Night
Elie Wiesel
"Never shall I forget that night, the first night in the
camp, which has turned my life into one long night,
seven times cursed and seven times sealed. Never
shall I forget that smoke. Never shall I forget the
little faces of the children, whose bodies I saw
turned into wreaths of smoke beneath a silent blue
sky. Never shall I forget those flames which
consumed my faith forever…Never shall I forget
these things, even if I am condemned to live as long
as God Himself. Never." — "Night "
Elie Wiesel
Holocaust Children
Objectives:
• Students will:
– learn about and be able to define the Holocaust
– read, evaluate and discuss Holocaust-related literature
– ask and discuss difficult questions about hatred, evil
and intolerance
– bear witness to an event from their own lives
– conduct Internet research. write essays,
– journal entries and letters undertake a project, where
– they make a contribution to the community learn
– about other human rights activists
Define the term "Holocaust"
• The Holocaust refers to a specific genocidal event in
the 20th century history: the state-sponsored,
systematic persecution and annihilation of European
Jewry by Nazi Germany and its collaborators between
1933 and 1945. Jews were the primary victims—six
million were murdered; Gypsies, the handicapped and
Poles were also targeted for destruction or decimation
for racial, ethnic, or national reasons. Millions more,
including homosexuals, Jehovah's Witnesses, Soviet
prisoners of war and political dissidents, also suffered
grievous oppression and death under Nazi tyranny.
Define Genocide
Some Questions to think about…
• When does a nation (the United States, for
example) have the political will to take all
necessary steps to stop genocide?
• How much international cooperation can be
mustered? How much is needed?
• What are the possible ramifications of
intervention?
• Is a nation willing to absorb casualties and
death to stop a genocide?
Frontline:
of the Camps
• http://www.pbs.org/wgbh/pages/frontline/ca
mp/view/
Boy in Striped Pajamas
• http://www.youtube.com/watch?v=EibUdcby8dY
• http://www.youtube.com/watch?v=GCCV_GfVE1Q&feature=relate
d
• http://www.youtube.com/watch?v=8MeSPxQ8XlA&feature=relmfu
• http://www.youtube.com/watch?v=enOBSY90iPQ&feature=relmfu
• http://www.youtube.com/watch?v=mrheBIMfsrw&feature=relmfu
• http://www.youtube.com/watch?v=lBBPRo2_lsc&feature=relmfu
• http://www.youtube.com/watch?v=cF-hK4_08No&feature=relmfu
• http://www.youtube.com/watch?v=X_oGCuKx4n8&feature=relmfu
• http://www.youtube.com/watch?v=jcb_obGjm54&feature=relmfu
Paper Clips
– http://www.youtube.com/watch?v=GP15cY3f7UA
– http://www.youtube.com/watch?v=yzBF1GI222g
• Holocaust Documentary
– http://www.youtube.com/watch?v=aS98MAN3Xtg
&feature=related
• "We May Use Words to Break the Prison": Elie
Wiesel on Writing Night
• http://www.washingtonpost.com/wpdyn/content/video/2009/04/07/VI200904070
1847.html
Elie Wiesel
• Elie Wiesel was born on September 20, 1928, in Sighet,
Transylvania.
• His parents owned and operated a store, and his mother was also a
teacher. He credits his maternal grandfather with his love of
storytelling.
• Just after Passover in 1944, when Wieisel was 15, the Nazis sent all
of the Jews in Singhet to the concentration camp at AuschwitzBirkenau. He and his father were later transferred to Buchenwald.
• He was 16 when the war ended and he was released. Wiesel
traveled to France and was reunited with his two older sisters
• Soon after his release from the concentration camps, Wiesel
realized that he had a duty as a survivor to let others know what
had happened
• Wiesel traveled to the United States in 1956 to write
about the United Nations. He was hit by a taxi cab in
Times Square. Since he was unable to return to France
to renew his residency papers, he instead applied for
United States citizenship. He married another
Holocaust survivor, Marion Erster Rose, in New York in
1969.
