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The Diary of Anne Frank

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The Diary of Anne Frank: Introduction

The diary of anne frank: plot summary, the diary of anne frank: detailed summary & analysis, the diary of anne frank: themes, the diary of anne frank: quotes, the diary of anne frank: characters, the diary of anne frank: symbols, the diary of anne frank: theme wheel, brief biography of anne frank.

Historical Context of The Diary of Anne Frank

Other books related to the diary of anne frank.

• Full Title: Anne Frank: The Diary of a Young Girl
• When Written: 1942-1944
• Where Written: Amsterdam, Holland
• When Published: The diary was first published in 1947 under the title Het Achterhuis. Dagboekbrieven 14 juni 1942 – 1 augustus 1944 ( The Annex: Diary Notes from 14 June 1942 – 1 August 1944 ). The book first appeared in English in 1952, under the title Anne Frank: The Diary of a Young Girl . 1989's The Diary of Anne Frank: The Revised Critical Edition presented the original English translation alongside Anne's two original drafts.
• Genre: Memoir
• Setting: Amsterdam, Holland
• Climax: The Franks, the van Daans, Mr. Kugler, Mr. Kleiman, and Mr. Dussel are arrested by the SS.
• Antagonist: Hitler and, by extension, the Nazi Party
• Point of View: First Person

Extra Credit for The Diary of Anne Frank

Just a Bit Too Frank: Given the sexually explicit and at times homoerotic nature of the 50th Anniversary "Definitive Edition" of Anne Frank's diary, The Diary of a Young Girl was banned by the Culpepper County, Virginia schools in 2010.

• The Diary of Anne Frank
• Literature Notes
• Essay Topics
• About The Diary of Anne Frank
• Character List
• Summary and Analysis
• The First Year
• The Second Year
• Character Analysis
• Margot Frank
• Mr. Van Daan
• Mrs. Van Daan
• Peter Van Daan
• Lies (pronounced Lees")"
• Mr. Koophuis
• Cite this Literature Note

Study Help Essay Topics

1. Try to keep a diary for a week. Can you make it interesting and varied?

2. Imagine that you are in hiding with your family. Write descriptions of everyone's character, your feelings, conversations you have, and things you do.

3. What kind of a girl do you think Anne Frank was? Describe her character.

4. What do you think makes Anne's diary interesting?

5. What would you do if laws were passed against you because of, say, the color of your hair, eyes or skin, your grades in school, or your height? How would you feel and react?

6. Which character of the group in hiding do you like best? Why?

7. Pretend that Anne survived the concentration camps. Write an account of what she did when she grew up.

8. What can ordinary people do to make sure that other ordinary people within their society are not persecuted?

Previous Elli

The authenticity of the diary of Anne Frank

On social media, posts are circulating that parts of Anne Frank's diary were written in ballpoint pen. This claim is not true. All claims that the diary is a forgery and that it was written by others than Anne Frank herself are lies.

‘The report of the Netherlands Forensic Institute has convincingly demonstrated that both versions of the diary of Anne Frank were written by her in the years 1942 to 1944. The allegations that the diary was the work of someone else (...) are thus conclusively refuted.’ Conclusion NIOD, in The Diary of Anne Frank. The Revised Critical Edition, 2003, pag. 186

Did Anne Frank write with a ballpoint pen?

No. Anne Frank wrote her diary with a fountain pen and with pencil. Document research by the Netherlands Forensic Institute at the request of the Netherlands Institute for War Documentation (NIOD) revealed that most of the diary and loose sheets were written with gray-blue fountain pen ink. In addition, Anne also used thin red ink, green and red colored pencils and black pencil for her notes. But no ballpoint pen.

The origin of the "ballpoint myth"

In 1959, the diary was examined for authenticity. During that examination, a graphologist left a few notes among the original pages of the diary. In 1980, these notes were discovered by the German Federal Criminal Police Office (BKA) during an investigation of the paper and ink used in the diary. But in its report about it, the BKA gave the impression that "ballpoint corrections were made" in the diary itself. And because that ballpoint ink has only been in use since 1951, that report has been seized upon by Holocaust deniers as proof that the entire diary was not written until after World War II. In July 2006, the BKA declared as yet, that the 1980 study cannot be used to question the authenticity of the diary. 

‘At the moment there are four court cases in West Germany, two in Hamburg and two in Frankfurt, concerning accusations that the diary is a forgery. I fought against this in 1961 and won, but the same accusations are still being expressed, and I have to fight against them over and over again.’ Otto Frank, 1979

Legal actions

Over the years a number of people have tried to spread the claim that the diary of Anne Frank is a forgery. Until his death, Otto Frank carried out legal actions against these “deniers”. After his death in 1980 this task is taken over by the Anne Frank House and the Anne Frank Fonds.

Political agenda

The attacks on the authenticity of the diary need to be seen in a wider perspective. People who have claimed, or still claim, that the diary is not genuine have a political agenda. They often also say or write that the Holocaust never happened. Or they try to prove that there were no gas chambers at Auschwitz, and that the figure of six million Jews murdered during the Second World War is an exaggeration. The diary of Anne Frank is an important document of the Holocaust, and since the Second World War Anne Frank has become the most well known symbol of the persecution of the Jews. People and organisations that deny or trivialise the Holocaust are attempting to exonerate and rehabilitate the National Socialist system. Or, by spreading doubts on the fate of the Jews during the Second World War, they try to undermine the state of Israel’s right to exist.

Television and Internet

In Europe and North America the distribution of material in which the authenticity of the diary of Anne Frank is attacked – and often that the Holocaust is denied – is fortunately only the work of a few people. There are no serious scientists who doubt the fact that the Holocaust took place or that the diary of Anne Frank really was written by her. But in the Middle East, Holocaust denial has increasingly become a weapon in the struggle against Israel, and falsehoods about the Holocaust are put forward on television and the Internet on a wide scale. Many children in the Middle East learn at school that the diary of Anne Frank is a forgery. Through satellite television, these lies also seep through into the Western world. In addition, the people who spread material in which the Holocaust is denied or the diary of Anne Frank is attacked have in the Internet a means of potentially spreading their ideas very widely indeed. Every Internet user can be confronted with them, usually unwillingly. For this reason, the Anne Frank House wants to use all the means at its disposal – and therefore also our website – to repudiate the lies about the diary of Anne Frank.

Holocaust denier Faurisson visits Otto Frank

In October 1993 Fritzi Frank-Markowitz was interviewed by Wouter van der Sluis, a researcher and filmmaker from the Anne Frank House. Fritzi Frank was the widow of Otto Frank. She died in 1998. In the interview she talks about the visit of Robert Faurisson, a notorious Holocaust denier. He denies the existence of gas chambers, for example, and disputes the authenticity of the diary of Anne Frank. But according to Fritzi Frank, when he examined the diary he said: ‘It’ll be very difficult to prove that the diary is a forgery.’

Five new diary pages

In 1998, five previously unknown pages from the diary of Anne Frank cropped up. They were five loose sheets that Otto Frank had already set apart before the publication of the diary in 1947. In all probability, Otto Frank did not want to make these diary fragments public because of Anne’s rather hurtful observations about his first wife, who died in Auschwitz, and their marriage.

They were examined and there was no reason whatsoever to presume that the five returned loose sheets were not written by Anne Frank.

The five pages were first included in the fifth edition of De Dagboeken van Anne Frank (2001). 

What research has been done into the authenticity of the diary?

Because of the persistent accusations against the diary of Anne Frank in the 1960’s and 70’s, a number of investigations were carried out into the diary’s authenticity, partly on Otto Frank’s initiative.

The most extensive investigation was carried out in the first half of the 1980’s by the Netherlands Forensic Institute at the request of the National Institute for War Documentation. The results of this research were presented in a report of over 250 pages. The main section of the report is taken up with the findings of a detailed handwriting comparison, but a forensic document analysis was also carried out. The Diaries of Anne Frank , the so-called Critical Edition  that was published by the NIOD in 1986, contains a 65-page summary of the Forensic Institute report.

The NIOD concludes: ‘The report of the Netherlands Forensic Institute has convincingly demonstrated that both versions of the diary of Anne Frank were written by her in the years 1942 to 1944. The allegations that the diary was the work of someone else (afterthe war or otherwise) are thus conclusively refuted.’ 

German research

Earlier research had also been done before the Forensic Institute’s investigation in the 1980’s. In 1959, Anne Frank’s manuscripts were studied by graphologists (handwriting experts) in Germany, as part of the preparations for a legal action that was brought by Otto Frank.

In March 1960, the Hamburg graphologists came to the conclusion in their 131-page report that all the notations in the diaries and the loose sheets, and all the corrections and additions, were ’identical’ with Anne’s handwriting. The report also concluded that the loose sheets were not written before the three diary books. Finally, the conclusion was made that ‘(...) the text published in German translation as Das Tagebuch der Anne Frank may be considered true to its sources in substance and ideas.’ 

A very limited investigation also took place in Germany in 1980, also in preparation for legal proceedings, and this time carried out by the Federal Criminal Police Office (the Bundeskriminalamt or BKA) in Wiesbaden. The BKA came to the conclusion that all the types of paper and ink used were manufactured before 1950, and could therefore have been used in the war years.

Who claim that the diary of Anne Frank is a forgery?

Apart from a few deluded eccentrics, all the people (and groups of people) who seriously claim that the diary of Anne Frank, or parts of it, are a forgery fall into the category of Holocaust deniers.

They are people who, by means of an attack on the diary, attempt to sow doubt about the fact that the Holocaust truly took place, that six million Jews were murdered during the Second World War, and that the Nazis ever built any gas chambers. They are people with a political aim: by denying or trivialising the Holocaust, they try to prove or make it appear reasonable that Nazism was (and is) a much less malevolent system than everyone thinks. Because it forms an accessible introduction to the Holocaust to people all over the world, and is often used in schools, the diary of Anne Frank is a popular target for these old and new Nazis.

Historical revisionism

Holocaust deniers – also called negationists – come in all shapes and sizes. There are some who wrap themselves in a scientific cloak: they call themselves revisionists or historical revisionists. Using pseudo-scientific arguments, they try to revise the history of the Second World War. One of the most widely translated and distributed revisionist texts about the diary of Anne Frank is the “study” by the French scientist Robert Faurisson, published in 1978 under the title Le Journal d’Anne Frank est-il authentique? (The Diary of Anne Frank: Is It Authentic?) . Faurisson has repeatedly been sentenced to fines and prison terms for spreading the libellous claim that no gas chambers existed in the Second World War, and for incitement to discrimination and racial hatred.

Anti-zionism

Holocaust denial does not only take place in the western world, but also – and in recent years increasingly – in the Middle East. There it is mainly used as a weapon in the struggle against the state of Israel. Sowing doubt about the fate of the Jews during the Second World War, and proclaiming that the diary of Anne Frank is not authentic, is done primarily to ‘prove’ that the Holocaust is “Zionist propaganda”. In this way, people try to undermine the state of Israel‘s right to exist. In Iran, the denial of the Holocaust is even official state ideology, but in the Arabic world too – and increasingly in Turkey – Holocaust deniers are presented in the media as serious scientists. It is striking how many of the revisionist texts that circulate in the Middle East (on the Internet and elsewhere) are of European or American origin.

Why shouldn’t people claim that the diary is a forgery?

Freedom of speech is an important human right in every democratic society. It means that each individual is free to publicly express all kinds of ideas, opinions and standpoints, without prior censorship. But freedom of speech does not mean that anyone can say or shout anything in public with impunity. Just like all other fundamental human rights, there are also limits to freedom of speech that may not be crossed. Inciting hatred, murder or violence, and the distribution of libel, are punishable offences. The spreading of demonstrable untruths about the diary of Anne Frank is not only extremely insulting to those directly involved, it is also discriminatory and offensive to all victims of the Holocaust and their surviving relatives.

Lawful or unlawful

It is only after a statement has been made, that a court can decide if it is unlawful. On this point, the United States and the countries of the European Union have very different traditions. A limit will not be imposed on freedom of speech so quickly in the United States. It is not for nothing that the First Amendment of the American Constitution states that no laws may be made that unnecessarily restrict this freedom.

In Europe, limits on freedom of speech will be set earlier, if the right to protection against discrimination is at issue. While the denial of the Holocaust is not illegal in the USA, there are laws in Germany, France and some other European countries that make the spreading of lies about “Auschwitz” – and thus also lies about the diary of Anne Frank – a criminal offence. A considerable number of the books and websites where the diary of Anne Frank is attacked come from the USA.

The Anne Frank House counters the attacks on the authenticity of the diary

The Anne Frank House has opposed attacks on the authenticity of the diary in its statements and writings and also, in a number of cases, by legal means. In 1976, the Anne Frank House was a joint plaintiff in the legal action taken by Otto Frank against Heinz Roth at the District Court in Frankfurt (see previous paragraph).

“Free Historical Research”

Together with other organisations, the Anne Frank House took legal action against the revisionist mail-order company Vrij Historisch Onderzoek ( Free Historical Research, VHO ), one of the main distributors of material denying the Holocaust and attacking the diary of Anne Frank in the Dutch-speaking world.

Based in Antwerp in Belgium, Free Historical Research had been distributing the report Le Journal d’Anne Frank est-il authentique by Robert Faurisson since 1985, and in 1991 it published the booklet The “Diary” of Anne Frank: a critical approach . This book contained the Faurisson report and an introduction by the Free Historical Research publisher Siegfried Verbeke. The booklet was also sent unsolicited to libraries and private individuals in the Netherlands.

The Anne Frank House joined together with the Anne Frank Fonds in Basel to initiate civil proceedings against Verbeke, Faurisson and Free Historical Research. They demanded a ban on the distribution of the booklet in the Netherlands, under penalty of a fine of 25,000 Dutch guilders. In December 1998 the Amsterdam District Court found for the plaintiffs and upheld their demand for a ban, a judgement that was confirmed on appeal in 2000. Also other legal actions against Free Historical Research, which has greatly expanded its activities via the Internet, have been conducted.

Why is so little action taken against websites?

Throughout the last decades of the twentieth century, doubt was cast on the authenticity of the diary of Anne Frank mainly through booklets, pamphlets and brochures from obscure Nazi publishers. The vast majority of these tracts barely, or never, reached a general public. But with the arrival of the Internet, distributors of Holocaust denial material have gained many new opportunities. Anyone who types ‘Anne Frank’ into a search engine will not only find links to websites with solid and reliable information, but can also be confronted with websites where lies and falsehoods about the diary are presented. And by typing in the word ‘Holocaust’ one quickly trips over revisionist websites. Where this is concerned the Internet is not only a wonderful, unbelievably huge library, but also a dunghill.

