Why did Anne Frank
go into Hiding?
A series of six lessons
written by Katy Staples and Sue Thompson for Bristol SACRE
Sue Thompson/Katy Staples/Bristol SACRE
Why did Anne Frank go into hiding?
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”
Sue Thompson/Katy Staples/Bristol SACRE
(RE)
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 0117 906 0100. These
include 4 books and 2 DVDs.
Sue Thompson/Katy Staples/Bristol SACRE
Why did Anne Frank go into hiding? – Desired Learning Outcomes
History
Literacy
RE
SEAL/PSHE
Citizenship
Art and Design
Chronological
understanding
Understanding and
interpreting texts
Use evidence from
across a text to explain
events or ideas
Attainment target 1:
Learning about religion
Practices and ways of life
SEAL New Beginnings
Most pupils have
knowledge and
understanding about
becoming informed
citizens
Exploring and
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
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
Pupils describe and show
understanding
of…practices…They
make links between
them; describe the
impact of religion on
people’s lives.
Managing my feelings
I have some
strategies to cope
with uncomfortable
feelings and to calm
myself when
necessary
Understanding the
feelings of others
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
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.
Sue Thompson/Katy Staples/Bristol SACRE
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.
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
begin to recognize that
their actions affect
themselves and others
around them
Pupils explore the roles
and purposes of artists,
craftspeople and
designers working in
different times and
cultures
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.
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.
Lesson 1
Why did Anne Frank go into Hiding?
Was it because of the time and place she lived in:
History?
LO: To know and understand the events that led to
Anne Frank going into hiding (Y5/Y6)
Suggested resource:
This can be downloaded for free from Teachers TV
http://www.teachers.tv/video/23972/download/mov/500k/A2432001.mov
Or is available from the Anne Frank Trust UK www.annefrank.org.uk, price £9.95, or to borrow from the All Saints
Resource Centre, 1 All Saints Court, Bristol BS1 1JN Tel: 0117 906
0100.)
This is an excellent DVD, which tells the story of Anne Frank’s life
through quotations from her diary, unique photographs, historical film
extracts and the only film footage of Anne. It also tells the story of
the 2nd World War and the persecution of the Jews. It is 28 minutes
long.
The lesson outline is based on using the DVD but I have included
some key facts, which could be used in the lesson without the DVD.
The website could be used to meet the learning objective as it covers
the important events of the period and information about the diary,
the Secret Annexe and the Frank family. Anne Frank by Susanna
Davidson (Usborne) or Anne Frank by Josephine Poole and Angela
Barrett (Red Fox) may be used as an alternative to the DVD.
Sue Thompson/Katy Staples/Bristol SACRE
Suggested lesson outline:

Watch the first part of the DVD up to the point when the Jews are
made to wear a yellow star or go to www.annefrank.org
activitieseducationAnne Frank guidedata or timeline

Discuss what has been learned about the events in Germany and
The Netherlands between 1938 and 1942 (see Notes for
Teachers)

Discuss what the children understand by the comment,
‘The Jews were “blamed for other people’s problems.”’

If appropriate, add extra information about “Kristallnacht –
the night of broken glass”.

Ask the children to consider the bravery of the people who helped
the Franks as they watch the next section of the DVD.

Pause DVD briefly to look at the 2 maps showing the eventual
defeat of the German army.

Finish watching DVD and allow children to talk with a Talk Partner
about any issues that interest or concern them.
(NB obviously the ending is very sad but it is sensitively
handled.)
Suggested Activities:
Either:

Make a timeline of the events leading up to Anne going into
hiding.
(Higher Ability: Make own timeline & use website,
Middle Ability: Sheet 1 (prepared timeline)
Lower Ability: Sheet 2 (prepared timeline & dates to position)
Sue Thompson/Katy Staples/Bristol SACRE

Hot Seat Otto Frank asking him questions about his life leading up
to the decision to go into hiding with his family. (Teacher in role
as Otto.)

