A presentation on the implementation of technology within the subject of Anne Frank.

1. The Life of Anne Frank
9 TH
ANNA O’CONNELL
GRADE WORLD HISTORY

2. Technology Integration Rationale
 https://www.dropbox.com/s/zmdq5fspfz3qrvw/Anne%20Fra
nk%20.mov
When teaching the subject and story of Anne Frank’s life,
technology can be implemented to gain a vast amount of
resources and primary sources to understand the subject
better. Anne used the technology of her pen and book to
change the world with her words. Students can gain more
materials about Anne, World War II, and the Holocaust by
using the web and technology rather than just by simply
reading her diary. Fortunately, I was lucky enough to visit the
Anne Frank House, but many students are not. By using
technology, students will be able to understand her story
through historical photos, timelines, and other stories from
WWII.

3. Blog on Anne Frank
 http://www.thehistoryblog.com/archives/29016
Being written on February 4th, 2014, this blog post is
incredibly recent and relevant to the interesting life
of Anne Frank. Students would learn deeper into the
life of Anne as a typical child. This could allow for
any student to connect to Anne as not just a
historical figure but a normal young girl.

4. Podcast of a personal account of a Jew during
WWII
 http://www.ushmm.org/m/audio/VOA_20110707.
mp3
Within this podcast, the listeners are introduced to
Betty Lauer, a Jewish woman who survived World
War II by changing her identity to a Catholic Pole.
This will give the students a new view on the idea of
Jewish identity and the influence of WWII on this. It
will assist auditory learners as well as be a primary
source for students.

5. YouTube video on Anne Frank
 http://www.youtube.com/watch?v=AWRBinP7ans
This video features Anne’s father, Otto. He speaks on
behalf of Anne and her diary that she was keeping
during her experience in the annex during WWII.
The students would understand deeper into her life
through her father’s eyes but also in respect to the
war. It leaves the students with the question of why
we are studying the life of Anne Frank and what we
can learn from her diary and life.

6. Agencies and Organizations
http://www.annefrank.org
This website is based on the Anne Frank House in Amsterdam where Anne hid during the war in
the annex. The site has lots of primary source documents, a virtual tour of the annex, current
news based on Anne Frank, and many different social media links to explore the story of Anne
visually and with audio.

http://annefrank.com/about-the-center/
This museum is a great agency to use to educate students because it has lots of links for students to
understand the story of Anne Frank and how it reflects here in America. The Anne Frank Center
publishes many student art from across America for identity projects in reflection to Anne’s life,
which students can study to understand the importance of Anne in WWII and today.

http://www.annefrank.org.uk
This organization, based in London, is a movement to “challenge prejudice [and] fight hatred”. The
website has many different portals for students to see how Anne’s story inspires people globally
and how they can fight for a social change. Like the other organizations and agencies, the Anne
Frank Trust UK will show students how Anne’s story has become something that is still
applicable to current society and culture.


7. Inspiration 9
The Inspiration graphic map shows the students who was hiding in the
annex during the war along with Anne Frank. The cool part about
Inspiration is that as the students gain more information about Anne’s life,
they can add relationships between the characters. This would give them a
visualization to the life of Anne and her story as an individual within the
war.

8. Teaching Materials
 http://d2buyft38glmwk.c
loudfront.net/media/pdf
/AF_TG_Full.pdf
On this website I was able
to find materials that
relate to the film on Anne
Frank made in 2010 by
PBS. Some of the
activities and worksheets
that the website provides
are great for getting the
class to think deeper
about Anne’s life and her
story.

9. Teaching Materials
 https://www.teachervision.co
m/tv/printables/annecomplet
e.pdf
This worksheet is a fun activity
to understand society during
which Anne’s story takes
place. It’s makes her story
easier to relate to but also
gives students insight on what
life is like while war is
harboring the lives of many.
The worksheet also helps
students work out difficult
vocabulary that Anne may be
using in her diary.

10. Teaching Materials
 http://duffystirling.files.wordpre
ss.com/2011/09/2011-301introduction-to-theholocaust.pdf
Along with learning about the
Franks story, the students need
to understand the broader story
which is that of the history of
WWII. This worksheet by a
history teacher gives a very brief
and basic outlook on the
Holocaust and WWII. Although
very surface level facts on the
Holocaust it will give the
students the information needed
to read Anne’s story.

11. Teaching Materials
 http://www.annefrank.org/en
/News/News/2012/May/App
-Anne-Franks-Amsterdam/
Although intended for being
used in Amsterdam, this web
app called Anne’s Amsterdam
gives a tour of Amsterdam
through Anne’s eyes in 1942.
Students could use this app to
understand what Amsterdam
was like during the war and
how society shifted. They
could get a visual for many of
the different things that Anne
talks about in her diary.

12. Subject-Specific Internet Resources
 http://www.csun.edu/~hcedu013/onlineactivities.ht
ml
On this website they have a large list of online
activities that can be used in the classroom. They
have a few that are based on the Holocaust including
survivor stories and virtual tours of the camps. These
activities would assist the students in understanding
the Holocaust and Anne’s experience in a
concentration camp.

13. Uses of the Internet
 http://www.ushmm.org/wlc/en/article.php?ModuleId=10005224
Through this Online Data Source, the students will get a better view on not
only the experiences within a concentration camp, but learn the facts about
Bergen-Belsen, which was the camp Anne and Margot were sent to. This
website by the United States Holocaust Memorial Museum, gives the
specific information about Bergen-Belsen during WWII and post-WWII.
 http://www.jewishvirtuallibrary.org/jsource/US-Israel/RR5_5_85.html
Different from the Online Data Source, this Online Reference Material can be
used to show the consequences of WWII into the future. By providing the
speech US President, Ronald Reagan gave at Bergen-Belsen in 1985,
students will see how the war and Holocaust is remembered throughout
history. Reagan mentions Anne and her importance as a heroine during the
war and her voice that is still heard today. Students could use this speech
for essays and also answering questions on a primary source document.

14. Web 2.0
 Dropbox
The usage of Dropbox.com is something that I became familiar with when I was a
freshman attending Quinnipiac. It’s an easy way to back up documents, and share
files with friends, family, and peers. Students could use this website to share
homework, essays, and projects with me instead of handing them in hard copies.
With Dropbox I would be able to look over the files and share them back with the
individual students. Our entire class could also share files together for group
projects, etc. It makes collaboration within the classroom incredibly simple.
 GoAnimate for Schools
This web programming is incredibly fun and easy for students to get interested in
different subjects in history! This web software allows for students to create
personal animation to tell a history story that is school appropriate and fun! The
students could use this for a project and as a teacher I could use it in Secondary
classrooms to get them to apply themselves to the subject more fluidly. It could
make something as saddening as the Holocaust and Anne Frank be more interesting
by using animation.

15. Rubrics
 http://www.teach-
nology.com/web_tools/rubrics/general/
I found that this site was incredibly simple for a rubric
generator. It could be used for any project or larger
assignment in the classroom. In reference to Anne
Frank, the rubric could be used for a final
assignment within the lessons. The rubrics make the
guidelines very specific and understandable for all
students to use.

16. Slideshare
 http://www.slideshare.net/aeoconnell/task-stream