The purpose of this lesson is for learners to identify and evaluate the use of primary sources to learn about our past. They will gain an understanding of how to analyze the information found within a primary source and distinguish between primary and secondary sources. Themes of philanthropy and philanthropic roles within the community in the Diary of Anne Frank will be analyzed and discussed. Learners will gain an understanding that they too have opportunities to leave accurate records of their lives for people in the future to explore.
One to Two Forty-Five to Fifty Minute Class Periods (or one block schedule session)
The learner will:
|altruism||(n) Selfless concern for the welfare of others - altruist (n), altruistic (adj.), altruistically (adv.)|
|civic responsibility||(n) A person's duty or obligation to their community as a citizen|
|community||(n, pl. -ies) A group of people living in the same area and under the same government; a class or group having common interests and likes|
|democracy||(n, pl., -cies) A form of government exercised either directly by the people or through their elected representatives; rule by the majority; the practice of legal, political, or social equality|
|human rights||(n) Inalienable moral entitlement attached to all persons equally, simply by virtue of their humanity, irrespective of race, nationality, or membership of any particular social group. They specify the minimum conditions for human dignity and a tolerable life|
|philanthropy||(n) 1. The giving of one's time, talent or treasure for the sake of another- or for the common good - Robert Payton, 2. Voluntary action for the public good -Robert Payton, 3. Voluntary giving, voluntary service, and voluntary association, primarily for the benefit of others - Robert Payton, 4. Giving and serving -Richard J. Bentley and Luana G. Nissan, 5. Active effort to promote human welfare, 6. A tradition, a spirit, and a sector of society - Maurice G. Gurin and Jon Van Til|
|social action||(n) Persons in the process of doing or acting for the general welfare of all|
|universal values||(n) A common set of morals found to be applicable world wide|
The lesson will begin with the teacher handing out small strips of paper to the learners. The learners will be asked to write down what they think is the definition of a primary source. They will also write down an example of a primary source.
The teacher will collect the strips of paper. The teacher will read the learners' definitions and examples to the class. A student volunteer will write the various examples on the chalkboard.
Frank, Anne. Anne Frank: The Diary of A Young Girl. New York: Bantam Books, 1993.
Lessons of Anne Frank Forgotten." Old Magazine Articles http://www.oldmagazinearticles.com/post-ww2_germany_forgot_anne_frank
Lesson Developed By:Beth Huffman
Write a one-sentence description of how someone could use, read or look at each of the following as a primary source for information.
The year is 2101. How will historians know what life was like in the year 2001?
1. How will people 100 years from now figure out how many people lived in your home?
2. How will people know what you did in the evenings?
3. How will people know what your parents did for a living?
4. How will people know what your neighborhood looked like?
5. Will people be able to tell if your family was more wealthy than your neighbors? What evidence will they use?
6. How will people be able to find out what types of food you ate?
7. What can you do to leave a better record of your life?
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