Unit 7 — The Legacy of Anne Frank
Description
The final unit returns students to narrative writing through study of Anne Frank's life and legacy. Students engage with Anne Frank's diary in both written and dramatic form, analyzing how different media present the same historical events. Through reading, discussion, and research, students consider what history teaches us about human resilience, fear, and hope. The unit culminates in a personal narrative essay in the style of an NPR 'This I Believe' essay, where students reflect on one of their own beliefs shaped by their reading and learning throughout the year.
Essential Questions
- What can we learn from tragic events?
- How can one cope with living in fear?
- What makes a narrative engaging and appropriate for audience and purpose?
- What writer's craft decisions are necessary for an effective personal narrative?
Learning Objectives
- Analyze a diary and drama for author's perspective and emotional resonance.
- Compare how different mediums (written diary, dramatic adaptation, film) present the same events.
- Analyze how historical context influences literature.
- Write a personal narrative that reflects personal beliefs and experiences.
- Use descriptive details, dialogue, and reflection in narrative writing.
- Analyze rhetorical devices in speeches about justice and remembrance.
- Research and synthesize information about historical events and figures.
- Develop and refine writing through revision and peer feedback.
Suggested Texts
- The Diary of Anne Frank — drama
- The Diary of a Young Girl — diary
- After Auschwitz — speech
- There But for the Grace — poetry
- Days — poetry
- Life is Beautiful — film
Supplemental Resources
- Printed copies of diary entries for annotation
- Graphic organizers for comparing different versions of Anne Frank's story
- Chart paper for recording key historical facts and dates
- Index cards with vocabulary words from prefixes unit
- Markers and colored pencils for creating visual responses to literature
Language
Reading: Informational Text
Reading: Literature
Speaking and Listening
Writing
Students examine historical texts including the Declaration of Independence, speeches by Abraham Lincoln and Martin Luther King Jr., the Gettysburg Address, narratives of enslaved individuals, and biographical accounts of freedom fighters. Students analyze how diverse cultures and historical periods shaped literature and understand the human experience through diverse perspectives. Students research significant historical events and develop multigenre essays exploring civil rights and social movements.
Formative Assessments
- Small group discussions analyzing diary entries and dramatic scenes
- Written responses comparing presentations of Anne Frank's story
- Character analysis activities examining perspective and emotion
- Vocabulary activities using prefixes and word relationships
- Annotations identifying key moments and figurative language
Summative Assessment
Personal Narrative Essay: Students write a 500-600 word essay about one of their personal beliefs in the style of an NPR 'This I Believe' essay.
Benchmark Assessment
HMH End of Unit Assessment (Unit Test)
Alternative Assessment
Students may demonstrate understanding through an oral recorded response or guided interview where they discuss their belief and how it connects to Anne Frank's legacy, with sentence frames and discussion prompts provided. Visual aids such as graphic organizers or annotated text excerpts may be used to support idea development and organization.
IEP (Individualized Education Program)
Students with IEPs may benefit from scaffolded access to both the diary and dramatic forms of Anne Frank's story, such as audio versions of the text, highlighted or chunked excerpts, and graphic organizers that guide comparison across media. For the personal narrative essay, teachers should consider allowing dictation, voice-to-text tools, or a structured outline with sentence starters to support the expression of personal reflection in writing. Extended time for drafting and revision, along with frequent check-ins during the writing process, can help students stay on track as they move from brainstorming to a polished essay. Grading may emphasize the clarity of the student's central belief and the inclusion of personal detail over mechanical correctness.
Section 504
Students with 504 plans should be given extended time for written responses comparing the diary, drama, and other media, as well as for completing the personal narrative essay. Preferential seating during film viewing, read-alouds, or discussion activities can reduce distraction and support sustained engagement with emotionally resonant content. A print copy of any board-displayed directions or discussion prompts should be provided to ensure equitable access to task expectations throughout the unit.
ELL / MLL
Multilingual learners should be supported with a running vocabulary list of domain-specific and historically significant terms encountered throughout the unit, including words related to the Holocaust, personal narrative writing, and rhetorical language. Visual timelines, maps of wartime Europe, and captioned video or film excerpts can help build the background knowledge students need to engage meaningfully with Anne Frank's story. Teachers should provide simplified written directions for tasks alongside oral explanation, and where possible, allow students to discuss ideas in their home language before composing written responses in English.
At Risk (RTI)
Students who need additional support should be connected to the unit's emotional and thematic core early — encouraging personal reflection on resilience and belief before moving into more complex textual analysis can provide a meaningful entry point. Diary entries or dramatic scenes may be offered in shorter, carefully selected excerpts to reduce the cognitive load of navigating lengthy texts while maintaining access to the most impactful moments. For the personal narrative essay, a structured template with clearly defined sections for belief, story, and reflection can help students organize their thinking without feeling overwhelmed by an open-ended format.
Gifted & Talented
Advanced students should be encouraged to pursue deeper inquiry into the historical, ethical, and literary dimensions of Anne Frank's legacy, including examining primary sources, survivor testimonies, or scholarly perspectives on how the diary has been interpreted and edited across decades. When comparing media representations of Anne's story, these students can analyze how cultural context, authorial intent, or historical distance shapes the choices made in each adaptation, engaging in evaluative rather than merely descriptive comparison. For the personal narrative essay, students may be challenged to craft a piece that consciously employs specific rhetorical strategies drawn from their study of justice-themed speeches, elevating the essay beyond personal reflection into deliberate persuasive craft.