The Diary of Anne Frank

by Frances Goodrich and Albert Hackett

An Educational Study Guide

Presented by Park

Square Theatre

February 20 – May 18, 2007
Educational Programs at Park Square Are Funded in Part By: The Jay and Rose Phillips Family Foundation, 3M Foundation, Best Buy Children’s Foundation, Deluxe Corporation Foundation, RBC Dain Rauscher Foundation, Securian Foundation, The Minnesota State Arts Board, Saint Paul Travelers, Target Foundation, Thompson West, Hugh J. Andersen Foundation, Lady Slipper Chapter – American Women’s Business Association and Xcel Energy Foundation

Table of Contents
A Time Line of Events in Europe and in the Life of the Frank Family . . . . . . . . . . . . . . . . . . .3 A History of Anne Frank’s Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 What Really Happened? A Comparison of Events in the Play to Historical Facts. . . . . . . . . . .8 A Play Revisited: The Diary of Anne Frank: The 1997 Production. . . . . . . . . . . . . . . . . . . . .11 Judaism and Jewish Culture in the Play. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .15 An Explanation of the Holiday of Hanukkah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Oh, Hanukkah: Comparing the Lyrics in The Diary of Anne Frank . to the Traditional Lyrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 What it Was Like to Live in the Annex? Interdisciplinary Activities and Discussion. . . . . . .20 A Diagram of the Dimensions and Layout of the Secret Annex. . . . . . . . . . . . . . . . . . . . . . . .22 Floorplans for the Set Designs for the 1955 Broadway Production and . Park Square’s Production of The Diary of Anne Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Photos of the Secret Annex. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 The Holocaust: How Could it Happen? (Ingroup/Outgroup Differentiation). . . . . . . . . . . . . .25 Who is Responsible? Assessing Levels of Responsibility for the Holocaust . by Individuals and Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Forget Me Not: A Film and Activity Personalizing the Holocaust . . . . . . . . . . . . . . . . . . . . . 29 Classroom Activity Ideas for The Diary of Anne Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Writing Topics for The Diary of Anne Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 About Annotated Bibliography of Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Study Guide Production Staff Original Editors: Tom Brandt, Cheryl Ann Hornstein Editor of 2007 Edition: Mary Finnerty, Director of Education—Park Square Theatre Teacher Contributors: Leischen Sopoci, Richard Nicolai, Anne Heath, Laura Johnson, Tim Marburger Director of Education, Park Square Theatre - Mary Finnerty Former Literary Manager, Park Square Theatre - Matt Sciple Cover Design and Layout: Ami Christensen If you have questions or comments about this guide or any of our education programs, please contact Mary Finnerty, Education Director, by phone 651-767-8494, fax 651-291-9180, email finnerty@parksquaretheatre.org or letter: Park Square Theatre 408 St. Peter Street, Suite 110 St. Paul, MN 55102 February, 2007
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A Time Line of Events in Europe and in the Life of the Frank Family
November 11, 1918 January 1923 End of World War I. The Nationalist Socialist German Workers’ Party, known as the Nazi Party, holds its first rally in Munich. Otto Frank and Edith Hollander are married in Aachen, Germany. Mein Kampf, Hitler’s autobiography and anti-Semitic plan, is published. The Franks’ first daughter, Margot, is born in Frankfurt, Germany. The Franks’ second daughter, Annelies Marie or Anne, is born in Frankfurt, Germany. “Black Tuesday.” The American Stock Market crashes, wiping out the fortunes of investors overnight and starting a worldwide economic depression. The Nazis receive 37.4% of the vote and are asked to form a coalition government. Hitler is appointed Chancellor of Germany. Freedom of speech and assembly is suspended by the Nazi government. The Gestapo (Secret State Police) is established. Dachau, the main concentration camp for political prisoners, is built. The Nazis declare a boycott of Jewish businesses and medical and legal practices. A law excluding non-Aryans removes Jews from government and teaching positions. Books by Jews, political enemies of the Nazi state, and other “undesirables” are burned in huge rallies throughout Germany. The Franks decide the family must move to the Netherlands due to increasing tensions in Germany.
Edith, Margot, and Anne in Frankfurt in 1933 Otto and Edith Frank in 1925

May 12, 1925

Fall 1925

February 16, 1926

June 12, 1929

October 29, 1929

July 31, 1932

January 30, 1933 February 1933

Spring 1933

April 1933

May 10, 1933

Summer 1933

A view through the fence at Dachau

January 1934

Forced sterilization of the racially “inferior,” primarily ROMA (“Gypsies”), AfricanGermans, and the “unfit,” the mentally and physically disabled, begins. The Nuremberg Laws are passed defining Jews as non-citizens and making any marriage between Aryans and Jews illegal. The Olympic Games open in Berlin. Anti-Semitic signs are removed during the games. 3

Fall 1935

August 1, 1936

Germany invades Denmark. Synagogues and Jewish-owned businesses are looted and destroyed. 1939 September 1939 April and May 1940 December 7. 1941 December 11. The residents of the Secret Annex are betrayed and arrested. The family goes into hiding the next day.000 Jews are transported to concentration camps. joins the Frank family in hiding.S. another Jewish family originally from Germany. Fritz Pfeffer (called Alfred Dussel by Anne). followed by Treblinka in July. 1942 July 13. Kristallnacht. World War II begins. Hermann Van Pells (Mr. 1938 November 9-10. 1942 July 5. 1938 Germany annexes Austria.March 12. and 30. The eight prisoners are transported in a sealed cattle car to Auschwitz. joins the Franks and Van Pels. The Nazis occupy Czechoslovakia. They are taken to a police station in Amsterdam and eventually to the Westerbork Transit Camp. the Netherlands. Sobibor. Margot receives a call-up notice to report for deportation to a labor camp. Anne receives a diary for her thirteenth birthday. Norway. 1942 June 1943 SS leader Himmler orders the “liquidation” of all the Jewish ghettos in Poland and the Soviet Union by forcing their residents into death camps.S. Hitler implements the “Tiergarten 4” program. Belzec and Auschwitz-Birkenau all become fully operational death camps. Anne and Margot Frank are transferred to the Bergen-Belsen Concentration Camp. The allies invade Western Europe (D-Day). The next day the United States enters World War II. Germany invades Poland. 1944 September 1944 October 1944 4 . This would be the last transport to ever leave Westerbork. Germany declares war on the U. fleet at Pearl Harbor. 1941 March 1942 June 12. France. a state-sponsored pogrom in Germany and Austria. The van Pels family (called van Daan in Anne’s diary). Jewish children are made to wear the yellow star. 1939 September 1. Van Daan) is murdered in the gas chambers shortly after arriving at Auschwitz. Japan attacks the U. Belgium and Luxembourg. Hermann Van Pels June 6. 1942 November 16. killing the institutionalized. 1944 September 3. physically disabled and mentally handicapped. 1944 August 4. the eighth and final resident of the Secret Annex. Anne at her desk at the Merwedeplein in Amsterdam March 15.

Fritz Pfeffer dies at the Neuengamme Concentration Camp in Germany. a play by Goodrich and Hackett. where he is reunited with Miep and Jan Gies. Van Pels dies at the Theresienstadt camp in Czechoslovakia. The Diary of Anne Frank. Otto Frank visits a Mrs. less than two months after Anne’s death. The Nuremberg Trials of Nazi war criminals begin. 1945 Mrs. She tells him of Anne’s and Margot’s deaths in Bergen-Belsen. Otto Frank is liberated from Auschwitz by the Russian Army. 1944 January 6. Mrs. 1. Peter Van Pels. 1945 January 27. just days before it was liberated. 1945 August 1945 November 1945 Summer 1947 1951 1955 1959 August 19. Brilleslijper who was with his daughters in Bergen-Belsen. The American film version of Diary is produced with Millie Perkins as Anne. and the war ends in Europe. opens on Broadway. 5 . He is taken first to Odessa and then to France before he is allowed to make his way back to Amsterdam. the women’s subcamp. Peter Van Pels December 20. 1980 This timeline is adapted from the internet Study Guide for the 1997 Broadway revival of The Diary of Anne Frank. Otto Frank dies in Switzerland. Van Pels May 7. Anne and Margot Frank die at Bergen-Belsen within days of each other. 1944 Himmler orders troops to destroy the crematoria at Auschwitz to hide the Nazi war crimes.500 copies of Anne’s diary are published by Contact Publishers in Amsterdam. He concentrates on finding Margot and Anne.November 26. Edith Frank dies at Auschwitz-Birkenau. after surviving a death march from Auschwitz. Germany surrenders. 1945 June 3. The diary is translated into English. 1945 Fritz Pfeffer March 1945 Spring 1945 May 5. Otto Frank arrives in Amsterdam. dies in Austria at the Mauthausen Concentration Camp.

