frank
Group 3: Peter Van Daan
Group 5: Margot Frank
Task
Process
Evaluation
Group 2: Otto Frank
Group 4: Miep Gies
You will have 4 class periods to complete this project. This
includes finishing the group poster, timeline, and diary entry,
in addition to one additional assignment for each member of
the group!
Conclusion
2.
In each of your groups, decide how you will work as a team to
complete the project. Some of you may want to look for pictures,
others may want to search the web for information. As a group, you
might want to assign a couple people to work on the poster as you
find the information. You must decide as a group how the work will
be split up. Remember that teamwork and use of class time will be a
part of your final grade!
3.
Here are the questions you will be answering and that need to show
up somewhere upon your poster.
1. Name of the person and person’s family members.
Credits
2. Where was this person born?
3. When was this person born?
Process (page 2)
Student Page
[Teacher Page]
The Process (contd…)
Title
Introduction
4.
What was their role during The Holocaust? (where were they, hidden,
helping others, etc. I want to know where they were and what they
were doing)
5.
What role did they play in The Diary of Anne Frank?
6.
Give 5 significant facts about this person’s life. Such as a hobbies, likes,
dislikes. Did they survive (if so what did they do after the war?) If they
didn’t survive when did the die and how? Any relevant fact that you
find will be appropriate.
7.
You must provide 3-5 pictures of this person during his/her lifetime. If
you cannot find pictures of the person look for pictures of places they
lived or when to before, during, or after The Holocaust
Task
Process
Evaluation
Conclusion
Here are some websites that your groups may find useful:
Http://www.bbc.co.uk/annefrank/biogs/ottofrank.shtml
Http://www.ushmm.org/wlc/article.php?Moduleld=10005210
Http://teacher.scholastic.com/frank/miep.htm
Http://www.findagrave.com/cgi-bin/fg.cgi?GRid=16636468&page=gr
Also remember that you can use information from the book itself!
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.
Process
(page3)
Student Page
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
The Process (contd…)
After your group has finished putting your poster together please double
check the list and the rubric to make sure you have included everything!
Also make sure that you have cited the sources you have used either on the
back of your poster or on a separate sheet of paper to turn in!
Diary Entry: (1 page, double spaced, typed)
 This entry must be completed in class and must be ready to hand in with
the poster.
 You have all read The Diary of Anne Frank. This book shows Anne’s point
of view but now it is your turn to interpret and show what the other people
in Anne’s life were thinking.
 Create a diary entry of the person you have researched during the time of
The Holocaust. This can be about how they were feeling, what they might
have been seeing, or their day to day activities. It is up to you!
 You may choose to have one person write this or work as a group to write
it. Either way you are a team so you are all responsible for the work each of
you does. You will be reading this diary entry aloud to the class along with
your poster presentation!
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If you have any questions please feel free to ask me or a peer!
TASK #2
As a group, students will need to complete ONE timeline to be turned in for the
group.
Timeline
Create a timeline of events during the writing of Anne's Diary. You should include graphics
and clear markings of important events. To receive full credit for this assignment, you will
need to identify and label at least 10 events.
TASK #3
For your final task, each member of the group will choose one of the following
three (3) assignments to complete and include in your final presentation.
Poem-Write a biographical poem about Anne.
Floor Plan-Use the information you gained from your book, and the pictures below to
draw a floor plan of the Secret Annex. Include approximate room sizes and furnishings.
Newspaper
You are a newspaper reporter in the 1940s, and your
assignment is to write an article about Jewish families in
hiding. Someone you know can get you in to visit Anne
Frank and her family secretively. Be sure you understand
the tone of a newspaper article.
Student Page
Rubric for poster presentation
[Teacher Page]
Title
Introduction
Task
CATEGORY 4
Content At least 10 accurate
Accuracy
facts are displayed on
the poster.
3
7-9 accurate facts are
displayed on the
poster.
2
6-8 accurate facts are
displayed on the
poster.
1
Less than 6 accurate
facts are displayed on
the poster.
Process
Evaluation
Graphics Relevance
All graphics are related All graphics are related All graphics relate to
to the topic and make to the topic and most the topic. Most
it easier to understand. make it easier to
borrowed graphics
All borrowed graphics understand. All
have a source citation.
have a source citation. borrowed graphics
have a source citation.
