An Introduction for Teachers

Transcription

1 B l a c k b u r n C a t h e d r a l M a y t h e n e w e x h i b i t i o n f r o m t h e A n n e F r a n k T r u s t An Introduction for Teachers. exchange, Blackburn Cathedral s community cohesion, education, outreach and interfaith development agency is proud to host Anne Frank + you, a dramatic, multi-media exhibition produced by the Anne Frank Trust UK and the Anne Frank House, Amsterdam. Anne Frank + you examines the experiences of Anne Frank, and puts them in the context of British teenage life today. The exhibition is presented in two parts contemporary and historical. The contemporary panels present post-holocaust narratives and issues in modern British society. The historical parts of the exhibition present the story of Anne Frank and her family, and also a pictorial timeline charting the rise of Hitler, the Nazis and the Holocaust. The heart and soul of the exhibition is the spirit of Anne Frank: her words, wisdom and values. Visitors are given the opportunity to explore the story of Anne Frank, the history of the Holocaust, as well as contemporary issues such as racism in football, bullying, the plight of child soldiers and the damage caused by hatred and extremism. Highlights include: A near life-size replica of Anne s room in the secret annexe The chilling genocide tunnel with powerful film footage Replica artefacts from Anne Frank s life Audio-Visual interviews with British teenagers The exhibition is aimed primarily at young people aged and supports curriculum areas including English, History, Religious Studies and Citizenship. 1

2 OVERVIEW OF THE CONTEMPORARY PANELS The exhibition deals with the experiences of war, dictatorship, racism and identity in a direct and non-conventional way. The contemporary part of the exhibition is based around five main themes: conflict /peace, dictatorship/democracy, inclusion/exclusion, racism and social justice freedom Each of these themes is shown on a large billboard sized panel. Each contemporary panel comprises certain elements: (please refer to diagram on page 11) Side 1: A graphic/comic strip image representing the theme, and also presents a poignant quotation from Anne Frank s diary relating to that theme. Side2: The reverse (probably inside) side of each panel intends to develop each theme further. The lead texts, in yellow boxes, introduce the theme. The text is written in teenagefriendly language and is intended to provoke thought during the viewing of the rest of the panel and the exhibition as a whole. Contemporary documentary photography gives examples of modern-day stories which relate to the theme examples here include child soldiers, young women voting in Iraq s first democratic elections for twenty years, and a young man who has been a victim of bullying. Audio visual material, shown on in-built plasma screens, shows interviews where young people of many races and religions give their opinions on issues related to the theme of the panel for instance bullying, racism, freedom and ambitions. Quotations from Anne Frank s diary and photographs of her are a continuous thread running through each theme and serve to remind us that the exhibition is about Anne Frank and her ideals and how they can be transposed on to present day teenagers and their lives. PANEL ENDS On both ends of each panel there are facts about Anne Frank s life, with illustrations and more quotations. They again represent the theme of the panel and are designed to add an aspect from Anne s life, or her diary, which relates specifically to the UK for example one panel end details Anne s description of hearing the news of the Allied Invasion on D- Day, and how much hope this news gave to those hiding in the Annexe. 2

3 OVERVIEW OF THE HISTORICAL SECTION There are two distinct elements to the historical section of the exhibition: 1. The centre piece of the exhibition is a near-life sized replica of Anne Frank s room in the Secret Annexe in Amsterdam. Photography of the wall coverings, including Anne s film star posters, and window and door frames make this room incredibly realistic, and very exciting for children in particular. In the room is a showcase displaying a facsimile copy of Anne s original red plaid diary. Also in the room is a large window on to which is back projected film footage of the view from the real Annexe in Amsterdam. There is footage of the famous chestnut tree Anne Frank used as a indication of the changing seasons, and also a video walk through of the Annexe in Amsterdam. The outer walls of Anne Frank s room give a chronological history of the Frank family, from Anne s birth, to the deaths of those in hiding in various concentration camps in 1945 (Anne s father Otto was the only one to survive, he died in 1981). The story is intertwined with the rise of Nazism in Germany and the consequences for Jews and other persecuted groups. 2. The second distinct section of the historical part of the exhibition, which is normally positioned alongside Anne Frank s room, is the Holocaust panel. This details the rise of Adolf Hitler to power and gives the history, from 1933 to 1945, of the plight of those (Jews, disabled people and other unacceptable people) who were persecuted, castigated and eventually murdered in Europe by the Nazis pre- and during the war. This section uses large pictures with informative captions and also includes two showcases which include an original yellow, fabric Star of David with Jood emblazoned across it which all Jews in occupied territories were forced to wear when in public. There is also a facsimilie of a Zyklon B canister - the poison gas used to killed people in the gas chambers). 3