Legal measures are not straightforward

The question of what is the best and most effective way of combating Holocaust denial and the distribution of lies about the diary of Anne Frank on the Internet is a complicated one. Partly because of the way the Internet operates across national borders, legal measures are not straightforward. Some revisionist and neo-Nazi groups use Internet service providers outside of Europe in order to escape legal action. The United States has a different tradition of legal powers against libel and defamation, so that Holocaust denial does not easily lead to prosecution.

Websites with counterfacts

On the other hand, there are a number of websites based in the United States where the “arguments” of Holocaust deniers are demolished (see also below). On these sites, facts, figures and documents disprove the lies of revisionist reports, based on the philosophy that facts are the best and only remedy against the spreading of lies.

More information about Holocaust denial

• Barnes, Ian R. -  A revisionist historian manipulates Anne Frank's diary / Ian R. Barnes, Vivienne R.P. Barnes. - In : Patterns of Prejudice , 15 (1981) 1 (January), p. 27-32.
• Barnouw, David. Attacks on the authenticity of the Diary. – In: The diary of Anne Frank : the critical edition / prep. by the Netherlands State Institute for War Documentation ; introd. by Harry Paape, Gerrold van der Stroom and David Barnouw ; with a summary of the report by the State Forensic Science Laboratory of the Ministry of Justice comp. by H.J.J. Hardy ; ed. by David Barnouw and Gerrold van der Stroom ; transl. by Arnold J. Pomerans and B.M. Mooyaart-Doubleday – New York, NY Doubleday, 1989. – p. 84-101.
• Barnouw, David. The authenticity of Anne Franks Diary. - In: Jennifer Gariepy (ed.), Twentieth-Century Literary Criticism, Topics Volume 58. – Detroit, MI : Gale Research Inc., 1995. – p. 76- 84.
• Kuttner, Paul. Anne Frank: The Diary of a Young Girl is a hoax. – In: The Holocaust: hoax or history? : The book of answers to those who would deny the Holocaust / Paul Kuttner. – New York, NY : Dawnwood Press, cop. 1996. – P.1-8.
• Evans, Richard J. Telling lies about Hitler : the Holocaust, history and the David Irving trial / Richard. J. Evans. - Londen [etc.] : Verso, cop. 2002.
• Finkielkraut, Alain. The politics of negation : reflections on the question of genocide / Alain Finkielkraut ; transl. [from the French] by Mary Byrd Kelly ; with an introd. by Richard J. Golsan. - Lincoln, NE [etc.] : University of Nebraska Press, 1998. - (Texts and contexts).
• Guttenplan, D.D. The Holocaust on trial : history, justice and the David Irving libel case / D. D. Guttenplan. - Londen : Granta Books, cop. 2001.
• Kahn, Robert A. Holocaust denial and the law : a comparative study / Robert A. Kahn. - New York, NY [etc.] : Palgrave Macmillan, 2004.
• Kuttner, Paul. The Holocaust : hoax or history? : The book of answers to those who would deny the holocaust / Paul Kuttner. - New York, NY : Dawnwood Press, 1997.
• Lipstadt, Deborah. Denying the Holocaust : the growing assault on truth and memory / Deborah E. Lipstadt. - 2nd pr. - New York, NY : Free Press, cop. 1993.
• Lipstadt, Deborah. History on trial : my day in court with David Irving / Deborah E. Lipstadt. - New York, NY : Ecco, cop. 2005.
• Pelt, Robert Jan van. The case for Auschwitz : evidence from the Irving Trial / Robert Jan van Pelt. - Bloomington, [etc.] : Indiana University Press, cop. 2002.
• Seidel, Gill. The Holocaust denial : antisemitism, racism & the new right / Gill Seidel. - Leeds : Beyond the Pale Collective, 1986.
• Shermer, Michael. Denying the Holocaust : who says the Holocaust never happened and why do they say it? / Michael Shermer & Alex Grobman. - Berkeley, CA [etc.] : University of California Press, 2000.
• Vidal-Naquet, Pierre. Assassins of memory : essays on the denial of the Holocaust / Pierre Vidal-Naquet ; transl. [from the French] and with a forew. by Jeffrey Mehlman. - New York, NY : Colombia University Press, 1992. - (European perspectives).

The Nizkor Project - Techniques of denial

Website that discusses the techniques of Holocaust denial. Includes a FAQ section and details the denial of science, the toxicity of hydrogen cyanide, misrepresentation of the Holocaust, and fabrications concerning the Holocaust. 

Holocaust denial on trial

David Irving, a British writer and holocaust denier, sued American professor and author Deborah Lipstadt and her British publisher, Penguin Books Ltd., for libel in a trial that took place in London, England, in 2000. He lost.

• Lesson Plans
• Teacher's Guides
• Media Resources

Anne Frank: Writer

Anne in her final year of primary school, 1940.

annefrank.org

"... I finally realized that I must do my schoolwork to keep from being ignorant, to get on in life, to become a journalist, because that's what I want! I know I can write... it remains to be seen whether I really have talent...I need to have something besides a husband and children to devote myself to! ... I want to be useful or bring enjoyment to all people, even those I've never met. I want to go on living even after my death! And that's why I'm so grateful to God for having given me this gift, which I can use to develop myself and to express all that's inside me! "When I write I can shake off all my cares. My sorrow disappears, my spirits are revived! But, and that's a big question, will I ever be able to write something great, will I ever become a journalist or a writer?" —Anne Frank, Wednesday, 5 April,1944

In its online introduction to Anne Frank , the United States Holocaust Memorial Museum states, "Anne Frank was one of the hundreds of thousands of Jewish children who died in the Holocaust." In that sense, she is not unique; however, through the very ordinary act of writing a diary, through her youthful wisdom and budding literary talent, Anne remains today an extraordinary "symbol for the lost promise of the children who died in the Holocaust." This lesson invites you to supplement your students' reading of The Diary of a Young Girl by connecting the diary to the study of history and to honor the legacy of Anne Frank, the writer, as she inspires your students to use writing to deepen their insights into their own experiences and the experiences of others.

Guiding Questions

For what purposes did Anne Frank use her diary?

What writing strategies did Anne Frank employ?

How can students apply these and similar strategies in their own writing?

Learning Objectives

Analyze the extent to which Anne Frank changed during her time in the Secret Annex. 

Examine the text to identify techniques used to convey perspectives, emotions, and observations. 

Apply writing techniques used by Anne Frank to the creation of an original work. 

Lesson Plan Details

CCSS.ELA-LITERACY.CCRA.W.1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

CCSS.ELA-LITERACY.CCRA.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• Lesson 1, Anne Frank: One of Hundreds of Thousands , helps students put Anne Frank in a historical context. It begins with a broad overview of the map of World War II in Europe, continues with a look at what happened to a selection of countries, and ends with a lens on the Netherlands and Anne Frank.
• Lesson 2, Anne Frank: Writer, concentrates on the diary with a look at Anne Frank the adolescent and Anne Frank the writer. Students then practice one of Anne's writing strategies—self-imposed rules about how she would compose a particular entry—with material from their own lives.
• A free online resource is available from the EDSITEment-reviewed United States Holocaust Memorial Museum website, Teaching about the Holocaust: A Resource Book for Educators provides guidelines for teaching about the Holocaust, a historical summary and chronology, and an annotated bibliography and videography on Holocaust-related topics. It also describes information about programs offered by Museum educators and additional resources for teachers. To view or print the entire resource book go to the page, " Lessons and Curricular Resources ." Part III lets teachers receive, at no charge, an introductory packet of resources from the Education Resource Center; it also contains an extensive, annotated bibliography with sections for middle school students, high school students, and adults.
• Material about the Holocaust must be presented to young people with great sensitivity. An excellent list of methodological considerations is available on page 13 of Teaching about the Holocaust: A Resource Book for Educators ; guidelines may also be found in the online workshop " Teaching about the Holocaust ." Though the web pages and other items specifically featured in this lesson plan have been selected with care, they inevitably contain-as they relate to the Holocaust-potentially disturbing material. Should students explore the website on their own, they may come across material of a graphic nature. The teacher should set guidelines for the class and be prepared to help students.
• United States Holocaust Memorial Museum: Anne Frank
• Anne Frank House
• Review the lesson plan. Prepare copies of the chart, as necessary. This lesson is intended for students who have completed or are completing The Diary of a Young Girl.
• The chart of Anne's reflections on different feelings, relationships and behaviors could be distributed to students before they read the diary.

Activity 1. Anne Frank: Writer

If desired, review with the class some basic background information about Anne Frank and the Holocaust from the EDSITEment resource United States Holocaust Memorial Museum . How old was Anne (born June 12, 1929) when the Frank family went into hiding? (She was 13.) How old was she when she died? (She was 15.) Share with the class this quote from the Anne Frank House website: "Because she has to keep going under trying circumstances she quickly becomes more grown-up than other youngsters of the same age." Though Anne lived under trying and unusual circumstances, what would your students say Anne has in common with contemporary young people.? In what ways is she different? Assign students (working alone or in groups) a particular half of the diary (by length, the first half would be up to about January 6, 1944). Students will read the diary in search of quotes that indicate Anne's reflections on different feelings, relationships and behaviors that she noted while her family was in hiding. A PDF worksheet, The Diary of Anne Frank: A Changing Record is provided for students to fill out as they work. If desired, each group could transfer its findings to a poster serving as the basis of a short presentation to the class.

As students share their findings, they should compare the items found in the first half of the diary and the second half. Is there any evidence of change in Anne's attitudes from the earlier entries to later entries? Based on Anne's writing—and setting aside for the moment the trying circumstances under which she lived—how would students say Anne is like young people today? How is she different? Poll the class. Do class members believe Anne is like or unlike young people today? Now that the students have looked at Anne, the person, and come to some conclusions about the changes she did or did not undergo during her time in hiding, they are ready to look at Anne, the writer. Her Tales from the Secret Annex (published in 1983) attested to the seriousness of Anne's desire to be a writer. Anne regarded her diary as practice for her future career, a means toward personal development and an attempt to keep up her spirits in difficult times. Share with the students the page " First Diary " from Anne Frank House . Anne used her diary for many purposes. In a number of the diary entries, Anne used some strategies—self-imposed rules about how she would compose a particular entry--to challenge herself to compose something beyond a conventional diary entry. Below are some examples:

• Wednesday, 4 August, 1943: "A Description of an Ordinary Day" (ASSIGNMENT: Describe what is happening around the writer at specific intervals of time.)
• Monday, 9 August, 1943: "The Secret Annexe Daily Timetable Continued" (ASSIGNMENT: Note each person's actions during a communal meal.)
• Wednesday, 18 August, 1943: "The Communal Task of the Day: Potato Peeling" (ASSIGNMENT: Depict an activity in detail.)
• Thursday, 11 November, 1943: "Ode to My Fountain Pen: In Memoriam" (ASSIGNMENT: Describe a personal object in detail and relate its history.) Note: Students interested in this kind of writing might want to read some of Pablo Neruda's odes to commonplace objects, such as "Ode to Tomatoes" and "Ode to Salt" by Pablo Neruda which are available on Elementary Odes (a link from the EDSITEment resource The American Academy of Poets ).
• Tuesday, 16 May, 1944: "A Little Discussion" (ASSIGNMENT: Transcribe a conversation with "stage directions.")
• Tuesday, 1 August, 1944: "A Little Bundle of Contradictions" (ASSIGNMENT: Compose a warts-and-all self-portrait.)

Review one or more of the entries cited above to see how Anne applied the strategy. Once students are familiar with the writing strategies from Anne's diary, they can now apply one to material from their own lives by composing a personal narrative. Assign students the writing of a brief essay based on one of the strategies identified above. So, for example, a student could choose to describe what is happening around him/her (in the lunchroom, for example) at five-minute intervals. For a pre-writing activity, that student might make notes every five minutes on paper previously divided for the purpose. Later she would shape the pre-writing material into an essay. The best essays will explore one specific aspect of human behavior. Students should strive to draw conclusions by citing examples from specific incidents until, in the end, they move from specific examples to generalizations about the behavior.

1. When learning about Anne Frank, students were acquainting themselves with only one of many individuals whose lives were affected by events in Europe before and during World War II. Through the United States Holocaust Memorial Museum site, students can read (and even view video of) a number of first-hand accounts in which people dealt with intense aspects of human behavior.

Begin by reading or viewing and then discussing one or more accounts such as:

• Loneliness/isolation

Have students read and/or view eyewitness accounts with a lens on one specific aspect of human behavior such as those explored above for Anne Frank. Many first-person accounts are available through the U.S. Holocaust Memorial Museum website. The articles on the countries occupied by Germany used in Lesson 1 (also from the U.S. Holocaust Memorial Museum website) also contain links to personal stories:

If desired, students can be asked to compare these eye-witness accounts to Anne Frank's writings.

2. Students interested in learning more about The Holocaust can explore The United States Holocaust Memorial Museum's The Holocaust: A Learning Site for Students : "Organized by theme, this site uses text, historical photographs, maps, images of artifacts, and audio clips to provide an overview of the Holocaust. It is the first step in a growing resource for middle and secondary level students and teachers, with content that reflects the history as it is presented in the Museum's Permanent Exhibition, The Holocaust."

3. Students can read authentic stories of some Dutch citizens in Netherlands Stories , from U.S. Holocaust Memorial Museum. Included are four brief videotaped accounts of eyewitnesses.

4. Students can read and react to a contemporary diary written by a young woman in a war torn part of the world through Zlata's Diary , by Zlata Filipovic. (Viking Press, 1997. Grade levels: 6–12.)

5. Students can use the resources of the United States Holocaust Memorial Museum to research " Blacks During the Holocaust ", including learning about Joseph Nassy , "a black expatriate artist of Jewish descent. Nassy was living in Belgium when World War II began, and was one of about 2,000 civilians holding American passports who were confined in German internment camps during the war."

6. Students can use the resources of the United States Holocaust Memorial Museum to research the 1936 Olympics and read Witness to History: John Woodruff, African-American Gold Medal Winner, 1936 .

7. The United States Holocaust Memorial Museum also provides information about contemporary incidents of potential genocide through Alerting the National Conscience to Threats of Genocide Today .

8. Have students read (or read to them from) Tales from the Secret Annex by Anne Frank (Doubleday Books: 1983. Grade levels 9–12.).

9. Students who want to learn more about Anne Frank can view some photos of the rowhouse and the attic in which Anne spent two years confined with her family and four other people, available from the website Anne Frank House . As one recent visitor to the house described it:

"Amsterdam rowhouses are very tall, very narrow, with incredibly steep staircases. You walk up the steep narrow stairs, go through the secret doorway behind the bookcase, then all of a sudden there's this surprisingly large space. … From the windows of the Anne Frank House … you can look out and see the windows of other houses and of the street and canal below; for us this was a picaresque detail, but for Anne and her family it presented an incredible danger, as their eventual betrayal by a Dutch neighbor attests." Some editions of the diary include a sketch that Anne herself made of the rooms in the house."

