THE DIARY of ANNE FRANK: Know-The-Show Guide
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Serve the Lord with Gladness! Come Before His Presence with Singing
Serve the Lord with gladness! Come before His presence with singing. PSALM 100:2 These words are inscribed above the Princeton University Chapel arch under which all Westminster students pass in the Commencement procession. Rider University Statement of Community Values In our endeavor to make Rider University a just community, we commit ourselves, as caring individuals, to the following principles: that our rigorous intellectual life nourishes our minds and spirits; • that no person travels these halls as a stranger; • that integrity of word and deed forms the foundation of all relationships; • that we recognize that real leadership is derived from service to others; • that we celebrate our differences for they are our strength; • that we are proud of this special place, entrusted to us by past generations, nurtured by us for future ones; • that we share not one Truth, but respect our common pursuit for understanding; • and through the time we spend here, we are forever joined to each other and to Rider University. • Adopted on University Day, April 12, 2001 • Rider University wishes to express appreciation to President Christopher L. Eisgruber and Princeton University for the use of the Chapel for this ceremony. 2 Rider University Board of Trustees Chair: MichAeL B. Kennedy ’72, ’75 Vice Chair: John GuArino ’82 Secretary: ChriStoPher NikoLich ’92 President: Gregory G. Dell’OMo Ralph AnderSon, Jr. ’81 Terry McEwen ’98 ALberto BaptiSte ’80 Donald MonkS ’70 LouiSe Hall BeArd (WCC) ’71 Thomas M. MuLhAre ’70 F. ChriStoPher CArotherS ’91, ’94 LewiS J. Pepperman Robert ChriStie ’76 DeniSe PetittA ’86, ’91 Jeffrey CorneLiuS (WCC) ’70 William (Bill) M. -
Who Was Anne Frank? Pdf, Epub, Ebook
WHO WAS ANNE FRANK? PDF, EPUB, EBOOK Ann Abramson,Nancy Harrison | 103 pages | 01 Feb 2007 | Penguin Putnam Inc | 9780448444826 | English | New York, United States Who Was Anne Frank? PDF Book Upon his death, Otto willed the diary's copyright to the Fonds, on the provision that the first 80, Swiss francs in income each year was to be distributed to his heirs. Her writings reveal a teenage girl with creativity, wisdom, depth of emotion and rhetorical power far beyond her years. She is seen leaning out of a second-floor window in an attempt to better view the bride and groom. In , Otto Frank took action against Heinz Roth of Frankfurt, who published pamphlets stating that the diary was "a forgery". Her life and writings have inspired a diverse group of artists and social commentators to make reference to her in literature, popular music, television, and other media. Archived from the original on 14 April When a man named Edgar Geiss distributed the same pamphlet in the courtroom, he too was prosecuted. It was first published in Germany and France in , and after being rejected by several publishers, was first published in the United Kingdom in Frank decided she would use it as a diary, [22] and she began writing in it almost immediately. Anne Frank is included as one of the topics in the Canon of Dutch History , which was prepared by a committee headed by Frits van Oostrom and presented to the Minister of Education, Culture and Science, Maria van der Hoeven , in ; the Canon is a list of fifty topics that aims to provide a chronological summary of Dutch history to be taught in primary schools and the first two years of secondary school in the Netherlands. -
The Dramatization of the Diary of Anne Frank and Its Influence on American Cultural Perceptions
GOOD AT HEART: THE DRAMATIZATION OF THE DIARY OF ANNE FRANK AND ITS INFLUENCE ON AMERICAN CULTURAL PERCEPTIONS A thesis submitted to Kent State University in partial fulfillment of the requirements for the degree of Master of Arts by Whitney Lewis Stalnaker May, 2016 © Copyright All rights reserved Except for previously published materials Thesis written by Whitney Lewis Stalnaker B.S., Glenville State College, 2011 M.A., Kent State University, 2016 Approved by Dr. Richard Steigmann-Gall , Advisor Dr. Kenneth Bindas , Chair, Department of History Dr. James Blank , Dean, College of Arts and Sciences TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................... iii PREFACE ........................................................................................................................................v ACKNOWLEDGMENTS ............................................................................................................. ix INTRODUCTION ...........................................................................................................................1 Historiography ...............................................................................................................5 Methodology ..................................................................................................................9 Why This Play? ............................................................................................................12 CHAPTERS -
The GIA Historical Music Series
