Night

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Night Elie Wiesel

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From Night
Never shall I forget those flames which consumed
my faith forever. Never shall I forget that
nocturnal silence which deprived me, for all
eternity, of the desire to live. Never shall I
forget those moments which murdered my God and my
soul and turned my dreams to dust. Never shall I
forget these things, even if I am condemned to
live as long as God himself. Never.
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Night by Elie Wiesel- Day 1

• Discuss What do you already know?
• Notes on Holocaust
• View photos
• Read the article
• Understanding the Horror and questions
• Movie- Disney Video about Hitler

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Building on What You Know

• What do you already know about
• The Holocaust?

By Who?
Where?
Ideals behind it?
When?
Against Whom?
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Genocide
Geno-
cide
-Cide from the French word cida, which means to
cut, kill
Geno from the Greek word genos, which means
birth, race, of a similar kind
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What is Genocide?

• The Systematic and purposeful destruction of a
  racial, political, religious, or cultural group.
• Past and Current Genocides
• The Holocaust
• Armenians
• Soviet Union
• Cambodia
• Rwanda
• Yugoslavia
• Dafur

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Pyramid of Hate

• This pyramid shows how hate can escalate into
  something more than just discrimination but into
  extermination.

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Elements Leading to the Holocaust

• Totalitarianism combined with Nationalism
• History of Anti-Semitism
• Defeat in World War I
• Hitlers belief in the Master Race

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Totalitarianism

• Centralized control by an autocratic authority
  and the political concept that the citizens
  should be totally subjected to an absolute state
  authority

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Nationalism

• Loyalty and devotion to a nation and a sense of
  national consciousness exalting ones nation above
  all others and placing primary emphasis on
  promotion of its culture and interests as opposed
  to those of other nations or supranational
  groups.

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Anti-Semitism

• Hostility toward or discrimination against Jews
  as a religious, ethnic, or racial group.

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The Holocaust- key facts

• Germany invaded Poland in 1939, beginning World
  War II.
• The Holocaust was the murder of six million Jews
  and millions of others by the Nazis during World
  War II.
• Prewar European Jewish population 9.5 million
• Postwar European Jewish Population, 1950 3.5
  million

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Chronology of Events

• Mass killings began in June 1941 with the
  shooting of Jewish civilians during the German
  invasion of the Soviet Union.
• At the end of 1941, the Germans began deporting
  Jews to killing centers in occupied Poland.
• By May 1945, about two out of every three Jews in
  Europe had been murdered.
• Liberation by the Allied troops occurred on April
  11, 1945

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What the Nazis did

• Made a decree for the protection of the people
  and the state, which eliminated a number of civil
  rights for those deemed unacceptable to the
  Nazis
• Made a law against overcrowding of German
  Schools, effectively prohibiting the attendance
  of no more than 1.5 non-Aryans in public
  schools and universities.
• Made additional laws against Jews to protect
  racial purity.  Introduced the Nuremberg Laws
  in 1935.

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What the Nazis did

• Sign used during the anti-Jewish boycott "Help
  liberate Germany from Jewish capital. Don't buy
  in Jewish stores." Germany, 1933.

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Nuremberg Laws

• Denied Jews civil rights and citizenship
• Made intermarriage illegal
• Made intimate liaisons between Jews and non-Jews
  a crime
• These laws were also applied to Gypsies and the
  handicapped.

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Master Race

• Used in Nazism to designate a supposed master
  race of Non-Jewish Caucasians usually having
  Nordic features.
• Blond hair and Blue eyes
• Known as the Aryan Race

Chart Showing the Races of Germany
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Creating the Aryan Race

• Hitler spread his beliefs in racial "purity" and
  in the superiority of the "Germanic race" -- what
  he called an Aryan "master race.
• He pronounced that his race must remain pure in
  order to one day take over the world.  When
  Hitler and the Nazis came to power, these beliefs
  became the government ideology and were spread in
  publicly displayed posters, on the radio, in
  movies, in classrooms, and in newspapers.