10. The U.S. Holocaust Memorial Museum provides several bibliographies for anyone wanting to know more about Anne Frank

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• English Language CBSE
• From the Diary of Anne Frank

19. Explanation of the lesson, "From the Diary of Anne Frank"

From the Diary of Anne Frank Extra Questions and Answers Class 10 English

From the Diary of Anne Frank Class 10 Extra Questions & Answers are available here. Class 10 English From the Diary of Anne Frank extra questions and answers are prepared by our expert teachers. All these questions are divided into two or three sections. They are short type questions answers, long type question answers and extract based questions. Learning these questions will help you to score excellent marks in the board exams.

From the Diary of Anne Frank Extra Questions and Answers

Very short answer questions.

1. What prompted Anne to maintain a diary? Answer:  Anne maintained a diary because he had no friends.

2. Who became Anne’s friend and the what was the friend’s name? Answer:  Anne’s diary became her friend and her name was Kitty.

3. For whom was Anne’s “a birthday present” and why? Answer:  She was a birthday present for her sister because she went to Holland later.

4. When did she make her first entry in her diary? Answer:  She made her first entry in her diary on 20th June 1942.

5. Which subject did Anne find difficult? Answer:  Anne found Mathematics difficult.

6. Why was Mr Keesing annoyed with Anne? Answer:  He was annoyed with Anne because she talked in the class.

7. What was a strange experience for Anne? Answer:  Writing in a diary was a strange experience for Anne.

8. How old was Anne? Answer:  She was thirteen years old.

9. According to Anne What has more patience than people? Answer:  According to Anne paper has more patience than people.

10. What was the name of Anne’s sister? Answer:  Her name was Margot.

11. What was the name of Anne’s maths teacher? Answer:  His name was Mr Keesing.

12. What was the topic of the first essay? Mr Keesing asked Anne to write? Answer:  ‘A Chatterbox.’

13. What was the name of the essay on which Anne had to write the second time? Answer:  ‘An Incorrigible Chatterbox.’

14. Who helped Anne to write the essay in poetry? Answer:  Anne’s friend Sanne.

15. What was the title of the third essay? Answer:  ‘Quack. Quack. Quack. said Mistress Chatterbox.’

16. What was the name of Anne’s mother? Answer:  Her mother’s name was Edith Hollander Frank.

17. Who was Mrs. Kuperus? Answer:  She was as the headmistress of Anne’s school in both standards.

18. Where did Anne’s family migrate from Germany too? Answer:  Her family migrated from Germany to Holland.

19. Who was Kitty? Answer: It was the name went to her diary by Anne.

Short Answer Type Questions

1. What does Anne write in her first essay?

Answer:  In her first essay, titled ‘A Chatterbox’, Anne wanted to come up with convincing arguments to prove the necessity of talking. She wrote three pages and argued that talking was a student’s trait and she would do her best to keep it under control.

2. Mr. Keesing is a kind, but strict teacher. Explain.

Answer:  Mr. Keesing is a kind but strict teacher. He was annoyed with Anne as she was a very talkative girl. He warned her several times but she didn’t change. So, he punished her by giving an essay to write.

3. How did Sanne help Anne Frank in writing the third essay?

Answer:  Senile was Anne’s close friend, and good at poetry. She helped Anne write the third essay in verse. It turned out to be a good poem, and even the teacher, Mr. Keesing, took it in the right way.

4. Why did Anne prefer confiding in her diary? Or Why does Anne want to keep a diary? Why does she feel she can trust a diary more than the people?

Answer:  Anne did not have a true friend to whom she could confide, hence she started writing a diary. Moreover, she knew that paper had more patience than people and her secrets would be safe in a diary. She could trust a diary more than people.

5.   How does Anne feel about her father, grandmother, Mrs. Kuperus and Mr. Keesing?

Answer:  Her father was the most adorable father, she loved him very much. She also loved her grandmother and often thought of her with reverence after her death. She was deeply attached to her teacher, Mrs. Kuperus and was in tears when she left her. Anne did not have a good impression of Mr. Keesing, her maths teacher and often called him ‘old fogey’.

6.   ‘Paper has more patience than people.’ Do you agree/disagree? Give reason.

Answer: I do agree with the above statement. People sometimes get bored, tired or have no mood or time to listen to you. They can get irritated, grudge or complaint about forcing them to listen to you but paper never grudges. It definitely has more patience than people.

7.   How did Anne want her diary to be different?

Answer:  Anne did not want to jot down the facts in her diary, the way most people do. She wanted the diary to be her friend. She called it a kitty. She wrote about her feelings and experiences in it. It was a mature work, reflecting deep insight.

8.   Explain ‘teachers are the most unpredictable creatures’.

Answer:  Anne and her classmates thought that teachers were the most unpredictable creatures’ as nobody would know what there was in their minds and what their next step would be.

9. Why did Anne think that she was alone? Give reasons.

Answer:  Anne had losing parents and an elder sister she had lost aunts and a good home She had a member of blends also Rut there was no one in whom she could confide So she thought that she was alone.

10. How do you know that Anne was close to her grandmother?

Answer:  Anne lived with her grandmother for some months when her parents went to Holland. She loved her deeply. When her grandmother died, Anne felt sad. She often thought about her. So she was close to her grandmother.

11. Why was Anne in tears when she left the Montessori School?

Answer:  When Anne was in the sixth form in the Montessori School, her teacher was Mrs. Kuperus, the headmistress. Anne loved her teacher deeply. She also showed affection to Anne. So when Anne left the Montessori school, she was in tears.

12. Why was the entire class quaking in its boots?

Answer:  The time for declaring the annual results were coming closer. Soon a meeting would be held. The teachers would decide whom to pass and whom to retain in the same class. That is why the whole class was quaking in its boots.

13. Why does Anne feel that writing in a diary is really a strange experience?

Answer:  It must be remembered that Anne Frank was just a thirteen-year-old girl. She was in hiding and cut off from the larger world. She was hesitant that no one would be interested in the musings of a young girl. She had never written anything before. So, it was naturally a strange experience for her.

14. What motivated Anne Frank to write in a diary? Or Why did a thirteen-year-old girl start writing a diary? Did her suffocation lead her to it?

Answer:  It should not be forgotten that Anne was living in hiding. She couldn’t have normal dealings with the people outside. She could talk about ‘ordinary things’ with her family and friends. She couldn’t talk highly personal and intimate issues with them. She didn’t have any real friends. She felt utterly lonely and depressed. Writing in a diary could get all kinds of things off her chest.

15. Give a brief life-sketch of Anne Frank.

Answer:  Anne was born on 12 June 1929. She lived in Frankfurt until she was four. Her father emigrated to Holland in 1933. Her mother went with him to Holland in September. Anne and her elder sister, Margot, were sent to Aachen to stay with their grandmother. Margot, went to Holland in December and Anne followed in February. She started right away at the Montessori nursery school. She stayed there until she was six, where she started in the first form. His grandmother died in January 1942, when she was thirteen.

16. Why does Anne say: “Paper has more patience than people”?

Answer:  Anne doesn’t seem to have much faith in the people around her. She was living in hiding and couldn’t trust people so easily. Moreover, people do react. Sometimes people react rather negative, unpleasant, vulgar and violent manners. Paper is an impersonal and non-reactive object. Whatever you write on it, it receives it without giving any such reactions.

17. Why doesn’t Anne want to jot down facts as most people do in a diary? Why does she call it her friend ‘Kitty’?

Answer:  For Anne Frank, a diary writing is a highly personal and intimate experience. He is not like other diary writers who load it with facts and non-personal matters. She wants to compensate her loss of having no ‘true friends’ with opening out of her heart in the pages of her diary. She wants the diary to be her true friend and calls it `Kitty’.

18.   Why does Anne think it prudent and wise to provide a brief sketch of her life?

Answer:  Anne Frank calls her diary ‘Friend Kitty’. She addresses all her writings to Kitty. For readers, it would be rather difficult to understand ‘the word’ of her stories to Kitty. So, instead of plunging ‘right in’, she thinks it wise to provide a brief sketch of her life. Though she dislikes doing so.

19. Why did Anne Frank feel suffocated?

Answer:  Anne Frank was a very sensitive girl. She was cut off from the mainstream of life, her friends and her people. She was living in a hiding to escape being arrested by the Nazi agents in Holland. Moreover, even with so-called friends, she could not share her intimate and personal feelings and problems. She felt suffocated. She was left with no alternative than opening out her heart through the pages of her diary. ‘Kitty’ her diary became her most intimate friend

20. Give a brief description of Anne Frank’s family.

Answer:  Anne confesses that she has ‘lovely parents’. Her father Otto Frank is ‘the most adorable father’ she has ever seen. Her elder sister Margot was born in Frankfurt in Germany in 1926. Her mother Edith was 25 when she married her father. She and her elder sister stayed with their grandmother before they were sent to live with their parents in Amsterdam.

21. Anne Frank had a great attachment with her grandmother. Justify your answer.

Answer:  There is no doubt that Anne Frank had a great attachment with her grandmother. When her parents migrated to Holland, she along with her elder sister Virago were sent to live with her grandmother in Aachen. The grandmother died in January 1942. She thought of her quite often and still loved her.

22. Why was the entire class quaking in its boots?

Answer: It is true that the whole class was shaking with fear. The teachers were to decide about the fate of the students. They were to decide who would go up in the next class or not. Half of the class was making bets. The verdict of the teachers could go either way. They were quite unpredictable creatures on earth.

23.   Why did Anne Frank says that teachers are the most unpredictable creatures on earth?

Answer:  Anne Frank felt that nothing could be predicted about the mood of the teachers. They were the most ‘unpredictable creatures on earth’. It depended on their choice who would go up in the next class. Only they could decide who would be kept back. Half the class was making bets.

24.   How was Anne getting along with her teachers? Why was Mr. Keesing annoyed with her?

Answer:  No doubt, Anne Frank was getting along well with all her nine teachers— seven men and two women. Mr. Keesing was an old-fashioned man who taught them math. He was annoyed with her for a long time. The reason was simple. He didn’t like Anne as she talked so much in the class.

25. Why did Mr. Keesing assign Anne to write an essay entitled ‘A Chatterbox’?

Answer:  There was only one teacher with whom Anne was not getting along well. He was Mr. Keesing. The maths teacher was annoyed with her because she talked too much in the class. After several warnings, he gave her extra homework like a sort of punishment. She was assigned to write an essay on the topic, ‘A Chatterbox’.

26. How did Anne justify her habit of talking in her first essay on ‘A Chatterbox’?

Answer:  Anne Frank wrote three pages on the topic, ‘A Chatterbox’. In the essay, she justified her habit of talking. She argued that talking was a student’s trait. She would never be able to cure herself of the habit. Her mother talked as much as she did, if not more. She would do her best to keep it under control. However, it was very difficult to control her inherited trait.

27. What were the second and third essays assigned to Anne Frank as punishment?

Answer:  Mr. Keesing had a good laugh at Anne’s arguments in the first essay on ‘A Chatterbox’. He assigned her a second essay on ‘An Incorrigible Chatterbox’. She did write on the subject. Mr. Keesing was not satisfied. He said, “Anne Frank, as punishment for talking in class, write an essay entitled — ‘Quack, Quack, Quack’, said Mistress Chatterbox’.

28. How did she write the last essay “Quack, Quack, Quack, said Mistress Chatterbox”?

Answer:  The third essay assigned to Anne Frank was also related to ‘Chatterboxes’. She had lost her originality on the subject. Her friend Sanne was good at poetry. She offered to help Anne in writing the essay in verse. The poem was about a mother duck and a father swan with three ducklings. The poor ducklings were bitten to death by the father because they quacked too much.

29. How did Mr. Keesing take Anne’s third essay in verse? How did he react? Do you find a change in him?

Answer:  Mr. Keesing took Anne’s joke the right way. He got the message Anne wanted to give to him by narrating the death of three ducklings. He read the poem to the class, adding his own comments. Since then, she had been allowed to talk and hadn’t been assigned any extra homework as he was transformed man now.

Long Answer Type Questions

1. “Paper has more patience than people.” Elucidate.

Answer:  Anne Frank felt lonely in the world. She had loving parents, an elder sister and a number of friends. But she was not intimate with anyone. She could talk to them about common everyday matters. But she could not express her inner feelings to them. She wanted a patient listener with a sympathetic heart. But she found that people had no patience to listen to her. She could not relieve the feelings of her heart to anyone. Anne wanted to lighten the burden of ideas in her heart. So she decided to maintain a diary. A diary is not a human being. It has a lot more patience than man. One can express one’s thoughts freely. The diary does not get bored. It is a true friend. It never rejects the offer of friendship. That is why Anne Frank says that paper has more patience than people.

2. Give a brief sketch of Anne’s life.

Answer:  Anne Frank was a young Jewish girl. She lived with her parents in Germany. But Hitler’s Nazi party was against the Jews. The Nazis were killing the Jews or forcing them to work in the concentration camps. The Frank family fled from Germany in 1933 and took shelters in the Netherlands. But in 1940, Germany attacked the Netherlands and captured it. Now the Nazis started arresting the Jews and sending them to the concentration camps. The Frank family went into hiding. They lived secretly in the upper floors of their business premises. They hid there for 25 months. Their non-Jewish friends gave them food.

Anne had started writing her diary before going into hiding. In August 1944, the Germans came to know of their hiding. They were arrested and sent to Germany. Anne, her sister, Margot, and her mother soon died in a concentration camp. Her father survived and published part of Anne’s diary. In this diary, Anne gives a moving and tragic account of the difficulties faced by her family and the other Jews. The part of the diary reproduced in this chapter is about the days when Anne was a schoolgirl and she, and her family had not yet moved to the secret quarters.

3. (i) Why did Mr Keesing punish her? (ii) What was the punishment? (iii) How did Anne finally stop Mr Keesing from punishing her?

Answer:  Anne Frank was in the habit of talking in the class. Mr Keesing was her Maths teacher. He was annoyed with Anne as she talked much in the class. He gave her several warnings but it had no effect. One day, he punished her by giving her extra homework. He asked her to write an essay on the subject “A Chatterbox’. Anne wrote the essay, giving very amusing arguments in it. Mr Keesing liked the essay. But Anne again talked in the class. So he gave the task of writing another essay. This time, the subject was, An Incorrigible Chatterbox.’ After that. for two lessons, Anne did not get any punishment.

But during the third lesson. Mr Keesing saw Anne talking again He was very annoyed. He asked her to write another essay. The subject of this essay was, “Quack. Quack. Quack. Said Mistress Chatterbox.” The whole class laughed. Mr Keesing was trying to play a joke on Anne. But she wrote the essay in an amusing way. Mr Keesing liked the essay and did not punish Anne after that.

