This document outlines a lesson plan for a 9th grade language arts class on The Holocaust and The Diary of Anne Frank. Students are divided into groups and each group is assigned a person from The Diary of Anne Frank to research. They will create a poster with information about their assigned person and present their findings to the class. The process involves researching online and in books to complete the poster and a diary entry from the perspective of their assigned person. The lesson aims to provide an in-depth study of the characters and real people depicted in Anne Frank's diary to help students better understand The Holocaust.

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[Teacher Page]
A WebQuest for 9th Grade (Language Arts)
Designed by
Katie Gelroth
Ktgirl142@aol.com
Based on a template from The WebQuest Page
The Holocaust
The Diary of Anne Frank

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[Teacher Page]
For the past few weeks our class has been reading, studying, and
examining The Diary of Anne Frank. We have learned much about
Anne as well as her family and friends. We have gotten great insight
to these people and their lives during The Holocaust. Today I would
like you to dive a little further in and become investigators of these
peoples lives before, during, and after The Holocaust.
Each of your groups have been given a name of a person who
appears in The Diary of Anne Frank. It is your job to research that
person and find out as much information about them as you can.
When you have finished researching we will come together as a class
to see what each group has discovered about the lives of these
people and discuss what was the included or left out of Anne’s Diary.
So get started and good luck!
Introduction

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[Teacher Page]
The task with your group will be to research one of
the lives in The Diary of Anne Frank.
As of now you are all investigators of these peoples’
lives before, during, and after The Holocaust and
World War II.
After you have finished your research your group will
make a poster about this person that includes
important information as well as pictures.
At the end of this week we will be coming together as
a class so that each group can share what they have
found out with the rest of the class!
Title
The Task
Task (page 2)

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[Teacher Page]
1. First get into your assigned groups : below I have listed what
person you are to research based upon what group number you are.
Group 1: Anne Frank Group 2: Otto Frank
Group 3: Peter Van Daan Group 4: Miep Gies
Group 5: Margot Frank
You will have 2 class periods to complete this project. This
includes finishing the poster and the diary entry! At the beginning of class
on Friday each group will be presenting to the class.
2. In each of your groups decide how you will work as a team to
complete the project. Some of you may want to look for pictures, others may
want to search the web for information, and you might want to assign a
couple people to work on the poster as you find the information. You must
decide as a group how the work will be split up. Remember that teamwork
and use of class time will be a part of your final grade!
3. Here are the questions you will be answering and that need to
show somewhere upon your poster.
1. Name of the person and person’s family members.
2. Where was this person born?
3. When was this person born?
The Process
Process (page 2)

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[Teacher Page]
4. What was their role during The Holocaust? (where were they, hidden,
helping others, etc. I want to know where they were and what they were
doing)
5. What role did they play in The Diary of Anne Frank?
6. Give 5 significant facts about this person’s life. Such as a hobbies, likes,
dislikes. Did they survive (if so what did they do after the war?) If they
didn’t survive when did the die and how? Any relevant fact that you find
will be appropriate.
7. You must provide 3-5 pictures of this person during his/her lifetime. If
you cannot find pictures of the person look for pictures of places they
lived or when to before, during, or after The Holocaust
Here are some websites that your groups may find useful:
Http://www.annefrank.org/content.asp?pid=1&lid=2
Http://www.bbc.co.uk/annefrank/biogs/ottofrank.shtml
Http://www.ushmm.org/wlc/article.php?Moduleld=10005210
Http://teacher.scholastic.com/frank/miep.htm
Http://www.findagrave.com/cgi-bin/fg.cgi?GRid=16636468&page=gr
Http://www.pocantiocohills.org/womenenc/frank.htm
Http://www.aushwitz.dk/
Http://hiostoricalbiographies.suite101.com/article.cfm/anne_frank_and_the frank_fam
Also remember that you can use information from the book itself!
.
The Process (contd…)
Process (pag