Miep Gies and Bep Voskuijl. Likewise. Otto Frank. which wanted to publish it. he was told that no one wanted to read about the Holocaust. Mr. Anne’s father. Frank also omitted some unflattering passages about his Otto Frank in the attic after the war wife and the other people of the Secret Annex. Bep Voskuijl to Elli Vossen. and Peter Van Pels to Peter van Daan. Anne recorded her innermost feelings in her diary. Kraler. The Secret Annex. her diary. She changed the names of the hiders and helpers for the rewrite: (Hiders: Mr. Miep Gies gave Otto Frank what was left of Anne. Anne rewrote her diary.500 copies of the diary were printed. Johannes Kleiman to Mr. and Mrs. Otto Frank gave the Van Pels family and Fritz Pfeffer the names that Anne created for them. it wasn’t easy for Mr.” At first Anne wrote the diary strictly for herself.A History of Anne Frank’s Diary Anne Frank kept her diary from June 12. in June of 1947. She received the diary for her 13th birthday on June 12. At first only 1. but demand was so great that another edition was quickly produced. in the immediate aftermath of the war. the two secretaries working in the building. The diary was published using Anne’s chosen title. Contact Publishers. it captured the interest of a Dutch firm. Miep did not read the diary because she knew it incriminated the people who had helped those in hiding and that if she read it she would have to “burn it” in order to protect their lives. Koophuis and Victor Kugler to Mr. Mr. found Anne’s diaries before the Nazis ransacked the annex and Miep put the diaries in safekeeping. Miep Gies After much deliberation. but several passages dealing with Anne’s sexuality were omitted at the time of the diary’s first publication as it was not customary to write openly about sex. 1944. with the publication of the diary. 6 .) On August 4. 1942 to August 1. 1942 and started writing in her diary unaware that in a month she would be forced into hiding with her family because Hitler’s Nazis would try to imprison them for being Jewish. This edition included Anne’s rewritten version and parts of the original diary. She edited it and improved the text. omitting passages she didn’t think were interesting enough. the eight people hiding in the Secret Annex were arrested. However. Van Pels to Mr. Otto Frank decided to publish Anne’s diary so that readers would learn about the effects of the Nazi regime and its process of dehumanization. which she named “Kitty. returned to the annex after the war and found he was the only one of the eight to survive the concentration camps. Helpers: Miep Gies to Miep Van Santen. and Mrs. When a newspaper finally printed a story about Anne’s diary. 1944. Frank to find a publisher. Van Daan. Pfeffer to Albert Dussel. but after hearing a radio broadcast calling for ordinary citizens to provide their diaries after the war for historical purposes. and at the same time keeping up her original diary.

Neo-Nazi groups have targeted Anne Frank’s diary. inherited his daughter’s copyrights and published a new expanded 1986 edition of the diary. ink and glue used in the diary. Doubleday published another version of the diary on the 50th anniversary of Anne Frank’s death. Anne rewrote some diary entries into stories and also wrote some fantasy stories. The Anne Frank foundation in Switzerland. The 1986 edition contains all of the entries that Otto Frank and Contact Publishers removed from the original 1947 edition. which was Otto Frank’s sole heir. This edition also included parts of the diary that Otto Frank omitted. The Critical Edition¸ published in 1989. During the months Anne lived in hiding. The 1986 edition also includes transcripts of these tests. which verify the authenticity of the diary. All of her stories are now published. comparing all three versions of Anne’s diary. In response to these claims. 7 . questioning its authenticity in order to deny the full implications of the Holocaust. Today Anne Frank’s diary has been translated into 55 languages and is one of the most widely read books in the world. Tests were also performed on Anne’s handwriting.After Otto Frank died in 1980. In 1995. The scientific study proved that Anne Frank’s diary was indeed written by Anne Frank during the Holocaust. which proved that it was written during the 1940s. her diary became her best friend and confidant. the Netherlands Institute for War Documentation had tests performed on the paper. includes Anne’s revisions in addition to what Otto Frank took out.

” The Franks entered the annex on July 9 and the Van Danns (Van Pels) arrived on July 12. saying. “I’m a man who has always lived alone. Dussel says. It alters and selectively omits several entries and events from its source material. Goodrich and Hackett’s play. Scene 3). The arrival of Dussel is a surprise to the Franks. 1942. All the changes were approved by Anne’s father. Dussel’s (Fritz Pfeffer’s) arrival was well planned: “We always thought there was enough room and food for one more… we chose a dentist” (11/10/42). I haven’t had to adjust myself to others” (Act I. 8 There is only one occasion where the attic inhabitants fear discovery. There were several instances when Anne and the others feared discovery: “Our German visitors were back last Saturday…” (4/27/43). who was a Christian. impatiently awaiting the Franks’ arrival. who was an advisor for the original production. In the entries dated July 8 and July 9. The Diary of Anne Frank. and a fiancée.What Really Happened? A Comparison of Events in the Play to Historical Facts by Matt Sciple Based on and including many of the actual words contained in Anne Frank’s Diary of a Young Girl. Mr. Scene 3). Otto Frank. it is explained that the Franks have to go into hiding earlier than originally planned because Margot received a “call-up notice from the SS. 1942 when the Franks were still living in their home and Anne was still in school. Peter. In History The diary was a birthday present. “Alfred Dussel” in Anne’s Diary. . The first entry is dated June 12. 1942. until I find some other space. Charlotta Kaletta. The Van Daans are in the annex first. Mr. Its first entry is dated July 6. In the Play Anne receives the diary for the first time in the Secret Annex. Fritz Pfeffer. Kraler brings him. This happened so suddenly that I didn’t know where to turn” (Act I. The Franks go into hiding because of the general danger of their situation. Fritz and Charlotta could not wed because under the Nazi’s Nuremberg Laws intermarriage was considered a criminal offense. Examine the changes and discuss the reasons they might have been made. had one son. “It’s just a night or two. is a theatrical adaptation.

Yet I cling to them because I still believe. 1940 Anne’s interest in Peter is more romantic than sexual and remains very innocent except for a brief kiss on the cheek. the man who works in the warehouse. “Mr. but those on the inside. “She puts me to shame. in spite of everything. is getting suspicious about the Annex…” (9/16/43). they told me about menstruation. “Soon after I turned eleven. 9 Anne expresses little curiosity about the act of sex or the physical changes in her body. but before we went downstairs he [Peter] gave me a kiss” (4/16/44). Anne at her school desk in Amsterdam. steady breathing of my heart… Every time I see a female nude. But even then. only to be crushed by grim reality.” . Van Maaren. “It’s difficult in times like these: ideals. which he initiates. Anne’s diary actually reads. in spite of everything. “I still believe. I had no idea where the blood came from or what it was for” (3/18/44). that people are truly good at heart. Kugler thinks this burglar belongs to the same gang as the one who made an unsuccessful attempt six weeks ago to open all three doors” (5/16/43). that people are really good at heart. Frank responds. they seem so absurd and impractical. “I don’t know how I suddenly made the right movement. It’s a wonder I haven’t abandoned all my ideals.” to which Mr. When I lie awake at night I feel a terrible urge to touch my breasts and listen to the quiet. such as the Venus in my art history book. The only physical act they discuss is kissing. I go into ecstasy…” (1/6/44). Anne and Peter compare sexual knowledge and she quizzes him about the male body: “[Peter] told me a lot about what he called [prophylactics] Prasentivmitteln” (3/23/44). dreams and cherished hopes rise within us.In the Play In History “Mr. Anne’s personal feelings about her blossoming sexuality were edited out of the original diary: “I think what’s happening to me is so wonderful. and I don’t just mean the changes taking place on the outside of my body. Anne’s recorded voice in the play is heard saying.