4 DESCRIPTIONS AND CONTENT OF THE PANELS PANEL Hate U This panel deals with racism and social justice. Contemporary Section After seeing this the visitor should be aware of the following: Racism/discrimination exist in many apparently more or less serious forms/gradations. Sometimes not having any direct consequences but in its extreme form leading to murder and genocide. Teenagers responses range from it s harmless to I ll do everything I can to fight it. What it means for a teenager to live in a country/state that has racism as one of its leading principles. 1. Photo / fact / quote from black England footballer Ashley Cole. This relates to the Spain-England match in November 2004 when the Spanish fans racially abused the black players from the terraces. For more info: Photos / facts / quotes of/about murdered black teenager Stephen Lawerence. This relates to the racist murder of 18 year old Stephen. He was stabbed at a bus stop in South London by five or six white youths. The fact that the suspects were never brought to justice led to the Metropolitan Police being labelled, by a public inquiry, as institutionally racist. Doreen Lawerence, Stephen s mother, has since established the Stephen Lawerence Trust. The Trust aims to provide bursaries for students from ethic 4

5 minoritiy backgrounds to study architecture borne out of Stephen s denied ambition to do so. More info: Photos / facts / quotes about the massacre of Muslims by Chrisitians in Sreberenica, Bosnia. More than 7000 male members of Muslim families were separated from wives, mothers, sisters, daughters and were removed to be shot and buried in mass graves by Christian Bosnian Serb fighters. Througout the war, over 200,000 Muslims died. More info: 5

6 PANEL Wanna fight? This panel gives insight into different facets of conflict and peace. After seeing the panel the visitor should know the following: That conflicts exist on many different levels personal/local/global Personal conflicts include bullying. There are different responses to conflict: ignore negotiate, withdraw, fight. That sometimes people have no choice living in a war zone 1. Photos / facts / quotes about the situation in Belfast in September School girls of Holy Cross RC Primary School walked with their parents between violently clashing lines of opposing sides. The blockade of the Catholic school, in a Protestant area, and the petrifying walk to school by these young pupils, was the centre of media attention for three months, and the blockade lasted for five. More info: Photos / facts / quotes of and about child solidiers. This section gives a brief introduction to the prevalence of the horrifying use of children as armed combatants in wars and civil unrest world-wide. Over 300,000 have participated in the 30 most recent conflicts in the world. This serves as an introduction to this trend, and allows teachers and pupils to research this in further detail after their visit. More info: 6

7 PANEL Who cares? This panel gives insight into indifference nce and responsibility and both the positive and negative aspects of both terms. The role of the bystander/observer is highlighted here. The visitor has learnt the following after seeing this panel: The different roles perpetrator, bystander, victim Choices that can be made. How do you determine your own behaviour? Different forms of help (with and without danger) That responsibility usually means being prepared to take a certain amount or risk/sacrifice) 1. Photos / facts/ quotes of and about Henry Alonga and Andy Flowers, Zimbabwean International cricketers. In 2003, these players wore black armbands as they played in the World Cup in South Africa. They made no secret that the armbands were there to symbolise the death of democracy in their home nation. After the protest, they were dropped from the side for the rest of the series. Olonga, Zimbabwe s first ever black international cricketer, has never been chosen to play again, nor has he been able to return to his country after receiving death threats. Henry Olonga and Andy Flowers were awarded Anne Frank Awards for Moral Courage in 2003 because of there brave actions. More info: Photos / facts / photos of and about Saranda Bogujevci and family. The Bogujevci Family are five cousins, who, having witnessed their family being killed by soldiers in their back garden in Kosovo, fled to England to seek refuge. Saranda saw her mother, grandmother and two brothers brutally massacred, and she suffered and survived 16 bullet wounds. Although they could have remained safely in England, the children instead chose to return to Belgrade to testify against one of the murderers, serving as impressive role models for young people all over the world. More info: 7

