Why did Anne Frank. go into Hiding?

Transcription

1 Why did Anne Frank go into Hiding? Material to support a series of six lessons written by Katy Staples and Sue Thompson for Bristol SACRE

2 Anne Frank Why did she go into hding? A Series of Six Lessons Outline of Lessons Lesson 1 Why did Anne Frank go into hiding? What was happening around her at that time? (History) Learning to learn skill (Opening Minds P3) I can sort, classify and sequence information Lesson 2 Why did Anne Frank go into hiding? Learning from a close examination of an extract of her diary. (Literacy) Learning to learn skill (Opening Minds L 1&3) I can listen actively I can read for information: skim, scan and summarise Lesson 3 Why did Anne Frank go into hiding? Was it because of her religion or ethnic identity? Learning to Learn skill (Opening Minds P3 & T1) I can sort, classify and sequence information I can use evidence to support my opinions (RE)

3 Lesson 4 How did Anne and her family keep hope alive while they were in hiding? (PSHE/SEAL) Learning to Learn skills (Opening minds T4 & R1&R4) I can ask the right questions I can learn different roles when working in a team I can show respect for myself and for others Lesson 5 Why did Miep Gies help Anne and her family when it may have risked her life? (Citizenship) Learning to Learn Skills (Opening minds T1, T5 & P4) I can use evidence to support my opinions I can hypothesise, predict outcomes and test conclusions I can compare and contrast Lesson 6 How can we communicate the feelings of injustice and fear felt by Anne and her family? (Art and Design) Learning to Learn Skills (Opening Minds L2 & T3) I can communicate for a particular audience and purpose. I can be imaginative, creative and try new ways of learning. There are two packs of materials about Anne Frank available to borrow from the All Saints Centre; Tel These include 4 books and 2 DVDs.

4 Why did Anne Frank go in to hiding? Desired Learning Outcomes History Literacy R.E. SEAL/PSHE Citizenship Art and Design Chronological SEAL New Beginnings Exploring and understanding developing ideas Pupils place events, people and changes within a chronological framework Knowledge and understanding of events, people and changes in the past Pupils describe some of the main events, people and changes studied and give some reasons for, and results of, the main events and changes. Pupils will be able to place in order the main events that led Anne s family to go in to hiding. Pupils will be able to describe the main events that occurred in Nazi occupied Europe and will be able to give some reasons for them. They will also be able to describe the results of the actions of the Nazis on Anne Frank s family Understanding and interpreting texts Use evidence from across a text to explain events or ideas Infer writers' perspectives from what is written and from what is implied Pupils will use evidence gained through reading an extract of Anne s diary to answer questions and express ideas Through the extract pupils will gain a sense of Anne s perspective both from what is written and what is implied Attainment target 1: Learning about religion Practices and ways of life Pupils describe and show understanding of practices They make links between them; describe the impact of religion on people s lives. Attainment target 2: Learning from religion identity, diversity and belonging Raise, and suggest answers to, questions of identity [and] belonging; describe what inspires and influences themselves and others Pupils will be able to explain the impact of Anne s faith on her life in a context of racial and religious persecution. Pupils will reflect on what forms their identity in the light of Anne s life and what gave her a sense of belonging and inspiration Managing my feelings I have some strategies to cope with uncomfortable feelings and to calm myself when necessary Understanding the feelings of others I know how others may be feeling when they are in an unfamiliar situation and can help them to feel valued and welcome PSHE Pupils can respond to, or challenge, negative behaviours such as stereotyping and aggression. Pupils will explore how Anne and her family kept going through their terrible ordeal. They will discuss which strategies for coping with difficult situations are useful to them. They will begin to formulate their own responses to negative contexts. Most pupils have knowledge and understanding about becoming informed citizens show understanding of values, for example honesty, tolerance, respect and concern for others Most pupils demonstrate skills of enquiry and communication Express their opinions explaining their views ask and respond to questions and listen to the view of others Most pupils demonstrate skills of participation and responsible action. begin to recognize that their actions affect themselves and others around them Pupils will explore the part that Miep Gies played in protecting Anne and her family. They will debate the possible reasons Miep may have had for her actions. They will evaluate what are good motivations and the impact of Miep s actions. They will reflect on their own actions. Pupils select and record from experience and imagination, record firsthand observations and explore ideas for different purposes Investigating and making art, craft and design Pupils use a variety of methods and approaches to communicate observations, ideas and feelings and design and make images and artefacts. Knowledge and understanding Pupils explore the roles and purposes of artists, craftspeople and designers working in different times and cultures Using their understanding of Anne s experiences pupils will produce art that will express the pain and injustice of that time, so that viewers will want to make sure it does not occur again. They will create portraits in the style of the woodcuts of German Expressionism.