Visit www.annefrank.org activities educationAnne Frank
guidedata or timeline for further information if this hasn’t been
used already.
Sue Thompson/Katy Staples/Bristol SACRE
NOTES FOR TEACHERS - The duffer’s guide!
(Key words and concepts highlighted)
1928
Anne (Anna), born in Frankfurt, family – German Jews.
1930s
Germany poor – Hitler wanted to restore to “former glory”,
said Germany threatened by enemies, said Jews were
greatest enemies.
Antisemitic political party, National Socialist party (Nazis).
Nazis came to power, took action, made anti-Jewish laws.
Jews, gypsies, homosexuals, disabled discriminated against.
1934
Franks moved to escape this  Netherlands (Amsterdam).
November 1938 Kristallnacht - night of broken glass,
many Jews left.
Nazis started building more weapons; Hitler wanted power
over Europe.
1939
German army invaded Poland; England and France joined
fight (allies of Poland).
2nd World War began.
May 1940 Germany invaded Netherlands, occupied country in 5 days.
Resisting at first, Dutch surrendered after bombing of
Rotterdam; Nazis seized power.
German army invaded and conquered Belgium and France.
Anne and Margot  Jewish grammar school (segregation of
Jews).
Further persecution against Jews (identification papers).
Sue Thompson/Katy Staples/Bristol SACRE
“Juden Verboten” – Jews banned from many places.
Now Jews had to wear large yellow star.
(Next section on DVD about the Franks going into hiding, includes
preparations, role of helpers including Miep, description of The Secret
Annexe, Anne’s feelings when her friends are taken away, how the
family were updated on news outside by their radio.)
“All Jews to be removed from Netherlands by 1943” edict from
German police.
Nazis decided secretly to kill as many Jews as they could.
1943 July Allied armies defeated German army in North Africa.
British, Canadian and US troops in Sicily - Germany army
surrendered.
Enemies - bombing raids over Germany; Anne heard these from
Annexe; Amsterdam heavily bombed.
Anne distanced herself from Peter and started rewriting parts of
her diary (hoped to publish).
1944 6th June Invasion of northern France in Normandy (known
as ‘D-Day’).
(In DVD at this point Anne reflects on the foundations of her life)
August 4th 1944 someone telephoned police - Jews hiding in
Annexe.
All in Annexe arrested.
Miep found diary and hid it.
Anne and MargotAuschwitz in Poland with their parents; then
after 5 months  transferred Bergen-Belsen in Germany.
Sue Thompson/Katy Staples/Bristol SACRE
March 1945 Anne died.
A few weeks later, British troops liberated Bergen-Belsen.
All other family members and Annexe residents died, except
Otto.
May 1945 Germany surrendered – Nazis defeated.
June 1945 Otto Frank Netherlands.
Miep gave him diary.
(NB: Miep Gies celebrated her 100th birthday in February. Google
Miep Gies for further information on the part she has played in
keeping Anne’s memory alive.)
Sue Thompson/Katy Staples/Bristol SACRE
Lesson 2
Why did Anne Frank go into hiding?
Her story from her diary
LO: To examine and respond to an extract from
Anne Frank’s diary (Y5/6)
Suggested lesson outline:

Give children copies of the diary extracts 8th July 1942 and
11th July 1942.

Read text through with the children, stopping to explain
vocabulary as appropriate.
Activity:

Ask children to answer the comprehension questions either
orally or in written form.

The extension questions require the children to think deeply
to formulate an answer. They should be encouraged to use
their knowledge of the diary and their own ideas to support
their answers.
Plenary
Use the children’s ideas to discuss reasons for and against
Anne’s diary being published.
Sue Thompson/Katy Staples/Bristol SACRE
Suggested follow-up lesson
Go to www.annefrank.org/diarylessons
Open ‘To write or to suffocate’
There is information about the importance of Anne Frank’s diary
to her, then questions and assignments
Q1
is comprehension
Q2
asks for comparison of a weblog with a diary
Q3
(recommended) asks children to say why Anne doubted
her talent and to talk about their own talents
Q4
is about whether the diary should be published (already
covered)
Q5
(recommended) asks children if they were keeping a diary
what would they write about and deals with the
importance of being able to express yourself.
Sue Thompson/Katy Staples/Bristol SACRE
Lesson 3
Why did Anne Frank go into hiding?
Was it because of Religion?
LO: To understand whether it was Anne’s Jewish
religion that meant she had to go into hiding?
Background for Teachers:
The Nazis saw Jews as a specific and biologically
inferior ‘race.’ Their theory of ‘race classification’ is
unsound and has no scientific basis. Jews were also
blamed for Germany’s economic problems. However,
Jews then and now, and indeed any other groupings of
people, are not a ‘race’ as there is only one race, the
human race.
Hatred of Jews did not originate with the Nazis, but
dates back to the Middle Ages when a series of myths
and legends concerning Jews were responsible for
large-scale persecution and expulsion of the Jews in
many European countries.
Key Words:
Scapegoat – person/people bearing blame or punishment for
the suffering of others, generally as a way of distracting
attention from the real causes
Antisemitism – the hatred of, and racist attitudes against, Jews
Sue Thompson/Katy Staples/Bristol SACRE
Starter Activity – A look at identity

Give out the “Who do I think I am? Who do others think
I am?” sheet.

Ask learners to quickly fill it in.