8 PANEL Free? This panel deals with democracy and what that entails and its opposite dictatorship. It deals with checkpoints, barriers, partitions and security. Also covered is personal freedom, what do teenagers think about freedom/feeling free? After seeing this panel the visitor will realise that: Freedom is not self evident Freedom and democracy require continuous of citizens What living in a democracy means. 1. Photos / facts/ quotes about Islamic girls and their right to wear headscarves. It is explained that this is a right confirmed by the courts, yet in France, the wearing of any religious symbol has been banned in schools. The panel presents this case simply as a point for further discussionand does not go into detail about any particular girl(s). However, the recent story of Shabina Begum, 16, who accused her school (Denbigh High School in Luton) of denying her right to education and to show her religious beliefs might assist in any further debate on this issue. Controversially, The Court Of Appeal agreed with her, and also ruled that her school had acted unlawfully in excluding her. More info: ned+to+tolerance%3f 2. Photos / facts/ quotes about the first democratic election in Iraq for almost half a century. Although there is not much specific detail again, this story leads to a debate about democracy, the dictatorship of Saddam Hussein and of course the similarities to the Nazi regime, where democracy was abolished immediately the NSDAP came to power in This links to story of Hitler and the Holocaust in the Holocaust Tunnel next to Anne s room. More info on Iraqi elections: 8

9 PANEL Who R U? This panel deals with inclusion and exclusion. After seeing this panel the visitor will know the following: Identity is multi-facetted and complex and is affected by circumstances and time People are sometimes judged on only one facet/role. Ways of dealing with exclusion How one sees oneself and wants to be seen by others 1. This panel includes some passport photographs of Anne Frank. Superimposed on top of each picture is an adjective, or comment, that Anne wrote about herself at some point during her time writing the diary. These include not beautiful, intelligent or clever, cheeky, cheerful. This panel is all about who teenagers feel they are, and how they can relate to Anne as a normal teenager, being self conscious, being cheeky, being bored! This panel is about identity and forming your own opinion, and provoking thoughts about who you are, so for that reason is not concerned with anyone particular other than Anne, and YOU. 9

10 THE HOLOCAUST WALL Historical Section This panel leads the visitor from Hitler s rise to power through to the Final Solution the Holocaust in a timeline format. We are taken from the ascent of the NSDAP (Nazi Party) in the early 1930s, through to the liberation of the death camps. It is a mainly pictorial history, and also includes artefacts including a yellow, cloth Star or David and a replica Zyklon B canister. At the end of this tunnel, a large plasma screen displays scrolling news-reel style images of genocides and crimes which have occurred since the world said Never again in Captions explain who died and how many. This video also includes the only moving video footage of Anne Frank in existence, which many people find very moving. ANNE FRANK S LIFE The outer walls of Anne Frank s Room depict her life story in a timeline format. This section takes the visitor from Anne s birth in 1929 to her death in There are showcases included in this section which display replica photographs from the Frank family album throughout Anne s life. The story intertwines the rise of Nazism and its effects on local level with the movement and fate of the Franks. 10

11 It is vital that visitors experience this part of the exhibition as it ties everything in together and makes the exhibition a holistic experience. ANNE FRANK S ROOM The room created in the centre of the exhibition is an almost (90%) life-size facsimile of Anne s bedroom. The replica room in the exhibition The real room in the Anne Frank House Museum, Amsterdam There is a back-projection of graphics and moving images on to the window of the room. This images included the tree Anne could see from the Annexe in different seasons, and footage of the house in Amsterdam almost as a virtual reality tour. Fed into the room is audio of a young girl reading from Anne s diary which serves to make this part of the exhibition very moving and stimulating for children and adults alike. 11

12 HOW THE CONTEMPORARY PANELS ARE STRUCTURED Repeats, for continuity, an element of the graphic art on the panel s reverse. The red words next to the title indicate the theme of the panel. Contemporary documentary photography and short articles give clear examples of the theme of the panel (eg conflict and peace, inclusion/exclusion etc). This is the lead text which is always in a yellow box. It is the start point for every panel and it is essential that pupils / visitors read this text before viewing the other elements of the panel. This is a plasma screen which shows video footage of teenagers from diverse backgrounds sharing their ideas and experiences in relation to the theme. The large photograph forming the backdrop to each of the panels follows a theme throughout the exhibition, which is skin and the human body. This theme embodies the you in the title of the exhibition. Each panel carries a quote relevant to the theme from Anne Frank s diary. It reminds us that not only was she an inspirational writer, but also that the exhibition is firmly routed in her ideals and story. 12

13 The opposite side to each of the themed panels is a graphic / comic strip representation of that panel s theme. Each contains a quotation from Anne Frank and an icon type photograph of her. These artist impressions can be used to provoke thought and discussions relating to pupil s personal interpretations of the images. This example is from the Hate U panel. This example is from the Who Cares? panel. 13