• In 1986 alone he was awarded the Nobel Peace Prize,
the Freedom Cup Award from the Women's League for
Israel, the Jacob Javits Humanitarian Award of the UJA
Young Leadership, and the Medal of Liberty.
Night…
• Night: First Person Singular is about one man's
passionate resolve to bear witness for the
millions of people who suffered and perished in
the Holocaust. He has been sustained by his faith
and guided by his belief in the power of language
and the value of teaching.
• These are the author’s own words, describing his
arrival at the concentration camp that would
claim the life of his mother and younger sister.
Night Time and Place
•
Night takes place in Europe (Romania, Poland, and Germany) during World War II (1939–1945). This
war, sparked by German aggression, had its roots in the ending of an earlier war. With Germany’s
defeat in World War I, the nation was left with a broken government, a severely limited military,
shattered industry and transportation, and an economy sinking under the strain of war debts. Many
Germans were humiliated and demoralized. The Nazi party—in German NAZI stands for National
Socialist German Workers Party—came to power in the late 1920s. The party, through its leader
Adolf Hitler, offered to restore German pride. At large rallies Hitler spoke of Germany’s long military
tradition, its national character, and its entitlement to greatness. To explain Germany’sfallen state,
Hitler blamed the Jews and others whom he said were not true Germans. Many Germans
responded enthusiastically to Hitler’s ideas, and in 1933 he became chancellor, or leader, of the
country. Once in power, Hitler was able to restore Germany’s economy and its military. He used that
progress to support his expansion efforts, unchecked by Allied countries struggling with the
worldwide Great Depression. In 1938 Hitler began invading the lands around Germany. Britain and
France declared war in 1939. The United States did not enter the war until 1941. In 1941, when
Night begins, Hitler seemed unstoppable. By 1942 he controlled or was allied with most of Europe,
including Wiesel’s Romania, which was pro-German. As the story progresses, Wiesel is confined in a
total of three concentration camps, Auschwitz and Buna, in Poland, and later Buchenwald, in
central Germany.
Did you Know??
•
Hitler’s treatment of the Jews was more than a political strategy. He was an antiSemite (hater of Jews) who viewed the Jews as an inferior race. In fact, Judaism is
not a race, but rather a religion. Soon after taking control of Germany, Hitler began
persecuting German Jews. They lost their citizenship and often their right to work,
were barred from public schools and gathering places, could no longer marry nonJews, and suffered frequent physical attacks to their homes and businesses. Hitler
defined as Jews those with at least one Jewish grandparent, whether or not they
observed their religion. By 1938, before the War spread beyond Germany, Hitler
and his secret-police organization, the Gestapo, had already imprisoned more than
30,000 Jews. In keeping with his goal of achieving German racial “purity,” Hitler
also attacked and imprisoned Gypsies, people with handicaps, and homosexuals.
Those who disagreed with Hitler’s political views—Communists, Jehovah’s
Witnesses, Soviet and Slavic prisoners of war—were also mercilessly imprisoned,
enslaved, and murdered. As Hitler’s control of Europe spread, more and more
innocent people were imprisoned or killed. Some were forced to live in ghettos,
enclosed areas within cities, where they often starved. Others were executed or
sent to the rapidly expanding camp system. By the end of the war, at least six
million Jews and five million non-Jews had
Unit
for Night
• Through reading Night students will analyze characters and
their situations to better understand the themes of the
novel.
• Students will demonstrate their understanding of the text
on four levels: factual, interpretive, critical, and personal
• Students will practice reading aloud and silently to improve
their skills in each area.
• Students will enrich their vocabularies and improve their
understanding of the novel through the vocabulary lessons
prepared for use in conjunction with it
• Students will answer questions to demonstrate their
knowledge and understanding of the main events and
characters in Night.