there are still Jews left. when I look up at the sky. one day. the urge to rage. Anne discusses her parents’ marital difficulties. Who knows. The view from the attic window Anne says. we’re doomed. I hear that approaching thunder that. Anne idealizes her father and squabbles occasionally with her mother. “We’re not the only people that have had to suffer. will destroy us too. and the centuries of suffering have only made them stronger” (4/11/44). and that’s the reason. And yet. or just English. 10 The Frank family .In the Play In History It’s utterly impossible for me to build my life on a foundation of chaos. the Jewish people will be held up as an example. I somehow feel that everything will change for the better…” (7/15/44). or whatever. “There’s a destructive urge in people. In several entries. but then. maybe our religion will teach the world and all the people in it about goodness. we’ll want to be. we will always be Jews as well. God has never deserted our people. but if after all this suffering. suffering and death. Through the ages Jews have had to suffer. I hear the suffering of millions. but through the ages they’ve gone on living. And we’ll have to keep on being Jews. I see the world as slowly being transformed into a wilderness. murder and kill” (5/3/44).” Tombstone for Anne and Margot at the Bergen-Belsen Memoral site “In the eyes of the world. the only reason we have had to suffer. We can never be just Dutch. There’ve always been people that have had to… sometimes one race… sometimes another.

and Otto Frank on their adaptation. Goodrich and Hackett. of Ca. Garson Kanin (the production’s director). Lawrence Graver. Levin was turned down. 1996) and The Stolen Legacy of Anne Frank: Meyer Levin. When Levin’s version of the script was rejected by several producers. theatrical agents and others were anxious to gain rights to produce a play or film based on Anne Frank’s diary.” for The New York Times Book Review proclaiming the importance of the work: "Anne Frank's diary is too tenderly intimate a book to be frozen with the label 'classic' and yet no other designation serves…. see An Obsession with Anne Frank." The response was enormous. was a more authentic adaptation of the diary. Goodrich and Hackett worked with playwright Lillian Hellman. the husband and wife playwriting team assigned to dramatize Anne’s story. wrote a front page essay. wrote a play based on Anne’s diary and brought it to Otto Frank and Doubleday to produce. (See Meyer Levin. Meyer Levin and the Diary. Ralph Melnick. Anne Frank's voice becomes the voice of six million vanished Jewish souls. Doubleday published the first American edition of Anne Frank: The Diary of a Young Girl. “The Child Behind the Secret Door. who answered their play out of it. because it was less sanitized than the Broadway version and because it kept Anne’s Jewishness central to the story.” said Garson Kanin.” ~Otto many questions about the annex and those who had hidden there. who had done so much to promote the book. “The fact that in this play the symbols of persecution are Jews is incidental. 11 . the final version emphasized her optimism and idealism. (Yale Univ. This feeling grew with the diary’s theatrical adaptation. Through a series of complicated events. The Road to the Stage With the instant success of the book producers. The Obsession. Meyer Levin. Meyer Levin. it strengthened Otto Frank’s determination to accentuate the universal elements of Anne’s story. along “It is not a Jewish book. Levin continued to argue that his play. Press.” Though their first drafts emphasized the mischievous side of Anne’s personality. and The Staging of the Diary. “It is not a Jewish book. So do not make a Jewish play out of it. So do not make a Jewish with Kanin.000 copies were sold within a short time. Goodrich and Hackett. 1997). In addition to being non-Jews. visited the annex with Otto Frank. Hollywood Screenwriters Hired to Adapt the Diary Since the original Diary of a Young Girl was first published. Among other changes. 1973).A Play Revisited: The Diary of Anne Frank in the 1997 Broadway Production by Matt Sciple Diary of a Young Girl: An Instant Classic In 1952. Lillian Hellman. which are still in dispute. Press. it has been surrounded by controversy. this translation included cuts that Otto Frank and the original European publishers had made. Otto Frank himself was quoted as saying. For decades. their play removed many details about the Frank family’s Jewishness. Otto Frank’s decision to stress the story’s optimism and its universality left many Jewish readers feeling cheated. The novelist. and 45. were the screenwriters of popular Hollywood fare like The Thin Man and It’s a Wonderful Life. For two differing analyses of this controversy and the role of playwright Lillian Hellman and others. (Univ.

As such.” New York Herald Tribune drama critic Walter Kerr wrote. The play was the first popularization of the events of the Holocaust. including Best Play of the 1955-56 Season. Lapine was impressed and moved when Stone showed him a tape of the Oscar-winning documentary.The Diary of Anne Frank: 1955 On October 5. it was very much a product of its time. A New Diary In 1995. and the new entries and nuances of Anne’s character that were revealed in The Definitive Edition.” “tender” – these became descriptions not only of the play. the one who pulls the different artistic aspects of the production together and sets the tone for the play. After all. and decided to take on the project.” said David Stone.” With this exciting idea in mind. The Diary of a Young Girl: The Definitive Edition was published. I still believe that people are good at heart” (lifted out of context). The Chicago Tribune praised. “The new edition reveals a new depth to Anne’s dreams. rueful. her burgeoning womanhood. 1955. “This is such a wonderful play. it had not been done on Broadway in 42 years. and her reflections on her Judaism and the Holocaust. “In spite of everything. The Diary of Anne Frank eventually played a total of 717 performances on Broadway before being produced throughout America and the world in professional and amateur theaters. It’s strange how the shining spirit of a young girl now dead can filter down through the years and inspire a group of theatrical professionals in a foreign land. it embraced a sense of assimilation and universalism.” “warm. The play went on to win the 1955 Pulitzer Prize for Drama. moving drama. the film version starring Millie Perkins as Anne Frank was directed by George Stevens. In 1959. This edition restored the diary entries that Otto Frank and the original publishers had removed which dealt with Anne’s honest feelings toward her family. Stone and Nederlander-Case discussed their artistic team: who would be the best to bring the play back to Broadway? They approached James Lapine to be the director. Idealistic Figure” “As bright and shining as a banner. since the original production.” Anne’s Legacy: A “Universal. prompted producers David Stone and Amy NederlanderCaase to re-examine the play based on the diary. Anne Frank Remembered. irritations.for all its pathos – as bright and shining as a banner. but of Anne Frank. “It struck me and Amy like a light bulb going off.” Inspired to Revive and Revise a Classic The advent of the 1995 edition. encapsulated the image of Anne Frank as a universal. but with all this new material. hardship and passions. as well as three Tony Awards. Praise for the production was widespread. “Frances Goodrich and Albert Hackett have fashioned a wonderfully sensitive narrative out of the real life legacy left us by a spirited and straightforward Jewish girl. idealistic figure. The words. Brooks Atkinson in The New York Times called the play “tender. 12 . we thought this would be a terrific opportunity to take a fresh look. A play that is . The Diary of Anne Frank opened on Broadway starring Joseph Schildkraut as Otto Frank and Susan Strasberg as Anne.