14 GUIDING YOUR PUPILS AROUND THE EXHIBITION There will not always be a guide at the exhibition, and where there is, they may not be fully aware as to how the exhibition works for your specific group, or indeed how you are using it to fit the currriculum. Therefore, the teachers who accompany the pupils should act as guide unless otherwise arranged in advance. To optimise your visit to Anne Frank + You, and the pupils learning experience, we advise the following: Preparation Watch the Short Life of Anne Frank video or DVD, available from the Trust to buy or on loan ( ) Read extracts from the Diary of Anne Frank Read the provided information about the exhibition and prepare pupils so their expectations are realisitic and they are thinking in the right way. Do a simple preparatory exercise (examples available from the Trust). During your visit Give yourself enough time to properly take in the exhibition in its entirety. The Historical section will take around 35 minutes to view. The contemporary panels, with tasks and questions for pupils, will take around mins per panel (there are five panels). Time must be allowed for additional activities such as signing the Anne Frank Declaration, viewing the Secret Annexe via a virtual reality cd-rom and visiting the exhibition shop. In total, the visit to the exhibition should take a minimum of one and a half hours. You can use and adapt the questions in this document to suit your group. These questions are designed to be answered during the visit to the exhibition and therefore you need to ensure your pupils are equipped with pencils (no pens please!) and clipboards/something to lean on. IMPORTANT: If your pupils are filling in the question sheets, please ensure they don t lean up against the panels of the exhibition, as they are easily damaged. They will be reminded of this, however before they commence their visit. Due to space constraints in some venues, it might be the case that a panel is omitted from the exhibition. Please check your venue on the Anne Frank Trust website to ensure you do not prepare material for a panel which will not be displayed. (The fact that a panel is missed out will not in any way detract from the eductional value or experience of the exhibition). 14

15 After your visit Follow up work will be available on the website / via from the Trust. We would appreciate it if teachers and support staff answered our questionnaire to enable us to continue to improve the experience of Anne Frank and You. These will be available from the bookshop. The Panels - Which order? You are free to choose what route you take through the exhibition with your students you may want to start with Anne Frank s story, the Holocaust* and then move on to the contemporary panels, or vice versa. If you choose to learn about Anne Frank first, the prescribed route to take would be to view the outer walls of Anne Frank s bedroom which detail her life from birth to death, which in turn leads in to the timeline based pictorial histroy of the Holocaust* and crimes against humanity post It is very important that children see these panels before experiencing Anne s room, the centre piece of the exhibition. If you decide to take a route where the contemporary panels are viewed first, the Free? panel is the most appropriate panel to study immediately before the Anne Frank / historical sections of the exhibition. If the Anne Frank section is viewed first, then the Free? panel is the best choice to view as an indroduction to the panels addressing contemporary issues. *NB The teacher should be aware of what may be shocking and upsetting images in the Holocaust section, particularly for younger children, and children who may have come from a politically sensitive background. They should view this section in advance of the children and decide whether it is appropriate. 15

16 EDUCATIONAL THINKING BEHIND THE EXHIBITION World War II remains a moral gauge of human behaviour even sixty years after it ended. Values such as freedom, respect and equality are directly related to this period, as is the creation of the UN (United Nations). This is one reason why this period in history deserves extra attention. The Nazis attempted to create a racially pure empire state without Jews or other minority groups. Few would have ever believed beforehand, and some since, that something as extreme as the Holocaust could happen. This history calls for vigilance. It challenges all of us to respond diligently and alertly when attempts are made to scapegoat minority groups. Comparisons between the past and present can lead to false conclusions. The Nazi system of persecution of the Jews cannot be compared to contemporary anti-semitism. The anti-jewish decrees of the Nazis are an extreme form of discrimination that no longer exists in the Western World. Joining the resistance during World War II (with the risk of being imprisoned, beaten and shot) is of a different order than helping a person being bullied. Though the reality of today is different, the nature of human beings has not changed. This is why it is important to have students think about the similarities and differences between then and now. The life story of Anne Frank provides ample opportunity for students to reflect on their own lives and their relationships with others. Anne writes about her appearance, her relationship to her parents, her ideals and her personality. These are topics that today s youth can relate to. Using the story of Anne Frank, students can explore their own identity, their relationship to others, and their preferences. They can also compare their outcomes to those of their peers. Larger themes such as migration, fleeing persecution, learning a new language, exclusion, etc are closely related to the life of Anne Frank. In today s diverse classrooms, many children will recognize these themes. By devoting attention to Anne as a person, her relationship to the others in hiding, her feelings, etc. Many students will use this information to reflect on their own lives: the relationship with their parents, falling in love, fear or anger. Do they recognize these feelings? The path taken here goes from the particular (Anne Frank), via universal (what human emotions play a role), to the individual (do you recognize these feelings?). Anne Frank + You and its educational aims are supported,, in particular, by: The Big Lottery, the Home Office, The Claims Conference NY, The Pears Foundation, Penguin Books, AJR. 16