4. How do you assess Anne’s character? You can choose appropriate words from the following box and write a paragraph. Responsible; caring and loving; humorous; talkative; sensible; patient; mature for her age; lonely; accurate in her judgement; childish; intelligent?

Answer:  Anne was a girl of thirteen years. She was very intelligent. She had a sharp brain. She was different from the other girls of her age. She could think clearly and deeply. She had deep thoughts and ideas that she wanted to share with someone. But she found that her friends were not able to understand her completely. Their mental level as not equal to that of Anne. They could talk to Anne about the ordinary everyday matter only.

She had loving parents, an elder sister and loving aunts also. But she could not share her deep thoughts with anyone. So she decided to make her diary to her friend. She wrote down her inner thoughts and feelings in a diary. Anne had an argumentative mind. She argued in her first essay that parental trans arc inherited by children. She had a good sense of humour. Her Maths teacher. Mr Keesing tried to play a joke on her. But she wrote the essay in verse in such a way that the Joke was turned on him.

5. Why did Anne Frank maintain a diary?

Answer:  Anne decided to keep a diary, as she had no “true” friend. She figured paper had more patience than humans did. She felt that there was no one with whom she could share her thoughts and feelings. She had caring parents, a sixteen-year-old sister, and about thirty people she could call her friends. She could not talk about anything except ordinary everyday matters. She could have a good time with them. However, she did not have any true friends. She did not confide in any of her friends. She knew the situation would never change so she decided to keep a diary.

6. What does Anne say about her parents, elder sister and her stay in the Montessori School?

Answer:  Anne calls her father very adorable. When her parents were married, her father was thirty-six and the mother was twenty-five. Margot was Anne’s elder sister. She was born in Frankfurt in 1926. Three years later, Anne was born. She lived in Frankfurt until she was four. Her father migrated to Holland in 1933. Her mother, Edith Hollander Frank, went with him. Anne and her sister Margot were sent to Aachen to stay with their grandmother.

Margot went to Holland in December and Anne went three months later. Anne started studying at the Montessori School. She stayed there until she was six at which time she was in the first form. When was in the sixth form, her teacher was Mrs Kuperus. the headmistress. Both loved each other. When she left school, both Anne and her teacher were in tears.

7. Anne had loving parents and a number of friends. Even then she thought that she was alone. Why?

Answer:  Anne Frank was a thirteen-year-old girl. She had loving parents and an elder sister. She had loving aunts and lived in a good home. She had about thirty friends also. Even then she felt that she was alone in the world. She had no intimate person. She had no true friend with whom she could share her feelings. She could not confide in anyone. She had a number of thoughts that she wanted to express to someone.

But she could not get close to anyone. She could have a good time with them. She could talk to them about ordinary everyday matters of life. But there was no one with whom she could share the deepest thoughts of his heart. Thus she felt lonely in the world. She wanted a true friend so she decided to make the diary her friend.

8. Why was the whole class shaking in its boots? How does Anne Frank describe the behaviour of her classmates?

Answer:  The time of the declaration of the annual results was. coming closer. The teachers were going to hold their annual meeting. In that meeting, they were going to decide which of the students would be promoted to the next class and which of them would be kept back in the same class. As a result, the students were nervous because of the worries of their future. Half the class was making bets.

Anne and her friend G.N. laughed heartily like their classmates, C.N. and Jacques had staked their entire holiday savings on their bet. They were all the time speculating who would pass and who would not. Anne was angry with many of them. But they would not calm down. There were many dummies in Anne’s class. She felt that at least half of them should not be promoted to the next class. But she also felt that teachers are the most unpredictable persons on earth.

9. Describe the three essays written by Anne Frank.

Answer:  Anne Frank was in the habit of talking in the class. Her Maths teacher, Mr Keesing was annoyed with her. One day, Mr Keesing gave her extra homework as a punishment. He asked her to write an essay on the subject, ‘A Chatterbox’. She gave amusing arguments in her essay. She wrote that it was a trait of a student to talk. Moreover, she could not cure herself of this habit as her mother also talked as much as she did. It was an inherited trait. Mr Keesing liked the essay. But Anne talked again for the class. So he asked her to write another essay on the topic, ‘An Incorrigible Chatterbox.’ Now for two lessons, she did not get any punishment. But she talked again. This time, Mr Keesing asked her to write an essay on the topic, ‘Quack, Quack, Quack, Said Mistress Chatterbox.’ Anne wrote this essay in verse form. She wrote about a mother duck and father swan. They had three ducklings. But the father killed the ducklings because they quacked too much. Mr Keesing liked the essay greatly. He read it out to the class. He read it to other classes also. After that, he stopped punishing Anne.

Anne Frank was a young girl who lived during World War II and was known for her diary, which chronicled her life during the Nazi occupation of the Netherlands. In addition to her diary, Anne Frank also wrote several essays, which provide insight into her thoughts and feelings during this difficult time. Here are three of her essays:

1. My Ideas on Ghosts

In this essay, Anne Frank explores her beliefs about ghosts and the afterlife. She begins by describing her own experiences with ghosts, including a dream in which she saw her deceased grandmother. Anne then goes on to discuss different theories about ghosts, including the idea that they are the spirits of dead people and the idea that they are simply figments of our imagination. Ultimately, Anne concludes that she cannot say for sure whether ghosts exist or not, but that she believes in the power of the human spirit to live on after death.

2. A Letter to a Friend

In this essay, Anne Frank writes a letter to a friend, in which she shares her thoughts and feelings about the war and the occupation of the Netherlands. She describes the fear and uncertainty that she and her family feel, and expresses her frustration with the restrictions placed on them by the Nazis. Anne also talks about her hopes for the future, and her belief that the war will eventually end and that she will be able to live a normal life again.

3. The Importance of Reading and Writing

In this essay, Anne Frank reflects on the importance of reading and writing in her life. She describes how reading and writing have provided her with an escape from the difficult realities of the war, and have allowed her to express her thoughts and feelings in a way that she cannot do in other ways. Anne also talks about her love of books, and how they have opened up new worlds and ideas to her. Finally, she encourages others to read and write, and to never take the power of words for granted.

Overall, these essays provide a glimpse into the mind of a young girl trying to make sense of the world around her in the midst of war and turmoil. They show her curiosity, her intellect, and her hope for the future.

10. Anne believed that paper has more patience than people. She could confide more in her diary than in people. Why did she feel so? Was she free from bias and stereotypes? Explain in 100-120 words the values we need to imbibe from the diary as a friend.

Answer:  Anne was a sensible and intelligent girl. She believed that paper has more patience than people as it can confine secrets and shared confidence better than people. Anne didn’t have a true friend hence she shared her thoughts and feelings with her diary. She felt people may not be interested in what you have to say. They also may not be there when you need them. However, paper can never show disinterest and is free from bias and stereotypes. It can’t talk and hence can keep your secrets. She felt paper was more dependable than people and hence treated her diary as her friend.

11. Mr Keesing punished Anne by giving her an essay to write. Did he lack empathy and compassion? Was it not in his attitude to respect differences among the students? What values would you like to inbuilt in him and why? Write in 100-120 words .

Answer:  Mr Keesing was annoyed with Anne as she was a very talkative girl. He warned her several times, but when she didn’t change, he punished her by giving an essay to write. I think he lacked empathy and compassion. As a teacher, he should be more patient and considerate and should have understood Anne’s condition. He lacked the qualities of a good teacher. A good teacher understands that all students are not the same, and there are different ways to teach different students. But Anne was able to change his attitude through her essays. She taught him that talking was a student’s trait and that it was the teacher’s responsibility to change it.

12. Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her? Did she possess a sense of freedom? Explain the values she possessed to justify herself in 100-120 words.

Answer:  Mr Keesing punished Anne by giving her an essay to write on the topic, ‘A Chatterbox’. Anne, in her essay, argued that talking was a students’ trait. The only thing that she could do was to try to control. But that would not be very effective. Her mother talked as much and hence nothing could be done about an inherited trait. Then in her next essay, which she wrote in verse, she expressed her quality of talking through a story. In the poem, a father swan bites his three ducklings to death as he could not bear their excessive quacking. This changed Mr Keesing’s attitude and he never punished her after that. This shows that besides being talkative, Anne was an intelligent, and sensible girl and had a good sense of humour.

13. Anne justified her being a chatterbox in her essay. Do you agree that she has the courage to defy the injustice? What values do you learn from Anne’s character through this? Write in 100-120 words.

Answer:  Anne was a 13-year old intelligent and sensible girl. She was very talkative and hence her maths teacher punished her and asked her to write an essay on ‘A Chatterbox’. She expressed her ‘talking’ as a students’ trait. She defied the injustice through her three essays on the same topic. She said that she could do nothing with her inherited trait. Finally, she wrote her third essay in verse. It was about three ducklings bitten to death by their father swan because they quacked too much. This changed Mr Keesing and he never punished her after that. This showed the power of the pen to express her feelings and the sense of injustice done to her, without annoying others.

14. What made Anne Frank write a diary? Did she think that people would be interested in her writings? Why did she feel that paper has more patience than people?

Answer:  Ant Anne Frank was a highly sensitive girl. She was a thirteen-year-old girl. She didn’t find herself very comfortable in the society she was growing up. It should be remembered that she and her family were made to live in hiding to escape arrests. They were Jews. Those were horrible times. Nazis had let loose untold atrocities on the Jews. Living in such unpleasant circumstances, the young girl could not confide in the people around her.

She couldn’t share her personal and intimate issues with her so-called friends. She needed to get all kinds of things off her heart. She realised that `paper has more patience than people’. She wanted the diary to be her friend. She called this friend ‘Kitty’. She knows it clearly that people would not be interested in the musings of a thirteen-year-old girl.

15. On the one hand, Anne Frank says that she is not all alone in the world. On the other hand, she says that she seems ‘to have everything, except my one true friend’. Why can’t she confide in and come closer to her friends?

Answer:  Anne Frank seems to be a split personality. On the surface, there are about thirty people she can call her friends. She doesn’t seem to be alone in the world. She has loving parents and a sixteen-year-old elder sister. She has loving aunts and a family. She has the ‘most adorable father’. However, she feels very lonely. She can’t talk about but ordinary things with them. Personal and intimate issues can’t be shared with them. She can’t confide or repose complete trust in them. She has reasons to believe that `paper has more patience than people’. Therefore, she wants her diary to be her only true friend. She can power out her heart and express her most intimate emotions through her writings in her diary.

16. Give a brief character-sketch of Anne Frank highlighting the contradictions and conflicts she faced in her short life.

Answer:  Anne Frank was a very sensitive, sharp and mature girl of thirteen. Actually, unpleasant circumstances she was living in, made her mature and wise beyond her years. Being a Jew, she was constantly hounded by the Nazis. She was living in terrible times. Born in Germany, she and her family had to migrate to Amsterdam to escape persecution. They were forced to live in hiding when the Nazis occupied Holland.

No doubt, she had a family, relatives, and friends. But she was an introvert. She felt utterly lonely and couldn’t confide in others. She needed a true friend before whom she could open out her heart and share her innermost feelings. She found that true friend in ‘Kitty’, her diary. She was very emotional. She loved her grandmother very much. She was in tears as she said a heartbreaking farewell to the headmistress, Mrs Kuperus. She was `a Chatterbox’ and annoyed her maths teacher, Mr Keesing as she talked too much in the class. He punished her by giving extra homework to write essays on this subject. But her joke pleased him very much.

17. Give a brief character sketch of Mr Keesing highlighting the transformation that comes to him in the end.

Answer:  Mr Keesing was an old fashioned teacher of maths in Anne Frank’s school. He was rather strict with his students and didn’t allow much talking in class. He was annoyed with Anne as she talked too much in the class. Being irritated, he gave several warnings to her. Ultimately, he assigned her to write an essay on ‘A Chatterbox’. Anne wrote the essay justifying that talking is a student’s trait. She inherited this trait from her mother. Mr Keesing was not amused. He assigned her two more essays. They were: ‘An Incorrigible Chatterbox’ and ‘Quack, Quack, Quack, said Mistress Chatterbox’. Anne wrote the story of three ducklings who were beaten to death by their cruel father because they quacked too much. The essay gave the right message to Mr Keesing. By chance, the joke fell on him. He was a transformed man now. He allowed Anne talking and never assigned her any extra homework again.

18. Why was the whole class ‘quaking in its boots’? Why were teachers the most unpredictable creatures on earth?

Answer:  It was the day of destiny for students. The reason was quite simple. In the forthcoming meeting, the teachers were going to decide who would move up in the next class. They were to decide who would be kept back in the same class. The entire class was ‘quaking in its boots’. Half the class was making bets. Two silly boys C.N. and Jacques had staked their entire’ holiday savings on their bets. One would encourage the other. “No, I’m not.” Anne felt that there were so many dummies or worthless students in the class. She felt that a quarter of the class should be kept back. Anne also felt that teachers were the most unpredictable creatures on earth. They work according to their whims. Naturally, the girls and boys were worried. They waited for the verdict with their fingers crossed.

19. How did Anne turn the table on Mr Keesing who tried to make a joke on her by asking her to write the third essay or the ridiculous subject: ‘Quack, Quack, Quack, said Mistress Chatterbox’? Or How did Anne Frank outsmart her maths teacher, Mr Keesing by giving the right message in her third essay to him?

Answer:  In her first essay, Anne justified her habit of talking. She claimed that talking is a student’s trait. However, Mr Keesing was not amused by her arguments. He decided to punish her for talking in the class. He assigned her to write her third essay on rather a ridiculous subject: `Quack, Quack, Quack, said Mistress Chatterbox’. She class roared. Mt Keesing was trying to play a joke on her with this `ridiculous subject’. But Anne decided to pay him in the same coin.

Anne was lucky that a friend of hers, Sanne, was good at poetry. She helped her to write the essay in verse. The essay was about a mother duck and a father swan. They had three ducklings. The baby ducklings were beaten to death by the father because they quacked too much. Luckily, Mr Keesing took the joke in the right way. The message was very clear. He read the poem to the class, adding his own comments. He was a transformed man now. He allowed Anne to talk and never troubled her by assigning any extra homework.

20. Do you agree that Anne Frank was far more intelligent, mature and witty than her age? Give a reasoned answer.

Answer:  There is no doubt that Anne Frank was mature and intelligent beyond her age. Just imagine a girl of thirteen writing a diary! She knew that not many people would be interested in her musings. Being a very sensitive girl, she was aware of the difference between a real friend and the so-called crowd of friends. Her diary didn’t describe facts and figures. But she opened out her suppressed self. Being an intelligent girl, she knew that paper has more patience than people. She couldn’t confide in everybody and anybody. Only ‘Kitty’, her diary was her true friend.

