Lesson Plan

Holocaust: Anne Frank and the Secret Annex

Students will enjoy exploring the Secret Annex and learning more about it

Students will be able to...

1. Analyze and evaluate the impact of people, events, and ideas (Secret Annex and Anne Frank) using multiple types of sources, print and non-print.

2. Write short, concise, and clean responses to questions concerning the Holocaust (in relation to today's lesson), Anne Frank, of the Secret Annex

3. Collaborate with other students to find answers to questions

English Language Arts
Social Studies
Grades 9 – 12
All Notes
Teacher Notes
Student Notes

1 Attention Getter

Once students enter the room, ask them to use their iPads and go to Schoology. There will be a folder marked "Secret Annex: Attention Getter" where they will answer the following questions.

Access Code: RCX3S-Z7V6B

Prompt: Now that we have finished reading Anne Frank's Diary, describe some of the features and characteristics of the Secret Annex then respond to one of the questions below.

1. What did Anne Frank think of the Secret Annex?

2. What would you like to learn about the Secret Annex?

Give students 5-8 minutes to write down their answers. When everyone is done, or the time is up, ask 3-5 students to share their answers. Then ask if there are any other things people would like to learn about the Secret Annex today.

2 Direct Instruction

Start by handing out the printed article "The story of Anne Frank: In Hiding" and read it together as a class (turns or in groups even). 

Discussion Prompt (Article #1):

What did Anne Frank think about the other people in the Secret Annex?

How long were they in there?

What did Anne Frank do sometimes for fun?

What other information about the Van Pels and Fritz Pfeffer do you remember from Anne Frank's Diary?

After the first discussion, hand out the second article, "The story of Anne Frank: The Hiding Place" and read it together as a class. It is a very short article so it shouldn't take long to get through.

Discussion Prompt:

In the article, the Secret Annex is compared to other shelters. What are normal shelters like?

Why would Anne Frank and the rest of the people in the Annex be considered lucky?

Can you see any negatives to their hiding spot?

Do you think they would have been discovered sooner if the bookcase had never been built in front of the door? Why or why not?

3 Guided Practice

Using a computer and projector, start up the virtual tour of the Secret Annex. The tour is a point and click system, allowing you to give extra information and deal with questions in-between pre-recorded information that will read out loud (check speakers). Students should not be using their iPads.

There are two ways to navigate through the Secret Annex virtual tour: by map or linear. Linear means that you will follow the tour as it goes from the front door (bookcase) to the attic. By selecting the map, you can go to any room in the Secret Annex or skip other rooms that seem unimportant.

As a class, go through the Secret Annex virtual tour and ask/answer questions along the way. Make sure to use the pre-recorded messages as they have a lot of useful information!

4 Independant Practice

There are three short videos on their iPads that students will need to watch for their assignment. After they have viewed "Discovered and Arrested", "The fate of those in the Secret Annex", and "Otto Frank tells his story", students will write a 1-2 page paper describing the events that happened after the tenants were arrested from the Secret Annex. They will be required to cover the residents' arrest, where they went, how they were treated, how they died or survived, as well as Otto Frank's return to the diary. 

The paper will be due in two days.

5 Closure

In the last 5-10 minutes of class, ask students to post a short answer on the Schoology discussion board "Secret Annex: Exit Ticket" where they will be asked to provide two things using their iPads.

Access to my discussion board is RCX3S-Z7V6B

1. Give 3 bits of information you learned today about the Secret Annex or after that you found interesting.

2. Give 1-2 ideas of what you are thinking of writing about in your upcoming research paper. 

*(For students who are having a hard time coming up with a topic for their Holocaust Research Paper, recommend that they look at the timelines provided. They may help in picking a topic as well as laying out the history of the Holocaust in a visually-appealing and understandable way.)

When students have provided the post on Schoology and the teacher has seen that everyone has posted, students may leave.