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The diary of Anne Frank

A prezi presentation of Anne Frank.
by

Mariona Roig

on 31 May 2011

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Transcript of The diary of Anne Frank

Anne Frank's Diary A project based on
"The Multiple Intelligences Theory" and "The Learning based Projects methodology". Name: Mariona Roig
Level: 2nd ESO C
Subject: English Activity 1:
Visual Intelligence, Intrapersonal intelligence and linguistic intelligence Before starting reading the book, we watched a trailer of a film, called; Anne Frank: the whole story. The rest of the class, we started reading the book trying to simulate the conditions in the Secret Annexe in completely silence for 45 minutes. Activity 3:
Methodology: Learning based on problems 1.1 How did the II World War begin?
It started on the 1st of September in 1939, when Germany invaded Poland and Britian and France declared war on Germany. 1.2 Why did it started?
Because the germans invaded Poland. 1.3 Which were the two big groups of countries that were enemies?
The Axis and the Allies. 1.4 Who were the Allies? And who were the Axis?

The Allies were the countries that were oposed to the Axis. These countries were: USA, UK, USSR, Poland, Holland, Belgium, Luxemburg, France, China, Australia...

The Axis were a political and military alliance between Germany, Italy and Japan. 1.5 Did Spain participate? Why?
No, because Franco offered millitary and economic support to the Axis, and slowed his sympathy to them, so the Axis didn't attack Spain. Also, because Spain was recovering, from it Civil's War 1.6 What happened in Spain at that time?
In Spain there was a dictatorship, ruled by Franco. Activity 5:
Intrapersonal intelligence Activity 4:
Linguistic Intelligence We had to make a previous description of all the characters appeard in the book. Anne Frank:
Full name: Annelies Marie Frank.
Daughter of: Edith Frank and Otto Frank.
She fell in love with Peter.
She liked to talk with the others.
She enjoyed to write and to have fun.
Born: In Frankfurt in the 12th of june in 1929 and Died: In March 1945 of typhus. Edith Frank:
She married: Otto Frank
Daughters: Anne and Margot
Jealous of: The time Anne spent with Peter
Born: The 16th of January in 1900
Died: The 6th of January in 1945 of exhaustion and malnutrition. Otto Frank:
He married: Edith Frank.
Daughters: Anne and Margot.
He was calm and brave.
Idea: To go to the hidden place.
He was the only survivor.
Born: on the 12th May in 1889
Died: 19 of August, 1980. Margot Frank:
Sister of: Anne Frank.
She was 3 years older than Anne.
She was inteligent.
Born: in the 16th February of 1929.
Died: around the 9th March in 1945 of typhus. Mr Van Daan:
He married: Mrs Van Daan.
Son: Peter
He was brave.
Born: the 31st March in 1898 and Died: in October in 1944. Mrs Van Daan:
She married: Mr Van Daan.
Son: Peter.
She was pain.
Born: In 29th of September in 1900.
Death and cause: Unknown. Peter Van Daan:
Son of: Mr and Mrs Daan.
He fall in love with: Anne.
He was handsome and romantic.
Born: In the 8th of November in 1926.
Died: The 5th of May in 1945 at the age of 18, two weeks before the camp was liberated. Albert Dussel: He was a dentist.
He moved to the secret annexe: On the 16th November 1942.
He shared the room with: Anne Frank.
Born: On the 30th of April in 1889
Died: On the 20th of December in 1994 of starvation, exhaustion and enterocolitis. Miep Gies:
She worked in the factory of Otto Frank.
She was the in charge to bring the food to the annexe. Session 1 Activity 2:
Visual Intelligence, Intrapersonal intelligence and linguistic intelligence The diary of a young girl The teacher gave us some questions and we had to look on the internet for the answers. CONCENTRATION CAMPS: a close gathering of people or things, similar to a prision. Concentration camps: a close gathering of people or things, similar to a prision. Session 2 Session 1 Session 3 Extermination camps: camps used by the Nazis to kill a large group of jews. Work camps: camps worked by poor people Holocaust: a persecution and murder of Jews by the Nazis. Genocide: the deliberate killing of a very large number of people from a particular ethnic group or nation. Xenophobia: a strong fear and dislike of people from other countries and cultures. Racism: a way of behaving or thinking that shows that you do not like or respect people who belong to races that are different from your own and that you believe your race is better than others. Antisemitism: the fact of showing a feeling of hate towards Jewish people. Discrimination: unfair treatment of someone because of their religion, race, or other personal features. Apartheid: the objective of this was to separate the races in the jewish countries considerating the white race the best one. Fanaticism: very strong religious or political beliefs that make someone behave in an unreasonable way. Opperssion: unfair and cruel treatment by a powerful person or government. Aggression: an angry feeling that makes you want to