Linking Past and Present

Overview

In this 45-minute lesson, Year 10 students will explore the connections between Anne Frank’s story and contemporary issues of identity and persecution. This lesson aligns with the NSW English K–10 Syllabus Stage 5, focusing on critical analysis of texts and their contexts, and fostering empathy through literary exploration.

Curriculum Links

NSW English K–10 Syllabus Stage 5 (Year 10):

• Content strands:
• Texts in Context: Interpret and evaluate texts in their historical and cultural contexts, including the connections between texts and contemporary issues.
• Responding to Texts: Analyse how texts reflect and influence attitudes about identity and social issues.
• Composing Texts: Create texts that respond thoughtfully to themes of identity and resilience.

Learning Outcomes: By the end of this lesson, students will be able to:

• Analyse how Anne Frank’s narrative relates to contemporary issues of identity and persecution.
• Discuss literary and historical elements that shape understanding of courage and resilience.
• Reflect on the ongoing relevance of historical personal stories in today’s society.

Learning Objectives

• Critically analyse and discuss a historical literary text through a contemporary lens.
• Identify and articulate how identity and persecution are represented in texts and real life across time.
• Develop empathy and understanding of the human experience through discussion and reflection.

Resources

• Excerpts from The Diary of Anne Frank (previously studied in the unit).
• Recent news articles or curated short texts on contemporary issues of identity and persecution (prepared by teacher).
• Whiteboard or digital presentation for brainstorming.
• Student notebooks or digital devices for notes.

Lesson Structure

1. Introduction and Context Setting (5 minutes)

• Begin with a brief recap of Anne Frank’s story and the themes of courage and resilience covered in earlier lessons.
• Pose an open question: “Why do you think Anne Frank’s story still matters today?”
• Outline today’s focus: linking past experiences to present-day issues of identity and persecution.

2. Group Brainstorming – Identifying Links (10 minutes)

• Divide the class into groups of 4-5 students.
• Each group lists contemporary issues of identity and persecution they are aware of (e.g., refugees, discrimination, racism, religious persecution).
• Groups then discuss how these issues relate to Anne Frank’s experiences.
• Teacher facilitates, highlighting connections: fear, hope, injustice, identity challenges, resilience.

3. Text Comparison Activity (15 minutes)

• Provide groups with one short contemporary text or article excerpt illustrating modern identity/persecution issues.
• Ask groups to compare and contrast the text with Anne Frank’s diary excerpts:
• What similarities do they notice about experiences or emotions?
• What differences arise due to context or time period?
• How do both texts show courage or resilience?
• Groups prepare a 2-minute summary of their findings for the class.

4. Class Discussion – Making Connections (10 minutes)

• Groups share their summaries.
• Teacher guides a whole-class discussion linking Anne Frank’s historical context to ongoing societal challenges.
• Emphasise the continuing relevance of understanding identity and persecution and how these stories build empathy and awareness.

5. Reflection and Exit Ticket (5 minutes)

• Ask students to write a brief reflection answering: “How can learning about Anne Frank help us understand people facing persecution today?”
• Collect reflections as an exit ticket to inform future lessons.

Assessment

• Formative assessment through group discussions and text comparison presentation.
• Written reflections to assess individual understanding and empathy towards issues of identity and persecution.

Differentiation

• Provide scaffolded prompts for students needing support in the text comparison activity.
• Offer extension questions for advanced students, such as exploring the role of historical perspective in interpreting texts.

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This lesson integrates the NSW Year 10 English achievement standard by encouraging students to analyse and evaluate textual representations and make meaningful connections between historical and contemporary contexts, with a clear focus on identity and persecution themes. The lesson’s collaborative and reflective approaches cater to diverse learner needs and foster critical thinking, empathy, and communication skills.