Anne Frank - Primary Source

The Holocaust, a morbid atrocity that made people question humanity, was the cause of millions of deaths. One of those victims of this brutality was Anne Frank, a young Jewish girl who hid from the Nazis along with her family. Although she was merely ordinary, Anne Frank kept a diary which became a significant, historical artifact in the modern world as it details her account of concealing her identity from the outside world. Her story, told in an innocent perspective, allows individuals to reflect

Holocaust to high school students can be tricky at times. Choosing the right sources, whether primary or secondary, can be a daunting task. Students may connect to certain sources on an individual level, but other sources may make it hard to understand the “people” of the Holocaust. Susan Morger’s, Teaching the Diary of Anne Frank: An In-depth Resource for Learning about the Holocaust through the Writings of Anne Frank, offers high school teachers a very useful resource for teaching the Holocaust

Anne Frank was a young Jewish girl who was forced into hiding during the second world war to escape the Nazis. On her 13th birthday, when she received an autograph book from her father, she vividly records her experiences through a life lived in the shadows of Nazi genocide. To a large extent, Anne Frank’s diary explains what life was like for Jewish families during the second world war. In 1933, when Adolf Hitler rose to power in Germany, instigating acts of discrimination and violence against

Anne Frank Remembered: Review      Anne Frank Remembered is the autobiography of Miep Gies, the woman who helped the Frank family survive during their two years in hiding. Her book is a primary source or first hand account of the persecution of Jewish people in Nazi occupied Holland during the second world war. It is also the first hand account of the hiding of Jews such as the Frank family, the Van Daan family, and Dr. Albert Dussel during this time.      In

Anne’s diary and her story attracted so much attention because it shows you a glimpse of a young Jew’s life in hiding during the Holocaust. People are able to relate and identify with her diary because it shows you her teenage life in the Secret Annex. Anne explains how her life is in the Secret Annex and how she felt during her time there. She goes through all the things a teenage might go through. She fights with her parents, falls in love, wonders about the future, and you see her mature throughout

fact, in the evidence below obtained from fictional film, non-fictional film, children’s literature and literature, there is a clear theme shown that hate and intolerance wedged their way into every person’s own situation during the Holocaust. One source of information to find out the truth about the topic of hate and intolerance during the Holocaust is looking at fictional literature written about

efforts came to be to protect human rights and future wars from occurring. The unit would involve students examining primary sources, secondary sources, artwork, and photographs of the time. This unit would address two subject areas, English and Social Studies. Students would be reading novels about the Holocaust and individuals

murder of Becket after a dispute between the two. Immediately after the murder, Becket was canonized and recognized as a martyr to the church and ever since pilgrims have gone to Canterbury Cathedral to honor and remember Becket. There are many primary sources that are available to me as I investigate Thomas Becket. Because of the popularity of Becket at the time of his death, many writers have written biographies about him and many writers have given their account of his death. To read through every

"Dissent in Nazi Germany." The Atlantic 270.3 (1992): n. pag. ProQuest Central. Web. 18 Apr. 2016. In this journal article, the author discusses a story that took place in 1943 “known to only a few close students of the Third Reich.” The author begins this article by briefly explaining that the event that took place in 1943 was a street demonstration, and that it is so significant because it “marked the single instance of group protest by Germans of the Third Reich in behalf of fellow citizens

When studying past events, historians use primary and secondary resources to gather information. A primary resource is a historical piece of evidence, such as an artifact or document, which was made at the time of the event, firsthand. A secondary resource is a document that was created by someone whom was not present at the time of the event, basing their information off of various primary resources. The difference between the two is that with a primary resource the account is more direct being