Learning Goals:
Students will
Students will
 read to be informed
 gain background about Anne Frank
 gain background and historical context for the play
 understand and appreciate a drama
 understand and appreciate author’s use of exposition, conflict, rising action, and climax
 understand appreciate author’s use of conflict resolution
 find similarities and differences between texts in the treatment, scope, and organization of ideas
 understand and appreciate interviews
 understand and appreciate autobiography
 analyze a work of literature showing how it reflects the heritage, tradition, attitudes, and beliefs of an author
 research ghettos, Holocaust, concentration camps, medical experiments, cattle cars using the Big 6 research model and produce project summarizing information
 take virtual tour of the Annex and post reflections to blog / posted notes for others to meet the needs of the learning styles
 watch videos and respond to blog postings of others
Overview or Project Sketch
Assessment Rubrics will be used for each part of the project. Using ipads, students will research ghettos, Holocaust, concentration camps, medical experiments, cattle cars and produce project summarizing information. Using information found, students will create a presentation using Google Slides, iMovie, Keynote, Explain Everything, or Prezi. Students will read play and take a virtual tour of the Secret Annex. After tour, students will post reflections to weebly blog. Students will comment on others’ reflections. Students will listen to a video by Jennifer Caplan on her connection to the Holocaust and answer questions embedded in Edpuzzle. Rubrics will be used for each part of the project
Resources/Tools:
Preparation Handouts describing projects
Management
Instruction
TPACK Activities
Differentiation
Closure and Reflection Like any project, reflection must be based on the original lesson, Type of organizers used for gathering information, The length of time needed/available to finish the project, access to resources. There are many ways to add to this unit or shorten it based on time available. I decided to add in the Jennifer Caplan Shoah Speech because it gives a first hand account of what it was like in the Holocaust. 
ELA Common Core State Standards:
Math Common Core Standards Grade 8 CCSS.MATH.CONTENT.8.EE.C.7 Solve linear equations. Math 1 Standard (http://www.dpi.state.nc.us/docs/acre/standards/commoncoretools/crosswalks/math/assessment.pdf) ACED Creating Equations AREI.1 Understand solving equations as a process of reasoning and explain the reasoning. GGPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. 21st Century Skills and Themes
Student Project SamplesMedical Experiments Google Slides
Cattle Cars  Keynote (Quicktime)
Concentration Camps iMovie
The Ghettos Keynote
Holocaust (Liberation) Keynote (Quicktime)

Math Objective: Students will take information from the Holocaust and solve realworld math problems.
Student instructions
You will be given a map, study the map showing the railroad routes that lead to Auschwitz Extermination Camp and to help you answer the following questions. For marking the map, you will need at least two different colored pens or highlighters.
Math Resources
Map:
http://fcit.usf.edu/holocaust/MAPS/map008b.PDF
Other info: http://fcit.coedu.usf.edu/holocaust/activity/68plan/maps.htm#part5
Student instructions
You will be given a map, study the map showing the railroad routes that lead to Auschwitz Extermination Camp and to help you answer the following questions. For marking the map, you will need at least two different colored pens or highlighters.
 On the Railroad Routes to Auschwitz map, locate and highlight the names of the following ghettos: Bialystok, Grodno, Kovno, Lodz, Lublin, Radom, Theresienstadt, and Vilna.
 Using a different color, highlight the names of the following concentration camps: Buchenwald, Narva, Sachsenhausen, Salonica, and Westerbork. You will need to mark Kovno in this color also because it was converted into a camp in 1943.
 Using the scale provided on the map, estimate the distance trains traveled to Auschwitz from the following ghettos and camps: Buchenwald, Lodz, Narva, Salonica, Theresienstadt, Vilna, and Westerbork. estimate the distance to the nearest mile. (Each group will be assigned one activity)
 Most trains of this time period traveled at a speed of about 50 miles per hour, how long would the trip take if the trains did not stop.
 Auschwitz was in operation as an extermination and concentration camp from March 1942 until November 1944. How many months is this (be sure to include both of these months in your total)?
 The boxcar used to transport people to Auschwitz were 30 ft. long and 8 ft. wide. How many square feet is this?
 Each boxcar contained 100 to 120 people. When a boxcar held 120 people, what was the average amount of space each person had?
Math Resources
Map:
http://fcit.usf.edu/holocaust/MAPS/map008b.PDF
Other info: http://fcit.coedu.usf.edu/holocaust/activity/68plan/maps.htm#part5


Reference
Deepak Sharma,. "Secret Annex". N.p., 2016. Web. 25 Feb. 2016.
Fcit.usf.edu,. "Holocaust Activities". N.p., 2016. Web. 25 Feb. 2016.
Stichting, Anne. "The Secret Annex Online". Anne Frank House. N.p., 2016. Web. 25 Feb. 2016.
Deepak Sharma,. "Secret Annex". N.p., 2016. Web. 25 Feb. 2016.
Fcit.usf.edu,. "Holocaust Activities". N.p., 2016. Web. 25 Feb. 2016.
Stichting, Anne. "The Secret Annex Online". Anne Frank House. N.p., 2016. Web. 25 Feb. 2016.