“It took the sensitivities of the period into consideration. Wendy Kesselman was chosen. we don’t have to update it. “someone asks you.The Diary of Anne Frank: 1997 For the challenging job of adapting the new production by interweaving the newly published entries with the 1955 play. all agreed that they were not creating a new play. They did not disparage the intentions of the original production. He removed Anne’s references to other inhabitants of the annex. It’s very thrilling. so he took out many of her references to the war and the Holocaust and about Judaism. and is the granddaughter of two concentration camp survivors. “Usually when you say you’re going to produce a revival. a survivor of Auschwitz . really. Many were Jewish. Natalie Portman. When Otto Frank edited the diary for its first publication. and their new Anne. was about the relationship between a girl and her grandmother. As the work on the play began. we have to take some of the constraints off of it. who was born in Israel. starred Natalie Portman. to her mother. she felt a great responsibility to the material. including the mother of set designer Adrianne Lobel. to reclaim her Jewishness and show some of the less flattering aspects of her personality. Her play. Other Holocaust survivors were consulted for the production. and read deeply about that time period. of presenting a more complete portrait of Anne. the world had not even begun to heal from the horrors of World War II. I Love You Not.” director James Lapine stated. Stone and Nederlander-Case were excited about restoring these lost feelings and thoughts. “We’re bringing Anne to the surface. so much as enhancing the 1955 version with the newly published material. With history looking over their shoulders and in their midst. ‘How are you going to update it?’ Well.” Kesselman felt she had been “given a great gift. We all feel as if we are unwrapping the story. who was born in Israel.” The 1997 Broadway production of The Diary of Anne Frank.” Reading the original diary from the Critical Edition. the producers and artists set out to tell Anne’s “real” story. Lapine.” and was determined to make Anne’s words the center of the new adaptation: “I’m so moved by her writing – I really want her words to shine. 13 . But we could not do the same play now.” said Nederlander-Case. and to her own sexuality. the granddaughter of two concentration camp survivors. Kesselman was struck at “what a wonderful writer Anne was. she had written a great deal about World War II and the Holocaust. “It was fine then. I Love You.” said Nederlander-Case.” Striving for Authenticity The 1997 production’s artistic standing placed more emphasis on authenticity as well. Lapine knew her work. and a great responsibility: “I want to be true to Anne and to all of them. Most of all. including Klesselman.

“Who Owns Anne Frank” by Cynthia Ozick in the October 6. She is seen through barbed wire.How the New Play is Different Since the publishing of The Definitive Edition of Anne’s diary and the release of the Oscarwinning documentary Anne Frank Remembered. they felt that the new adaptors went too far in the opposite direction. Anne’s recorded diary readings include the expression of her anger at Mrs. This version of the play also dispenses with Goodrich and Hackett’s framing device. Now that the issues of authenticity have been raised. By making explicit Anne’s final fate and the Nazi presence. 1997) When tampering with a classic. It begins with the Franks’ arrival and ends with Mr. it lost in subtlety.” (Excepted from Bernard Hammelburg’s article. has been rewritten to reflect the complexity of Anne’s character. Frank recounting the last sighting of Anne shortly before her death by her friend Hanneli. December 15. Hitler’s voice is heard on a radio broadcast. “Restoring the Identity of Anne Frank” by Richard Bernstein. January 1. 1999. her head shaved. Frank and passages relating to her sexual awakening. Though most reviewers agreed that some modification of the original was necessary. this version did all the work for the audience. as are the sounds of speeding trains. reprinted in the Minneapolis Star Tribune on Thursday. “naked. The Diary of Anne Frank. See also: “Dark at the Top of the Stairs” by Nancy Franklin in The New Yorker magazine. 1997. replacing the climatic sound effects of voices and offstage violence with the physical entrance of Nazi storm troopers into the annex. This article is expanded from material once found on the official website of the 1997 Broadway production of The Diary of Anne Frank (no longer on the web). 1997 issue of The New Yorker. not knowing that her father is alive. The 1997 production of The Diary of Anne Frank was not as successful commercially or critically as its predecessor. her legacy is being reexamined. New York Times. it is impossible to avoid criticism. ‘I don’t have anybody anymore. 14 . The 1997 version of the play is more tough minded than its predecessor. what the play gained in accuracy. “A Fresh Look at ‘Anne Frank’ in Search of the Historical One” which appeared in The New York Times on November 30.’ she weeps. the responsibility will fall on new producers of the play to supplement the virtues of the original with new material without destroying what made it popular in the first place. A large part of that legacy. covered with lice. her Jewishness and the tragedy of her story.. in which Otto Frank returns to the annex with Miep Gies.

using Psalm 121 and the emphasis on gift giving)? 4. The following questions and activities relate to these materials. Mrs. or Yom Kippur (the Day of Atonement). As mentioned in the article. Freelance Arts Educator For Discussion or Writing: In the play The Diary of Anne Frank. Are there any other examples of religious traditions shown in the play? Compare the play to the diary. Frank reciting the three blessings over the Hanukkah candles. Scene 5 of the play. Even though the story is about Jews. there are very few examples of Jewish religious tradition or cultural practice. after Mr. In what ways does the Hanukkah scene reflect Christmas customs as they are celebrated in the U. the audience rarely sees them involved in the rich and beautiful traditions of Judaism. Scene 5. then re-read Act I. the lyrics of the song. Look through the rest of the play carefully. Passover (which commemorates the Jews’ freedom from Egyptian rule). Why did the playwrights choose Hanukkah instead of the other holidays? Why did they show only one holiday being celebrated over the course of two years? 5. 1. The version used in the play is a good translation of the Hebrew blessings.? Why would the playwrights change the Hanukkah rituals in this way (i. As you think about your answers. Does the diary give more examples of the Frank family’s Jewish traditions? 15 . gift giving was not the dominant tradition in 1940s Europe at Hanukkah time. While this is a psalm from the Old Testament (and therefore part of Jewish liturgy). In the play. Instructions: Read the attached article titled An Explanation of the Holiday of Hanukkah. Frank recites the blessings over the candles. The families were hiding in the annex for almost two years. remember that the play was written in post World War II America. and yet.e. Why do you think the playwrights describe the gift-giving scene in such detail? What does it reveal about Anne’s character? What does it reveal about the other characters in the scene? 3. Frank then reads Psalm 121. primarily for non-Jewish American audiences. The play spends an entire scene showing Anne distributing her presents to everyone. Why do you think the playwrights included this particular psalm? 2. the Hanukkah celebration.Judaism and Jewish Culture in the Play by Cheryl Ann Hornstein. The scene begins with Mr. it is not a regular part of a Hanukkah celebration. the play only shows them celebrating Hanukkah. rather than one of the more important holidays on the Jewish calendar such as Rosh Hashanah (the Jewish New Year). The best example of Jewish tradition in the play can be found in Act I. S.

How would the play’s wide recognition effect what a director chose to include in a production? 7. blessings or rituals as part of the play.6. prayers. Why would you want to include what you have chosen? 16 . if you were directing the play. Research the historical period and Jewish practices of Holland in the 1930s and 1940s. what Jewish traditions might you include or not include? Describe how you would use the different songs. Why would a director choose to do that? The play is well known and performed in many countries now. Recent productions of the play have included more examples of Jewish traditions and more accurately depicted Jewish ritual. Based on what you find in your research and on what you know about a present day audience.

An Explanation of the Holiday of Hanukkah by Cheryl Ann Hornstein. our tradition was to take turns giving out presents to the other members of the family on each night. Dreidle Traditional foods for Hanukkah include potato “latkes” (pancakes) and“sufganiot” (doughnuts). These foods are eaten because they are fried in oil. once again commemorating the “miracle” of the oil lasting eight days. the Maccabees’ first task was to repair the damage done to the Temple under Greek rule. This commemorates the rededication of the Temple in Jerusalem and the “miracle of Hanukkah” according to the legend. Reconstructionist). play the dreidle game (a wagering game played with a 4 sided top). One of the candles is usually set apart from the others in some way. It may be higher than. Conservative. 17 . a family named Maccabee led the Jewish revolt against Antiochus IV. the Greek ruler of Judea (which is now modern day Israel). The Menorah is lit each of the eight nights of Hanukkah. It is traditional at Hanukkah to give “gelt” or coins to the children in the family. not long enough to prepare more pure oil. Freelance Arts Educator The historical significance of Hanukkah dates back to the year 168 BCE. In my family. There was only enough oil to last for one day. This was a great victory and is the basis for Hanukkah being called a holiday of freedom. starting with just one candle on the first night. it was time to rededicate it to God. It is said that one of the miracles of Hanukkah is that the oil lasted for a full eight days . from Jewish religious tradition (Orthodox. the central ritual of Hanukkah is that of lighting the Menorah (also called a Hanukiah). took control of the Temple of Jerusalem from the Jews and erected statues of Greek gods there. In this year. Actual Hanukkah traditions very greatly from country to country. After lighting candles. Antiochus IV. Reform. It is called the Shamas (or “assistant”) candle and it is used to light the others. In general. and even from family to family. The Menorah is a candelabra with spaces for nine candles. After winning the revolt against Antiochus. and adding one for each night that follows until all candles are lit. The Maccabees and their followers eventually seized the Temple and freed Judea from Greek rule. sometimes on each night. and sing songs. or in front of the other candles. the three blessings are sung in Hebrew. or one big present on the first or last night. Model of the Second Temple in Jerusalem Menorah There is a legend associated with the Maccabees’ victory that leads to many present day Hanukkah traditions. It is this tradition that has changed over time to include the giving of presents. It is traditional for people to cover their heads during the blessings as a sign of respect towards God.long enough for more oil to be prepared. Because of that and other religious and political persecution. When the temple had been cleaned and repaired. As the candles are lit. families might tell stories. For this they needed oil to light the Eternal Light (a light that was supposed to burn continuously).

