The learner will:

• be able to define "primary source."
  
  
• identify examples of primary sources.
  
  
• define secondary sources and distinguish between primary and secondary sources.
  
  
• develop definitions and examples of biography and autobiography.
  
  
• gain an understanding of why primary sources are used in examining the past.
  
  
• learn to determine the reliability/accuracy of a source.
  
  
• read and discuss entries from the Diary of Anne Frank and examine the roles of members of a community (focus on the philanthropic actions of the individuals mentioned in Anne Frank's diary).
  
  
• define philanthropy, role of the individual and community in philanthropic acts.
  
  
• develop appropriate applicable vocabulary of philanthropy.
  
  
• compare and contrast life in the "Secret Annexe" with his/her present day life experiences and events in his/her community, nation and world.
  
  
• compare the words and actions of the first person Diary to the play.
  
  
• give examples of philanthropic actions within communities during times of crisis.
  
  
• relate how the actions of the individuals in the Warsaw Ghetto reflected protection of core democratic values.
  
  
• explain how the individuals in the Warsaw Ghetto used their reserved power to act.
  
  
• identify a current issue in human rights and propose philanthropic solutions to alleviate the problem.
  
  
• successfully use a timeline from the source, Chronology of the Holocaust and/or other historical examples of oppression.
  
  
• relate how the actions of the individuals in the Warsaw Ghetto (or others situations of oppression) reflected protection of core democratic values.
  
  
• construct an equilateral and isosceles triangle with compass and ruler.
  
  
• construct a scale model of the given geo-dome.
  
  
• illustrate the information gathered about the Holocaust period (and/or other historical examples of oppression) by use of pictures, statistics, vocabulary, and descriptions on the geo-dome.
  
  
• give an oral presentation explaining the information presented on the geo-dome.
  
  
• generate a questionnaire as the basis for a needs assessment for senior citizens about their community role(s) during World War II.
  
  
• interview senior citizens at local seniors' home.
  
  
• engage in on-going reflection and evaluation.
  
  
• design the service project.
  
  
• produce a PowerPoint® type presentation with emphasis on reflection of examples of philanthropic acts (sacrificing for the good of the community), and highlighting the various roles that were depicted through the interview process.
  
  
• present the presentation to the senior citizens with whom they worked.
  
  
• define philanthropy, community, and social dynamics.
  
  
• recognize the various components of the community, his/her interrelationship, roles, and responsibilities.
  
  
• analyze how social dynamics affect philanthropy in the community.
  
  
• discover how his/her community participated in philanthropic acts during World War II.
  
  
• discover how his/her community today gives of its time, treasure and talent for the common good.
  
  
• prepare and publish a manual of philanthropy to be placed in the school library or media center.

Rubrics are provided for lessons. Essay assignments, home school connections, evaluation of peer group activities, reflection and journals, instructor-designed measurements and teacher observations are utilized. Assessment is also provided for role-playing, discussion and class participation in general, group discussion, t-graphs, and the student's completion of the journal entry and posters. For the math lesson, a teacher-constructed test will be given and evaluated.

Due to the specificity of the service project, it is necessary to have site(s) identified and proper communication established with all district and local school clearances and permissions granted.