H.%20Marcuse:%20Lessons%20from%20The%20Diary%20of%20Anne%20Frank

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H. Marcuse Lessons from The Diary of Anne
Frank

1. Teaching primary sources
2. The Diary as a primary source
3. Lessons from the Diary

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Teaching Primary Sources

• Educational research (Wineburg, AERJ, 1991)
• Historians engage in dialog with sources
• Students read to glean information
• Consequences
• Students simulate without learning
• Students trust textbooks more than docs., BUT
  (study by Terrie Epstein, Social Education,
  1997) whites textbooks, teachers,
  libraryBlacks families, teachers, movies

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Cognitive Learning Studies

• Text meaningful images best
• No matter for experienced learners
• Visuals help inexperienced learners
• Coolness factor
• Motivates and engages students
• Distraction effect
• Decorative color, motion decrease learning

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Learning process

• Engage the students, pick them up where they
  are
• Package for interest, not distraction
• Crucial Teacher modeling of learning
• Dont know it all (present only facts)
• Show process of arriving at conclusions
• Engage in dialog with sources (and students)

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The Diary as a Primary Source

• Historical context (personal)
• Anne born in Germany, 1929
• Fled to Holland, 1933
• Historical context (structural)
• Great Depression
• Radical solutionsappeal to many

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Simultaneity for connection

• Anne 4 years old in 1933
• Biographical connection
• My father born in 1929
• Students grandparents
• Anne would be 73 now
• Timeline exercise?

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Core for ALL Lessons

• READ THE DIARY!
• It has definite literary quality
• Anne supplies the context
• THEN discuss other issues
• History of the WW2, Germany, Holocaust
• Racism, persecution
• Quality, goals of life

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My lesson today

• The Diary as a primary source
• Original vs. authentic
• Reliable, true to the original
• Many versions of the Diary Many truths?

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Content Standards

• 10.8 Students analyze the causes and
  consequences of World War II.
• 5. Analyze the Nazi policy of pursuing racial
  purity, especially against the European Jews its
  transformation into the Final Solution and the
  Holocaust that resulted in the murder of six
  million Jewish civilians.
• 6. Discuss the human costs of the war, with
  particular attention to the civilian and military
  losses in Russia, Germany, Britain, the United
  States, China, and Japan.

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Analysis Skills Standards

• to be learned through, and applied to, the
  content standards
• K-5 Students differentiate between primary and
  secondary sources. Also sequence, similarity/
  difference, connection, location
• 6-8 distinguish fact from opiniondetect
  different historical points of view

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9-12

• Historical Research, Evidence, and Point of View
• 1. Students distinguish valid arguments from
  fallacious arguments in historical
  interpretations.
• 2. Students identify bias and prejudice in
  historical interpretations.
• 3. Students evaluate debates among historians
  concerning alternative interpretations of the
  past, including an analysis of authors' use of
  evidence and the distinctions between sound
  generalizations and misleading oversimplifications
  .

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3 Basic Versions of Annes Diary
Version a Annes original (June
1942-Aug. 1944)
Version b Annes rewrite
(May-August 1944)
Version c Annes fathers synthetic edit
(1945-46) typescripts I II
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More versions, more audiences

• Dutch publisher T II - 15 deletions (1947)
• French translation (1950)
• German translation (1950) typescript II
• English translation (1952) hybrid (7 back in)
• Critical edition of versions a, b, c (1986)
• Definitive edition (1995)
• Redoes synthesis by Otto in 1945-46
• Stage versions (1955 1997) film (1959)

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Old vs. New Technology

• For some things, bells and whistles dont work as
  well
• Now for text analysis, word by word--Ill use
  old technology overhead proj.

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