...events that reflected the play in the Diary of Anne Frank was that the world war had affected the lives of others because of the power of hitler . The Holocaust was the systematic, regulatory, state-sponsored persecution and murder of six million Jews by the Nazi regime and its collaborators. Holocaust is a word of Greek origin meaning "sacrifice by fire." The Nazis, who came to power in Germany in January 1933, believed that Germans were "racially “ and that the Jews, deemed "inferior," were an alien threat to the so-called German community. The historical events that reflected in the play the diary of Anne frank are that Anne Frank's life has impacted the lives of others because her family background, Anne's time in hiding, and what she expressed in her famous diary all have taken place in the Holocaust. Anne Frank was a German-Jewish diarist. She was known for the diary she wrote while hiding from anti-Jewish persecution in Amsterdam during World War II. Her diary describes with...
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..."I still believe, in spite of everything, people are truly good at heart." This was the last line that Anne Frank ever wrote in her diary. The Diary of Anne Frank not only showed a girl with extraordinary courage, but exhibits a message of hope through a difficult and terrifying time. She continuously expresses her ideas and her dreams throughout her writing. The diary shines a light on how Anne continues to view the finest version of everyone. Despite this challenging time in her life, she shows a fierce determination to remain as cheerful, hopeful, and optimistic about life. Anne writes extensively in her diary about her hopefulness and optimism surrounding her despite the plague of Nazis. "I want to write," she exclaims, "but more than that, I want to bring out all kinds of things that lie buried deep in my heart." Anne constantly is searching for a shred of light in the darkness of her hidden life. She looks into herself and her surroundings, searching for the bright aspects of others and of human nature, as explained within the quote, "I've found that there is always some beauty left in nature, sunshine, in yourself; these can all help you." Anne illustrates this idea: "I can shake off everything when I write; my sorrows disappear, my courage is reborn." She holds onto her hope...
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...Merveille Priscila THE LIFE AND TIME OF ANNE FRANK. Thesis: this research will explore the life of Anne Frank, the Jewish girl who managed to find hope and goodness in the midst of one of the saddest moments in the history. The holocaust was a terrible event in the history of the world. Millions of stories of sadness came from World War II, however, brings a message of goodness, the story that came from the pages of a diary belonging to a young Jewish girl, Anne Frank. The diary of Anne Frank has been read by millions of people around the world, since the end of World War II. Most Americans read the play that was made from Anne’s diary while they are in school. Aside from her diary and the play that was written, one might wonder who was Anne Frank? This research paper will explore the life of Anne Frank, the Jewish girl who managed to find hope and goodness in the midst of the saddest moments in history. Anne’s Birth and Childhood. Annelies Marie Frank was born in Frankfort, Germany on June 12, 1929. Her parents were Otto and Edith Frank and she had an older sister named Margot Frank. The Frank family was Jewish. For many years, Jewish people lived in Germany without any problems, but when Adolf Hitler and his Nazi party were elected in 1933. Life became difficult for German Jews. Because of the trouble with the Nazis, Otto Frank moved to Amsterdam in 1933 to set up a new company with some friends there. Anne lived with her grandparents for a while...
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...Emma Contreras March, 6, 2024 8M Holocaust Research Paper “Thou shalt not be a victim, thou shalt not be a perpetrator, but, above all, thou shalt not be a bystander.” Yehuda Bauer, a Holocaust survivor, stated this inspirational quote. It is stating that no one should have to be a victim of any difficult situation, and no one should be the one doing it to someone. However, the worst of all is being a bystander. You should do something about it, not just watch it happen. This relates to the Holocaust. The Holocaust, also known as the Shoah in Hebrew, was a time when Jews were discriminated against. Germany was in serious financial trouble due to the effects of World War I and the Treaty of Versailles. Germany needed somebody to blame for their...
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...Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical value. The library media specialist will model how to evaluate a web site related to the study and cite information...
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...Text Set Introduction Jeff Utegg After reading The Giver and The Hunger Games, we were set out on the task to find a common theme. In an ideal situation, teachers would be able to embellish on these young adult books by supporting them with supplemental sources. Through the use of newspaper articles, magazines, picture books, videos, trailers and clips, and electronics our tenth grade English class will explore and discover the theme; dystopia paired with defiance. Dystopia literally means “ bad uptopia”. According to the MerriamWebster dictionary, dystopia is defined as “an imaginary place where people lead dehumanized and often fearful lives”. Unlike utopia, where a society is perceived to be a perfect place to reside, dystopia differs in that what is “perfect” often causes an undesirable place to live. Having students be able to understand these complex themes in addition to the “on the surface” themes that exist within this young adult literature would ensure a deeper meaning/understanding of the text for them. In addition, being able to present the idea to students in a multitude of facets helps to differentiate learning for students. Also, students are able to gain a better understanding of what dystopia really means when they see it being used in multiple different contexts. This particular English 10 class is a cotaught class of twentyfive including six students with disabilities. There are two students with autism, three with multiple disorders and one student with ...