• Students will practice writing through a variety of
writing assignments
– The writing assignments in this are geared to several
purposes:
•
•
•
•
•
a. To check the students' reading comprehension
b. To make students think about the ideas presented by the novel
c. To make students put those ideas into perspective
d. To encourage critical and logical thinking
e. To provide the opportunity to practice good grammar and
improve students' use of the English language
• Students will read aloud, report, and participate in
large and small group discussions to improve their
public speaking and personal interaction skills
Holocaust Timeline and Events:
• 1918-1933: Rise of Nazi Party: During the 144
years following the end of the WWI, the Nazi
party grew from a small political group to the
most powerful party in Germany.
• 1933-1939: Nazification: Once Hitler became
Chancellor and later Reichsfuhrer, the Nazi
party quickly changed Germany’s political,
social, and economical structure
Holocaust Timeline and Events:
• 1939-1941: The Ghettos: Confining Jews to
ghettos was another critical step in Hitler’s
“final solution”
• 1941-1942: The Camps: The Concentration
camps were Hitler’s final steps in annihilation
of the Jews and other groups.
• 1942-1944: Resistance: People resisted by any
means possible, from stealing a slice of bread
to sabotaging Nazi groups.
Holocaust Timeline and Events:
• 1944-1945: Rescue and Liberation: Some
survived through the heroics of neighbors;
others were liberated by the Allies.
• 1945-present: Aftermath: After the war, Nazi
perpetrators faced punishment for their war
crimes and survivors began rebuilding their
lives.
•
Democratic institutions and values are not automatically sustained, but need to be appreciated, nurtured, and protected;
•
Silence and indifference to the suffering of others, or to the infringement of civil rights in any society can—however
unintentionally—perpetuate the problems; and
•
The Holocaust was not an accident in history—it occurred because individuals, organizations, and governments made choices that
not only legalized discrimination but also allowed prejudice, hatred, and ultimately mass murder to occur.
•
The Holocaust was a watershed event, not only in the twentieth century but also in the entire course of human history.
•
Study of the Holocaust assists students in developing an understanding of the roots and ramifications of prejudice, racism, and
stereotyping in any society.
•
Thinking about these events can help students to develop an awareness of the value of pluralism and encourages acceptance of
diversity in a pluralistic society.
•
The Holocaust provides a context for exploring the dangers of remaining silent, apathetic, and indifferent in the face of the
oppression of others.
•
Holocaust history demonstrates how a modern nation can utilize its technological expertise and bureaucratic infrastructure to
implement destructive policies ranging from social engineering to genocide.
•
A study of these topics helps students to think about the use and abuse of power, and the roles and responsibilities of individuals,
organizations, and nations when confronted with civil rights violations and/or policies of genocide.
•
As students gain insight into the many historical, social, religious, political, and economic factors that cumulatively resulted in the
Holocaust, they gain awareness of the complexity of the subject and a perspective on how a convergence of factors can contribute
to the disintegration of democratic values. Students come to understand that it is the responsibility of citizens in any society to learn
to identify danger signals, and to know when to react.
Before you read Chapter 1 & 2
• In your group discuss events that
unexpectedly change people’s lives. Discuss
possible effects and emotional reactions you
or others might have to each event.
Background for Chapters 1 & 2
• The town of Sighet, where Night begins, has been part of both
Romania and Hungary at various times.
• During Wiesel’s childhood, Sighet was home to 15,000 Jews. Most
were devout Hasidic Jews whose lives focused on family, religion,
and learning.
• Like most of their Jewish neighbors, the Wiesel’s were poor but
intensely committed to education. For Elie that meant spending his
time day and night studying sacred Jewish text such as the Torah
and Talmud.
• At the age of 12 Elie began exploring the cabbala, or Jewish
mysticism-an approach to Bible study that analyzes hidden meaning
in texts
• As WWII progressed, Wiesel’s father Chlomo began helping Jews
escape from Poland, risking his life to help others escape Nazi
persecution.