17 TEACHER RESOURCES Following you will find: 1. The Story of Anne Frank The story of Anne Frank is presented here as a narration. There are highlight keywords within the story. You may want to provide your class with these words and ask them to find the definitions. The definitions are included in the notes following the story. This is a good preparatory excercise and should take one lesson / session. 2. Question sheets for adaptation and use during your visit The question sheets relate to the contemporary panels in the exhibiton, as these are the most challenging sections. They are pitched at Year 7/8, so you may need to adapt them to suit your own needs. You may also want to choose to remove two or three questions from each sheet to shorten your visit. If you need more information about the exhibition, including pictures or advise on lessons to develop, contact Lucy Glennon lucy@annefrank.org.uk or If you, or your children, need further information and resources about Anne Frank and her story before your visit, go to: 17

18 Narration The Story of Anne Frank and her family Annelies Marie Frank was born on June 12, 1929 in Frankfurt am Main, Germany. She was the second daughter of Otto Frank and Edith Frank-Holländer. Her sister Margot was then three years old. The family was German and their religion was Jewish. Anne s father worked at the local bank and her mother took care of everything at home. This was a carefree period for Margot and Anne and they had many friends in the neighbourhood. However, their parents began to get worried. Adolf Hitler and his political party decided to make the Jews the scapegoat for all of Germany's social and economic problems there was widespread deprivation and umemployment in Germany in the 1930s after they had lost the First World War, and Hitler blamed the Jewish people for this. As Hitler s popularity in German grew, so did anti- Semitism. At the beginning of 1933, the Nationalsozialistische Deutsche Arbeiterpartei (the Nazi party) came to power in Germany. Adolf Hitler, the leader of this party, became the Chancellor this is like the position of Prime Minister in Britain. He was responsible for the new government. Before very long, there was widespread discrimination against Jews remember the Jews were Germans too. Germany changed from being a democracy into a dictatorship. Anne s parents no longer felt safe. Otto Frank s bank was also in financial trouble because of the worldwide economic crisis. Otto and Edith Frank decided to leave Germany. Otto Frank went to the Netherlands (Holland) in the summer of He had the opportunity to set up a company in Amsterdam selling Opekta. Opekta was a product used by housewives to prepare home-made jam lots of people made their own jam in those days so this was a valuable business. During that period, Anne and Margot stayed with their Grandma Holländer who lived in a town called Aachen {pronounced Ar-ken} in northern Germany. Their mum was commuting to and from Amsterdam to find the family a place to live there. The Frank Family eventually moved to Amsterdam and after a while, they started to feel free and safe. That was short-lived though - the German Army invaded Holland on May 10, The Occupation of Holland began on May 15, The discrimination against the Jews in Holland began then as well: Jews could not own their own businesses, Jewish children had to go to Jewish schools, all Jews had to wear a yellow star, and there were countless other restrictions. There were even rumours beginning to spread that all the Jews would be packed off to Germany Diary On June 12, 1942, Anne Frank celebrated her 13th birthday. She received a diary as a present. It was her favourite gift. She began writing in it immediately: I hope I will be able to confide everything to you and I hope you will be a great source of comfort and support. The rumours that Jews must go to Germany turned out to be true. Just like thousands of other Jews living in Amsterdam, Margot Frank received a call-up card c on July 5, The Nazis were planning to send the people they had summoned to work camps in Germany. The entire family would be arrested if Margot didn t report for duty. Secret Hiding Place Anne and Margot s parents had expected a call-up for one or all of the family: Otto had made sure that a secret hiding place was almost ready. It was not only for their own family, but also for the Van Pels family: Hermann and Auguste and their son Peter. Hermann van Pels was co-director of Otto Frank s company. The day after the call-up, the Frank family immediately left their house and headed for the hiding place. All of them carried bags filled with their things. For us, the most important of those things was Anne s diary. 18