The song Maoz Tsur (Rock of Ages) is traditionally sung at Hanukkah and clearly describes the Jewish people’s fight for freedom and belief in God’s power to help them achieve their freedom. Happiest of seasons Now is here Many are the reasons For good cheer. And merrily voicing The Hanukkah song that we sing.Oh Hanukkah: Comparing the Lyrics in The Diary of Anne Frank to the Traditional Lyrics Oh Hanukkah (Traditional Version) Oh Hanukkah. One for each night. amid the raging foes. they shed a sweet light To remind us of days long ago. they assailed us. they shed a sweet light To remind us of days long ago. Whether free or fettered Wake the echoes of the songs. In some ways. What do you notice about them? How are the songs similar? How are they different? What is the difference in meaning or theme in each version? Why would the playwrights change these words? 2. You. Oh Hanukkah The sweet celebration Around the feast we gather In complete jubilation. And while we are playing The candles are burning low. Together We’ll weather Whatever tomorrow may bring. Oh Hanukkah (Version in the play) Oh Hanukkah. Questions 1. the lyrics of this song more closely illustrate the plight of the people hiding in the Secret Annex than the lyrics in O Hanukkah. Verse 2 Children of the Maccabees. let our song Praise your saving power. And your word Broke their sword When our own strength failed us. Latkes to eat. Maoz Tsur (Rock of Ages) Verse 1 Rock of ages. Why do you think the playwrights chose not to use this song as part of the play? 18 . But your arm availed us. Where you may be scattered. Furious. Sivivon (Hebrew word for dreidel or top) to play with. One for each night. That the time is nearing Which will see All people free Tyrants disappearing. Yours the message cheering. Were our sheltering tower. So hear us rejoicing. Oh Hanukkah Come light the Menorah Let’s have a party We’ll all dance the hora (a traditional folk dance) Gather round the table We’ll give you a treat. Compare the two different versions of the O Hanukkah song in the abovementioned article.

Hanukkah from The Diary of Anne Frank Yiddish Folk Song 19 .

) Then use classroom desks and chairs to simulate furniture in the space. have the students look at the diagram of the Secret Annex and try to imagine what it was like to live in such a small space for almost two years. Are they similar in size? Which rooms in the annex are different in size as compared to how the sizes are depicted on the set diagram? 3. 4. Frank conducting their lessons while Mrs. b. colored tape. classroom desks and chairs. Anne begging Peter to let her hold Mushi . & Mrs. 20 . assign students to act out the roles of each of the characters in the play. g. Frank and Mrs. Margot and Mr. The set diagram and floor plan are both drawn on a 1/8"=1' scale). Mr.What it Was Like to Live in the Annex? Interdisciplinary Activities and Discussion by Cheryl Ann Hornstein. d. work as a class to tape out the diagram of the annex on the floor in its actual size. Using rulers have students figure out how big the annex was in square feet. f. 2. stove and sink. You may want them to write a journal entry about it. Imagine Life in the Annex by Improvising Scenes (Acting Skills) To get a sense of what the annex felt like. Discuss how the theatrical design captures the cramped nature of the actual annex. Peter. tape measures and yardsticks. Mr. rulers with 1/8" markings. c. then do the same for the set diagram. as well as a main dining table. Figure out the Dimensions (Theatre/Math Skills) Now have them look at the set floorplan diagrams on page 23 for both the 1955 Broadway production and the Park Square production. Anne having a disagreement with her sister and her mother about doing her studies. 1. Examine and Imagine the Attic (Thinking/Writing Skills) First. and a space big enough to tape out the diagrams on the floor in their actual size. Once you have created the space and walked around in it. Leave space for the washing room with toilet. (See diagram on page 22. Dussel is trying to sleep. Freelance Arts Educator Special Tools and Materials: You will need an accurate floorplan of the Secret Annex at #263 Prinsengracht and a copy of the set diagram (See attached diagrams from the back of the play script with dimensions marked. Anne writing in her diary while Margot practices her French lesson aloud. Tape Down the Floor Plan of the Annex (Math/Design Skills) Using the tape. Van Daan are cooking a meal. have students walk through the space a few at a time. Anne. Most set designs for the play use a space that is larger than the actual annex because the set designer has to make sure that all members of the audience can see everything that happens on stage. measuring tapes and/or yard sticks. staying inside the lines of the annex space: a. e. Improvise the following scenes. Dussel checking people’s teeth while the young people are playing cards. making sure they know where things are. Try to create “beds” for eight people. Van Daan arguing about Peter’s cat in their room. Anne having a nightmare while Mr.

7. 21 . Margot trying to take down a letter for Mr. use of the toilet or sink. slam doors. wear shoes. Is it possible to change focus from scene to scene and back again. improvising some scenes. the rest of the class observes and keeps score. movement in the space. teams lose points for breaking the rules. etc. Discuss what changes the actors need to make in order for their scene to proceed without distracting from the other scenes. Discuss what changed. have students walk around in it for a little while. who might overhear them. 8. try to run 2-4 Scenes from g-j simultaneously. use of running water. Mrs. Take into consideration noise levels. Dussel checking one of Mrs. walk heavily.h. What things were easier to do in the theatrical space? What things were easier to do in the “real” space? Using the set design space. disposal of trash and garbage. Van Daan and Mrs. i. Create Text (Directing/Playwriting Skills) Now repeat steps 1-5 using the set diagram. Now. Create a List of Annex Rules (Discussion/Writing/Leadership Skills) With the class. create a list of “Annex Rules” that the families would have had to follow. and still have everything make sense? Have the students modify their scenes so the focus can shift easily. Tape it out on the floor. You may want to make a game out of it. Frank’s teeth. Mr. j. Later. you may choose to edit the scenes and type them into script form. Make it a Game (Acting Skills) Now. to make it closer to what living in the annex may have been like. have students play several of the improvised scenes simultaneously (not scenes that double characters). repeat one of the scenes created in #4 making sure the “actors” follow the “Annex Rules” created by the class. 6. Reflect on this Experience (Language Arts Skills/Observation) Stop for a few minutes and discuss what happened. Did people raise their voices? Did arguments get heated more quickly when there were simultaneous scenes? Be sure to point out things that they wouldn’t have been able to do in the annex for fear of being heard. such as shout. but trying to have each scene still be understandable to the audience (the rest of the class). Eight “actors” play each round. Assign several students to function as scribes. Have the scribes write down the dialogue that is created during the improvisations. Frank arguing over whether to use 4 or 8 potatoes for their dinner. 5. Van Daan.

The Secret Annex – Dimensions and Layout 22 .

23 23 Scale of drawings: 1/8” = 1 ft .Set Floorplans for Stage Productions of The Diary of Anne Frank Set diagram for 1955 production designed by Kermit Bloomgarden Set diagram for Park Square Theatre production designed by Gabriel Backlund in 1999.