There are no
There are 2
There are 3
grammatical mistakes grammatical mistake grammatical mistakes
on the poster.
on the poster.
on the poster.
Graphics do not
relate to the topic OR
several borrowed
graphics do not have
a source citation.
Attractivene The poster is
The poster is attractive The poster is
ss
exceptionally
in terms of design,
acceptably attractive
attractive in terms of layout and neatness. though it may be a bit
design, layout, and
messy.
neatness.
Use of Class Used time well during Used time well during Used some of the time
Time
each class period.
each class period.
well during each class
Focused on getting the Usually focused on
period. There was
project done. Never getting the project
some focus on getting
distracted others.
done and never
the project done but
Worked well together distracted others.
occasionally distracted
as a group to complete Most of the members others. A few group
project.
of the group worked members worked
together to complete together as a group to
the project.
complete project.
The poster is
distractingly messy or
very poorly designed.
It is not attractive.
Conclusion
Grammar
Credits
There are more than
4 grammatical
mistakes on the
poster.
Did not use class time
to focus on the
project OR often
distracted others.
Didn't work together
as a group at all to
complete the project.
Rubric for the additional assignments for Webquest
CATEGORY
Timeline
4
At least 10 accurate
dates/events are displayed on
the timeline.
3
7-9 accurate dates/events are
displayed on the poster.
2
6-8 accurate dates/events are
displayed on the poster.
1
Less than 6 accurate
dates/events are displayed on
the poster.
Diary Entry
The diary entry has all of the
required information and fits
the requirements for format
and length.
The diary entry has all of the
required information and fits
SOME of the requirements for
format and length.
The diary entry has some of the
required information and fits
some of the requirements for
format and length.
The diary entry does not have
the required information and
does not fit the requirements
for format and length.
Grammar
There are no grammatical
mistakes on the poster.
There are 2 grammatical
mistake on the poster.
There are 3 grammatical
mistakes on the poster.
There are more than 4
grammatical mistakes on the
poster.
One additional
assignment
(Poem,
Newspaper, Floor
Plan)
All directions were followed
Some of the directions were
Few of the directions were
based on the assigned project. followed on the assigned
followed on the assigned
The student has put forth their project. The student has put for project. The student has put
best effort on his/her portion of a good deal of effort on his/her forth some effort on his/her
the project as a member of the portion of the project as a
portion of the project as a
team.
member of the team.
member of the team.
Neatness/Use of Used time well during each
Used time well during each
Used some of the time well
class time.
class period. Focused on getting class period. Usually focused on during each class period. There
the project done. Never
getting the project done and
was some focus on getting the
distracted others. Worked well never distracted others. Most of project done but occasionally
together as a group to complete the members of the group
distracted others. A few group
project.
worked together to complete members worked together as a
the project.
group to complete project.
The assignment is
exceptionally attractive in
The assignment is attractive The assignment is acceptably
None of the directions were
followed on the assigned
project. The student has not
put forth much effort at all on
his/her portion of the project
as a member of the team.
Did not use class time to focus
on the project OR often
distracted others. Didn't work
together as a group at all to
complete the project.
The assignment is
distractingly messy or very
poorly designed. It is not
Student Page
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
Conclusion
The stories of The Holocaust are
terrible, but through it all we have
learned about people who were
willing to help those in need and
risk everything to save a few.
We must remember Anne Frank,
her family, and friends.
Remember what they went
through and how hatred and
prejudice destroyed so many
lives. We must remember the
sacrifices they made and horrors
they went through.
Most of all we must learn from
the past. Small hateful words can
turn in to big hateful ideas. The
inability to do what is right and
simply follow can lead to
catastrophe.
I hope that you have all learned
from Anne Frank and her diary.
Credits
Student Page
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
Pictures Included:
Credits & References
Title Picture: www.flickr.com/photos/saphira/3286695629/
Claudia Vieira, February 17, 2009
Anne Frank Rock: www.flickr.com/photos/brewbooks.1573562971/
Brewbooks, October 14, 2007
Man in Fence: www.flickr.com/photos/ozvards/191304036/
Uzvards, July 16, 2006
Shoes of Auschwitz: www.flicr.com/photos/4066806@noo/543475369/
Six in the world, June 12, 20007
This Project was centered around The Diary of Anne Frank.
The WebQuest Page and The WebQuest Slideshare Group
Credits