19 The hiding place was located in an empty section of the building owned by Otto Frank's company. While business continued, as usual, in the front part of the building, there were people hiding in the annex out at the back. Before too long, the entrance to the Secret Annex was concealed behind a movable bookcase. A very important part of the Franks story are the people who helped them in hiding they were Otto Frank s four employees: Miep Gies, Johannes Kleiman, Victor Kugler and Bep Voskuijl. They arranged the food supplies, clothing, books, and all sorts of other necessities to be brought to them. In addition, they kept the two families up-to-date with the news from Amsterdam and the rest of the world. The reports were mainly bad, because there were razzias (round-ups) all over the city: Jews who did not turn up were arrested. Those in hiding were already anxious and depressed, so the helpers did not always tell them the whole, awful truth about going on in the outside world. The hiding place was relatively spacious. The Frank family lived in two rooms on the first floor, the Van Pels family in two other rooms on the second floor. The space used by Hermann and Auguste van Pels also served as the common living and dining room. All those in hiding could reach the attic of the house via Peter s tiny bedroom. Supplies were stored in the attic, and it was the only place where they could look out of the window on to the outside world without being seen. Eight People in Hiding In November 1942, an eighth person joined the people in hiding: Fritz Pfeffer. He was a dentist and an acquaintance of both the Franks and the Van Pels family. Margot began sleeping in her parent s room, so then Anne had to share the room next door with Fritz Pfeffer. In her diary, Anne Frank jots down her first impression of her new roommate: "...a very nice man. The people in hiding had to stay indoors around the clock. They also had to be extremely quiet during the day when people were at work in the warehouse downstairs. Because the waste pipes for the toilet ran right through the warehouse, the toilet had to be flushed as little as possible. Quarrels The people in hiding passed their time by reading and studying and they followed the news closely. There was a lot of tension, probably due to the oppressive nature of the hiding place and their constant fear of being discovered. They often quarrelled among themselves. As often as she could, Anne poured out her heart to her diary: The nicest part is being able to write down all my thoughts and feelings, otherwise I'd absolutely suffocate. In the afternoon, the helpers often went upstairs to eat lunch with the people hiding in the Secret Annex. The state of affairs in the city was frequently discussed. Jews who didn t voluntarily turn themselves in were picked up and sent to the transit camp in Westerbork. Almost weekly, a train left from the camp bound for unknown destinations in the east of Europe. The people in hiding assumed the majority of Jews would be murdered there, wherever there was. Anne writes in her diary: We assume that most of them are being murdered. The English radio says they're being gassed. Perhaps that's the quickest way to die. I feel terrible. When the people in hiding had spent almost two years in the Secret Annex, there was suddenly fantastic news: a massive landing of the Allies on the beaches of Normandy D-Day Day. Could this mean that the Occupied countries of Europe soon be liberated? Anne started to hope to return to school in September or October Friday, August 4, 1944, started as a day like any other day. The helpers were working in the office in the front part of the building. Upstairs, the people were hiding as usual and going quietly about their business. Suddenly, out on the street, a vehicle came to a halt. An SS-officer jumped out urgently, along with three Dutch policeman. They entered the building and went directly to the 19

