Learners will examine the Holocaust through primary and secondary sources, discover the role their community members played during the era, and the philanthropic acts which contributed to saving lives and helping the war effort during the Holocaust.

The learner will:

• be able to define "primary source."
• identify examples of primary sources.
• define secondary sources and distinguish between primary and secondary sources.
• develop definitions and examples of biography and autobiography.
• gain an understanding of why primary sources are used in examining the past.
• learn to determine the reliability/accuracy of a source.
• read and discuss entries from the Diary of Anne Frank and examine the roles of members of a community (focus on the philanthropic actions of the individuals mentioned in Anne Frank’s diary).
• define philanthropy, role of the individual and community in philanthropic acts.
• develop appropriate applicable vocabulary of philanthropy.
• 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.
• give examples of philanthropic actions within communities during times of crisis.
• relate how the actions of the individuals in the Warsaw Ghetto (or others situations of oppression) reflected protection of core democratic values.
• explain how the individuals in the Warsaw Ghetto used their reserved power to act.
• identify a current issue in human rights and propose philanthropic solutions to alleviate the problem.
• successfully use a timeline from the source, Chronology of the Holocaust.
• generate a questionnaire as the basis for a needs assessment for senior citizens about their community role(s) during World War II.
• interview senior citizens at local seniors’ home.
• engage in on-going reflection and evaluation.
• design the service project.
• produce a Power Pointâ type presentation with emphasis on reflection of examples of philanthropic acts (sacrificing for the good of the community), and highlighting the various roles that were depicted through the interview process.
• present the presentation to the senior citizens with whom they worked.
• define philanthropy, community, and social dynamics.
• recognize the various components of the community, his/her interrelationship, roles, and responsibilities.
• analyze how social dynamics affect philanthropy in the community.
• discover how his/her community participated in philanthropic acts during World War II.
• discover how his/her community today gives of its time, treasure and talent for the common good.
• prepare and publish a manual of philanthropy to be placed in the school library or media center.

The following may be sent to homes as a letter or be placed in the school newsletter:

Dear Parent/Guardian

Our class will be studying the events of the Holocaust and how philanthropists in our community and the community of Anne Frank rose to the crisis and gave of their time,

talent and treasure and voluntarily gave from their hearts and spirits. We will be visiting and talking with seniors in our community to discover their roles and produce presentation for our school and community. We shall also be learning about philanthropy in our community today and publish a manual to be placed in our school library.

• Interactive Parent / Student Homework:
  Lesson One: Primary Source? What is That? - Attachment Two: Your History

Lesson Three: The Roles of Individuals in the Warsaw Ghetto. Learner generated list after discussion with parent/guardian of how they may use their time, talent or treasure for the common good.