The highly emotional Anne could be witty and practical too. She knew how to defeat people in their own games. The argument she gave in favour of talking in her first essay spoke volumes of her practical wit. Mr Keesing who wanted to play a joke on Anne by giving her to write on a ridiculous subject was paid in the same coin. Luckily, Mr Keesing understood the message in the right way. Her writing transformed him. He allowed her to talk and stopped troubling her by assigning any extra work.

Extract Based Questions

Read the following extracts carefully and answer the questions that follow:

Question 1: All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other. In any case, that’s just how things are, and unfortunately they’re not liable to change. This is why I’ve started the diary.

a) What are Anne’s views on friends? b) What is her fault? c) Explain ‘unfortunately they’re not liable to change’. d) What is the problem which the speaker has with her friends?

Answer: (a) Anne could only think of having a good time with friends, nothing more.

(b) Her fault was that they did not confide in each other, and hence, weren’t very close.

(c) It means that regrettably, the situation was not likely to change, as she couldn’t confide in friends.

(d) She feels that her friends do not confide in her, and nor does she reveal her secrets to them.

Question 2: ‘Paper has more patience than people.’ I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding: Yes, paper does have more patience and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference.

a) Why did Anne think that ‘paper has more patience than people’? b) Why did Anne feel depressed? c) When would Anne allow one to read her diary? d) Why did Anne think she could confide more in her diary than in people?

Answer: (a) She thought so because paper is much better than people in sharing thoughts, keeping secrets and it never shows disinterest.

(b) Anne felt depressed because she did not have a true friend.

(c) She would allow one to read her diary when she would find a real friend.

(d) She was never so close to people as to pour her heart out to them. She could do so only in her diary because she considered the diary to be her true friend.

Question 3: However, during the third lesson he’d finally had enough. “Anne Frank, as punishment for talking in class, write an essay entitled— ‘Quack, Quack, Quack, said Mistress Chatterbox’.”

The class roared. I had to laugh too, though I’d nearly exhausted my ingenuity on the topic of chatterboxes. It was time to come up with something else, something original. My friend, Sanne, who’s good at poetry, offered to help me write the essay from the beginning to end in verse and I jumped for joy. Mr Keesing was trying to play a joke on me with this ridiculous subjects, but I’d make sure the joke was on him.

a) Who is ‘he’? What did ‘he’ had enough? b) How was this essay different from the one written earlier? c) Why was Anne punished? d) Why did the whole class roar with laughter?

Answer: (a) He is Mr Keesing, Anne’s maths teacher. He was tired of Anne’s talking habit.

(b) This essay was written in verse.

(c) Anne was punished because she had been continuously talking for three periods.

(d) This was because the topic of the essay given to Anne as punishment was absurd and funny.

Question 4: Our entire class is quaking in its boots. The reason, of course, is the forthcoming meeting in which the teachers decide who’ll be kept back. Half the class is making bets.

a) What does ‘quacking in its boots’ imply? b) Why was the entire class quacking in its boots? c) What were they betting for? d) What opinion did Anne have about her classmates?

Answer: (a) ‘Quacking in its boots’ implies shaking with fear and nervousness.

(b) There was going to be a meeting of all the teachers to decide whom to promote to the next form and whom to detain in the same class.

(c) They were betting for — who would be promoted to the next class.

(d) She thought that girls were better in studies than the boys and most of them were dummies.

Question 5: I wrote the three pages Mr Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would try to keep it under control, but I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits.

a) Which fact shows that the narrator was intelligent? b) Which trait of students did she mention in her essay? c) Why did she say that she could never be able to cure herself of the habit of talking? d) How did Anne justify her being a chatterbox in her essay?

Answer: (a) Anne came out with convincing arguments in support of her habit of talking.

(b) Anne mentioned the trait of talking in her essay.

(c) This was because she inherited it from her mother and it was difficult to cure inherited habits.

(d) She argued that talking was a student’s trait. Moreover, she had inherited it from her mother.

Self- Assessment Test

Short Answer Questions

1. Why does Anne want to keep a diary? 2. Why, according to Anne, is writing a diary really a strange experience? 3. Why did Anne prefer confiding in her diary? 4. What was the impact of Anne’s first essay on Mr Keesing? 5. What information does Anne give about her family?

Long Answer Questions

1. Describe the three essays written by Anne Frank.

2. Why was the whole class shaking in their boots? How does Anne Frank describe the behaviour of her classmates?

3. Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her? Did she possess a sense of freedom? Explain

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Class 10 From The Diary Of Anne Frank MCQ

Hi Everyone!! This article will share Class 10 From The Diary Of Anne Frank MCQ. This chapter is an excerpt from the personal diary of a thirteen-year-old Jewish girl named Anne Frank. In my previous posts, I have shared MCQs of His First Flight , The Black Aeroplane and Nelson Mandela Long Walk To Freedom so, make sure to check these posts as well. I have also shared From The Diary Of Anne Frank Questions & Answers so, you can check this post also.

1. Anne Frank was born on?

(a) June 12, 1926 (b) June 12, 1928 (c) June 12, 1929 (d) June 12, 1930

2. What was Anne Frank’s full name?

(a) Anna Mariam Frank (b) Anne Mark Frank (c) Anneliese Marie Frank (d) Anneliese Martina Frank

3. Anne Frank was _______?

(a) Jewish born German girl (b) German born Jewish girl (c) American born Jewish girl (d) None of the above

4. Anne Frank writes a diary while hiding in an attic with her family and four other members in Amsterdam during the German occupation of Netherlands by

(a) French (b) Britishers (c) Nazis (d) Arabs

5. The family went into the hiding in______

(a) July, 1940 (b) July, 1942 (c) July, 1944 (d) July, 1947

6. What was the name of Anne Frank’s sister?

(a) Marie (b) Margaret (c) Margot (d) Martina

7. Who was the only survivor of the group?

(a) Otto Frank (b) Margot Frank (c) Anne’s mother (d) Anne Frank

8. How does the Anne explain his father?

(a) Most delicate father (b) Most angry father (c) Most adorable father (d) None of the Above

9. When Anne’s father married Edith, he was?

(a) 30 years old (b) 32 years old (c) 35 years old (d) 36 years old

10. What name had Anne given to its diary?

(a) Lilly (b) Jolly (c) Dolly (d) Kitty

11. Anne’s diary was gifted to her by her______.

(a) Mother (b) Father (c) Sister (d) Friend

12. Anne was _______ years old when she started writing diary.

(a) 10 (b) 12 (c) 13 (d) 15

13. When Anne was thirteen years old, Margot was________

(a) 15 years old (b) 16 years old (c) 17 years old (d) 19 years old

14. What did Anne’s father do after he returned to Amsterdam?

(a) He went to search for the diary. (b) He was convinced that it was a unique record. (c) He decided to publish the diary in English. (d) All of the above.

15. Anne was sent to Aachen to live with her grandmother. Why?

(a) As a punishment of being a naughty child. (b) As her parents migrated to Holland for work. (c) For learning household chores. (d) For higher studies.

16. How did Anne’s grandmother die?

(a) out of murder (b) out of age (c) out of ill health (d) out of accident

17. Why was Anne unable to get closer to her already existing friends?

(a) She didn’t like her friends. (b) She was an introvert. (c) She couldn’t bring herself to talk about personal stuff. (d) All of these.

18. Why was diary entry a strange experience for Anne Frank?

(a) She thought that no one will be later interested to read the thoughts of a young girl. (b) Anne had never written anything like this before. (c) She thought that no one will be interested to read the thoughts of a thirteen-year-old. (d) All of these.

19. Which subject was taught by Mr Keesing?

(a) Science (b) English (c) Maths (d) History

20. Why was Mr Keesing annoyed with Anne?

(a) Because she was extremely talkative during the lessons. (b) For failing his subject. (c) For not paying attention in the class. (d) All of the above.

21. How does she want to begin her diary?

(a) By writing about her hobby (b) By writing her name (c) By giving an introduction (d) None of the Above

22. What was the subject on which she had to write?

(a) Necessity of Talking (b) Necessity of Running (c) Necessity of Walking (d) Necessity of Studying

23. On which date did Anne record the incident of Mr Keesing’s class in her diary?

(a) 12 June, 1942 (b) 20 June, 1942 (c) 21 June, 1942 (d) 22 June, 1942

24. Who is Anne’s long-awaited friend?

(a) Her Dog (b) Her diary (c) Her cat (d) Her pen

25. Why did Anne say that paper has more patience than people?

(a) She felt more comfortable with paper not people. (b) She felt that telling a person is not a good step as compared to a diary. (c) She felt that paper would not stop her from mentioning her thoughts. (d) All of these.

26. Anne wrote a poem as her punishment for being talkative in class. The poem showed that she was?

(a) creative (b) dumb (c) hopeless (d) depressed

27. Who helped Anne to write essay in verse form?

(a) Margot (b) Her father (c) Sanne (d) Her mother

28. What convincing argument was made by Anne?

(a) She found it impossible to be quiet like the others as she couldn’t change herself. (b) She had the right to be talkative as it was a classroom and not a prism. (c) She had inherited the trait from her mother, so couldn’t stop being talkative. (d) She was talkative just like any other student in the class.

29. What was topic of the essay written by Anne?

(a) A letterbox (b) A Chatterbox (c) My Diary (d) None of the Above

30. Which of the following shows the correct group of teachers of Anne frank?

(a) 7 men 2 women (b) 7 women 2 men (c) 7 men 9 women (d) 9 men 7 women

31. Why do you think Mr Keesing chose the title – ‘An Incorrigible Chatterbox’ – for Anne to write on. This was so because he expected:

(a) Anne to explore her creative writing skills. (b) Anne to express her inability to elaborate on such a topic. (c) her to apologise and not to repeat her talkative behaviour. (d) that this would embarrass Anne and would check her indiscipline.

32. What did the kids bet about in the class?

(a) Who will move up to the next form and who will be kept back. (b) Who will get punished by Mr Keesing. (c) Who is the most talkative person in the class. (d) Both (b) and (c)

33. Who were the two boys who staked their entire holiday savings on their bet?

(a) G.N. (b) C.N. (c) Jacques (d) Both (b) and (c)

34. Why did Anne decided to give a brief sketch of her life first?

(a) If she were to plunge write in the story everyone will be laughing reading it. (b) If she were to plunge write in the story everyone will be bored. (c) If she were to plunge write in the story everyone will be confused. (d) None of the Above

35. What does ‘had a good laugh’ imply in the context of Mr Keesing? It means that he:

(a) ridiculed Anne in front of the whole class. (b) celebrated his ability to make Anne write the essay. (c) realised the humour in it and was amused. (d) pulled up Anne for her arguments in the essay.

36. How did Anne feel when she was punished the third time by Mr Keesing? She:

(a) was worried as she had run out of original ideas for her essay. (b) was happy as she had to write three essays on the same topic. (c) was thrilled at another opportunity to showcase her writing abilities. (d) enjoyed making fun of Mr Keesing in her own way.

37. Anne doesn’t plan to let anyone else read her diary as:

(a) She is unwilling to share it with anyone. (b) She is secretive about her life. (c) She wants to cherish these moments herself. (d) It is about her intimate feelings.

38. Anne’s diary was published under which name?

(a) The Diary of a young girl (b) The Diary of Anne Frank (c) Anne Frank (d) None of the above So, these were Class 10 From The Diary Of Anne Frank MCQ.

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Chapter Chosen

Book chosen, subject chosen, previous year papers, from the diary of anne frank.

What was the poem about? How did it affect Mr Keesing?

Mr Keesing had assigned Anne to write an essay on, ‘Quack, Quack, Quack, Said Mistress Chatterbox’. Anne decided to write the essay in verse and she wrote a beautiful poem. It was about a mother duck and a father swan with three baby ducklings who were bitten to death by the father because they quacked too much. Mr Keesing understood Anne's message in the poem and took it in the right way. He read the poem to the class. He also added his own comments. Moreover, he allowed Anne to talk in the class and stopped assigning her extra homework.

Who helped Anne with her third assignment?

Anne's friend, Sanne was good at poetry. She offered to help her write the essay from beginning to end in verse.

What did Anne think when she was assigned the third essay?

Anne thought that she had nearly exhausted her brilliance on the topic of chatterboxes. She had to come up with something different that is original.

What is the main theme of 'The Diary of A Young Girl'? 

'The Diary of A Young Girl' was written by Anne Frank, a thirteen year old Jewish girl. She started witing the diary as she had no friend with whom she could share her thoughts and experiences. She named her diary,'Kitty'. She had expressed her feelings of fear and frustration on the way Jews were treated by Germans. The diary has the accounts of everyday happenings in her life in detail.

What was the third topic that Mr Keesing assigned to Anne for writing an essay?

After Anne handed over the second assignment to him, Mr Keesing didn't complain for next two lessons. But, during the third lesson he told Anne that she had to write an essay entitled, ‘Quack, Quack, Quack, Said Mistress Chatterbox’ as a punishment for talking in class.

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Essay on Anne Frank

Students are often asked to write an essay on Anne Frank in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Anne Frank

Introduction.

Anne Frank was a Jewish girl born on June 12, 1929, in Frankfurt, Germany. Her family moved to Amsterdam in 1933, escaping the growing Nazi power.

Life in Hiding

When the Nazis invaded the Netherlands in 1942, Anne and her family went into hiding in a secret annex. Here, she wrote her now-famous diary.

Anne’s diary, written between 1942 and 1944, provides a vivid account of her life in hiding. It’s a powerful testament to her courage and hope during a time of great fear and uncertainty.

After her death in a concentration camp in 1945, Anne’s father published her diary. Today, it serves as a reminder of the horrors of the Holocaust.

250 Words Essay on Anne Frank

Anne Frank, born Annelies Marie Frank on June 12, 1929, is one of the most renowned and most discussed Jewish victims of the Holocaust. Known for the diary she wrote while hiding from the Nazis in Amsterdam during World War II, her story is a powerful narrative of hope amidst the horrors of war.

Anne’s family went into hiding in a secret annex in her father’s office building in 1942, after her sister Margot received a call-up notice from the Central Office for Jewish Emigration. For over two years, Anne documented her experiences, thoughts, and emotions in her diary, providing a unique insight into the life of Jews during the Nazi regime.

In August 1944, the Secret Annex was discovered, and its occupants were sent to concentration camps. Anne and Margot died of typhus in Bergen-Belsen camp in early 1945. Her father, Otto Frank, the only survivor, returned to Amsterdam after the war and discovered Anne’s diary. Recognizing its historical and personal value, he published it in 1947.

