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  1. 1. The Life of Anne Frank 9 TH ANNA O’CONNELL GRADE WORLD HISTORY
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 16. Slideshare  http://www.slideshare.net/aeoconnell/task-stream