20 office. They forced Victor Kugler to escort them to the Secret Annex. The people in hiding had been betrayed All the people, men, women and children, who are in hiding and the two male helpers were arrested and taken for interrogation to a jail run by the Germans. The two helpers were later transferred to the city prison. Both the female helpers, Miep Gies and Bep Voskuijl were left behind on the street, distraught. They rushed back upstairs to the annex where the German officers had ransacked the rooms and taken anything of value. However, they had left behind scattered personal possessions and amongst them were Anne Frank's diary papers. On August 8, 1944, the eight people in hiding were then taken to Westerbork by passenger train. They did not report voluntarily, but had been arrested instead, and so they were assigned to barracks in the punishment block. They had to work all day breaking up old batteries. Even though it was grimy and unhealthy work, the prisoners could still talk to each other. Deportations Freight trains filled with prisoners left regularly from the camp in Holland for unspecified destinations in the East. On September 2, 1944 a long list of prisoners names was read aloud by a German guard. These were people were to depart the next day on the train, bound for death. Included on this list were the names of all eight people who d been in hiding in the annex. On the morning of September 3, 1944, a train made up of freight cars, with no seats or windows, left Westerbork. There were more than 70 prisoners packed into each wagon. Among the 1019 Jewish prisoners were the eight from the Secret Annex. After a dreadful journey, lasting three days, they arrived at Auschwitz-Birkenau concentration camp. Two Groups On the platform at Auschwitz-Birkenau, the men and women were separated. Nazi doctors then divided the prisoners into two groups: prisoners who they considered fit enough to work and prisoners who would be killed immediately in the gas chambers. The eight people in hiding were spared, for now at least. However, they were expected to perform heavy labour. After a short while, Hermann van Pels could no longer do this kind of work. He became too weak. He was murdered in the gas chamber. At the end of October 1944, Anne and Margot were transported from Auschwitz-Birkenau to Bergen-Belsen Belsen. Their mother remained behind in Auschwitz-Birkenau. She became ill and died of exhaustion in January Auguste van Pels arrived at Bergen-Belsen with another transport of prisoners in November There she met Anne and Margot again. Auguste van Pels was only at Bergen-Belsen for a short while, and she probably died during a transport of prisoners to Theresienstadt. Anne and Margot were overcome by typhus in March 1945 and died, only a few weeks before the camp was liberated by the British Army. Otto Frank was liberated from Auschwitz on January 27, Shortly before his release, the Nazis evacuated the camp. Prisoners, who could still walk, were forced go with them on the death marches. Peter van Pels was one of these prisoners. He arrived at the Mathausen concentration camp in Austria at the end of January. The prisoners again had to perform heavy labour. Peter van Pels died of exhaustion on May 5, So of the eight, innocent people who went in to hiding from Nazi discrimination and persecution, only one survived, Anne s father Otto Frank. When he returned from Auschwitz and discovered the deaths of his wife, daughters and friends, he was devastated. Miep Gies, his trusted friend and helper presented Otto with his daughter s diary. A few years later, he published the diary, as Anne had desired. 20

21 The Diary of Anne Frank has now been read by millions of people throughout the world and remains one of the world s most widely read non-fiction books. Generations continue to be inspired by Anne s life, hopes and dreams for a better world. Teacher s Notes The definitions of the highlighted words are as follows: JEWISH Of or relating to the Jews (a people, religion or community) and their culture or religion. Judaism, the religion of Jewish people, is a monotheistic religion (they worship only one god) and its origins can be traced to Abraham and its spiritual and ethical principles come from Hebrew Scriptures and the Talmud. ANTI-SEMITISM Hostility, prejudice and discrimination against Jewish people (or the religion of Judaism) for no other reason than they are Jewish. A form of racism. CHANCELLOR The chief minister of state in some European countries. The elected person in charge of the government and head of the country. DEMOCRACY A system of government or organisation in which the citizens or members choose leaders or make other important decisions by voting; a country in which the citizens choose their government by voting. DICTATORSHIP A system of government in which one person has absolute authority, including complete domination of the citizens lives; the most basic of citizens rights are taken away in order to guarantee the leader s hold on power. THE OCCUPATION This is when the Nazis invaded, conquered, and took control of nations and territories in Europe by force using armed forces. The military government in this case Hitler s government then had political and economic control over the occupied territory. Just before the end of the war, the Germans had occupied the Netherlands, France, The Channel Islands (Britain), North African countries, Pacific colonies, Denmark, Austria, Poland and Czechoslovakia as well as others. CALL UP CARD This is when all Jews in occupied territories were ordered by the Nazi authorities to report for work duty. If they did not report, they were arrested and punished or killed. A policeman would come to the house to serve the person with the papers. TYPHUS An infectious, potentially fatal, disease spread by lice (small animals which live and feed on the body) which causes very high body temperatures, severe headaches and purple spots on the skin. ANNEXE A building added on to a larger one like an extension, at the back, side or top of the existing building. 21