Anne Frank’s Diary, now translated into more than 70 languages, serves as a stark reminder of the atrocities of the Holocaust. It also stands as a testament to the resilience of the human spirit in the face of adversity. Anne’s poignant writing, her introspection, and her unwavering hope in humanity continue to inspire millions around the globe. Her story remains a powerful symbol against intolerance, racism, and prejudice.

500 Words Essay on Anne Frank

Anne frank: a voice from the shadows.

Anne Frank, a name that resonates with millions around the world, symbolizes the human spirit’s resilience in the face of horrifying adversity. Born on June 12, 1929, in Frankfurt, Germany, Annelies Marie Frank was a German-Dutch diarist, globally recognized for her poignant diary written during the Holocaust.

Early Life and Emigration

Anne Frank was born into a liberal Jewish family. Her father, Otto Frank, was a decorated German officer in World War I. However, when the Nazis came to power in 1933, Otto, sensing the impending danger, moved his family to Amsterdam, Netherlands. For a while, they lived a peaceful life, until the Nazis invaded the Netherlands in 1940, and the Franks found themselves entrapped once again.

The Secret Annex

In 1942, when the Nazis began deporting Jews to concentration camps, the Frank family went into hiding in a secret annex above Otto Frank’s office. Here, Anne began her diary, initially intended as a personal memoir but later revised with the aim of publication after the war. She documented her experiences, fears, hopes, and the claustrophobic reality of her life in hiding.

The Diary of Anne Frank

Anne’s diary, a unique blend of adolescent introspection and terrifying reality, is a testament to her extraordinary narrative skill. Her entries, filled with vivid descriptions and insightful reflections, depict the horrors of war, the human capacity for cruelty, and the sparks of kindness and humanity that persist even in the darkest times. She also explored her identity, ambitions, and the complex dynamics of growing up in such an oppressive environment.

Arrest and Death

In August 1944, the Frank family was betrayed, leading to their arrest and deportation. Anne and her sister Margot were transferred to Bergen-Belsen concentration camp, where they both died of typhus in March 1945, just weeks before the camp’s liberation. Anne was only 15.

After the war, Otto Frank, the only surviving member of the family, returned to Amsterdam, where he discovered Anne’s diary. He decided to fulfill her wish to have it published. The diary, translated into more than 70 languages, has become one of the world’s most widely read books, shedding light on the Holocaust’s horrors through the eyes of a young girl.

Anne Frank’s story is a stark reminder of the devastating consequences of prejudice and hatred. Her diary, a testament to the indomitable human spirit, continues to inspire generations, advocating for tolerance, empathy, and peace. Though her life was tragically cut short, her voice echoes through the corridors of history, urging us to remember and learn from the past.

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From the Diary of Anne Frank Long Questions and Answers

From the Diary of Anne Frank Long Questions and Answers are written by experts. Go through and gain confidence. We at edumantra highly appreciate your feedback regarding Long Answer Type of Questions Anne Frank.

Q.1. “Paper has more patience than people.” Elucidate.

Ans. Anne Frank felt lonely in the world. She had loving parents, an elder sister and a number of friends. But she was not intimate with anyone. She could talk to them about common everyday matters. But she could not express her inner feelings to them. She wanted a patient listener with a sympathetic heart. But she found that people had no patience to listen to her. She could not relieve the feelings of her heart to anyone. Anne wanted to lighten the burden of ideas in her heart. So she decided to maintain a diary. A diary is not a human being. It has a lot more patience than man. One can express one’s thoughts freely. The diary does not get bored. It is a true f r iend. It never rejects the offer of friendship. That is why Anne Frank says that paper has more patience than people.

Q.2. Give a brief sketch of Anne’s life. [H.B.S.E. March 2017 (Set-A)]

 Ans . Anne Frank was a young Jewish girl. She lived with her parents in Germany. But Hitler’s Nazi party was against the Jews. The Nazis were killing the Jews or forcing them to work in the concentration camps. The Frank family fled from Germany in 1933 and took shelters in the Netherlands. But in 1940, Germany attacked the Netherlands and captured it. Now the Nazis started arresting the Jews and sending them to the concentration camps. The Frank family went into hiding. They lived secretly in the upper floors of their business premises. They hid there for 25 months. Their non-Jewish friends gave them food.

Anne had started writing her diary before going into hiding. In August 1944, the Germans came to know of their hiding. They were arrested and sent to Germany. Anne, her sister, Margot and her mother soon died in a concentration camp. Her father survived and published part of Anne’s diary. In this diary, Anne gives a moving and tragic account of the difficulties faced by her family and the other Jews.

The part of the diary reproduced in this chapter is about the days when Anne was a schoolgirl and she and her family had not yet moved to the secret quarters.

We hope you are enjoying the From the Diary of Anne Frank Long Questions and Answers

 Q3. (i) Why did Mr Keesing punish her?

 (ii) What was the punishment?

(iii) How did Anne finally stop Mr Keesing from punishing her?

  Ans . Anne Frank was in the habit of talking in the class. Mr Keesing was her Maths teacher. He was annoyed with Anne as she talked much in the class. He gave her several warnings but it had no effect. One day, he punished her by giving her extra homework. He asked her to write an essay on the subject “A Chatterbox’. Anne wrote the essay, giving very amusing arguments in it. Mr Keesing liked the essay. But Anne again talked in the class. So he gave the task of writing another essay. This time, the subject was, An Incorrigible Chatterbox.’ After that. for two lessons, Anne did not get any punishment. But during the third lesson. Mr Keesing saw Anne talking again He was very annoyed. He asked her to write another essay. The subject of this essay was, “Quack. Quack. Quack. Said Mistress Chatterbox.” The whole class laughed. Mr Keesing was trying to play a joke on Anne. But she wrote the essay in an amusing way. Mr Keesing liked the essay and did not punish Anne after that.

Q.4. How do you assess Anne’s character? You can choose appropriate words from the following box and write a paragraph.

Responsible; caring and loving; humorous; talkative; sensible; patient; mature for her age; lonely; accurate in her judgement; childish; intelligent

Ans . Anne was a girl of thirteen years. She was very intelligent. She had a sharp brain. She was different from the other.girls of her age. She could think clearly and deeply. She had deep thoughts and ideas that she wanted to share with someone. But she found that her friends were not able to understand her completely. Their mental level ..as not equal to that of Anne. They could talk to Anne about the ordinary everyday matter only. She had loving parents. an elder sister and loving aunts also. But she could not share her deep thoughts with anyone. So she decided to make her diary to her friend. She wrote down her inner thoughts and feelings in the diary. Anne had an argumentative mind. She argued in her first essay that parental trans arc inherited by children. She had a good sense of humour. Her Maths teacher. Mr Keesing tried to play a joke on her. But she wrote the essay in verse in such a way that the Joke was turned on him.

5. Why did Anne Frank maintain a diary?

 Ans . Anne bard had losing parents She had loving aunts and unit lc. She Vise-it in r good house. She had about thins own& liven then the felt hinds She felt that there was no one with whom she could Ann her thoughts and feelings. There were a number of things, which she wanted to get oil her chest. But she had no true friend. She could not talk to about anything except ordinary everyday matters. She could have a good time with them. But she had no intimate friend She had no Inland in whom she could confide her dope feelings. So she decided to maintain a diary. She thought that she would treat her diary-like her (mad SW could note down all her thoughts and feelings in this diary She named this friend. Kitty The first envy that she made in the diary was dated 20th June. 1942.

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Q.6. What does Anne say about her parents, elder sister and her stay in the Montessori School?

 Ans . Anne calls her father very adorable. When her parents were married, her father was thirty-six and the mother was twenty-five. Margot was Anne’s elder sister. She was born in Frankfurt in 1926. Three years later, Anne was born. She lived in Frankfurt until she was four. Her father migrated to Holland in 1933. Her mother, Edith Hollander Frank, went with him. Anne and her sister, Margot were sent to Aachen to stay with their grandmother. Margot went to Holland in December and Anne went three months later. Anne started studying at the Montessori School. She stayed there until she was six at which time she was in the first form. When was in the sixth form, her teacher was Mrs Kuperus. the headmistress. Both loved each other. When she left school, both Anne and her teacher were in tears

Q.7. Anne had loving parents and a number of friends. Even then she thought that she was alone. Why?

Ans. Anne Frank was a thirteen-year-old girl. She had loving parents and an elder sister. She had loving aunts and lived in a good home. She had about thirty friends also. Even then she felt that she was alone in the world. She had no intimate person. She had no true friend with whom she could share her feelings. She could not confide in anyone. She had a number of thoughts that she wanted to express to someone. But she could not get close to anyone. She could have a good time with them. She could talk to them about ordinary everyday matters of life. But there was no one with whom she could share the deepest thoughts of his heart. Thus she felt lonely in the world. She wanted a true friend so she decided to make the diary her friend.

Q.8. Why was the whole class shaking in its boots? How does Anne Frank describe the behaviour of her classmates?

Ans. The time of the declaration of the annual results was. coming closer. The teachers were going to hold their annual meeting. In that meeting, they were going to decide which of the students would be promoted to the next class and which of them would be kept back in the same class. As a result, the students were nervous because of the worries of their future. Half the class was making bets. Anne and her friend G.N. laughed heartily like their classmates, C.N. and Jacques had staked their entire holiday savings on their bet. They were all the time speculating who would pass and who would not. Anne was angry with many of them. But they would not calm down. There were many dummies in Anne’s class. She felt that at least half of them should not be promoted to the next class. But she also felt that teachers are the most unpredictable persons on earth

  Q.9. Describe the three essays written by Anne Frank.

Ans . Anne Frank was in the habit of talking in the class. Her Maths teacher, Mr Keesing was annoyed with her. One day, Mr Keesing gave her extra homework as a punishment. He asked her to write an essay on the subject, ‘A Chatterbox’. She gave amusing arguments in her essay. She wrote that it was a trait of a student to talk. Moreover, she could not cure herself of this habit as her mother also talked as much as she did. It was an inherited trait. Mr Keesing liked the essay. But Anne talked again for the class. So he asked her to write another essay on the topic, ‘An Incorrigible Chatterbox.’ Now for two lessons, she did not get any punishment. But she talked again. This time, Mr Keesing asked her to write an essay on the topic, ‘Quack, Quack, Quack, Said Mistress Chatterbox.’ Anne wrote this essay in verse form. She wrote about a mother duck and father swan. They had three ducklings. But the father killed the ducklings because they quacked too much. Mr Keesing liked the essay greatly. He read it out to the class. He read it to other classes also. After that, he stopped punishing Anne.

 Q.10. Anne believed that paper has more patience than people. She could confide more in her diary than in people. Why did she feel so? Was she free from bias and stereotypes? Explain in 100-120 words the values we need to imbibe from diary as a friend. 

Ans . Anne was a sensible and intelligent girl. She believed that paper has more patience than people as it can confine secrets and shared confidence better than people. Anne didn’t have a true friend hence she shared her thoughts and feelings with her diary. She felt people may not be interested in what you have to say. They also may not be there when you need them. However, paper can never show disinterest and is free from bias and stereotypes. It can’t talk and hence can keep your secrets. She felt paper was more dependable than people and hence treated her diary as her friend.

Q.11. Mr Keesing punished Anne by giving her an essay to write. Did he lack empathy and compassion? Was it not in his attitude to respect differences among the students? What values would you like to inbuilt in him and why? Write in 100-120 words .

Ans . Mr Keesing was annoyed with Anne as she was a very talkative girl. He warned her several times, but when she didn’t change, he punished her by giving an essay to write. I think he lacked empathy and compassion. As a teacher, he should be more patient and considerate and should have understood Anne’s condition. He lacked the quality of a good teacher. A good teacher understands that all students are not the same, and there are different ways to teach different students. But Anne was able to change his attitude through her essays. She taught him that talking was a student’s trait and that it was the teacher’s responsibility to change it.

Q.12. Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her? Did she possess a sense of freedom? Explain the values she possessed to justify herself in 100-120 words.

Ans . Mr Keesing punished Anne by giving her an essay to write on the topic, ‘A Chatterbox’. Anne, in her essay, argued that talking was a students’ trait. The only thing that she could do was to try to control. But that would not be very effective. Her mother talked as much and hence nothing could be done about an inherited trait. Then in her next essay, which she wrote in verse, she expressed her quality of talking through a story. In the poem, a father swan bites his three ducklings to death as he could not bear their excessive quacking. This changed Mr Keesing’s attitude and he never punished her after that. This shows that besides being talkative, Anne was an intelligent, and sensible girl and had a good sense of humour.

Q.13. Anne justified her being a chatterbox in her essay. Do you agree that she has the courage to defy the injustice? What values do you learn from Anne’s character through this? Write in 100-120 words.                                                                                       

Ans . Anne was a 13-year old intelligent and sensible girl. She was very talkative and hence her maths teacher punished her and asked her to write an essay on ‘A Chatterbox’. She expressed her ‘talking’ as a students’ trait. She defied the injustice through her three essays on the same topic. She said that she could do nothing with her inherited trait. Finally, she wrote her third essay in verse. It was about three ducklings bitten to death by their father swan because they quacked too much. This changed Mr Keesing and he never punished her after that. This showed the power of the pen to express her feelings and the sense of injustice done to her, without annoying others.

Q14. What made Anne Frank write a diary? Did she think that people would be interested in her writings? Why did she feel that paper has more patience than people?

Ans. Ant Anne Frank was a highly sensitive girl. She was a thirteen-year-old girl. She didn’t find herself very comfortable in the society she was growing up. It should be remembered that she and her family were made to live in a hiding to escape arrests. They were Jews. Those were horrible times. Nazis had let loose untold atrocities on the Jews. Living in such unpleasant circumstances, the young girl could not confide in the people around her. She couldn’t share her personal and intimate issues with her so-called friends. She needed to get all kinds of things off her heart. She realised that `paper has more patience than people’. She wanted the diary to be her friend. She called this friend ‘Kitty’. She knows it clearly that people would not be interested in the musings of a thirteen-year-old girl.

 Q 15. On the one hand, Anne Frank says that she is not all alone in the world. On the other hand, she says that she seems ‘to have everything, except my one true friend’. Why can’t she confide in and come closer to her friends?

Ans. Anne Frank seems to be a split personality. On the surface, there are about thirty people she can call her friends. She doesn’t seem to be alone in the world. She has loving parents and a sixteen-year-old elder sister. She has loving aunts and a family. She has the ‘most adorable father’. However, she feels very lonely. She can’t talk about but ordinary things with them. Personal and intimate issues can’t be shared with them. She can’t confide or repose complete trust in them. She has reasons to believe that `paper has more patience than people’. Therefore, she wants her diary to be her only and true friend. She can power out her heart and express her most intimate emotions through her writings in her diary.

 Q16.Give a brief character-sketch of Anne Frank highlighting the contradictions and conflicts she faced in her short life.

