Process
Using the style of the Jigsaw Classroom, plan the lesson this way:
1) Divide the day's lesson into 4 segments, that means the students should be diveded into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
2) Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
3) Each group should be given a part in the story to read an work on.
i) Group 1- Early Life of Anne Frank
ii) Group 2- Before Going into Hiding
iii) Group 3- Arrest and the Concentration Camps
iv) Group 4- The Publication of the Diary
4) Assign each student to learn one segment, making sure students have direct access only to their own segment.
5) Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
6) Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
7) Bring the students back into their jigsaw groups.
8)Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
9) Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
10) At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
When reviewing the story of Anne Frank consider each of the following. To better assist understanding, ask students to take notes on each of the following topics.
Before you read the document:
- Identify the author
a) Do you know anything about the author?
b) Is there any background information mentioned about the author?
2.Type of document and source
a) Is it from a newspaper or magazine?
b) Diary or letter?
c) Why was it saved if it was not a published document?
3.Intended audience
a)Was it written for a public audience? A specific group?
b) Is it personal, or for a few people?
c) How do you know who it is for?
During and after you read the document:
- Information presented
a) List any important facts gained from the document.
b) Does the author have first or second hand knowledge of the information being presented?
2.Intent of document
a) What does the author hope to do with this document? Inform? Argue? Persuade?
b) What phrases or words used convince you of his/her intent?
The Anne Frank lesson encourages the students to discuss issues such as racial hatred, genocide, tolerance and human rights, related to an actual historical event. With the help of the teacher and resources from the Anne Frank museum, the students are given the responsibility studying the and reflecting on the story and it application to our world today. The Anne Frank lesson also helps the students to have a universal reflection on what it is to be human - to recognise the humanity of others, "of those who are not like me, who do not live as I live or believe as I believe."