5 Lesson 1 Material A timeline of the events that led to Anne Frank going into hiding Sheet 1

6 Lesson 1 Support Material Anne born Nazis invade Netherlands Rise of Hitler and Nazis who make anti-jewish Laws The Frank family move to Amsterdam in Netherlands Germany invades Poland - World War II begins Anne s family goes into hiding Kristall nacht - the night of broken glass - Nazis smash the windows of Jewish shops burn books and remove freedoms

7 Lesson 2 Material Anne Frank s Diary: On what date did the Franks go into hiding? (Warning read very carefully!) 2. At what time did they leave home? 3. Why was it lucky that it was cooler than the day before? 4. Why do you think that Anne had deliberately not been told where the hiding place was? 5. Anne was just thirteen years old when she wrote these extracts. (Her diary was given to her as a birthday present on 12 June.) What evidence is there in the passage to suggest that she was younger than Margot? 6. True or false? Write or say the statements that are true. a. Miep had worked for Mr Frank for over twenty years. b. Anne called their hiding place The Secret Annexe. c. The Franks gave Miep and Henk the clothes and books that they didn t want. d. The Franks and Van Daans planned to share the same hiding place. e. Anne was the only member of the Frank family who liked hearing the Westertoren clock. 7. According to Anne, no Jew in the same situation as her family would dream of going out with a suitcase full of clothes. Why not? Explain why this would have been a dangerous thing to do.

8 8. Look at the belongings that Anne packed in the satchel. She calls these some of her most vital possessions. What do they tell us about Anne as a person? 9. In what ways was Anne finding it difficult to adjust to being in hiding? (Try to find 2 or 3 areas of difficulty.) Extension Questions 1. Why do you think Anne Frank wrote her diary entries as if they were a letter to a friend? 2. In what ways was the Secret Annexe an ideal hiding place? 3. Some people think that Anne Frank s diary is private and should not have been published after her death. What do you think? (Children could discuss with Talk Partners and bring ideas to the Plenary)

9 The nicest part is being able to write down all my thoughts and feelings; otherwise I d absolutely suffocate Anne Frank, 16 March 1944 For over two years Anne Frank kept a diary. It was a present for her thirteenth birthday on 12 June A few weeks later she went into hiding. In the hiding place writing became more and more important to her. Not only could she pour her heart out in the suffocating secret annex, writing also gave her a lot of pleasure, A novel Anne wanted to become a writer and a journalist after the war. She already had a first idea for a book: a novel about her time in the secret annex. But Anne did not survive: she died in March 1945 in the concentration camp Bergen-Belsen. Her father, Otto Frank, did survive the war and had Anne s diary published after the war. from

10 Questions and assignments Who was Anne Frank? Look up the right year for the following events in her life. Use the website to help you. Born in Frankfurt am Main (Germany) in: The German army occupied the Netherlands in: Anne s family moved to Amsterdam in: Anne Frank, her sister and her parents went into hiding in the secret annex in: Anne Frank turned 13 and got a diary in: The people in hiding were arrested in: Anne Frank died in the concentration camp Bergen-Belsen in: The first Dutch edition of Anne s diary was published in: Anne s father survived and returned to Amsterdam in: Is a weblog about your life the same as a diary? O Yes, because O No, because from

11 Unless you write yourself, you can t know how wonderful it is; I always used to bemoan the fact that I couldn t draw, but now I m overjoyed that at least I can write. And if I don t have the talent to write books or newspaper articles, I can always write for myself. Anne Frank, 5 April 1944 Question: Anne doubted her talent. Can you understand why? What are your talents? What are you good at? Do you sometimes have doubts too? Anne s diary was a great help for me in regaining a positive outlook on the world. With its publication, I hoped to help many people in the same way, and that proved to be the case. Otto Frank in an interview. from