GIA Publications, Inc. 2018 2018 Music Education Catalog At GIA, we aspire to create innovative resources that communicate the joys of music making and music learning—that delve deeper into what it means to be musical. By working with leading authors who represent the very best the profession has to offer for all levels from preschool through college and beyond, GIA seeks to help music teachers communicate the joy, art, skill, complexity, and knowledge of musicianship. This year we again offer a wide range of new resources for early childhood through college. Scott Edgar explores Music Education and Social Emotional Learning (page 7); the legendary Teaching Music through Performance in Band series moves to Volume 11 (page 8); Scott Rush publishes Habits of a Significant Band Director (page 9) and together with Christopher Selby releases Habits of a Successful Middle Level Musician (pages 10-11). And there’s finally a Habits book for choir directors (page 12). James Jordan gives us four substantial new publications (pages 13-16). There’s also an Ultimate Guide to Creating a Quality Music Assessment Program (page 19). For general music teachers, there is a beautiful collection of folk songs from Bali (page 21), a best- selling book on combining John Feierabend’s First Steps in Music methodology with Orff Schulwerk (page 23), plus the new folk song picture book, Kitty Alone (page 24), just to start. All told, this catalog has 400 pages of resources to explore and enjoy! We’re happy to send single copies of the resources in this catalog on an “on approval” basis with full return privileges for 30 days. -
Anne Frank: the Commemoration of Individual Experiences of the Holocaust
Journalism and Mass Communication, September 2016, Vol. 6, No. 9, 542-554 doi: 10.17265/2160-6579/2016.09.004 D DAVID PUBLISHING Anne Frank: The Commemoration of Individual Experiences of the Holocaust Rudi Hartmann University of Colorado Denver, Denver, USA Holocaust memorial sites rarely tell the story of individual fates but rather give attention to the main or larger population groups that were the focus of persecution and extermination during the Nazi Germany twelve years of terror in Europe 1933-45. This essay takes a closer look at one of the most remarkable exemptions of the prevailing memory culture at Holocaust memorials: the sites and events highlighting Anne Frank and her short life in troubled times. Over the past years millions of travelers from all over the world have shown a genuine interest in learning about the life world of their young heroine thus creating what has been termed Anne Frank Tourism. In 2014, 1.2 million people visited the Anne Frank House in Amsterdam: the museum and educational center, the place in hiding where she wrote her now famous and widely read diary. Several other sites connected to the life path of Anne Frank, from her birth place in Frankfurt to the Bergen-Belsen Concentration Camp where her life prematurely ended, have also become part of the mostly young tourists’ search for Anne Frank’s life and legacy. With the rising popularity of Anne Frank related sites the management of some of the locales has become more problematic which is discussed in the context of a several museums, centers and historic sites. -
Anne Frank in Historical Perspective: a Teaching Guide for Secondary Schools
DOCUMENT RESUME ED 391 710 SO 025 758 AUTHOR Grobman, Alex; Fishman, Joel TITLE Anne Frank in Historical Perspective: A Teaching Guide for Secondary Schools. INSTITUTION Martyrs Memorial and Museum of the Holocaust of the Jewish Federation, Los Angeles, CA. PUB DATE 95 NOTE 89p.; Some pictures may not photocopy well. For related item, see SO 025 756. Funding for this publication received from Ore-Ida Foods, Inc. AVAILABLE FROMMartyrs Memorial and Museum of the Holocaust, 6505 Wilshire Boulevard, Los Angeles, CA 90048-4906. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Adolescent Literature; *Anti Semitism; Attitudes; Bias; Ethnic Bias; Ethnic Discrimination; History Instruction; Interdisciplinary Approach; *Jews; *Judaism; *Nazism; Reading Materials; Secondary Education; Social Bias; Social Studies; Values; World History; *World War II IDENTIFIERS Diary of Anne Frank; *Frank (Anne); *Holocaust; Holocaust Literatue ABSTRACT This guide helps secondary students to understand "The Diary of Anne Frank" through a series of short essays, maps, and photographs. In view of new scholarship, the historical context in which Anne Frank wrote may be studied to improve the student's perspective of recent history and of the present. A drawing shows the hiding place in the home where the Frank family lived. The essays include:(1) "The Need for Broader Perspective in Understanding Anne Frank's Diary" (Joel S. Fishman); (2) "The Uniqueness of the Holocaust" (Alex Grobman);(3) "Anne Frank's World" (Elma Verhey); (4) "Anne Frank and the Dutch Myth" (Elma Verhey);(5) "A New Perspective on Helpers of Jews During the Holocaust: The Case of Miep and Jan Gies" (Dienke Hondius);(6) "Teaching the Holocaust through the Diary of Anne Frank" (Judith Tydor Baumel);(7) "Examining Optimism: Anne Frank's Place in Postwar Culture" (Alex Sagan);(8) "Dutch Jewry: An Historical Overview"; and (9) "Chronology of the Frank Family and the Families in the Secret Annex." A selected bibliography accompanies the text. -