22 WESTERBORK A camp situated in the northeast Netherlands, near the German border. From 1942 to 1944, the camp was a transit camp for Jews who were being deported from the Netherlands to eastern Europe including the Franks and the Van Pels. The camp was set up in 1939 by the Dutch government to house immigrant Jewish refugees, but in the summer of 1942, the German Security Police took over control of the camp. The camp became the principal camp from which Jews were deported to Poland. A total of almost 100,000 Jews were deported from here most died in the camps. D-DAY DAY A turning point in World War Two on 6 June 1944, thousands of Allied troops forced their way into France after arriving by sea. The troops landed on five beaches in Normandy, northern France. They arrived on boats and the Germans, who occupied much of Europe at the time, failed to drive them back into the sea. It is often call the beginning of the end of the war. AUSCHWITZ-BIRKENAU A Nazi concentration camp for Jews in southwestern Poland during World War II. The most famous of the concentration camps, it was set up in 1942 as a specific death camp for the mass murder of prisoners. BERGEN-BELSEN BELSEN A Nazi concentration camp, near the villages of Bergen and Belsen, about 10 miles northwest of Celle, Germany. It was established in 1943 on a part of the site of a prisoner-of-war camp and was originally intended as a detention camp for Jews who were to be exchanged for Germans in Allied territory. Instead many, including Anne Frank, died here. THERESIENSTADT A Nazi ghetto located in Czechoslovakia. It was created in late 1941 as a "model Jewish settlement" to deceive the outside world, including Red Cross investigators, as to the treatment of the Jews. The Czech name for the camp is Terezín. Conditions in Terezín were difficult, and most Jews held there were later killed in death camps. MAUTHAUSEN A Nazi work / death camp established in 1938 near Linz, in Hitler s home nation of Austria. LIBERATED The Allied forces entered the concentration camps and freed the people who were still alive in the camps. The prisoners were very weak and many could not walk out of the camps and were transported by the troops. They were also given food and medical attention. Some had to remain in the camps until they were well enough to leave. 22

23 I n t r o d u c t i o n p a n e l The title of the exhibition is Anne Frank + [you] 1. Who is the you in the title? 2. What can we learn from Anne Frank s story? (If you would like to return to this question when you have learnt more about Anne Frank by seeing the exhibition, you may). 23

24 H a t e U P a n e l This panel deals with racism and social justice. 1. There are four Anne Frank quotations on this panel (don t forget to look at both sides and the ends) which quotation do you think sums up the theme of the panel for you? 2. On this panel there is a photograph of a hand think of another word (four ( letters) which you could write on this hand which would sum up the theme of the panel. 3. On the large panel the artist has chosen to represent the theme with two hands. What do you think these hands mean? What are they doing? 4. Watch the video of the young people speaking. What does the t young black footballer feel and say about racism? 5. Discuss with a friend what you think racism means. Decide together what you think the best definition is. Write it down. 24

25 W a n n a F i g h t? P a n e l This panel deals with conflict and peace 1. Look at the large panel drawing. Discuss with a friend what you think about this panel. 2. Look at all the Anne Frank quotations on this panel (both sides and the wall ends) which one comes the closest to your own personal ideas about conflict and peace? 3. On the side of the panel where there is a video is a large picture of boy. What gesture is he making with his hands do you think? What has this to do with the theme? 4. Look at Aaron Knight s story. Now look at the quotation under his picture. Why do you think he said this? 5. In the Anne Frank quotations Anne writes about two different types of conflict, those on a personal level and those on a larger scale. Find one example of each type of conflict and write it down. a b 25

26 W h o C a r e s? P a n e l This panel deals with indifference and responsibility. 1. Look at the five yellow squares at the bottom of the panel. Discuss what you think they mean in relation to the theme e of the panel. 2. Read the text in the yellow block. Try and answer the questions that are posed in this text. 3. On the larger picture why do you think the girl is wearing two hearts on her chain? 4. Watch the video. What different views do the young people you have seen have about the ways they can help? 26

27 5. Look ok at the Anne Frank quotations, (don t forget to check all sides of the panel). Which one would you say came true and why? 27

28 W h o R U? P a n e l This panel deals with inclusion and exclusion. 1. Look at the large panel. Who are the people on the panel? What do you think they are doing, and why? 2. Look at the text t on the yellow background write down facts about yourself as they are presented on the panel i.e.. your skin colour, age etc 3. Watch the video. List as many things about freedom that the young people mention that you remember as being the most important after seeing the video. Check with a friend to see what they have written down. 28

29 4. Look at the larger photograph of the person on this panel. Could they become a friend of yours. Why? Or Why not? 5. Look at your friends. Write down as many reasons as you can why they are your friends. 29

30 F r e e? P a n e l This panel deals with democracy and what that entails and its opposite dictatorship Look at the Anne Frank quotations on both sides of the panels, and the ends of them. Write down what she missed being shut away in the Secret Annexe. Watch the video. v Write down as many examples of freedom that you can that the young people mention Look at the large graphic. What is the artist telling you about being free here? 30

31 The large picture shows a barcode tattooed on an arm. What were the designers trying to say about democracy or dictatorship here? Looking at the same panel, if two of the squares were empty what would you draw in them? 31