Photos of the Secret Annex A view of the back exterior of the annex Entrance to secret annex. hidden behind a bookcase Staircase leading to the attic The kitchen in the annex The attic The wall in Anne’s room 24 .

Stage One: Definition The Holocaust was not an accident. Prejudice allowed Nazi leaders to proceed to the definition stage. Rank the out-groups you have listed from most different to least different from your in-group. 4. write in the larger circle the groups of people you consider different than your in-group. it was intentional. What factors did you use to order the out-groups? 2. or reason). write down in this circle words that describe your in-group. Discrimination was the driving force behind expropriation. write “out-groups. thought. Explain ways your in-group is “better” than the least different out-group. Why were Jews and non-Jews prepared to accept these definitions? 3. taking away the rights. Learn And Discuss 1. Stage Two: Expropriation Once prejudice defines a group. property. How do you establish and reinforce your superiority? 3. 5. In the smaller circle write “in-group” (other people you recognize as being like you). 25 . 1. discrimination (prejudice in action) may occur.The Holocaust: How Could it Happen? Ingroup/Outgroup Differentiation by Tom Brandt. What laws were created to legalize these definitions? 5.” Then. Describe how your in-group is “threatened” by the most different out-group. Osseo Schools To the teacher: This worksheet may be used in a variety of ways: photocopy and distribute the entire worksheet or select specific Learn and Discuss questions for class discussion. or facilitate the In-group/Out-group Differentiation activity. Write a “legal” description of the most different out-group. How were these definitions reinforced? 4. and livelihood of Jews. What identification did these laws require of Jews? Definition Activity: In-group/Out-group Differentiation On a piece of paper. Next. In the larger circle. Write a “legal” description of your in-group. It was a well-planned attempt to kill every Jew in the world. one inside the other. The Holocaust was so terribly effective because it took advantage of people’s prejudice (a positive or negative opinion or feeling formed without knowledge. draw two concentric circles. How were Jews “defined”? 2.

How did perpetrators rationalize annihilation? 26 . the German people could have decided not to obey and enforce the laws created by the Nazi leaders. Who is responsible for allowing the annihilation of Jews? 2. What other groups were subject to annihilation? 3. the large scale killing of Jews and other citizens the Nazis designated as “undesirables.Learn And Discuss 1. annihilation. How did the earlier phases enable concentration? 2. How did the definition stage encourage and enable expropriation? 2. They did not. In the third phase.definition. What made the annihilation of Jews possible? 4. Learn And Discuss 1. Why and how did Jewish leaders comply with Nazi authorities? Stage Four: Annihilation The first three stages of the Holocaust . Why did Nazi laws remove Jews from society and concentrate them together? 3. Where has expropriated Jewish property been discovered recently? 5. and concentration . How did Jews react to expropriation? Stage Three: Concentration As discrimination increased. At any state. Nazi leaders removed and isolated Jews from the broader society. How did bystanders rationalize annihilation? 5. How did non-Jews benefit from expropriation? 3. it was no longer sufficient to take away what Jews owned.were not inevitable. How did concentration make violence toward the Jews easier? 5. How did existing government agencies enable the Nazi leadership to expropriate the property and livelihood of the Jews? 4. expropriation. concentration. and the Holocaust moved to the last stage.” Learn And Discuss 1. What were ghettos? 4.

A person who served as a concentration camp guard ____14. American factory owners who made profits in the 1930s producing weapons for Adolf Hitler ____ 9. A teacher who taught Nazi propaganda in the schools ____16. A person who refused to participate in the hiding or smuggling of Jews ____15. Parents who allowed their children to attend Hitler Youth meetings ____12. The American government. A Jewish father who decided his family would report for deportation rather than attempt to hide or escape 27 . A worker in a plant producing Zyklon B gas ____ 7. A person who always respectfully gave the “Heil Hitler” salute ____10. Very responsible ____ 1. A Jewish ghetto leader appointed by the Nazis ____17. Responsible D. One of Hitler’s direct subordinates. Chancellor of Germany ____ 2. A Jewish prisoner who made weapons in the German weapons industry ____18. A doctor who participated in sterilization of Jews ____ 5. Little responsibility C.Who Is Responsible? If you were a judge. which limited emigration of Jews to the United States in the 1930s ____ 8. how would you assess the responsibility of the individuals or groups listed below for what happened in the world between 1933 and 1945? A. No responsibility B. Adolf Hitler. A factory owner who made enormous profits by producing Zyklon B gas ____ 6. Children who joined the Hitler Youth ____13. such as Heinrich Himmler or Joseph Goebbels ____ 3. A person who agreed to publicly take the Civil Servant Loyalty Oath (swearing eternal allegiance to Adolf Hitler) ____11. A judge who carried out Hitler’s decrees for sterilization of the “mentally incompetent” and internment of “traitors” ____ 4.

28 . 2. List two individuals or groups who had little responsibility 1. What actions made these individuals or groups less responsible? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Decide on a just sentence for one of the individuals or groups with little responsibility and explain why this sentence is appropriate. List two individuals or groups who were very responsible. 1.Review your assessments of responsibility. 2. What actions made these individuals or groups very responsible? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Decide on a just sentence for one of the very responsible individuals or groups and explain why this sentence is appropriate.

each of these cards gives a personal story that can make the horror of millions of people killed by the Nazis into more than a set of grim statistics. He meets Anne Frank and discovers the true meaning of the word hero.graceproducts. they find a one page history describing the fate of this child during the Holocaust. Direct students to brainstorm imaginary experiences from the past and possible desires for the future that they have in common with the child studied in step one. These may be copied for use in the classroom. When students click on the name of the child in the photos. Direct students to access Grace Products Home Page (www. These cards and further information are available at www. Ask students to write a letter to the child. Biographical Card Activities 1. The Biographical Cards Page 30 of this study guide contains biographical cards for learning about victims and survivors of the Holocaust. Each card has a picture of a child of the Holocaust. using details from the brainstorming activity. Ask students to intuit feelings and experiences based on what they see in the picture. An example of this biographical information can be found on the following page. Direct students to study a photograph from a card and write a paragraph describing the person.graceproducts. not a dramatization of her diary. 29 .com) and retrieve biographical information about their child’s actual fate. See the annotated bibliography for information on ordering this film. 2.com. 3. The objective is to increase student sensitivity to the person in the photo before learning of his/her fate. Just as Anne Frank’s story gives a name and a face to the Holocaust.Forget Me Not: A Film and Activity Personalizing the Holocaust The Film Forget Me Not: The Anne Frank Story is a fictionalized account of Anne Frank’s life in hiding. In the movie a young. neo-Nazi man on a school field trip to a Holocaust museum is assigned Anne Frank’s passport to journey through the museum and finds himself magically transported into the streets of Nazi-occupied Amsterdam in the year 1944— as a Jew.

Poland. where he sold hats. Living conditions were horrendous. and other accessories. The Germans constantly harassed the Jewish residents of the ghetto. Still. Grace Productions www. TX. People fell dead in the street from starvation. Jews were forbidden to congregate for religious services.graceproducts. grew up in Lodz. Lodz was home to over 233. Young children often became the sole support of their families.com 30 .Sample of website information Courtesy of the Archives of Simon Wiesenthal Center Children of the Holocaust Natan Abbe Born 1924 in Lodz. Natan was shot to death in late 1940 by a German soldier at the ghetto gate. Anti-Jewish restrictions were immediately enacted. the basic appearance of normal inner-city life was maintained. and subjecting them to horrendous indignities.. and sisters. It was a major center of the textile industry. and exposure. On May 1. People were shot for the slightest reason. randomly seizing people on the streets. little food or medicine. they were subject to curfew. When the Germans occupied Lodz in September 1939.htm 1771 International Pkwy. 1940. fairly liberal city. Poles. In addition. the son of Carola and Israel Abbe. gloves. disease. There was no heat. raiding their apartments. and Germans lived together in relative peace. Schools and hospitals still functioned. Natan was one of 105 million Jewish children murdered by the Germans and their collaborators during the Holocaust.000 Jews. Its diverse population of Jews. His father owned a haberdashery store. He was sixteen years old. the overcrowded ghetto was closed off. Natan was a fifteen year-old schoolboy. their radios were confiscated.com/fmnc/anatan. and they were forced to wear the yellow star. brothers. They would smuggle themselves out of the ghetto in order to find food and bring it back to their starving parents. and inadequate sanitation. Poland Natan. A large. 1940. and all Jewish communal institutions were ordered to disband. Suite 111 Richardson. He had two sisters and a younger brother. On February 8. 75081-1831 Toll-Free 1-800-527-4014 feedback@graceproductions. Jews were barred from most professions. all the Jews were forced to live in a run-down part of the city.