Did you know…
• Judaism dates back nearly 4,000 years. It shares many ideas
with-and in fact is an ancestor to-both Christianity and
Islam. These 3 religions all originated in the same part of
the world, the area we know as the Middle East.
• The sacred text of all three religions overlaps in several
ways
– The Hebrew Bible is what Christians call the Old Testament.
– Many of these Bible stories also appear in the Islamic sacred
text, the Quran.
• 2 important Jewish holy days are Rosh Hashanah and Yom
Kippur
• Rosh Hashanah is the Jewish New Year and usually occurs in
September. 10 days later comes Yom Kippur.
• Yom Kippur is a day of fasting and atonement. Passover is a springtime
ritual that celebrates the Jews’ escape from slavery in Egypt.
Vocab for Chapters 1 & 2
•
COMPATRIOTS
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•
EDICT
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•
to strip ruthlessly of money or goods by open violence; to rob with open violence
PREMONITION
–
•
Harmful; annoyingly troublesome, filled with disease
PILLAGE
–
•
a person who has withdrawn to a solitary place for a life of religious seclusion;
any person living in seclusion; recluse; completely sealed, airtight
PESTILENTIAL
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•
sky.
HERMITICALLY
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•
to explain; interpret.
FIRMAMENT
–
•
any authoritative proclamation or command.
EXPOUND
–
•
a native or inhabitant of one's own country; fellow countryman or countrywoman.
a feeling of anticipation of or anxiety over a future event
TRUNCHEON
–
the club carried by a police officer
Journal After Reading the 1st Half of
Section 1
• “Each of us will be allowed to bring his
personal belongings. A backpack, some food, a
few items of clothing…” What would you bring
if you had little time to pack and you could
only carry a backpack? Be thoughtful and
thorough in your response.
Journal After Section 1
• “There are 80 of you in a cattle car…If anyone
on of you goes missing, you will be shot like
dogs…” What would it feel like to travel for 3
days not being fed or given water or being
able to have privacy to go to the bathroom?
Explain your thoughts.
Journal After Section 2
• At the beginning of Section 3, Wiesel finds out
that the objects he was told he could carry
were to be “left behind in the wagon” Write
about a time when you were disappointed,
had something wrongfully taken from you, or
experienced a loss.
At the end of Sec 1 & 2 & 3
• Graphic Organizer:
– For each section requested you need to find an
important event that has altered the story in some
way. List the event and how it has impacted the
story thus far!
•
•
•
•
•
You should have 2 events for the 1st half of Section 1
You should have 2 events for the 2nd half of Section 1
You should have 2 events for Section 2
You should have 2 events for the 1st half of section 3
You should have 2 events for the 2nd half of section 3
Before you Read Chapters 3-5
• How have you reacted when faced with
danger, whether to you or someone else?
– Create a cluster web, with DANGER written in the
center circle. In circles radiating from the center,
list possible reactions to dangerous situations. In
other circles coming off of the reaction circles,
brainstorm possible consequences of those
reactions.
Background for Chapters 3-5
• The Nazi’s opened the first concentration
camp in 1933, soon after Hitler became
German Chancellor.
• In years leading up to the war, Hitler
imprisoned thousands more people.
– Once Hitler began invading other lands, the
demand for camps skyrocketed!!
Background for Chapters 3-5
• In 1941 Hitler invaded Russia and was plunged into the first
long battle of war. He needed supplies and weapons; thus,
many of the camps became forced labor centers that used
prisoners to fuel the Nazi death machine.
• In 1942 , at eh Wannsee Conference, Hitler and his allies
developed the official policy known as the “final solution.”
– Under this plan, Jews in particular would be worked until they
collapsed and then they would be killed.
– Hitler’s scientists first experimented with “mercy killings” on
people who were mentally ill.
– Gas chambers were added to 6 camps…leading to mass
extermination.