As a class, discuss the last three questions on the sheet:
1. “What do you feel about how these people think of
you?”
2. “Is it always fair how others view us and treat us?”
3. “How do these people make us feel about ourselves?”
(15 mins)
Sue Thompson/Katy Staples/Bristol SACRE
Main Activity

In groups of 3 or 4, use the main A3 sheet as the sorting
sheet.

Pupils read the quotation cards from the pack and sort and
place them:

a)
sort into 2 piles – Nazi propaganda and Anne’s diary
extracts;
b)
place them on the large diagram where they think it
is appropriate.
Then ask learners based on the evidence that they have
read to answer these three questions – which are on the
bottom of the large sheet:

What was Anne’s personal description of her Jewish
origins 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?

Get 3 groups to feed back to the whole class
what they thought.

Open it up for class discussion.
(30 mins)
Sue Thompson/Katy Staples/Bristol SACRE
Plenary
(You could enliven this section by showing a few appropriate
images on the IWB.)
When people show prejudice or discrimination to people today
because of religious clothing or symbols (hijab, turban or
crucifix), is it always to do with religion?
(Talking partners – then feeding back.)
(15 mins)
Possible extension activities

Go on to explore further the relationship between religion
and identity – through modern examples of discrimination
against religious clothing.

Explore further the contrast between the “inner life” of
someone and how that life can be perceived by others
through prejudice. Write poetry with alternate lines:
See poem sheet:
Inside I feel/think/believe/practice …
Outside they see/think/believe/do …
Sue Thompson/Katy Staples/Bristol SACRE
Lesson 4
Why did Anne Frank go into hiding?
How did she keep hope alive while she was hiding?
LO: To understand how individuals have kept hope
alive and kept going in the face of injustice
Starter Activity

In pairs, ask each other what you are most looking forward to
in the next week.

Ask children to feed back to the whole class what their talk
partner is most looking forward to in the next week.

What would you feel like if I said you cannot do or have any of
those things you are most looking forward to?

How would you keep going if you were not allowed to go out
or have luxuries?
(15 mins)
Main Activity

Give out the sheets entitled:
“What gave Anne and her family hope
when they were in hiding.”

In pairs or individually, get them to fill them in.

Feed back their answers to the whole class
(30 mins)
Sue Thompson/Katy Staples/Bristol SACRE
Plenary
Ask learners to compose their own
Top Tips for Keeping Hope
Alive when all is difficult
(5-10 minimum – no maximum –
give them the challenge of who can get the most!)
(15 mins)
Possible extension activities

Research other contexts of extreme difficulty now – and how
people keep hope alive
Look at examples of recent world disasters
Look at examples of celebrities/politicians/people in
public life who have been through difficult times

What can others do to help people keep hope alive?
Get children to write letters (using Amnesty
International or another source) to communicate to
people in desperate contexts that they are thinking of
them and showing love – to say they are not alone.
Sue Thompson/Katy Staples/Bristol SACRE
Lesson 5
Why did Anne Frank have to go into hiding?
Why did Miep Gies help to hide Anne?
LO: To consider what motivates people to help
others, even when their own life may be in danger.
(Context: Miep Gies)
Starter Activity

Give out starter A5 sheets and ask children to discuss the two
questions.
(10 mins)
Main Activity
Miep Gies’ Story to be read together
Miep Gies risked her life looking after the Franks
but said, “I stand at the end of a long line of brave
Dutch people who did much more than I did to
save lives during the dark terrible years of the
occupation of the Netherlands by the Germans.
For them, the events of those terrible years remain alive like
something that happened yesterday. For me, I think of what
happened to the Franks every day.”
Miep Gies was born 15 February 1909 in Vienna. She had moved
to Holland to live with a foster family as her family were too poor to
feed her.
Miep worked with Anne Frank’s Father, Otto, as his office assistant.
She had grown to know, respect and care for Otto and his family.
Miep was not Jewish, she was a Christian.
Sue Thompson/Katy Staples/Bristol SACRE
Along with Victor Kugler, Johannes Kleiman and Bep Voskuijl, she
decided to help Otto and his family hide in the Secret Annexe.
They created the bookcase to hide the door. They took to the
Annexe food everyday and brought books, magazines, a radio and
news of their lives and the lives of others in the outside world.
Miep’s particular role was to bring meat and vegetables. Miep’s
actions were very unselfish; in order to feed the people in the
Annexe she had less for herself. More than just unselfish, her
actions were brave. The punishment for hiding Jews was to be sent
to a concentration camp with the strong likelihood of dying.
Many Christian Dutch people in Amsterdam at this time were
ignoring Jews at best or informing the Nazi soldiers where they
were in order to claim the reward money.
Why did Miep choose to help to hide and look after Anne and her
family at this time?