(800) 527-4014 Courtesy of : Grace Products Corp.graceproducts.com Grace Products Corp.com Grace Products Corp. (800) 527-4014 Courtesy of : Grace Products Corp.graceproducts.com Inge Auerbacher access www.com Sura Andrezejko access www.com Grace Products Corp.graceproducts.Forget Me Not Card For The Personal Story of Forget Me Not Card For The Personal Story of Natan Abbe access www.com Ulrich Wolfgang Arnheim access www.graceproducts. (800) 527-4014 Courtesy of : Forget Me Not Card For The Personal Story of Forget Me Not Card For The Personal Story of Emmanuel Alper access www.graceproducts.graceproducts. (800) 527-4014 Courtesy of : Archives of Simon Wiesenthal Center Forget Me Not Card For The Personal Story of Forget Me Not Card For The Personal Story of Hans Ament access www. (800) 527-4014 Courtesy of : Archives of Simon Wiesenthal Center Grace Products Corp. (800) 527-4014 Courtesy of : 31 .

etc. The things you bring must fit in a grocery bag. Questions asked may reflect a knowledge of the historical events and attitudes of the times. What Would You Take With You?: Bring a bag of things from home that you would take with you if you had to go into hiding for two years. 5. multimedia poster. and the interviews could be set up like a talk show. Share your items with a group of four classmates. Jewish Secondary. website. There could be a panel of students acting as different characters from the play. The Geography of Anne Frank: Using a map of Europe. photos of Anne and photos of the places she lived.” 4. her youth. Select ¼” or ½” scale. Students need to prepare for their roles and should be given some specific questions ahead of time that the class will ask. someone Peter. modeling clay. or Tyra Banks. Auschwitz concentration camp. In other words. Jay Leno. Create a Tribute to or Portrait of Anne Frank: Select quotes from the diary. buttons – to create one of the rooms or one of the floors of the attic. Then discuss as a class your thoughts and feelings during the “silent time. Prioritize. How do you decide who can take what? How do you think Anne felt trying to choose what to bring into hiding? How does this exercise help you to better understand any characters in the play? 3. make one bag from all of your items. her confinement. no one is allowed to talk and you must act as though someone is listening at the walls. Find words others have said to her or about her and create a collage. Popsicle sticks. Frankfurt. Find a map of Amsterdam and Locate Anne’s home. doll furniture. This just means you will only be able to take ¼ of your original items. Conan O’Brien. Make a Scale Model: Using the floor plan and the photo of the model of the annex included in this study guide. After discussing the items you selected and why. make a three dimensional model of the Frank’s hiding place. Germany. The Sound-Free Zone: Create a “sound-free zone” in your classroom to duplicate conditions for being in hiding. Write about her or write letters to her. thimbles. her influence. Draw a portrait of her. 32 . Use cardboard. the Secret Annex. Together with your four separate bags. combine the groups’ belongings into just one bag. 2. or piece of artwork which is a tribute to Anne. and the train stations she would have left from. powerpoint presentation. 6. find the major locations for the events in the drama of Anne Frank: Amsterdam. Students could dress in costume of the 1940s and a video recorder may be used so the interviews could be played back to the class. Oprah. The students conducting the interviews could play Barbara Walters. Tom Brokaw. or her ideals. Someone could be Anne. Do this as a library research project.Classroom Activity Ideas for The Diary of Anne Frank 1. etc. Cameo Interview/Role Playing: Pretend you are one of the characters in the play and that you are being interviewed on a popular television program.

how your relationships with people have changed. Put yourself in Anne’s place. In order to organize yourself before you start writing. no incentive so great. Frank. What do Holden Caufield. Anne Frank at her desk at the Merwedeplein in Amsterdam 6.Writing Topics for The Diary of Anne Frank 1. Write a diary entry describing a stressful experience in your life.” Write about hope. Take a passage from Anne’s diary and write the same events over from Margot’s point of view or Peter’s point of view. 7. the main character of Catcher in the Rye. “There is no medicine like hope. What part did hope play in the situation? When did the characters become hopeful? What made them so? Who was the most hopeful person? Who was the least hopeful? What enables people who face difficult circumstances to have hope for the future? How do the characters in The Diary of Anne Frank express hope throughout the play? 33 . and no tonic so powerful as expectation of something tomorrow. Think about a time when you or someone you know faced a difficult situation. and so forth. If this diary had been written by Mrs. Frank’s point of view. Write a scene where these two converse. 2. Marden has written. 3. would it have been so well received? Discuss this question in writing. supporting your claims with examples from the play or rewrite a scene using Mrs. Pretend you are either Anne or Peter. O. Write about what you would miss most if you had to go into hiding. Remember to change the attitude and vocabulary to fit the character’s traits as you observe them in the play. 5. Take a diary entry of your own and turn it into a scene. and Anne Frank have in common? How are they alike? How are they different? Both of them comment on the adult world. 8.S. Describe in detail how you behaved and how those around you reacted to your behavior. 9. Write a letter or series of letters to Anne Frank as if she were your best friend and still alive. 4. Write a letter to Jopie or to another friend about what life in hiding is like. The topics might be how you spend your day. list several topics you want to include.

34 . 13. 15. Write a proposal explaining procedures. as the Frank family did. 12. If you had to leave your house suddenly. and programs that should be implemented.10. Write a brief history of European Anti-Semitism. If you were to meet a survivor of the Holocaust. Imagine your district’s school board is considering eliminating The Diary of Anne Frank from your school’s curriculum because they feel the Holocaust and the issues surrounding it are in the past. Research why and how Hitler targeted the Jews as scapegoats for his regime. policies. Research and write an essay on German attitudes towards Jews today compared with attitudes during WWII. Write an essay about acts of prejudice that you’ve witnessed or heard about in your school or community. Write a letter to the president of the school board or to the editor of your local paper in which you explain why you feel it is vital that the play based on Anne Frank’s diary is read and performed regularly today. what would you take with you and why? 16. what would you say to him or her? What questions would you ask? 14. Pretend you are a member of an international committee researching how to prevent crimes against humanity like the Holocaust from happening again. 11.