– More than 1.25 million people were killed at Auschwitz alone.
Did you Know??
• Insufficient food and the lack of a balanced
diet led to malnutrition and starvation for
many concentration camp prisoners.
– When people are undernourished, their bodies
cannot grow or repair themselves properly. People
lose weight and are more likely to fall ill. Children
who are still growing suffer even more problems.
• Some common diseases that result from malnutrition
are scurvy and beriberi, in which a lack of vitamins and
minerals weaken bones and cause stomach problems.
Vocab Chapters 3-5
•
Bestial:
– without reason or intelligence; brutal; inhuman
•
Blandishments:
– something, as an action or speech, that tends to flatter,
coax, entice
•
Crucible:
– Container for cooking at high heat
•
Emaciated:
– abnormal thinness caused by lack of nutrition or by disease
•
Leprous:
– Infectious disease that affects the body tissue
•
Manacle:
– To handcuff
•
Queue:
– Waiting line
•
Wizened:
– Dry, shrunken, wrinkled
½ Way Through Reading Section 3
List the characters we have been introduced to
so far in the novel. Then write 2-3 sentences
describing them physically. Make sure to include
personality traits if they have been discussed
within the book.
• You need to Make sure you have completed…
– Section 1 Vocab and Questions
– Section 2 & 3 Vocab and Questions
– Graphic Organizer for Section 1 & 2
– Have put 2 events for Section 3 in Graphic
Organizer for Section 3-5
After reading Section 3
• Wiesel writes, “Never shall I forget that night,
the first night in the camp…Never shall I forget
that smoke…Never shall I forget…” Taking the
phrase, “Never shall I forget…” write a
minimum of 8 “Never shall I forget…”
moments. These can be happy or challenging
memories
After Reading Section 4
• So far, we have been introduced to several
characters. Take on the “voice” of one of these
characters and write a journal entry from their
point of view. Summarize what has happened
in their eyes so far. It can be broad over a
longer period of time, or summarizing a single
powerful event. It’s your choice. You Journal
should be no less than a paragraph…5
sentences. Use complete sentences and
correct grammar
Mood
• The Mood or Tone of a story is the author’s
attempt to create the atmosphere of the story.
The mood evokes an emotional response from
the reader and lets the reader know how the
characters feel. It may stay the same
throughout a story, or it may change,
depending on circumstances and events. The
author’s descriptions and the characters’
dialogue and actions express the mood of the
story. Mood can be stated or implied.
Mood with the iPod
• As we listen to a few songs I want you to write
down the mood that you feel as your listen.
• As you listen and come up with the mood you
also need to write down words or phrases that
you hear that causes you to feel that
particular way.
Mood with Night
• Give your impression of the mood conveyed
by the title of the novel.
• Reread the first section of the book to see
where and how the mood changes from
relatively pleasant to fearful.
– Make a list of words that Wiesel uses to invoke a
certain mood.
– Keep the mood of the book in mind as we read
throughout.
Literary Term Find
• So far throughout the novel there have been various
stylistic devices used by Eli Wiesel. In your group you
need to do the following…
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–
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–
–
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Describe the setting
Find 4 Similes
Find one instance of sarcasm
Find 2 passages of imagery
Find 2 instances of Foreshadowing
Find 2 instances of personification
Find 1 instance of style: where Elie is very direct and
forward and then where Elie makes the reader read
between the lines
• You need to Make sure you have completed…
–
–
–
–
Section 1 Vocab and Questions
Section 2 & 3 Vocab and Questions
Graphic Organizer for Section 1 & 2
Have put 2 events for Section 3 in Graphic Organizer for Section 3-5
• Lit Terms
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–
–
–
–
–
–
Describe the setting
Find 4 Similes
Find one instance of sarcasm
Find 2 passages of imagery
Find 2 instances of Foreshadowing
Find 2 instances of personification
Find 1 instance of style: where Elie is very direct and forward and then
where Elie makes the reader read between the lines
Conflict
• Conflict is one of the most important aspects
of a story. The conflict usually is an obstacle to
the main character’s goal. It usually brings
about some type of change in the main
character.