Read the story of Miep Gies (above).

Split pupils into groups of three or four.

Give out the “Possible reasons why Miep hid and helped Anne”
cards.

Ask them to choose their top three reasons they think Miep
helped Anne’s family. (You could alternatively use a diamond
9 or a ranking ladder for this task.)

Then get them to fill in together the “Top Three Reasons we
Think Miep Helped” sheet.

Feed back and discuss their thinking.

Explain that we can’t really know why. Often it is many
reasons.

Does the person helping always know why they help?
Does that matter?
(40 mins)
Sue Thompson/Katy Staples/Bristol SACRE
Plenary
“I wasn’t the bravest of our many heroes” Miep Gies on her 100th
birthday on 15 February 2009.
Question:
Was Miep Gies a hero/ine?
use pair talk – feed back
Question:
Are there any opportunities we have today to
behave and live like Miep?
(10 mins)
Possible extension activities

Using the Anne Frank Awards website
www.annefrankawards.org.uk, ask pupils to pick one person
who has won an award
(Alexander Rose – see attached text - would be a good
example?)

Ask them to compare and contract his actions with Miep’s.
You could use a double bubble strategy.
Miep Gies
Alexander
Rose
Sue Thompson/Katy Staples/Bristol SACRE
Lesson 6
Why did Anne Frank go into hiding?
How can we communicate to others the pain and
horror of Anne and her family’s experience?
LO: To communicate the feelings of injustice through
a piece of art. (Context: German Expressionism)
Starter Activity

Looking at Post WWI German Expressionist Artist, Ernst
Ludwig Kirchner either by laminating some of the woodcut
images in this pack or “googling” and putting them on the
IWB.

What is the artist trying to portray in this image?

What are the lines like on the face(s)? Why do you think they
are like that?

What does it make you feel?

Why hasn’t the artist just made an accurate image of the
person?
Explain a little about German Expressionism
Read
These artists aimed to express the emotions and inner
feelings of the people they were drawing. They wanted
to communicate the “hopes”, “demands” and “cries” of
people. It was about creating mood through strokes and
textures; they are trying to show the inner thinking or
“soul” of the person.
Sue Thompson/Katy Staples/Bristol SACRE
Ernst Ludwig Kirchner
(1880 – 1938)
Kirchner was invalided out of the army in 1915 (First World War).
Only with a stick, could he stand and totter across a room.
In 1938 he took his own life when he heard that the Nazis were
destroying his art.
Often, he was using his own pain to understand the pain of the
other person, so when he made his portraits he was expressing his
own feelings while also showing the emotions of the other person.
(15 mins)
Main Activity

Ask children to create their own portraits of Anne Frank(or
others from the Secret Annexe) in the style of Ernst Ludwig
Kirchner.

You could start by showing them the last scene from the 2009
BBC Anne Frank’s Diary; the scene when the Nazi soldiers
storm the Annexe.

Have laminated cards of Anne’s portrait (just head and
shoulders) or have it on the IWB (one single image).

Place next to this image one of the German Expressionist
pictures.

Explain they are going to make a portrait of Anne in this style,
but not this Anne – as she is on the screen but Anne’s face
when the Nazi police came. Think what she must have felt.
She was scared and lonely when she heard the soldiers
breaking down the bookcase and coming into the Annexe to
take everyone away. What emotions would have been on her
face?

You might invite them to use mirrors to see what their
own faces might look like.
Sue Thompson/Katy Staples/Bristol SACRE

They can make their portraits by using charcoal or just line
pencil portraits in the style of German Expressionism. (They
could then work them into line prints/polystyrene prints if
time.)
(1-2 Lessons)
Possible extension activities

Self portraits in the German Expressionist style.

A stream of consciousness style poem – description of feelings
from Anne’s perspective – written after the portrait is done.
This may be written as the “Dear Kitty” entry that doesn’t
exist – the one when the soldiers came.

Should you feel this is too “bleak” an ending to this work.
Hope is needed?
Using these extracts from the diary;
“I want to go on living after I’m dead”.
“A person who’s happy will make others happy;
a person who has courage and faith will never
die in misery.”

Create another portrait of Anne’s face in the Expressionist
style that shows her really happy that she is going on living
after she is dead. Use coloured pastels not charcoal or
pencils. Think about what marks you will make.

Next to this piece, write a small card to explain your picture.
“Anne Frank goes on living after she died because ………………….
I can keep Anne’s memory alive by ………………………………”
Sue Thompson/Katy Staples/Bristol SACRE
Diocese of Bristol
Department for Children & Young People
Children & Young People's Services
Sue Thompson/Katy Staples/Bristol SACRE