Grades 5 and up. The Triumphant Spirit: Portraits & Stories of Holocaust Survivors … Their Messages of Hope and Compassion. Beyond the Diary: A Photographic Remembrance. Anne Frank’s Tales from the Secret Annex Translated by Ralph Manheim and Michael Mok. in U. Nick. personal reminiscences. determination. Bloom. Anne’s original entries. devotion. Anne Frank. Annen. Rol. and an unfinished novel composed while she was hiding from the Nazis during World War II. This “picture book” presents the stories of 92 Holocaust survivors who share their experiences in their own words. 1st ed. Immell.About Anne Frank: An Annotated Bibliography of Resources Anne Frank’s Writings The Diary of a Young Girl. and how deadly is intolerance. edited by David Barnouw and Gerrold Van Der Stroom. edited by her father. including never-before-published material. Frank. M. Grades 8-10. New York: Viking. A powerful reminder of how precious freedom is. A comparison of the three versions of Anne Frank’s diary.A. the diary as she herself edited it while in hiding. 35 . J. translated by Tony Langham and Plym Peters. including Anne’s questions about her own sexuality and herdisagreements with her mother. 1998. Prepared by the Netherlands State Institute for War Documentation. fables.S. Edited by Myra H. providing an insight to Anne Frank and the massive upheaval which tore apart her world. compiled by H. 1989. By Ruud van der Rol and Rian Verhoeven in association with Anne Frank House. Mooyaart. and the best-known version. New York: Doubleday. 144p. and survival. 1997. Greenhaven Press. previously deleted excerpts from her diary. 1993. Denver: Triumphant Spirit Publishing. The Diary of a Young Girl. 1999. diary excerpts. Chelsea House. Edited by Otto H. 1st ed. A Scholarly Look at the Diary of Anne Frank. translated by Arnold Pomerans and B. Each story is a unique account of their luck. New York: Doubleday. 167p. how enduring is the human spirit. translated by Susan Massotty. illustrations. Anne. Garden City. Harold. Hardy. J. The Critical Edition. Ruud van der. 1959. and interviews. Photographs. Adult & Young Adult. A compilation of 15 essays that address the important themes in the diary and critical assessments of it. The Difinitive Edition. Frank & Mirjam Pressler. Del Calzo. and maps accompany historical essays. Frank. NJ: Doubleday. Nonfiction (Including Biography) Readings on The Diary of a Young Girl. 1995. A collection of her lesser-known writings. Edition contains diary entries that were omitted from the original edition. Juvenile biography/pictorial work. Greenhaven Press Literary Companion to World Literature. A contemporary photograph of each survivor accompanies his or her story. including short stories.

Periodicals “Restoring the Identity of Anne Frank. The New Yorker. 1999. New York Times (reprinted in the Minneapolis Star Tribune on Thursday. Fisch. Robert O. London: Viking. “Dark at the Top of the Stairs. A typically mixed review of the 1997 Broadway revival of The Diary of Anne Frank. “Who Owns Anne Frank?” Ozick. K. and the new Broadway revival. Nancy. Richard. Adult biography. Miep and Alison L. An authoritative biography which includes new material. Anne Frank Remembered: The Story of the Women Who Helped Hide the Frank Family. Willy. Interviews with the artists involved with the 1997 Broadway revival. in comparison to the recently published “Definitive Version. Carol Ann. Anchor. 1999). Provocative essay detailing the controversial editing of Anne Frank’s diary. including previously unpublished letters from new evidence about who betrayed her. Arts and Leisure section of the Sunday New York Times. Lindwer. Hall.” Franklin. Minneapolis: University of Minnesota. October 6. December 15. 1997. The author’s paintings are simple but powerful. Lee. a pediatrician at the University of Minnesota. “A Fresh Look at ‘Anne Frank’ In Search of the Historical One. The New Yorker. This essay reignited a firestorm of discussion on these issues and would provide an excellent essay or discussion opportunity. Would history have been better served if it had been destroyed?” Discussing the original stage adaptation. 1997. its theatrical adaption by Goodrich and Hackett. 34p.” Hammelburg. Paperback. Review at Barnes & Noble. presents a narrative of his experience in a Nazi concentration camp through eloquent paintings and prose. pa. “The diary has been distorted by even her greatest champions. January 1.” Ozick poses the question. 1997. Briefly summarizes the controversy surrounding Anne Frank’s diary. Bernard. Gold. The “unwritten” final chapter of Anne Frank: Diary of a Young Girl tells the story of the time between Anne Frank’s arrest and her death from the testimony of six Jewish women who survived the hell from which Anne Frank never returned. 1994. and Holocaust survivor. she asks whether Anne’s story should be considered Jewish or universal. Cynthia. Gies’s recollections of the sheltering of the Frank family in a secret annex in their Amsterdam office building. Quotations used throughout the book are from gravestones in the memorial concentration camp cemetery in Budapest where the author’s father is buried. 36 . 297p. The Last Seven Months of Anne Frank. Roses from the Earth: The Biography of Anne Frank.” Bernstein. 1988. Fisch. Boston: G.Light from the Yellow Star: Lesson of Love from the Holocaust. Gies. artist. November 30.

Understanding Anne Frank’s the Diary of a Young Girl: A Student Casebook to Issues. A young neo-Nazi. 60 minutes. Hedda Rosner. on a school trip to a Holocaust museum. The Living Spirit of Hope (in the world 1929-1945). The center also houses a Holocaust survivors’ interview archive. 1998.Teaching Resources Anne Frank. Grades 7 and up.umn. director. Located at the University of Minnesota in 105 Jones Hall. OR: Portland Public School District. He meets Anne Frank and discovers the true meaning of the word “hero. Enriches the diary with historical documents that illuminate the political and social context of anti-Semitism in Germany and the Holocaust. historical summary + chronology. Sources and Historical Documents. [videocassette] This Oscar-winner for Best Documentary is adapted from Miep Gies’ book of the same name. distributed by New Video Group. The University of Minnesota Center for Holocaust and Genocide Studies. 1997. and other materials. Anne Frank: The Life of a Young Girl. 1996. national and international conferences and other meetings addressing the Holocaust and genocide.chgs. Contact Grace Products Corporations: 1-800-572-4014. 50 min. Includes chapters on the Frank family history. Forget Me Not: The Anne Frank Story.edu. Nonprint Media Anne Frank Remembered. (202) 488-6186. An excellent resource center for teachers and members of the community which pro vides books. An introductory packet that includes bibliography. this powerful film tells the story of Anne Frank from the perspective of her would-be rescuer. is assigned Anne Frank’s passport to journey through the museum and finds himself magically transported to the streets of Nazi-occupied Amsterdam in the year of 1944—as a Jew. Biography. instructional materials including lesson plans and guides. Kopf. Stephen Feinstein. Director. A curriculum for Middle School Students. e-mail feins001@maroon. Using interviews and archival footage. video release of the 1996 production. the Jews in Holland. 612-642-0256. curricular materials. [film] Fred Holmes.umn. United States Holocaust Memorial Museum’s Resource Center for Teachers Call (202) 488-6140. 6 Artifact Sheet mini-posters and a packet of 37 identification cards. children in the Holocaust and their rescuers. videography.tc. [videocassette] New York: A&E Home Video. videos. Greenwood Press.graceproducts. Portland.com. Other brochures on the Resistance and other victim groups are available. Grace Productions Corp. 37 . 1998. information on regional.edu. web site location – http://www. 1992.” This movie is a fictionalized account of Anne Frank’s life in hiding. not a dramatization of Anne Frank’s diary. http://www. information on children in the Holocaust.

on-location scenes at concentration camps in Poland. Exhibits. [video cassette]1995. with the grains of rice stored in jars. and insightful interviews with the people involved with the creation and construction of this “living memorial. and Other Publications. 14 minutes. decided to conceptualize the Holocaust by counting 6 million grains of rice. and Background Information. the Diary. Yours. with accompaniment by the American Symphony Orchestra. a young artist from New Jersey.” I Am Anne Frank. Education. Each site is described briefly and rated according to amount and level of information. MN.C. http://www-th. 1996. originality and design. and Other Media. The guide also includes direct links to each site. Topic headings include: Anne’s Life. Anne Frank: Diary of a Young Girl. For FREE TEACHING COPY write: The Regis Foundation 7901 Metro Blvd. 38 . provides a sense of the importance of the subject. [videocassette] 60 minutes in length.phys.C. It uses a combination of extraordinary archival film footage and photographs. Minneapolis. Articles.: PBS Video.html An extensive list of resources about Anne Frank (1929-1945). Books. This one-hour documentary chronicles the creation. The Anne Frank Internet Guide. Selections from the musical drama. 1 compact disc.S. Washington. After ten months of work in 1994. [sound recording] Produced by Michael Cohen. D. This artistically made video with classical and rap music. Kramer. the artist finally reached one million. and countless references to numbers and counting. Useful for illustrating the magnitude of the Holocaust. 1993. New York: Anne Frank Center USA. D. Ma. Whee Ky. Biographies. Anne and the theatrical production.For the Living.nl/~ma/annefrank. building and design of the U. Seth Kramer’s Untitled (Counting Rice). Lectures and Essays.rug. Holocaust Museum in Washington.

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