Return to Home Page

 

Historical Background for the Play

The Diary of Anne Frank

 


TEACHER TIPS
and TOOLS

How to implement engaging research, including mini skills lessons, and professional resources
TARGETED LEARNING STYLES

 Visual

TIME FRAME:

recommended time frame for completion:
2-3days research

 UNIT:

    Grade Seven English Language Arts:
Drama

FOCUS:
Enduring Understanding or Essential Question

  

How can an understanding of the historical background enhance your understanding
your reading of the play, The Diary of Anne Frank?

MSDE Voluntary State Curriculum: Reading/English Language Arts Standards/Core Learning Goals

   Read critically to evaluate informational text.
Read critically to evaluate literary texts

BCPS English Language Arts Curriculum Indicator

   Analyze the relationship between a literary text and its historical and social contexts.
Analyze the extent to which the text fulfills the reading purpose.
MSDE Library Media VSC MD flag
  

2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.           
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.

 NCTE/IRA National Curriculum Standards for the English Language Arts

   Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
National Information Literacy Content Standards (ALA)

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

ISTE National Technology Education Standards for Students Students use technology to locate, evaluate, and collect information from a variety of sources.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Last update: July 2004
Created by Anne Werps BCPS
BCPS Research Module, Copyright 2004, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from Baltimore County Public Schools
Copyright © 2004 Baltimore County Public Schools,
Towson, MD 21204
All rights reserved.
Documents and related graphics may be duplicated for educational, non-profit school use only.
All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646