Pioneer.V12i1.485
DOI: https://doi.org/10.36841/pioneer.v12i1.485 PIONEER VOLUME 12, Issue 1, June 2020: 55 - 72 FRAN.‘S CRITICIS0 TOWARD NAZIS0 AS SEEN F520 THE LIVES OF THE CHARACTERS IN THE DIARY OF A YOUNG GIRL Adriya Vitalya Gemilang Universitas Sarjanawiyata Tamansiswa Yogyakarta [email protected] Abstract: This research is analyzing a diary by Anne Frank. It tells the readers about the lives of the Jews during the Nazi occupation. The diary describes the experiences of the Jews in order to survive during Nazism. It tells how the Jews are discriminated and suffered by Nazism. Anne Frank describes their everyday life vividly and in honest way which brings the readers to understand their experiences without experience it. The objective of this research is to identify Frank‘s criticism toward 1azism as seen from the lives of the characters. In order to accomplish the objectives, the library research is used since many data and theories are collected from some books. In order to analyze the problem, the writer employs the sociocultural-historical approach. It is used to identify criticism toward Nazism. The result of the analysis shows that there is Frank‘s criticism toward 1azism in the description of the lives of the characters under the 1azis occupation. Through her diary, Anne Frank criticizes the discrimination, the lack of education, the hunger, the chaos and the mass killing during the reign of Nazism in the Netherlands. Keywords: Frank‘s criticism, nazism, the diary of a young girl INTRODUCTION History has a function to awaken human about the process of revolution and society development in time dimension, which is to build perspective and historical consciousness in discovering the past, the present, and the future. -
CURRENT EVENTS Lesson of the Day: 'The Lost Diaries of War'
Senior Level 5 (1045) Remote Learning Assignment – Week of May 11, 2020 CURRENT EVENTS Lesson of the Day: ‘The Lost Diaries of War’ In this lesson, students will consider the power of first-person accounts in understanding history. Lesson Overview Featured Article: “The Lost Diaries of War” by Nina Siegal and Josephine Sedgwick Volunteers have begun an effort to transcribe the pages of more than 2,000 diaries written by ordinary people during the Nazi occupation of the Netherlands. Their voices, filled with anxiety, isolation and uncertainty, resonate powerfully today. In this lesson, you’ll consider the value that first-person accounts like diaries and letters can have when it comes to understanding history. Here is the link to the article- (you may have to log-in and get a free account); text is included below for anyone with log- in issues. From The New York Times: Lesson of the Day: ‘The Lost Diaries of War’ In this lesson, students will consider the power of first-person accounts in understanding history. https://www.nytimes.com/2020/04/17/learning/lesson-of-the-day-the-lost-diaries-of-war.html?smid=em-share Questions for Writing- First, read the introduction and answer the following questions: 1. Why did the Dutch minister of education tell citizens to preserve the diaries and letters they had written during the Nazi occupation of the Netherlands? Then, choose one diary entry to read in full and continue to respond to the questions: 2. What did you learn about the Nazi occupation from the entry that you might not have learned from a more formal source, like a textbook or newspaper article? (Use quotes!) 3. -
Loe De Jong 1914-2005
boudewijn smits Loe de Jong 1914-2005 Historicus met een missie bijlagen 8 tot en met 11 Boom Amsterdam inhoud bijlage 8 NOTEN Inleiding 5 Hoofdstuk 1 7 Hoofdstuk 2 19 Hoofdstuk 3 35 Hoofdstuk 4 53 Hoofdstuk 5 70 Hoofdstuk 6 82 Hoofdstuk 7 100 Hoofdstuk 8 111 Hoofdstuk 9 119 Hoofdstuk 10 131 Hoofdstuk 11 141 Hoofdstuk 12 154 Hoofdstuk 13 166 Hoofdstuk 14 178 Hoofdstuk 15 190 Hoofdstuk 16 200 Hoofdstuk 17 215 Hoofdstuk 18 223 Hoofdstuk 19 234 Hoofdstuk 20 243 Hoofdstuk 21 256 Hoofdstuk 22 266 Hoofdstuk 23 272 Hoofdstuk 24 288 Hoofdstuk 25 301 Hoofdstuk 26 315 Hoofdstuk 27 327 Hoofstuk 28 339 Hoofstuk 29 350 Hoofdstuk 30 360 Slotbeschouwing 371 bijlage 9 english summery 373 bijlage 10 geÏnterVIEWDE Personen 383 bijlage 11 geraadPleegde arChieVen 391 bijlage 8 NOTEN inleiding 1 Ernst H. Kossmann, ‘Continuïteit en discontinuïteit in de naoorlogse geschiedenis van Nederland’, Ons Erfdeel 28, nr. 5 (1985): 659-668, aldaar 660. 2 Een ander monumentaal werk is A study of History (Oxford 1934-1961) van de Britse historicus Arnold Toynbee dat in to- taal 12 delen omvat en meer dan 7000 bladzijden telt. 3 De Jongs oeuvre telt bij benadering 46.500 bladzijden. Zijn journalistiek werk: 24.742 blz. Specificatie: De Groene Am- sterdammer (februari 1937-mei 1940), circa 8000 blz.; Radio Oranje (juli 1940-augustus 1945), inclusief de geallieerde strooibladen De Wervelwind en De Vliegende Hollander en vanaf de bevrijding, Herrijzend Nederland, circa 10.000 blz.; zijn verzetstitel Holland fights the Nazis (1940): 138 blz. en de vierdelige reeks Je maintiendrai (1940-1944) exclusief bijlagen: 1447 blz.; 21 jaar buitenlandrubriek Vrij Nederland (van 1949 tot 1969): 5000 blz. -