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Creating the Aryan Race

• Nazi leaders viewed the Jews not as a religious
  group, but as a poisonous "race," which "lived
  off" the other races and weakened them.
• After Hitler took power, Nazi teachers in school
  classrooms began to apply the "principles" of
  racial science. They measured skull size and nose
  length, and recorded the color of their pupils'
  hair and eyes to determine whether students
  belonged to the true "Aryan race."

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Purifying the Aryan Race

• Establishing racial descent by measuring an ear
  at the Kaiser Wilhelm Institute for Anthropology.
  Germany, date uncertain.

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Key Events Leading up to Deportation

• Foreign Jews expelled
• German troops occupy Hungary (Spring 1944)
• Jews no longer allowed to own gold, jewels,
  objects of value.

• Anti-Semitic events occur in Budapest
• Attacks on Jewish shops and synagogues
• Following Passover, Jewish leaders  are arrested

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Key Events Leading up to Deportation

• Jews must wear the yellow star
• No longer allowed to go into restaurants or cafés
• Could not travel on the railway

• Could not attend the synagogues
• Curfew of 600 pm
• Moved to the ghetto

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What the Nazis did

• Jews expelled from homes to the ghetto

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Ghetto

• An area within a city that all Jews were forced
  to live.
• Food rations and living conditions were very
  poor.
• Major Ghettos
• Warsaw
• Lodz
• Kovno

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Ghetto Life

• View of the barbed-wire fence separating the
  Jewish ghetto from the rest of the city.
• Altogether, the Germans created more than 400
  ghettos in occupied territories.

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Transportation

• Discuss with a partner on how you believe the
  transportation of millions of people was actually
  able to take place?

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What the Nazis did

• Deportation by train to Concentration camps.
• 100 people in one car
• Doors were bolted shut
• No place to sit down
• Often people were forced to pay for their
  transportation
• No food or water given.

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Concentration Camps

• Types of Camps
• Concentration/Labor
• Extermination/Death
• Major Camps
• Dauchau-Buchenwald
• Auschwitz
• Treblinkia
• Bikenau

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Evidence of the Genocide

• View of the electrified fence and main entrance
  to the Auschwitz I concentration camp. Auschwitz,
  Poland, 1945.

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Evidence of the Genocide

• One of many warehouses at Auschwitz in which the
  Germans stored clothing belonging to victims of
  the camp.

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Evidence of the Genocide

• A pile of victims shoes taken from prisoners.

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Evidence of the Genocide

• Prisoners stand in uniform during a roll call at
  the Buchenwald concentration camp. Buchenwald,
  Germany, 1938-1940.

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The Death Marches

• Prisoners marching to a new concentration camp

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Gas Chambers

• Many victims did not know of their death
• Gas Chambers were referred to as Baths/Showers
• Zyklon B was used as a poison
• Millions of people came to their deaths.

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Crematoriums

• Prisoners were forced to staff the crematoriums.
• Their job was to remove all valuables from the
  victims.

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Survivors of Auschwitz
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Unmistakable InhumanitySurvivors of Auschwitz
April 11, 1945
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Vocabulary Chapters 1-4

• anecdote- a brief story about something
  interesting or funny in a person's life
• billet- to assign lodging to
• convalesce- to regain health and strength
  gradually after illness or weakness
• farce- something that is ridiculous
• harangue- a forceful or scolding speech or
  writing

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Vocabulary Chapters 1-4 Continued

• pestilence- a contagious or infectious epidemic
  disease that spreads quickly and is often fatal
• queue- a waiting line
• reverie- the condition of being lost in thought
• revoke- to put an end to (as a law, order, or
  privilege) by taking away or canceling
• unremitting- not stopping

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Vocabulary Chapters 6-9

• apathy- lack of feeling or of interest
• encumber- to place an excessive burden on
• indifference- lack of feeling for or against
  something
• livid- very angry
• liquidate- to put an end to to do away with

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Journal Entry 1

• How would you feel if you were told that unless
  you were a practicing Catholic with blonde hair
  and blue eyes, you were no longer allowed to
  attend school, get a diploma, or ever get a job
  that pays more than 5 per hour?
• Explain in at least one full paragraph.