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After your group has finished putting your poster together please double
check the list and the rubric to make sure you have included everything!
(The rubric can be found on the next page)
Also make sure that you have sighted the sources you have used either on the
back of your poster or on a separate sheet of paper to turn in!
Diary Entry: (1 page, double spaced, typed)
 This entry must be completed in class and must be ready to hand in with
the poster.
 You have all read The Diary of Anne Frank. This book shows Anne’s point of
view but now it is your turn to interpret and show what the other people in
Anne’s life were thinking.
 Create a diary entry of the person you have researched during the time of
The Holocaust. This can be about how they were feeling, what they might
have been seeing, or their day to day activities. It is up to you!
 You may choose to have one person write this or work as a group to write
it. Either way you are a team so you are all responsible for the work each of
you does. You will be reading this diary entry aloud to the class along with
your poster presentation!
If you have any questions please feel free to ask me or a peer!
The Process (contd…)

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CATEGORY 4 3 2 1
Content -
Accuracy
At least 10 accurate
facts are displayed on
the poster.
7-9 accurate facts are
displayed on the
poster.
6-8 accurate facts are
displayed on the
poster.
Less than 6 accurate
facts are displayed
on the poster.
Graphics -
Relevance
All graphics are related
to the topic and make
it easier to
understand. All
borrowed graphics
have a source citation.
All graphics are related
to the topic and most
make it easier to
understand. All
borrowed graphics
have a source citation.
All graphics relate to
the topic. Most
borrowed graphics
have a source citation.
Graphics do not
relate to the topic OR
several borrowed
graphics do not have
a source citation.
Grammar There are no
grammatical mistakes
on the poster.
There are 2
grammatical mistake
on the poster.
There are 3
grammatical mistakes
on the poster.
There are more than
4 grammatical
mistakes on the
poster.
Attractivene
ss
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is attractive
in terms of design,
layout and neatness.
The poster is
acceptably attractive
though it may be a bit
messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Use of Class
Time
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
Worked well together
as a group to complete
project.
Used time well during
each class period.
Usually focused on
getting the project
done and never
distracted others.
Most of the members
of the group worked
together to complete
the project.
Used some of the time
well during each class
period. There was
some focus on getting
the project done but
occasionally distracted
others. A few group
members worked
together as a group to
complete project.
Did not use class
time to focus on the
project OR often
distracted others.
Didn't work together
as a group at all to
complete the project.
Rubric

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The stories of The Holocaust are
terrible, but through it all we have
learned about people who were
willing to help those in need and
risk everything to save a few.
We must remember Anne Frank,
her family, and friends.
Remember what they went
through and how hatred and
prejudice destroyed so many
lives. We must remember the
sacrifices they made and horrors
they went through.
Most of all we must learn from
the past. Small hateful words can
turn in to big hateful ideas. The
inability to do what is right and
simply follow can lead to
catastrophe.
I hope that you have all learned
from Anne Frank and her diary.
Conclusion

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Pictures Included:
Title Picture: www.flickr.com/photos/saphira/3286695629/
Claudia Vieira, February 17, 2009
Anne Frank Rock: www.flickr.com/photos/brewbooks.1573562971/
Brewbooks, October 14, 2007
Man in Fence: www.flickr.com/photos/ozvards/191304036/
Uzvards, July 16, 2006
Shoes of Auschwitz: www.flicr.com/photos/4066806@noo/543475369/
Six in the world, June 12, 20007
This Project was centered around The Diary of Anne Frank.
The WebQuest Page and The WebQuest Slideshare Group
Credits & References

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Teacher Page
A WebQuest for 9th Grade (Put Subject Here)
Designed by
Katie Gelroth
Ktgirl142@aol.com
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
The Holocaust. The Diary of Anne Frank
(Ms. Katie Gelroth)