12 Question: Imagine Otto Frank had asked you for advice: Should I publish Anne s diary? What would you have answered? O Yes, because O No, because To help you answer this question, here are a few arguments for and against: Anne Frank herself wanted her diary to be published. Her dream was to become a famous writer. Anne Frank sometimes writes unkind things about other people. This could hurt people. We might be reading things that Anne wanted to keep secret. A diary is private and we do not know for sure if Anne really wanted to publish it. The diary is about such an important time in history that it is not relevant anymore whether it was actually secret. In the film Freedom Writers the students in a class each write a diary. They were inspired by the diary of Anne Frank and other diaries. Many of these students have problems and are unhappy. One students writes for example: from

13 I have great respect for Anne Frank for writing about her life in the attic, but to me, my neighborhood is somewhat like her attic. I would rather write about something fictional, because I do not want to be reminded of where I come from. Writing about where I come from will bring up a lot of things that I want to suppress. Question: Anne described in detail what happened around her. The student in Freedom Writers prefers to write about fictitious things. If you were keeping a diary, what would you do? Write like Anne does or like the student in Freedom Writers does? Or would you do something totally different? Why? For Anne keeping a diary was the only way to express herself. She was in hiding and could not go outside. What other things could Anne not do, that we now take for granted? from

14 Lesson 3 Material Starter Sheet Who do I think I am: Who do others think I am? How do you feel about how these people think of you (both groups)? Is it always fair how others view us? How do these people make you feel about yourself? How unfair cruel people might describe you How people who always see you in a good light might describe you Put all the words you can think of that describe you

15 Lesson 3 Material QUOTATION CARDS 1. It is a hard time in Germany; we are poor and hungry after losing the last war. It is not fair all the Jews are successful, they look after their own and are greedy. 3. I wish I could ask God to give me another personality, one that doesn t antagonize everyone. 5. We didn t make much of a fuss with Hanukkah (Jewish festival), merely exchanging a few small gifts and lighting candles. Since candles are in short supply, we lit them for only 10 minutes but as long as we sing the song, that didn t matter. Mr Van Daan made a menorah (candleholder with 9 branches) out of wood. 2. The time will come when we ll be people again and not just Jews! 4. The Jews have come into our country and stolen all the good jobs that belonged to Germans. 6. St Nicholas Day (The Dutch festival to remember Father Christmas) was much more fun. To give me a new project as well, Father asked Mr Kleiman for a children s Bible so I could finally learn something from the New Testament (the Christian part of the Bible including the stories of Jesus).

16 7. I lie in bed at night, after ending my prayers with the words: Thank you God, for all that is good and dear and beautiful and I am filled with joy! 8. Talking about Peter, He said life would have been much easier if he d been a Christian he said he d never be able to feel like a Christian, but after the war he d make sure nobody would know he was Jewish. 9. God has chosen the Germans to be a special pure master race. The Jews, Gypsies and Black People are invaders of our wonderful nation. They ruin and poison the purity of our nation.

17 Lesson 3 Key Words: Scapegoat person/people blamed for the suffering of others. Anti-Semitism - Racism against Jewish people Why did Anne Frank have to go into hiding? Was it because of her faith? Was it because of Nazi hatred? Material When people use the words Jew or Jewish it can mean religion or ethnic identity Anne Frank s descriptions of being Jewish (from her diary) To do with Money To do with Race To do with Faith To do with Prejudice What was Anne s personal description of her Jewish identity and belief like? What was the view of the Nazi Occupied Forces about Jews? In your opinion was it because of her religion that Anne had to go in to hiding? Why do you think that?

18 Lesson 3 Material Possible Extension Activity Being me what do you see? Inside I feel Outside they see when they look at me Inside I think Outside they think of me Inside I believe Outside they believe of me Inside I practise Outside they do to me Who is right? How do we know? How can we start to bridge the gap? OUTER INNER

19 Lesson 4 Material What gave Anne Frank and her family hope when they were in hiding? What gave Anne hope? Have you had experience of this? Describe it Do you think it is a good way of Keeping going or having hope? Why? Place in order of importance (1 being most important) (fill this column when finished) Kitty, the name she gave her diary. Writing in her diary each day Looking at the sky, the chestnut tree outside the window, nature Her belief in God and praying Her relationships with her father, Otto and her sister, Margot

20 What gave Anne hope? Have you had experience of this? Describe it Do you think it is a good way of Keeping going or having hope? Why? Place in order of importance (1 being most important) (fill this column when finished) Her romantic relationship with Peter Van Pels also in the Annexe Food Strawberries and Birthday Cake Singing and celebrating Festivals (Hanukkah and St Nicholas Day) Her pictures of film stars Reading books The generosity and care of Miep Gies and the others who brought food, papers, a radio and news of life outside