attack or defeat someone else. Persecution: extremely bad treatment of someone, especially because of their race, religion, or political beliefs. Brutality: extreme violence, especially when it is deliberately cruel. Atrocity: a cruel and violent act, often in a war. Degradation: a situation or condition that makes someone feel ashamed and makes people lose respect for them. Starvation: a situation in which a person suffers or dies because they do not have enough to eat. Annihilate: to destroy an entire group of people. Deportation: expultion of a person or group from a place or country. Evacuation: to take people off from the place where they live to a safer placer Ghettos: an area in a city or town where people of a particular type live, usually in poor conditions. Crematorius: a building where the bodies of dead people are cremated. Gas chamber: a building or room where officials killed prisoners by filling the air with poisoned gas. Zyklon B: was the trade name given to the gas used for Nazis against humans. Akktion T4: the name used for the Euthanasia Program after the 2nd World War. Aryan: the master race. Führer: a german word meaning leader. Swastika: The symbol of the nazi german party. SS Officials: the Nazi police. Third Reich: is the name refering to the german state from 1933 to 1945. Kristallnacht: a night when a lot of people were killed and places destroyed. The final solution: a plan made by the Nazis during the Second World War to kill all the Jews in Europe. Arbeit Macht Frei: Work makes free. Session 4 Session 4 Activity 6:
Intrapersonal intelligence To choose our favourite character in all the book and describe why did we chose it. I have chosen Otto Frank. There are lot of reasons, explaining why I have chosen this character but the most important reasons are these.
I think he was a really good father, because he was always helping her daughers; Anne and Margot. He was very clever because he was the one who had the idea to bring the family to the secret annexe, and the only survivor of the family. So, he was a brave person, because to be the only survivor you must be very inteligent. Activity 7:Oral practise, Linguistic Ingelligence, Intrapersonal intelligence and interpersonal intelligence. Session 5 First we had to imagine that Miep Gies was visiting our school next week. I prepared a questionnaire and later I wrote the possible answers. And finally I showed to the whole class. 1- What were your feelings about the Franks going into hiding?
I was glad that Otto Frank decided to go into hiding, because I was extremely concerned about him and his family, seeing what was happening to the Jews in Amsterdam. Every day I was seeing lots of lorries going to the train station with many people inside, so it was a good idea and I felt happy. 2- How did you feel when you were seeing Anne and her family in the hiding place?
I found it really painful to see people that must be in freedom in a small place and worrying all the time what the future would bring. 3- Did you know about the secret room before the Franks hid there?
The hiding place was just part of the business. It was the laboratory, used for product development. During the war there was no development of new products, so Otto Frank decided to transform this space into a hiding space. 4- Why did you take on the responsibility of hiding the Franks?
My decision to help Otto was because I saw no alternative. 5- Did your husband agree with you about hiding the Franks, or did you have to convince him?
My husband was in full agreement with my efforts to help the Franks 6- Did anyone ever suspect that you were hiding people?
Nobody, because Anne's family and the Van Daan's family were really quiet in the secret annexe, so no one of the workers or other people could suspect. Session 6 Activity 8: Linguistic and visual intelligences The teacher gave us some webs of tresure hunts and webquests. We had to choose one and do it in a power-point presentation. Later, we joined to the prezi and the result was: Session 7 Activity 9: Learning based on problems and Mathematical Itelligence. We had to look on the internet for the real dimensions of the hidden place, in which Anne Frank and the others lived. Anne Frank and Mr Dussel's Room 16' 8" long x 6' 9" wide.
Otto, Edith and Margot Frank's Room 16' 8" long x 10' 4" wide.
Peter Van Daan's Room 7' long x 13' 6" wide.
Mr and Mrs Van Daan's Room 17' long x 18' 9" wide. Session 8 Activity 10: Learning based on problems and Mathematical Itelligence. We had to do a time line explaining the most important events between these two dates. Session 8 Activity 11: Learning based on problems and Mathematical intelligence. We had to guess how many days did the inhabitants of the atic stayed there. They stayed in the hidden place for two years and a month until the Nazi's sent them to concentration camps. Session 8 Activity 12: Learning based on problems and Mathematical intelligence. We had to search on the internet how many people died in the holocaust and do a graffic of the different races.