11. [Student Page]
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This lesson was developed as a follow up lesson to The Diary of Anne Frank and as
a unit activity when studying The Holocaust. It was made to collaborate with a
history class so that the students will be studying WWII while at the same time
reading The Diary of Anne Frank.
With this activity I wanted students to do an in-depth study of the people in Anne’s
Diary. The Holocaust is a very broad and sensitive subject. With using real
characters and people that the students have been reading about it gives them a
chance to relate this activity back to their reading, and back to the information that
they have been learning about WWII in their history class.
This lesson requires students to use many abilities and strategies to complete the
project. They will be using teamwork skills, research/internet skills, writing skills, and
reading skills.
At the end of the lesson I wanted students to walk away with a knowledge of WWII,
The Holocaust, and The Diary of Anne Frank. As I said before it is meant to be a
follow up lesson to the book. It lets the students get out of the classroom and use
outside knowledge and sources to relate back to what they have been learning in
the classroom.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)

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This lesson is designed for a ninth grade Language Arts class and involves the
history of WWII as well.
Although I believe that The Holocaust should be studied in-depth in the ninth grade
this webquest could work for a younger or an older classroom, for younger classes
adaption's might need to be made. This webquest could also be adapted to a
history classroom during the study of WWII
Evaluation
Teacher Script
Conclusion
Learners (Teacher)

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Curriculum Standards (Teacher)
Poudre School District Standards
Standard 5: Research
 Use organizational features of printed text to locate information (e.g., prefaces,
afterwards, appendices)
 Use organizational features of electronic information (e.g., keyword searches,
internet search engines, library and interlibrary catalog databases) to locate relevant
information
 Recognize bias in a variety of texts
 Locate meanings, pronunciations and derivations of unfamiliar words independently
using dictionaries, glossaries and other sources
 Use note taking strategies to collect and synthesize information from a variety of
resources
 Continue to define and refrain from plagiarism
 Practice the use of MLA works cited style to document sources used to create
research products
 Produce a documented report and/or media presentation with cited sources
(http://www.psdschools.org/documentlibrary/downloads/Curriculum/Standards/Essential
_Standards/Language_Arts/K-12_Essential_Standards_Language_Arts-Complete.pdf)

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The Process (Teacher)
(Also Reference Back to Students Version of Process for further details.)
1. First have students get into assigned groups (you will want to do this before class, it’s up to you how you group the
students. You can let them choose, decide for them based upon who would work well together, simply number off, etc – use what works
best for your class.) : below I have listed what person each group is to research based upon what group number they are.
Group 1: Anne Frank Group 2: Otto Frank
Group 3: Peter Van Daan Group 4: Miep Gies
Group 5: Margot Frank
Students will have 2 class periods to complete this project. This might include a Monday & Wednesday (if
you meet 3 times a week) with the presentation on Friday. Or You can complete it over a two-week period depending on what
else you might be working on in class or the age/pace of your students). This includes finishing the poster and the diary entry!
At the beginning of class on Friday (or when you choose) each group will be presenting to the class This is not a project you
want to rush through too quickly. The Holocaust is a sensitive subject and needs a lot of discussion time and study time.
2. Each group will decide how they will work as a team to complete the project. (Along with a great language arts activity
this is also a great team building, group work, activity) .You might suggest that some students look for pictures, others may want to
search the web for information, or the group may want to assign a couple people to work on the poster as they find the information. They
must decide as a group how the work will be split up. Teamwork and use of class time will be a part of the final grade!
3. Here are the questions students will be answering and that need to show somewhere on their poster. (for an older or
younger class you can change the questions, add to, take away, etc.)
1. Name of the person and person’s family members.
2. Where was this person born?
3. When was this person born?
4. What was their role during The Holocaust? (where were they, hidden, helping others, etc. I want to know where
they were and what they were doing)
5. What role did they play in The Diary of Anne Frank?
6. Give 5 significant facts about this person’s life. Such as a hobbies, likes, dislikes. Did they survive (if so what did
they do after the war?) If they didn’t survive when did the die and how? Any relevant fact that you find will be appropriate.
7. You must provide 3-5 pictures of this person during his/her lifetime. If you cannot find pictures of the person look
for pictures of places they lived or when to before, during, or after The Holocaust
Here are some websites that the groups may find useful: (Again you can add to or take away from this list)
Http://www.annefrank.org/content.asp?pid=1&lid=2
Http://www.bbc.co.uk/annefrank/biogs/ottofrank.shtml
Http://www.ushmm.org/wlc/article.php?Moduleld=10005210
Http://teacher.scholastic.com/frank/miep.htm
Http://www.findagrave.com/cgi-bin/fg.cgi?GRid=16636468&page=gr
Http://www.pocantiocohills.org/womenenc/frank.htm
Http://www.aushwitz.dk/
Http://hiostoricalbiographies.suite101.com/article.cfm/anne_frank_and_the frank family

