Learning to Give, Philanthropy education resources that teach giving and civic engagement

generationOn

Find Lesson Plans Browse Resources
Giving Beyond Measure—Diary of Anne Frank
Lesson 2:
printEmail this Lesson
Lesson
Handouts
Academic Standards
Philanthropy Framework
6th-8th Grade
Subjects:

Arts, Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ART-VA: Visual Arts: Create/Communicate
ELA: Anne Frank: Reflections on Her Life and Legacy; Anne Frank Remembered; Compare/Contrast; Response to Text/Others; Role-Play; Writing Process
PHIL: Character; Ennobled Self; Sacrifice; Social Justice
SOC: 1 genOn; Civic Responsibility/Virtue; Ethics; World War II

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."

  • Altruism (n) Selfless concern for the welfare of others - altruist (n), altruistic (adj.), altruistically (adv.)
    Character (n) moral or ethical strength
    Civic responsibility (n) A person's duty or obligation to their community as a citizen
    Ennobled self (n) Defines when a person acts upon their own personal values and in turn experiences a feeling of personal satisfaction - defined by Amitai Etzioni, author of The New Golden Rule
    Ethical decision-making (n) Using a set of morals/values when problem-solving
    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.
    Moral (adj.) Of or pertaining to conduct or character from point of right and wrong; teaching a conception of right behavior - moral (n) the lesson to be learned from a story, event or teaching, morals (n) standard of right and wrong, morally (adv.)
    Moral reasoning (n) The thinking process involved in making judgments about questions of right and wrong
    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
    Sacrifice (n) The practice of offering something - sacrifice (v) to give up something of value for something else, sacrificial (adj.), sacrificer (n)
    Social justice (n) Justice applied to the framework of social existence; consideration of the requirements of justice applied to the benefits and burdens of a common existence


    • compare and contrast life in the "Secret Annexe" with their present day life experiences and events in their communities, nation and world. Compare the words and actions of the "first-person Diary" to the play.

Materials:

  • Copies of the play, "The 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)
Handout 1
T-Graph
Handout 2
Role-Play Cards
Handout 3
Key Concepts of Philanthropy

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.

    Instructor's Notes:
    • 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 Annex."

     
  • 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 (See 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 which 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: Key Concepts of Philanthropy 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 demonstratedwith at least 90% accuracy. All philanthropy terms, concepts spelled correctly and definedclearly.
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 discussion with parents on ways their family may apply philanthropic ideals to their family life. Invite learners to share their experience(s) with the class in 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 Dodson
Catholic Diocese of Cleveland
St. Leo the Great
Cleveland, OH 44109

Handouts:

Handout 1Print Handout 1

T-Graph

"Secret Annexe" My Community
 























  























Handout 2Print Handout 2

Role-Play Cards

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: Did Mrs. Van Dann exemplify philanthropic actions? If not, what suggestions can be given for her to get along with others in the "Secret Annexe?" 		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:
Were Miep's actions considered to be philanthropic? If so, what philanthropic concepts can be identified?
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:
Was Mr. Koopius' risk considered to be philanthropic? If so, in what way is it considered to be philanthropic? 		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.

Discussion after role-play:
Were Dussel's actions philanthropic? If not, what advice would you give him for getting along with others?
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.

Discussion after the role-play:
Was Anne's action considered to be philanthropic? If so, describe the philanthropic nature of her actions. 		 

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.



Philanthropy Framework:

Submit a Comment

All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.