Clare Paronich Grade/ Subject Area: 6th grade Social Studies Anne Frank Type of Setting: This lesson

will be taught in a sixth grade classroom in an urban setting. There are thirty students in the classroom and one teacher. All of the students speak English fluently but many also speak another language. There are two students with ADHD and one student with a learning disability. Date of Lesson: April 23, 2012 Purpose: The students will be visiting a museum about Anne Frank in NYC. They have already been taught background information on the Nazis, Germany, and the Holocaust. Now they will see the firsthand experience of a young girl, Anne Frank, who was one of the many victims of the Holocaust. They have been given some background information on her, but it is at the exhibit where they will learn the most. Vocabulary: Germany, Amsterdam, immigrate, Auschwitz, concentration camps, gas chambers, discrimination Objectives: This exhibit will allow the students to understand what a significant effect the Holocaust had on Jews. Students will be ready for a meaningful to the museum. They will come out of the museum with a sense of how the Holocaust affected European Jews. New York State Learning Standards:
NY- New York State Standards Subject: Social Studies (1996) Learning Standard 2 : World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Level : Intermediate Key Idea : The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. s propose a list of characteristics to define the concepts of culture and civilization, explaining how civilizations develop and change s investigate the important achievements and accomplishments of the worlds early civilizations (e.g., African, Greek, Roman, Egyptian, Indian, Chinese) s analyze how the natural environments of the Tigris-Euphrates, Nile, and Indus valleys shaped the early development of civilization (Taken from National Standards for World History) s research an important event or development in world history and include information about how different people viewed the same event (e.g., the French Revolution as witnessed by members of the ruling classes, the revolutionaries, members of the Estates

General, and the Church) s identify different ethnic, religious, and socioeconomic groups throughout the world and analyze their varying perspectives on the same historic events and contemporary issues. Explain how these different perspectives developed. Performance Indicator : Know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations Performance Indicator : Know some important historic events and developments of past civilizations Performance Indicator : Interpret and analyze documents and artifacts related to significant developments and events in world history. Key Idea : Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. read historic narratives, biographies, literature, diaries, and letters to learn about the important accomplishments and roles played by individuals and groups throughout world history explain some of the following practices as found in particular civilizations and cultures throughout world history: social customs, child-rearing practices, government, ways of making a living and distributing goods and services, language and literature, education and socialization practices, values and traditions, gender roles, foods, and religious/spiritual beliefs and practices develop a map of Europe, the Mediterranean world, India, South and Southeast Asia, and China to show the extent of the spread of Buddhism, Christianity, Hinduism, and Confucianism; explain how the spread of these religions changed the lives of people living in these areas of the world (Adapted from National Standards for World History) write diary accounts, journal entries, letters, or news accounts from the point of view of a young person living during a particular time period in world history, focusing on an important historic, political, economic, or religious event or accomplishment study the historical writings of important figures in world history to learn about their goals, motivations, intentions, influences, and strengths and weaknesses. Performance Indicator : Investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history Performance Indicator : Interpret and analyze documents and artifacts related to significant developments and events in world history Performance Indicator : Classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic.

Common Core Standards/ ELA Writing Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding kills to type a minimum of three pages in a single sitting. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

Reading Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Pre-Assessment: The students have had previous lesson on the Holocaust and World War II. In addition, this subject is in the NYS Scope and Sequence for 6th graders. The students will be expected to meet the objectives at a high standard because they are grade appropriate. To do this lesson, the teacher has organized a field trip to the Anne Frank exhibit in NYC. The teacher has handed out permission slips, discussed this trip with the principal, and has asked parents to chaperone the field trip. Lesson Presentation: Set-Induction: Before going on the field trip, the teacher will review the vocabulary from the previous lesson on the Holocaust. The teacher will introduce the new vocabulary that pertains to the Museum. While the students are waiting for the buses to arrive, they will complete a word search that contains the vocabulary. The students will be given a list of question to answer after the students visit the museum and watch the video at the museum Procedure: On the field trip, the students will be viewing a timeline of events. The students will view a timeline of what was going on in Europe from 1939 until 1945. The students will also be viewing a timeline of events from Anne Franks life during this same time period. The students will be allowed to take pictures of the timeline because they will be constructing their own timeline. The students will be instructed to take careful notes on the events and dates from the timeline. Then, the students will be taken downstairs to view a video that was about twenty-five minutes long. This video is another timeline of the events that were taking place in Europe and at the same time events that were taking place in Anne Franks life. The students will also be instructed to take careful notes. Closure: On the way home from the field trip, the teacher will discuss the museum. She will ask the students what they liked most about the museum and what they did not like. She will ask them if the students

found the museum information similar to what they have been learning about in class about the Holocaust. Finally, the teacher will review the vocabulary with the students and ask the students if there was anything they did not understand about the museum. Finally the teacher will go over the worksheet she handed out before the students visited the museum. Materials and Resources: Diary of Anne Frank Access to a museum www.taskstream.com www.freepuzzlemaker.com Follow-Up Activity: The students will be reading the Diary of Anne Frank for the follow up activity. They will be reading it in class with the teacher and will be assigned chapters to read at home. While reading this diary, they will be expected to keep logs on the chapters. After reading the diary, they will have to do a book report on the Diary of Anne Frank. Evaluation and Assessment: After visiting the museum, the students will work in group of 3 or 4 to construct a timeline of Anne Franks life. They need to be sure to include key points in her life like when she immigrated to Amsterdam, when she had to hide in the annex, when she was captured, her life in Auschwitz and finally her death. The students will use their prior knowledge of the Holocaust, the museum visit, and they will be allowed to use the internet and websites to help them construct a timeline. They will be graded based on the rubric. (see attached) Differentiated: While on the field trip, the students with disabilities and ADHD will have special chaperones to ensure their safety. The chaperones will help them take notes and keep them focused while at the museum and watching the video. In addition, the group work is designed to help the students construct the timeline. However, if the students with ADHD and disabilities prefer to work individually that would be allowed.