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Journal Entry 2

• How strong do you think the instinct for
  self-preservation is? Do you think it could
  cause someone to be disloyal to friends and
  family?
• Explain in at least one full paragraph.

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Journal Entry 6

• The dictionary define genocide as
• GENOCIDE a systematic killing of, or a program
  of action intended to destroy, a whole national
  or ethnic group.
• Besides the Holocaust, can you think of another
  example of genocide in the world? Explain what
  you know about your example. How do you feel
  about genocide?

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(No Transcript)
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5 Themes or Motifs to look for in the novel

• 1. Night Pay attention to what happens at night
  and what that might symbolize.
• 2. Bearing Witness Pay attention to which
  characters are witnesses and to what they bear
  witness.
• 3. Voice vs. Silence Who has a voice and who
  chooses to remain silent?
• 4. Father-son Relationships Pay attention to how
  Elie and his fathers relationship develops in
  addition, notice other father-son relationships
  in the book.
• 5. Loss of faith Notice how Elies faith in God
  changes as the book progresses.

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Terms to know

• Holocaust
• Genocide
• Ghetto
• Prejudice
• Discrimination
• Kapo
• Gestapo
• Zionism
• Boches

• Race
• Ethnicity
• Anti-Semitism
• Euphemism
• Fascism
• Death/Concentration camp
• Cabbala
• Talmud

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Night by Elie Wiesel- Day 2

• Brainstorm key words
• Read the article Scapegoats
• Small groups or individually answer the related
  questions

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What do these Words mean to you?

• Prejudice
• Stereotyping
• Scapegoating

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Night by Elie Wiesel- Day 3

• Independently read How to Detect and Analyze
  Propaganda
• Answer questions
• Begin reading Chapter 1 of Night
• Homework- finish reading chapter 1

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Do Now

• List ways in which authors bring their characters
  to life.
• What is the difference between static and dynamic
  characters?

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Word Splash - use words in a summary

• Madame Schachter
• Auschwitz
• 18/40
• humanity
• Kaddish
• work
• furnace
• faith A-1773
• Buna

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Share Your Group Responses
Physical Social Psychological
Elie Wiesel
Moshe the Beadle
Mr. Wiesel
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Bio-Poem Directions

1. Write a bio-poem for one of the characters from
   your chart
2. Rewrite your poem neatly on white computer paper
3. Glue your poem to construction paper
4. Decorate or cut
5. Present
6. Hang on bulletin board

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Questions ch 1 2

1. What steps did the Germans take to limit the
   Jews freedoms and deport them to the camps?
2. Why did the people refuse to believe Moshes
   story?
3. What do you think Mrs. Schachters young son
   feels and thinks about his mothers outbursts and
   her beatings by the other people?
4. Do you think the other prisoners were wrong in
   how they reacted to her outbursts? Why?
5. How do you think you would react after being in
   such a small space?

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Quotes on Motif

• Select one quote for each motif found in the
  novel
• Write your quote down including speaker and page
  number
• Explain why you picked it and why it is important
• 1. Night
• 2.Bearing Witness
• 3.Voice vs. Silence
• 4.Father-Son Relationships
• 5.Loss of Faith

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Questions ch 5 6

1. Why does Elie regard the weak, starving prisoner
   as stronger than God?
2. How does Elie show his rebellion against God? Do
   you find this rebellion ironic?
3. What advice is given to the prisoners before a
   selection? Why is this advice given?
4. Why does Akiba Drumer lose the will to live?
5. What keeps Elie from allowing himself to die
   during the forward march?
6. Why does Juliek play his violin as he lies dying
   in the mass of bodies?

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Sample Student One Pager
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Sample Student One Pager
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Review for Unit Test

• Working with a partner list five characters (not
  Elie or his father) from the novel and explain
  how they are important or what function they
  served in the novel. Try relating their story
  to one of the motifs we discussed.
• With your partner create a list of 20 plot events
  
• Independently create 3 test questions and provide
  the correct answer.
• Challenge your partner with each others
  questions.