• The types of conflict that are evident in Night
are character vs nature, character vs.
character, character vs. himself, and character
vs. society
Conflict
• Give an example for character vs character
– In Cinderella there is conflict between Cinderella and
her step sisters
• Give an example of character vs. society
• Give an example of character vs. nature
– In The Wizard of Oz the tornado takes Dorothy away
from her home
• Give an example of character vs. himself
– In The Little Engine that Could the engine is not sure if
he can make it up the hill
Conflict
• Now flip to your conflict chart in your packets.
– Fill in the chart with examples from what we have
read so far in Night
– Make sure to give page numbers and to write the
example.
– Also you need to write how this has changed
Eliezer.
Today in Class
•
•
•
•
•
Finish Reading Section 4… pg 45
Finish Section 1 Vocab and Questions
Finish Section 2 Vocab and Questions
Finish Section 3 Vocab and Questions
Finish Graphic Organizer for Sections 1 & 2
– 2 events 1st ½ of Sec. 1, 2 events 2nd ½ Sec 1, 2 events Sec 2
• Work on Section 4 Vocab and Questions
• Work on Graphic Organizer for Sections 3 -5
– 2 events for Sec. 3, 2 events for Sec 4
•
•
•
•
Work on Conflict Chart
Work on Sketchbook for Chapters 3 & 4
Work on finding the Lit Terms in Section 1-3
Work on Section 5 Vocab
After Reading Section 4
• In the fourth section of Night, Wiesel himself
is publicly beaten, and he describes witnessing
the hangings of multiple other prisoners in the
camp. How is it possible that one group of
people could do all these things to another?
After Reading Section 5
• On page 64- the break on page 65 Elie is
accusing God of being silent and letting the
Jews suffer. Explain what he is going through.
Explain why he is mad at God. Does he have
the right to be mad at God? Who can or
should he be mad at? Discuss in depth!
Akiba Drummer
• On page 72 it says…”Lately he wandered among us, his
eyes glazed, telling everyone of his weakness: ‘I can’t
go on…It’s all over…’ He could no longer keep up the
struggle, he had no strength left, nor faith…” Why did
the Jews continue to fight for their life? What
motivated them to continue to live and fight while they
were in such desolate conditions. Wouldn’t it have
been easier to just kill themselves than live through the
torture, especially when they did not see an end in the
near future? At what point do you continue to suffer
and allow yourself to be oppressed? What makes us
humans want to live? And at what point does one
decide it is ok to die?
Figures of Speech
• Figures of speech are literary devices that give
the writer a non-literal way to describe images
and events. In your packet I have listed several
figures of speech and their definitions that are
used in Night. On the next chart you are to
give examples of the different figures of
speech. You are to tell me what figure of
speech is being used, give the example from
the book, and explain it’s meaning.
Figures of Speech Journal Chapters 3-5
• Find an example of the following: List the page
number and give the word for word example!
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–
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Imagery
Simile (2)
Paradox
Personification
Oxymoron
Irony
Style
• When you are supposed to read between the lines
• When he is forward and just tells the reader
Before you Read Chapters 6-9
• What does it mean to feel hopeless? How do
you think hopelessness affect’s people’s lives?
– Describe on paper a time when you or a friend felt
hopeless. What circumstances caused this feeling?
– How did you or your friend respond to the
situation?
Background for Chapters 6-9
• The Allies invaded Europe on D-Day, June 6, 1944.
At the time of Wiesel’s imprisonment in 1944,
Germany was already losing the war. This reality
only inflamed Hitler’s desire to exterminate the
Jews.
– Gassings and mass shootings escalated despite calls
from the German army for more war production
laborers.
– Many camps were closed in the spring of 1944, not
long after Wiesel had reached Auschwitz.