This is my result: Session 9 Activity 13: Learning based on problems: Methodology of comparing & contrasting and Naturalistic Intelligence. We had to visit a web page and in a table compared how a child could survive those days with a "ration book". What they could buy, how was food and shopping?
We had also compare a wartime home with our home now a days and see how it has changed. Activity 14: Learning based on project: Musical Intelligence. Session 10 We had to look for several soundtracks, melodies, songs.. related to the topic to be included in the prezi. Later, we had to reason our choice. This soundrack was the one from "Schindler's List".
This is the first time I listened to this melody, and I think it's appropiated for the type of film the "Schindler's List" is.
It makes you thing of lot of things, specially of wars. This soundtrack was the one from "Life is Beautiful".
When I saw, this film, I feel really sad because of all the things occured to this family. The father is so intelligent, and knows what to do, and say to his son, who is only a child..
You can learn lot of things of this film, and shows you, the time they were leaving on and also, how Anne Frank lived. This soundtrack was from the film "The Pianist"
This film also shows how was life in concentration camps, and how people tried to survive there. This sountrack was from "The boy in the striped Pyjama".
This film shows the difference between jews and the nobles. If a boy from a rich family, has a jew friend? What does it happen? People don't want them to stay together. But the two boys, are only children, who don't know why they can't be friends.
It's a hard film to see. Session 11 Activity 15: Learning based on projects: Intrapersonal intelligence. To finish this project, we had to imagine that we were Anne Frank and write down a final entry on her diary. We could imagine that it's the last day spent in the atic before the Fermans captures them, or that Anne has survived the Holocaust and explains the things she experimented in the concentration camp.
Another version of this excercice was to write down a diary entry explaining the feelings that as a student we have experimented reading her diary. I have imagined that Anne Frank has survived the Holocaust. 3rd December, 1945.
I don't believe you are here, my diary, I don't believe it! I don't know how many days or years I've been in this horrible concentration camp, I don't know how many days I have stayed without you, I feel glad to be back with you.
During this years I've been so bad there, the soldiers mistreated us, and I was concered for my family, because I didn't know where they where. Now, I know that they've been killed in the gas chambers and some of them because of illness. The only survivor is my father, he's a little bit ill but he'll continue surviving with me. Peter is not here now, and I miss a lot my old friends, but I don't know anything of them. Now, I'm crying, because my mother isn't here and I was always saying to her bad things, so I want to send her a big kiss.
I'm tired now, I will continue writing another day. Session 12 Extra Activity (Activity 16): Debate.
Linguistic Intelligence & Intrapersonal Intelligence. A possible extra activity to be done in class with all the students is to talk about what we have learnt reading this book. What can human learn about it and if we have learnt the lesson or not. Do we have historical memory? THE END Personal Opinion: I have enjoyed the book, because I have learnt new things about the second world war and Anne Frank.
I liked to work in the project, too. Because first I thought it would be boring but finally it's been interesting. I hope you have enjoyed it! http://wiki.answers.com/Q/How_many_people_were_killed_in_the_Holocaust This soundrack was the one from "Anne Frank".
It's a sad music and it doesn't convey any happy emotion. But for the type of film it is, I think is the correct one. I prepared this writing and later I'll show to the rest of the class: First of all, I want to say that you can take lot of good things from this book. Because it shows the life of a society which aren't allow to many things and people can learn about the mistakes.
But the problem, is that not all the world has read the book, so no many people knows about the real story. I think, in every school, the children must learn this book and do a project like this in which you learn even more things.
Now that I've read the book I think, I will change some of my thinkings and my acts, because each person should have the right to decide for itself.
But most of the people, don't change their thinkings or their acts, they are as before, because they think they are more than others, and that's not true, because each person has positive and negative things.
So, I hope that everyone has the luck to read the book and learn things of it. The teacher gave us some words to look up the definitions in the dictionary and this is my result eaten
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