The Diary of Anne Frank
The Diary of Anne Frank by Frances Goodrich & Albert Hackett Adapted by Wendy Kesselman Classroom Activity Guide researched and written by the Education Department of The Shakespeare Theatre of New Jersey Artwork: Scott McKowen The Shakespeare Theatre of New Jersey THE DIARY OF ANNE FRANK: Classroom Activity Guide In This Guide – About This Guide........................................................................................................2 – Quiz – Who Said That?................................................................................................3 – Quiz – Test Your Understanding .................................................................................4 – Topics for Discussion..................................................................................................6 – About this Production.................................................................................................6 – Follow-up Activities....................................................................................................7 – Meeting the Core Curriculum Standards.....................................................................8 – Sources and Further Reading......................................................................................9 – About the Shakespeare Theatre of New Jersey............................................................10 – Additional Opportunites for Students and Teachers....................................................11 1 The Shakespeare Theatre of New Jersey THE DIARY OF ANNE FRANK: -
Westminster Choir College Alumni Council President: James Busby ’85, ’92 Vice President: Anthony M
Serve the Lord with gladness! Come before His presence with singing. PSALM 100:2 These words are inscribed above the Princeton University Chapel arch under which all Westminster students pass in the Commencement procession. Rider University Statement of Community Values In our endeavor to make Rider University a just community, we commit ourselves, as caring individuals, to the following principles: that our rigorous intellectual life nourishes our minds and spirits; • that no person travels these halls as a stranger; • that integrity of word and deed forms the foundation of all relationships; • that we recognize that real leadership is derived from service to others; • that we celebrate our differences for they are our strength; • that we are proud of this special place, entrusted to us by past generations, nurtured by us for future ones; • that we share not one Truth, but respect our common pursuit for understanding; • and through the time we spend here, we are forever joined to each other and to Rider University. • Adopted on University Day, April 12, 2001 • Rider University wishes to express appreciation to President Christopher L. Eisgruber and Princeton University for the use of the Chapel for this ceremony. 2 Rider University Board of Trustees Chair: Robert S. SchiMek ’87 Vice Chair: John GuArino ’82 Secretary: ChriStoPher NikoLich ’92 President: Gregory G. Dell’OMo ALberto BaptiSte ’80 Thomas M. MuLhAre ’70 LouiSe Hall BeArd WCC ’71 GAry Neubeck ’76, ’82 F. ChriStoPher CArotherS ’91, ’94 LewiS J. Pepperman Robert ChriStie ’76 DeniSe PetittA ’86, ’91 Jeffrey CorneLiuS WCC ’70 BArry RAbner E. Bruce DiDonAto ’76 William M. -
Timeline of Events Europe and the Frank Family
TIMELINE OF EVENTS EUROPE AND THE FRANK FAMILY Nov. 11, The Central Powers declare defeat and an armistice is signed, ending World War I. 1918 June 28, The Treaty of Versailles is signed, which strips Germany of its colonies; limits its military; 1919 forces it to concede 13% of its prewar territory, which includes 10% of its population; and makes it pay reparations to the Western Powers. The Treaty also contains the "War Guilt Clause," which holds Germany solely responsible for starting World War I. Aug. 11, After Imperial Germany is defeated by the Western Powers, a new parliamentary democ- 1919 racy, known as the Weimar Republic, is established. Political cartoon depicting the Sept. 12, As part of his intelligence gathering position within the German Army, Hitler attends a crushing weight of reparations 1919 meeting of the German Workers Party (DAP) and joins a month later. imposed upon Germany. Feb. 24, The DAP changes its name to the National Socialist German Worker's Party, also known as 1920 the Nazi Party. The Nazi Party sets out certain aims, such as national unity based on racial 1921 After being voted in as party chairman, Hitler names himself Führer (“leader”) of the Nazi Party. Nov. 11, Hitler leads the Nazis in a failed attempt to overthrow the local Bavarian government, 1923 later known as the Beer Hall Putsch. After the Putsch fails, Hitler is arrested and the Nazi Hitler (bottom left) during March 3, Hitler is convicted of treason and sentenced to five years imprisonment, of which he only WWI. 1924 serves nine months.