15. After each group has finished putting their poster together have them double check the list and the rubric to make sure they
have included everything!
(The rubric can be found on the next page)
Also make sure that you they know how and have sighted the sources they used either on the back of their poster or on a
separate sheet of paper to turn in!
Diary Entry: (1 page, double spaced, typed) – For a history class you may want to leave this activity out. Or you can adapt
this lesson to be easier, harder, etc for an older or a younger class. Again, use what works best for your class!
 This entry must be completed in class and must be ready to hand in with the poster.
 You have all read The Diary of Anne Frank. This book shows Anne’s point of view but now it is your turn to interpret and
show what the other people in Anne’s life were thinking.
 Create a diary entry of the person you have researched during the time of The Holocaust. This can be about how they were
feeling, what they might have been seeing, or their day to day activities. It is up to you!
 You may choose to have one person write this or work as a group to write it. Either way you are a team so you are all
responsible for the work each of you does. You will be reading this diary entry aloud to the class along with your poster
presentation!
Make sure to answer any questions or concerns the students have. Make sure you are observing to see how the students are
getting along, how their work is going, offer helpful suggestions, etc.
Process Continued…

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Teacher Page
Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books (The Diary of Anne Frank)
•Access to a Library (with computers) or a computer lab for two-days
•Poster-boards for each group
•Markers, crayons, etc to use to make the posters.
•If you are teaching it with a history class you might want to include the
history teacher as a resource.
•You can find links to possible websites to use on the Process page.
•3 class periods (time)
One teacher will be enough to implement this lesson. However the students’ history
class is studying WWII you might want to include their history teacher to adapt or
change the product for more or less detail. Also because this is a sensitive subject
you may want to get some parent help so that the parents feel involved and
informed about what their students are learning. (This is up to you, it may also be
helpful to have parents to aid each group with their work).
Evaluation
Teacher Script
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Resources (Teacher)

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By the end of this lesson students will have made a finished product to present to
the class that is based on research of The Holocaust. This research is to be done
as a group using teamwork. This information is to be relevant to the subject and to
each of the groups individual lives from The Diary of Anne Frank.
They will have sighted each source they have used in MLA style.
See Rubric on student pages for further information about what students will be
asked to complete.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)

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The Diary of Anne Frank and the history of The Holocaust are both very
sensitive but immensely important subject matter to teach. Part of our
roles as English teachers includes not just teaching our students how to
read and write but also the importance of words and what they can
mean for someone. Anne Frank was a real girl who used words to help
her get through one of the toughest times in her life. All students can
learn and relate to this girl. Although they may not be going through as
dire a situation as Anne Frank all teenagers can empathize and relate
to what she was going through as an adolescent and as a person even
if they can’t relate to the circumstance.
It is important to let our students research and get to know the book
through outside sources. It makes the story more real and it helps them
learn the research skills they will need for the future. This book teaches
many important lessons and opens up a world of questioning for our
students.
Anne Frank may have been a young girl, but her words and her ideas
cannot be overlooked or forgotten. Through her diary, her family, and
her history our students can learn the importance of family, of
friendship, of what can happen when power is put in the wrong hands,
and what happens when people follow a leader unquestioningly.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)