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...pulse of the heart: & all one’s mind wd. run out in talk” (Diary 4: 216)–so Woolf declared in her diary during her one and only journey around Ireland in May 1934. For her descriptions of the landscape and the people she met (mainly the Anglo-Irish gentry) are as ambivalent as her now infamous reading of James Joyce’s Ulysses. But Woolf’s response to Ireland, and more particularly to Irish writing is only part of the story. As a contemporary, how was Woolf read in Ireland, if she was read at all, and what, if any, impact has she had on Irish writing? For the contemplation of “Virginia Woolf in Ireland,” both as a traveler and a reader of Irish culture, politics and literature, and as someone to be read through her various publications, provokes a proliferation of research possibilities about both writer and country. In this essay I wish to sketch out a preliminary map of these possibilities, showing some of the potentially complex and intriguing routes that require further exploration, in relation to Woolf studies, in particular the European Reception of Woolf, and in relation to Ireland and its own literary history. So the paper is divided into three sections: briefly, Virginia Woolf literally in Ireland, reading Virginia Woolf in Ireland from the 1920s on, and three Irish women reading Woolf–Elizabeth Bowen, Mary Lavin and Edna O’Brien.1 Woolf’s interest in Ireland before and after her visit there is evident from her diaries, letters and fiction. Her concern and knowledge about Irish...
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... To improve the speaking skill, reading skill and writing skill of the each students using the English language as a Universal Language. Objectives: * Provide learning experiences that increase the learner’s awareness, knowledge and self- confidence of every students in society; * Develop the skills, attitudes and values essential for personal development, a productive life and constructive engagement; * Promote experiences that develop the learner’s orientation to the work and prepare the learners to engage in honest work; * Prepare the learners for college; and * Prepare the learner’s in the work field. II. Subject Content Unit 1 First Quarter: * Intonation * Using SVC Pattern * The Diary of a Young Girl (Anne Frank) * I am a Filipino (Carlos Romulo) Second Quarter: * /I/ and /iy/ * Using SV and SVO Patterns * Make Mine a Fine Retreat for Summer (Juanito Beo) * Man, Too, Is an Endangered Species (Alita Cabana) Third Quarter: * /I/, /ε/ and /ey/ * Using SV- IO- O Pattern * Echoes in the Old House (Emil Flores) * The Little Hero of Mactan (Gemma Guerrero- Cruz) * Like the Molave (Rafael Zulueta de Costa) Unit 2 First Quarter: * /æ/ and /a/ * Using SVOC...
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...Summative Essay Is human intervention an ideological cover for the pursuit of other objectives? We all know what genocide is. We also heard of Holocaust and its Anne Frank diary. Such inhumane killings should not repeat in the modern history due to its immorality, and that is why we saw humanitarian interventions in Rwanda and Somalia in 1990s. However, it is questionable of what was the real purpose. I believe that humanitarian cause is necessary but not an adequate condition for any act of intervention, which can be shown by case studies. In order, I will discuss the meaning of intervention and its presumed ideologies. I will also list out the possible diplomatic objectives hid behind these actions and their significance compared to the original motives. Intervention and its ideologies: Failure from core objectives Interventions are defined as a use of threats or forces upon another nation to prevent or end violations of human rights occurred within its territory, ‘without the permission of the state within whose territory force is applied’ (Holzgrefe and Keohane, 2003: 18), implying an inevitable breach of sovereignty. We also have the non-violent resolutions such as humanitarian aids and economic sanctions, but the main focus here is on intervention involving armaments. Interventions are rooted from its core ideology: to save people. It is a ‘Responsibility to Protect’ (R2P) individuals from being deprived from basic needs, including food, shelter...
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...Comparative Analysis: Understanding the Characters | | 4.a | Sophie and Vladek | 8 | 4.b | Sophie and Anja | 9 | 4.c | Nathan Landau and Holocaust survivors | 10 | 4.d | Stingo and Art as narrators | 10 | 5 | Bibliography | 11 | Literature from the Holocaust: An Introduction “The Jews are undoubtedly a race, but they are not human.” Adolf Hitler Official figures tell that six million Jews, two million Poles, one million Serbs, five million Russians were exterminated during World War II – the actual toll of executions by the Nazi Government, can never be estimated. Holocaust was a period of unspeakable horror and infernal ramifications which were not only felt across Europe but also in places like Laos. When I began this term paper, it was meant to be a study of the literature pertaining to this period of Nazi regime in Poland during World War II. What it turned out to be was a account of implacable and starkly real evil. A subject that has inspired countless movies, novels, real-life accounts, memoirs and poems, the holocaust continues to haunt the imagination of the world even today. It is not history bygone and forgotten, it is a demon that could never be truly obliterated from the lives and minds of the people. The following pages contain an analysis of Maus, the Pulitzer Prize Special Award recipient (1992), and one of the most loved graphic...
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...EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically...
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...The Holocaust: Suggested Reading There is a wealth of information about the Holocaust. So much has been written, in fact, that it can be difficult to determine where to start. This reading list is collected from recommendations from other members of The Holocaust History Project. It is not a complete bibliography but represents our opinion as to what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of the...
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...GIFTED MONTHLY The definitive guide to giftedness in the UK Dear reader, July is quite an exciting month for us as the staff at Gifted Monthly will be attending our first Gifted and Talented Termly Standing Conference in London. We are hoping this will provide a good opportunity to gain the help and support of Gifted & Talented Coordinators countrywide. We will also be able to find out what is new in the government pipeline for gifted education—if anything. Now the summer holidays are under way, it is an ideal time for parents to spend time with their children, and to work through any problems that may have arisen during the term. The sorts of problems you may be able to deal with will probably be behavioural or emotional. With young gifted children especially, it can be hard reconciling an advanced intellect with a child’s body and emotions. This discrepancy is often a cause of stress on a child, which can manifest itself in various ways. The article this month covers some of the issues involved with this. If anyone has a comment to add to this or any of our articles, please write to us or email. Clearly, a parent’s view is more valuable than anything we can suggest in this newsletter. Lastly, many of you will soon be coming up for your last issue within your subscription. For those who subscribed with us in June or July last year, I will be in touch with details. I hope this month finds you all well and happy. Until the next time, Happy holidays. The Editor 28 Wallis Close...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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