H. Marcuse: Lessons from The Diary of Anne Frank. Teaching primary sources The Diary as a primary source Lessons from the Diary. Teaching Primary Sources. Educational research (Wineburg, AERJ , 1991) Historians engage in dialog with sources Students read to glean information
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.
“to be learned through, and applied to, the content standards”
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.
Version a: Anne’s original (June 1942-Aug. 1944)
Version b: Anne’s rewrite (May-August 1944)
Version c: Anne’s father’s synthetic edit (1945-46) “typescripts I & II”