Ans. Anne Frank was a very sensitive, sharp and mature girl of thirteen. Actually, unpleasant circumstances she was living in, made her mature and wise beyond her years. Being a Jew, she was constantly hounded by the Nazis. She was living in terrible times. Born in Germany, she and her family had to migrate to Amsterdam to escape persecution. They were forced to live in hiding when the Nazis occupied Holland.

No doubt, she had a family, relatives and friends. But she was an introvert. She felt utterly lonely and couldn’t confide in others. She needed a true friend before whom she could open out her heart and share her inmost feelings. She found that true friend in ‘Kitty’, her diary. She was very emotional. She loved her grandmother very much. She was in tears as she said a heartbreaking farewell to the headmistress, Mrs Kuperus. She was `a Chatterbox’ and annoyed her maths teacher, Mr Keesing as she talked too much in the class. He punished her by giving extra homework to write essays on this subject. But her joke pleased him very much.

Q17. Give a brief character-sketch of Mr Keesing highlighting the transformation that comes in him in the end.

Ans. Mr Keesing was an old fashioned teacher of maths in Anne Frank’s school. He was rather strict with his students and didn’t allow much talking in the class. He was annoyed with Anne as she talked too much in the class. Being irritated, he gave several warnings to her. Ultimately, he assigned her to write an essay on ‘A Chatterbox’. Anne wrote the essay justifying that talking is a student’s trait. She inherited this trait from her mother. Mr Keesing was not amused. He assigned her two more essays. They were: ‘An Incorrigible Chatterbox’ and ‘Quack, Quack, Quack, said Mistress Chatterbox’. Anne wrote the story of three ducklings who were beaten to death by their cruel father because they quacked too much. The essay gave the right message to Mr Keesing. By chance, the joke fell on him. He was a transformed man now. He allowed Anne talking and never assigned her any extra homework again.

Q18. Why was the whole class ‘quaking in its boots’? Why were teachers the most unpredictable creatures on earth?

Ans. It was the day of destiny for students. The reason was quite simple. In the forthcoming meeting, the teachers were going to decide who would move up in the next class. They were to decide who would be kept back in the same class. The entire class was ‘quaking in its boots’. Half the class was making bets. Two silly boys C.N. and Jacques had staked their entire’ holiday savings on their bets. One would encourage the other. “No, I’m not.” Anne felt that there were so many dummies or worthless students in the class. She felt that a quarter of the class should be kept back. Anne also felt that teachers were the most unpredictable creatures on earth. They work according to their whims. Naturally, the girls and boys were worried. They waited for the verdict with their fingers crossed.

Q19. How did Anne turn the table on Mr Keesing who tried to make a joke on her by asking her to write the third essay or the ridiculous subject: ‘Quack, Quack, Quack, said Mistress Chatterbox’?

How did Anne Frank outsmart her maths teacher, Mr Keesing by giving the right message in her third essay to him?

Ans. In her first essay, Anne justified her habit of talking. She claimed that talking is a student’s trait. However, Mr Keesing was not amused by her arguments. He decided to punish her for talking in the class. He assigned her to write her third essay on rather a ridiculous subject: `Quack, Quack, Quack, said Mistress Chatterbox’. She class roared. Mt Keesing was trying to play a joke on her with this `ridiculous subject’. But Anne decided to pay him in the same coin.

Anne was lucky that a friend of hers, Sanne, was good at poetry. She helped her to write the essay in verse. The essay was about a mother duck and a father swan. They had three ducklings. The baby ducklings were beaten to death by the father because they quacked too much. Luckily, Mr Keesing took the joke in the right way. The message was very clear. He read the poem to the class, adding his own comments. He was a transformed man now. He allowed Anne to talk and never troubled her by assigning any extra homework.

Q20. Do you agree that Anne Frank was far more intelligent, mature and witty than her age? Give a reasoned answer.

Ans. There is no doubt that Anne Frank was mature and intelligent beyond her age. Just imagine a girl of thirteen writing a diary! She knew that not many people would be interested in her musings. Being a very sensitive girl, she was aware of the difference between a real friend and the so-called crowd of friends. Her diary didn’t describe facts and figures. But she opened out her suppressed self. Being an intelligent girl, she knew that paper has more patience than people. She couldn’t confide in everybody and anybody. Only ‘Kitty’, her diary was her true friend.

The highly emotional Anne could be witty and practical too. She knew how to defeat people in their own games. The argument she gave in favour of talking in her first essay spoke volumes of her practical wit. Mr Keesing who wanted to play a joke on Anne by giving her to write on a ridiculous subject was paid in the same coin. Luckily, Mr Keesing understood the message in the right way. Her writing transformed him. He allowed her to talk and stopped troubling her by assigning any extra work.

Want to Read More Check Below:-

From the Diary of Anne Frank- About the Author & Introduction

From the Diary of Anne Frank- Multiple Choice Questions in Quiz

From the Diary of Anne Frank- Line To Line Explanation in Hindi

From the Diary of Anne Frank- Important Extra Questions- Very Short Answer Type

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Extra Questions for Diary of Anne Frank Class 10 English First Flight

Chapter 4 diary of anne frank important questions class 10 first flight english.

Very Short Answer Type Questions

Question 1.  What was the name of Anne’s maths teacher?

His name was Mr Keesing.

Question 2. When did Anne’s father marry?

Anne’s father married when he was thirty six years hid.

Question 3.  How old was Anne?

She was thirteen years old.

Question 4.  Which subject did Anne find difficult?

Anne found Mathematics difficult.

Question 5.  Who became Anne’s friend and what was the friend’s name?

Anne’s diary became her friend and her name was Kitty.

Question 6. What did Anne say about her family?

Anne said that she had loving parents, a sixteen year old sister, and about thirty people as her friends.

Question 7.  Who helped Anne to write the essay in poetry?

Anne’s friend Sanne.

Question 8.  Who was Mrs. Kuperus?

She was as the headmistress of Anne’s school in both standards.

Question 9. When the little girl started her diary, what was her age?

Anne was thirteen years old, when she started her diary.

Question 10.  What prompted Anne to maintain a diary?

Anne maintained a diary because he had no friends.

Question 11.  When did she make her first entry in her diary?

She made her first entry in her diary on 20th June 1942.

Question 12.  What was a strange experience for Anne?

Writing in a diary was a strange experience for Anne.

Question 13. Why did Anne stay with her grandmother?

Anne had to stay with her grandmother since her parents had gone to Holland.

Question 14.  What was the name of Anne’s sister?

Her name was Margot.

Question 15. What did Anne feel about paper?

Anne thought that paper had more patience than people.

Question 16.  What was the name of the essay on which Anne had to write the second time?

‘An Incorrigible Chatterbox.’

Question 17. Why did Anne want to write a diary?

Anne wanted to write a diary because she was devoid of a single friend.

Question 18.  What was the name of Anne’s mother?

Her mother’s name was Edith Hollander Frank.

Question 19. How many sisters Anne had?

Anne had a sister named Margot.

Question 20.  Who was Kitty?

It was the name went to her diary by Anne.

Question 21.  Why was Mr Keesing annoyed with Anne?

He was annoyed with Anne because she talked in the class.

Question 22. What happened to the grandmother of Anne?

The grandmother became ill in the summer of 1941.

Question 23. What was the punishment for Anne’s talkative nature?

To write an essay on ‘A Chatterbox’.

Question 24.  According to Anne What has more patience than people?

According to Anne paper has more patience than people.

Question 25. Why was the whole class feeling nervous?

The whole class was feeling nervous about their result.

Question 26.  What was the title of the third essay?

‘Quack. Quack. Quack. said Mistress Chatterbox.’

Question 27.  Where did Anne’s family migrate from Germany too?

Her family migrated from Germany to Holland.

Short Answer Type Questions

Question 1. What role does the diary play in Anne’s life?

The diary was an important part of Anne’s life because herb diary was her best friend who would listen to her without any advises. ‘I hope I will be able to confide everything to you, as I have never been able to confide in anyone, and I hope you will be a source of great comfort and support’ is a comment added by Anne on the first day of writing. Anne usually wrote all the things she thought about everything in everyday life which helped her a lot in controlling her feelings.

Question 2. What makes writing in a diary a strange experience for Anne Frank?

Writing a diary is a strange experience for Anne Frank because of two reasons. The first reason is she has not written anything before. The second reason is the apparent disinterest which most of the people would show in musings of a thirteen year old girl.

Question 3. Why does Anne want to keep a diary?

She needs some channel through which she can get off all the burden and pain she is suffering from. Hence, she wants to keep a diary. Anne Frank is also searching for a friend in the form of her diary.

Question 4. Why does Anne provide a brief sketch of her life?

A good introduction helps drawing reader’s attention to the topic. Moreover, it gives background information about the topic. By providing brief sketch of her life, Anne gives an overview of her family, her relatives, and her age. This helps the reader to develop connect with the author.

Question 5. Do you think Mr Keesing was a strict teacher?

Whatever actions a teacher takes, that is done in good intention. Teachers always think about knowledge development of child. It is the differences in perspective of student’s vis-à-vis that of teachers which creates an image of a strict teacher. Mr Keesing was also trying to control a supposedly bad habit of Anne. When he was convinced that Anne was good at writing and her talkativeness was not coming in the way of her studies then he started behaving properly with Anne.

Question 6. What does Anne write in her first essay?

In her first essay on “Chatterbox”, Anne wrote about the reasons of her being a chatterbox. In the essay; she accepted the drawbacks of being a talkative person but she was also frank enough to admit that it was difficult for her to give up the habit.

Question 7.  Why did Anne Frank feel suffocated?

Anne Frank was a very sensitive girl. She was cut off from the mainstream of life, her friends and her people. She was living in a hiding to escape being arrested by the Nazi agents in Holland. Moreover, even with so-called friends, she could not share her intimate and personal feelings and problems. She felt suffocated. She was left with no alternative than opening out her heart through the pages of her diary. ‘Kitty’ her diary became her most intimate friend.

Question 8.  Why does Anne say: “Paper has more patience than people”?

Anne doesn’t seem to have much faith in the people around her. She was living in hiding and couldn’t trust people so easily. Moreover, people do react. Sometimes people react rather negative, unpleasant, vulgar and violent manners. Paper is an impersonal and non-reactive object. Whatever you write on it, it receives it without giving any such reactions.

Question 9.  Why does Anne feel that writing in a diary is really a strange experience?

It must be remembered that Anne Frank was just a thirteen-year-old girl. She was in hiding and cut off from the larger world. She was hesitant that no one would be interested in the musings of a young girl. She had never written anything before. So, it was naturally a strange experience for her.

Question 10.  How do you know that Anne was close to her grandmother?

Anne lived with her grandmother for some months when her parents went to Holland. She loved her deeply. When her grandmother died, Anne felt sad. She often thought about her. So she was close to her grandmother.

Question 11. What shows that Anne was deeply in love with her grandmother?

Anne loved her grandmother from the core of her heart. She died in January 1942, but Anne still went on loving her. When the birthday of Anne was being celebrated in 1942, a special candle was lit for her.

Question 12.  How did Anne want her diary to be different?

Anne did not want to jot down the facts in her diary, the way most people do. She wanted the diary to be her friend. She called it a kitty. She wrote about her feelings and experiences in it. It was a mature work, reflecting deep insight.

Question 13.  Why was the entire class quaking in its boots?

It is true that the whole class was shaking with fear. The teachers were to decide about the fate of the students. They were to decide who would go up in the next class or not. Half of the class was making bets. The verdict of the teachers could go either way. They were quite unpredictable creatures on earth.

Question 14. What did Anne think of having a true friend?

Anne thought that one could have good time with a true friend. Friendship brings closeness and helps in confiding in each other. Though we can talk about ordinary things with anybody else too.

Question 15.  Why did Mr. Keesing assign Anne to write an essay entitled ‘A Chatterbox’?

There was only one teacher with whom Anne was not getting along well. He was Mr. Keesing. The maths teacher was annoyed with her because she talked too much in the class. After several warnings, he gave her extra homework like a sort of punishment. She was assigned to write an essay on the topic, ‘A Chatterbox’.

Question 16.  How did she write the last essay “Quack, Quack, Quack, said Mistress Chatterbox”?

The third essay assigned to Anne Frank was also related to ‘Chatterboxes’. She had lost her originality on the subject. Her friend Sanne was good at poetry. She offered to help Anne in writing the essay in verse. The poem was about a mother duck and a father swan with three ducklings. The poor ducklings were bitten to death by the father because they quacked too much.

Question 17.  Mr. Keesing is a kind, but strict teacher. Explain.

Mr. Keesing is a kind but strict teacher. He was annoyed with Anne as she was a very talkative girl. He warned her several times but she didn’t change. So, he punished her by giving an essay to write.

Question 18. Why did Anne think she could confide more in her diary than in people?

It is because of the fact that she can have a good time with her diary. She may be able to confide more with her diary by remaining quite close with it. She can even have heart to heart talk with her.

Question 19.  How does Anne feel about her father, grandmother, Mrs. Kuperus and Mr. Keesing?

Her father was the most adorable father, she loved him very much. She also loved her grandmother and often thought of her with reverence after her death. She was deeply attached to her teacher, Mrs. Kuperus and was in tears when she left her. Anne did not have a good impression of Mr. Keesing, her maths teacher and often called him ‘old fogey’.

Question 20.  Explain ‘teachers are the most unpredictable creatures’.

Anne and her classmates thought that teachers were the most unpredictable creatures’ as nobody would know what there was in their minds and what their next step would be.

Question 21. How did Mr Keesing stop punishing her?

Mr Keesing read the poem by Anne. In this poem, a father swan bit his three ducklings to death. He could not bear their excessive quacking. Mr Keesing took the jokes. He read the poem to the class. He never punished her after that.

Question 22.  Why was Anne in tears when she left the Montessori School?

When Anne was in the sixth form in the Montessori School, her teacher was Mrs. Kuperus, the headmistress. Anne loved her teacher deeply. She also showed affection to Anne. So when Anne left the Montessori school, she was in tears.

Question 23.  Why doesn’t Anne want to jot down facts as most people do in a diary? Why does she call it her friend ‘Kitty’?

For Anne Frank, a diary writing is a highly personal and intimate experience. He is not like other diary writers who load it with facts and non-personal matters. She wants to compensate her loss of having no ‘true friends’ with opening out of her heart in the pages of her diary. She wants the diary to be her true friend and calls it `Kitty’.

Question 24. Why did Anne feel like writing?

Anne had no real friend. Even she had a greater need to get all kinds of things off her chest. So she felt like writing. Though she had a whim that none would take interest in her views because of her small age.

Question 25.  How did Anne justify her habit of talking in her first essay on ‘A Chatterbox’?