21 Anne Frank Awards -Alexander Page 1 of 1 About The Awards Nominate Awards Event Winners' Trip Past Winners News Supporters Contact Home» Past winners» Alexander Rose 19 year old Alexander lost a close friend who was stabbed to death in In 2007 Alexander's cousin was also stabbed but fortunately survived. These incidents drove Alexander to take a stand against violence. He met with an inner city teacher who gave him the chance to speak at a school assembly. Since then Alexander has campaigned around London against gun and knife crime. Through a range of posters and t-shirts he designed bearing the message "STOP", Alexander offers young people an alternative to the gang culture that is consuming so many. Alexander has also been involved with the Metropolitan Police Operation Trident which deals with stabbings and shootings among young black Londoners. They are helping him to market his campaign to the most heavily affected areas. He was also invited to Number 10 Downing Street to discuss with Gordon Brown ways to tackle gun and knife crime in London. Additionally the Greater London Authority invited him to become involved in an International Gangs Project where former gang members from Brazil and Los Angeles meet to discuss ways to curb gun and knife crime. Alexander says. "When you're inside the culture it's like being stuck inside a box which you can't see out of. It's natural for anyone in that situation to think that everyone is against you but the community needs to do more to educate and stop this from happening. If everyone gets behind us we can make a real difference. I'm not doing anything extraordinary, I'm just using my own skills to make a difference and anyone else can do the same. " Since winning an Anne Frank Award Alexander"s campaign has gone from strength to strength. He has become part of "Battlefront" on Channel 4 which follows the progress of 20 young campaigners, giving them access to mentors as they continue their work. The series will be broadcast in December. To find out more visit In October The Body Shop where Alexander works part time, supported him with a donation and by having all staff wear his STOP campaign t-shirts and give out his leaflets. Produced by The Creative Clinic / uk/index. php?categoryid=45 06/04/2009

22 Lesson 5 Material Starter Sheet (could be transferred to IWB) MAN STEPS IN TO STOP OAP MUGGING AND GETS KILLED George Gilbert 43, of Kingswood, Bristol saw some youths attack Janet Frazer 84, grab her bag and knock her to the ground. He ran in to rescue the pensioner. The youths (who cannot be named for legal reasons) turned on George with knives. He died in the ambulance. Why do you think George acted as he did? Was he right to do what he did? [optional] Do we have a responsibility to stand up when we encounter injustice or crimes being committed against others?

23 Lesson 5 Material Reasons why Miep Gies may have helped Anne and her family (to be cut up into cards) 1. Instinct She just did. It was automatic. 2. Relationship She knew, cared for and felt compassion for Otto Frank, her boss, and his family having worked with him. 3. Humanity She did not label the Frank family as Jews. She saw them as fellow humans and people first. I did my duty as a human being. Interview Opposition to the Nazi Occupation She was opposed to the Nazi s ideas and ways of treating people. 4. Faith She was a Christian who lived out the teaching Love your neighbour as yourself. She saw the people in the Annexe as her neighbour. 6. It gave her meaning She felt useful and good helping these people. 7. Her Upbringing She had been brought up by her parents and foster parents to be kind and caring. 8. Her Experiences Several Jewish people she had known had been kind to her in the past. 9. Her Friends were all Involved She was part of a close group of friends and her husband were all involved in keeping the Annexe secret. She felt part of a community united in a project. 10. She understood how hard Life can be As a child she had been sent from Austria to Holland because of her family s poverty. She understood how unfair life can be.

24 Lesson 5 Material Why Miep Gies may have helped Anne s family Top 3 Reasons The reason you chose Why you chose it? Is this a reason you would give for yourself as to why you help others?

25 Extension Questions Lots of people didn t help some because they were afraid. If someone is afraid, you shouldn t hold that against him or her. If he or she honestly admits it, as a friend of mine did, I think that takes courage. Miep Gies 1998 Question 1: Question 2: Would you have been too afraid to help? Why? Which takes more courage, to admit your fear or to help? Give reasons.

26 Anne Frank

27 Head of Van de Velde, Light, 1917 Ernst Ludwig Kirchner

28 Self Portrait, 1915 Ernst Ludwig Kirchner

29 Diocese of Bristol Department for Children & Young People Children & Young People's Services