Anne Frank wrote three pages on the topic, ‘A Chatterbox’. In the essay, she justified her habit of talking. She argued that talking was a student’s trait. She would never be able to cure herself of the habit. Her mother talked as much as she did, if not more. She would do her best to keep it under control. However, it was very difficult to control her inherited trait.

Question 26. Why did Anne felt alone?

Anne felt alone though she had loving parents, relatives and thirty friends. It was because she could not confide in them. Though she enjoyed their company, yet she could not get close to any one of them.

Question 27.  How did Mr. Keesing take Anne’s third essay in verse? How did he react? Do you find a change in him?

Mr. Keesing took Anne’s joke the right way. He got the message Anne wanted to give to him by narrating the death of three ducklings. He read the poem to the class, adding his own comments. Since then, she had been allowed to talk and hadn’t been assigned any extra homework as he was transformed man now.

Question 28.  How did Sanne help Anne Frank in writing the third essay?

Sanne was Anne’s close friend, and good at poetry. She helped Anne write the third essay in verse. It turned out to be a good poem, and even the teacher, Mr. Keesing, took it in the right way.

Question 29.  Why did Anne think that she was alone? Give reasons.

Anne had losing parents and an elder sister she had lost aunts and a good home She had a member of blends also Rut there was no one in whom she could confide So she thought that she was alone.

Question 30.  Why was the entire class quaking in its boots?

The time for declaring the annual results were coming closer. Soon a meeting would be held. The teachers would decide whom to pass and whom to retain in the same class. That is why the whole class was quaking in its boots.

Question 31.  Why does Anne think it prudent and wise to provide a brief sketch of her life?

Anne Frank calls her diary ‘Friend Kitty’. She addresses all her writings to Kitty. For readers, it would be rather difficult to understand ‘the word’ of her stories to Kitty. So, instead of plunging ‘right in’, she thinks it wise to provide a brief sketch of her life. Though she dislikes doing so.

Question 32.  How was Anne getting along with her teachers? Why was Mr. Keesing annoyed with her?

Answer:  No doubt, Anne Frank was getting along well with all her nine teachers— seven men and two women. Mr. Keesing was an old-fashioned man who taught them math. He was annoyed with her for a long time. The reason was simple. He didn’t like Anne as she talked so much in the class.

Long Answer Type Questions

Question 1.  How did Anne and her family reach the ‘Secret Annexe’?

 Answer

The Frank family received a call-up notice. The family got scared. The vision of the concentration camps and lonely cells was frightening. So, they decided to go into hiding even if it had to be a month earlier than what had been planned. Anne and her sister packed most important fixings in a schoolbag, no Jew in that situation would dare to leave the house with a suitcase full of clothes, so all wrapped themselves in many layers of clothes as if going off to spend the night in refrigerator, each took a satchel and a bag full of important things, Margot-Anne’s sister took her bike to reach destination, other three members walked in the pouring rain, Miep escorted them to the Secret Annexe.

Question 2.  Anne called 26th July a ‘tumultuous’ day. Explain the reasons behind it?

26th July was a tumultuous day. It was full of tension and fright. The first warning siren sent off in the morning but nobody paid any attention to it because it only meant that the planes were crossing the coast. It was only around two in the afternoon when the sirens waited again. Both the sisters went upstairs. After five minutes they heard the gun-shots which were very loud. Their house shook and the bombs kept falling. After half an hour the drone of engines faded and life became normal. When they looked outside it seemed as if the city were enveloped in thick fog. At dinner time, there was another air raid alarm. Nothing happened after that but after dinner, there was another air raid warning, gun-fire and swarms of planes. The bombs rained down. Schiphol Airport was bombed. The planes dived and climbed. The air was abuzz with the drone of engines. Nobody slept for the large part of the night as it started again at midnight.

Question 3.  Why did Anne call herself a songbird without wings?

Sadness had started setting in Anne’s life after a few months of hiding. The tension of being discovered troubled her all the time. She had prepared an ‘escape bag’ also so as to leave the annexe as soon as she got the opportunity but she knew she was safer inside than on the roads. She could feel tension building up in other members of the annexe also. Everyone was fed up of that life. Anne felt like a songbird whose wings had been cut off and who kept hurling itself against the bars of its dark cage. She longed to ride a bike, dance, whistle, feel young and know that she was free. There was no escape. Frustration and sadness had become a part of her life. She only liked to talk to ‘Kitty’ and no one else.

Question 4.  Paper has no more patience than people. Justify.

Normally, people are not interested in others; they are too busy with their own lives and problems. It is very difficult to find a person who is genuinely interested in us and listen to us with understanding and feels sympathy for our problems. When we talk about our problems, people feel bored and become impatient. They want to end the conversation as they are neither bothered about our problems nor our lives. On the other hand, when we write our feelings and thoughts on paper, we can write as long as we want. We can give vent to our feelings – both sad and happy. Paper does not get bored or stops us from writing. It becomes a patient friend who listens to us with attention and sympathy. Though, Anne had many friends but she did not have a friend in whom she could confined or who was genuinely interested in her life. Hence, Anne turned to her diary to give her feelings expression.

Question 5.  What type of relationship did Anne and Peter share?

Anne was a lovely girl who never had anyone to share her secrets with. As she was growing up, she started having a feeling that she should have a friend. She liked Peter and dreamt of him. She always wanted to be near him, so she kept on finding some excuses to go to his room or talk to him. She longed for his company. Whenever Peter didn’t talk to her she used to cry a lot and became restless. Both had a very understanding relationship. Even Peter liked her company. They talked on every subject including physical changes in a teenager and sex. They never felt embarrassed about it. Their parents objected to their meetings but still they used to meet. They didn’t bother much about their parents as they felt them to be too rosy. Anne felt herself to be in love with him whereas Peter thought of her as a friend.

Question 6.  Justify the title ‘The Diary of a Young Girl’.

‘The Diary of a Young Girl’ was written by Anne Frank, a thirteen year old Jewish girl. She started writing her diary as she did not have any friend with whom she could share her feelings and emotions. The red and white checked diary came to her rescue and throughout her life she confided in it and gave it the name ‘Kitty’. She treated it as her dear friend. She gave vent to her feelings while making her entries in the diary. Some of the entries are very personal while some criticise her parents as well as her friends. She never kept anything back from her diary and recorded even petty issues like the everyday quarrel between her mother and Mrs Van Daan and even Mrs and Mr Van Daan. She recorded her feelings during the war, her fear, her frustrations and anger at the way in which the Jews were treated by the Germans. The whole book has been written in the diary form and revolves around the life of the girl – Anne Frank. Hence the title is justified.

Question 7.  Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her? Did she possess a sense of freedom? Explain the values she possessed to justify herself in 100-120 words.

Mr Keesing punished Anne by giving her an essay to write on the topic, ‘A Chatterbox’. Anne, in her essay, argued that talking was a students’ trait. The only thing that she could do was to try to control. But that would not be very effective. Her mother talked as much and hence nothing could be done about an inherited trait. Then in her next essay, which she wrote in verse, she expressed her quality of talking through a story. In the poem, a father swan bites his three ducklings to death as he could not bear their excessive quacking. This changed Mr Keesing’s attitude and he never punished her after that. This shows that besides being talkative, Anne was an intelligent, and sensible girl and had a good sense of humour.

Question 8.  Describe the three essays written by Anne Frank.

Anne Frank was in the habit of talking in the class. Her Maths teacher, Mr Keesing was annoyed with her. One day, Mr Keesing gave her extra homework as a punishment. He asked her to write an essay on the subject, ‘A Chatterbox’. She gave amusing arguments in her essay. She wrote that it was a trait of a student to talk. Moreover, she could not cure herself of this habit as her mother also talked as much as she did. It was an inherited trait. Mr Keesing liked the essay.

But Anne talked again for the class. So he asked her to write another essay on the topic, ‘An Incorrigible Chatterbox.’ Now for two lessons, she did not get any punishment. But she talked again. This time, Mr Keesing asked her to write an essay on the topic, ‘Quack, Quack, Quack, Said Mistress Chatterbox.’ Anne wrote this essay in verse form. She wrote about a mother duck and father swan. They had three ducklings. But the father killed the ducklings because they quacked too much. Mr Keesing liked the essay greatly. He read it out to the class. He read it to other classes also. After that, he stopped punishing Anne.

Question 9.  On the one hand, Anne Frank says that she is not all alone in the world. On the other hand, she says that she seems ‘to have everything, except my one true friend’. Why can’t she confide in and come closer to her friends?

Anne Frank seems to be a split personality. On the surface, there are about thirty people she can call her friends. She doesn’t seem to be alone in the world. She has loving parents and a sixteen-year-old elder sister. She has loving aunts and a family. She has the ‘most adorable father’. However, she feels very lonely. She can’t talk about but ordinary things with them. Personal and intimate issues can’t be shared with them. She can’t confide or repose complete trust in them. She has reasons to believe that `paper has more patience than people’. Therefore, she wants her diary to be her only true friend. She can power out her heart and express her most intimate emotions through her writings in her diary.

Question 10.  Why was the whole class ‘quaking in its boots’? Why were teachers the most unpredictable creatures on earth?

It was the day of destiny for students. The reason was quite simple. In the forthcoming meeting, the teachers were going to decide who would move up in the next class. They were to decide who would be kept back in the same class. The entire class was ‘quaking in its boots’. Half the class was making bets. Two silly boys C.N. and Jacques had staked their entire’ holiday savings on their bets. One would encourage the other. “No, I’m not.” Anne felt that there were so many dummies or worthless students in the class. She felt that a quarter of the class should be kept back. Anne also felt that teachers were the most unpredictable creatures on earth. They work according to their whims. Naturally, the girls and boys were worried. They waited for the verdict with their fingers crossed.

Question 11.  Anne had loving parents and a number of friends. Even then she thought that she was alone. Why?

Anne Frank was a thirteen-year-old girl. She had loving parents and an elder sister. She had loving aunts and lived in a good home. She had about thirty friends also. Even then she felt that she was alone in the world. She had no intimate person. She had no true friend with whom she could share her feelings. She could not confide in anyone. She had a number of thoughts that she wanted to express to someone.

But she could not get close to anyone. She could have a good time with them. She could talk to them about ordinary everyday matters of life. But there was no one with whom she could share the deepest thoughts of his heart. Thus she felt lonely in the world. She wanted a true friend so she decided to make the diary her friend.

Question 12.  Anne justified her being a chatterbox in her essay. Do you agree that she has the courage to defy the injustice? What values do you learn from Anne’s character through this? Write in 100-120 words.

Anne was a 13-year old intelligent and sensible girl. She was very talkative and hence her maths teacher punished her and asked her to write an essay on ‘A Chatterbox’. She expressed her ‘talking’ as a students’ trait. She defied the injustice through her three essays on the same topic. She said that she could do nothing with her inherited trait. Finally, she wrote her third essay in verse. It was about three ducklings bitten to death by their father swan because they quacked too much. This changed Mr Keesing and he never punished her after that. This showed the power of the pen to express her feelings and the sense of injustice done to her, without annoying others.

Question 13.  Mr Keesing punished Anne by giving her an essay to write. Did he lack empathy and compassion? Was it not in his attitude to respect differences among the students? What values would you like to inbuilt in him and why? Write in 100-120 words .

Mr Keesing was annoyed with Anne as she was a very talkative girl. He warned her several times, but when she didn’t change, he punished her by giving an essay to write. I think he lacked empathy and compassion. As a teacher, he should be more patient and considerate and should have understood Anne’s condition. He lacked the qualities of a good teacher. A good teacher understands that all students are not the same, and there are different ways to teach different students. But Anne was able to change his attitude through her essays. She taught him that talking was a student’s trait and that it was the teacher’s responsibility to change it.

Was Anne an intelligent girl? Give instances in support of your answer. Answer: I think Anne was not only an intelligent girl, but she was far mature than her age. The very fact that she thought so much that she needed to write a diary shows that she was intelligent. Anne was also intelligent enough to realise that no one would be interested in her musings. Anne believed that paper had more patience than people. She knew that she had friends with whom she could enjoy.

Yet, she could not confide in them. She realised that things would not change. She was quite a popular student. She knew that she would be promoted though Maths was her weak point. She also took her punishment of writing essays good humouredly. Ultimately she convinced Mr Keesing with her arguments and she got rid of her punishments.

Question 14.  What made Anne Frank write a diary? Did she think that people would be interested in her writings? Why did she feel that paper has more patience than people?

Ant Anne Frank was a highly sensitive girl. She was a thirteen-year-old girl. She didn’t find herself very comfortable in the society she was growing up. It should be remembered that she and her family were made to live in hiding to escape arrests. They were Jews. Those were horrible times. Nazis had let loose untold atrocities on the Jews. Living in such unpleasant circumstances, the young girl could not confide in the people around her.

She couldn’t share her personal and intimate issues with her so-called friends. She needed to get all kinds of things off her heart. She realised that `paper has more patience than people’. She wanted the diary to be her friend. She called this friend ‘Kitty’. She knows it clearly that people would not be interested in the musings of a thirteen-year-old girl.

“I hope I will be able to confide everything to you, as I have never been able to confide in anyone, and I hope you will be a great source of comfort and support.” Explain. Answer: Anne writes this on the inside cover of her diary just after she receives it for her thirteenth birthday. At the time, she feels that she does not have any true confidants, which makes her feel lonely and misunderstood. Anne does, however, have many friends and admirers, and she is a playful, amusing, and social young girl. Thus, her sentiments in this passage may seem odd and a bit exaggerated,but she later explains that even though she has friends, she is never fully able to open up to them.

Anne finds that she and her friends talk only about trivial things, even when she has deeper things on her mind that she wishes to share. For example, she never broaches the subjects of her developing body or Germany’s occupation of Holland. Having a diary—which she addresses as “Kitty,” like a friend— enables her to express her thoughts without fear of being criticized by others. Anne’s relationship with her diary helps in comforting her through her insecure, lonely, and fearful time in the hiding.

Question 15.  Give a brief character sketch of Mr Keesing highlighting the transformation that comes to him in the end.

Mr Keesing was an old fashioned teacher of maths in Anne Frank’s school. He was rather strict with his students and didn’t allow much talking in class. He was annoyed with Anne as she talked too much in the class. Being irritated, he gave several warnings to her. Ultimately, he assigned her to write an essay on ‘A Chatterbox’. Anne wrote the essay justifying that talking is a student’s trait. She inherited this trait from her mother. Mr Keesing was not amused. He assigned her two more essays. They were: ‘An Incorrigible Chatterbox’ and ‘Quack, Quack, Quack, said Mistress Chatterbox’. Anne wrote the story of three ducklings who were beaten to death by their cruel father because they quacked too much. The essay gave the right message to Mr Keesing. By chance, the joke fell on him. He was a transformed man now. He allowed Anne talking and never assigned her any extra homework again.

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