• While many non-Jews were sent to labor camps, many Jews
were sent to the Auschwitz gas chambers.
Did you Know??
• Psychologists who study Holocaust survivors have
recognized a pattern of reaction to the
concentration camp experience. At first, prisoners
were stunned and paralyzed by the horror. Many
did not survive this early shock, in fact, the
highest death toll was among new prisoners.
– Even if they were not selected for death, they fell ill,
were grief-stricken by the loss of family members,
became exhausted, or simply gave up hope in the face
of evil.
….
• Those who survived these early experiences
recovered some sense of balance.
• Many have reported that they separated
themselves from their surroundings and even
their bodies. They focused on surviving one day
at a time. With each new onslaught of horror or
loss, prisoners repeated this process.
• Some people became what prisoners called
muselmanner or “walking dead.” If a prisoner fell
into this state for too long, death was probably
imminent.
Vocab for Chapters 6-9
• Contagion:
– An influence that spreads quickly
• Embarkation:
– Beginning of a journey
• Encumbrance:
– burden
• Indeterminate:
– Vague; not fixed in advanced
• Rivet:
– To hold attention tightly, as if physically attached
• Semblance:
– Outward appearance, but with a sense of falsity
• Vigilance:
– State of extreme watchfullness
After Reading 6-9
• When German citizens throw food to the
starving prisoners, Wiesel describes the Jews
as they fought with each other over the food
as “beasts of prey unleashed, animal hate in
their eyes.” A son kills his father for a piece of
bread on this same page. Do all humans have
the capacity to commit atrocities? Is human
nature essentially good or evil? Give
supporting examples from your own memory
3-2-1
• In your packet for the 3:
– Write 3 interesting things from the novel
• For the 2:
– Write 2 questions you still have about what
happened
• For the 1:
– Write one vocabulary word you don’t know. Look
up the definition and write it down.
Review of Night
•
•
Night begins in 1941 in Wiesel’s Eastern European village of Sighet. As World War II consumes
Europe, Wiesel and the other Jews of Sighet still feel safe. An intensely religious young man, Wiesel
spends his days studying sacred Jewish texts. By 1944, however, the Germans occupy Sighet and
Wiesel’s struggle to survive begins. Wiesel is deported to a Nazi concentration camp where he faces
terrifying brutality, the tormenting losses of family and friends, a changing relationship with his
father, and an intense challenge to his religious faith. Through young Wiesel’s eyes, readers travel
into the hell of Hitler’s death camps and into the darkness of a long night in the history of the
human race. Wiesel wrote Night nearly ten years after the end of World War II. In an interview with
noted French Catholic writer and humanitarian François Mauriache, he was inspired to break an
earlier vow of silence he had made about the Holocaust. Mauriache urged Wiesel to tell his tale, to
hold the world accountable. The resulting 800-page Yiddish manuscript, And the World Remained
Silent, was the material from which the considerably shorter Night evolved. In its shorter version,
Wiesel’s memoir was published first in France and later—after much resistance due to its
distressing subject—in the United States. Slowly, it gathered force and has since been read by
millions. Though the story is written in narrative form, it is not a novel. As a memoir, Night is a brief
autobiographical work in which the authorrecounts events he has witnessed and introduces people
he has known. It is the first of many attempts Wiesel has made to honor these people, many now
long dead, and to tell their horrible stories. With Night Wiesel also begins an attempt to find some
human or divine explanation for the events he witnessed. For a man raised with deep religious
faith, reconciling Nazi actions with Judaism has been a life-directing task.
Overall Impression
• You will be given a sheet of construction
paper. Draw a picture that SUMMARIZES the
WHOLE story. Be ready to share your picture
and what it means and why you drew what
you did. Remember the focus is on the BIG
PICTURE, a full summary, the themes.
Sequence
• In an autobiographical sketch such as Night,
the sequence of events is very important.
Since so many dates are given, it is relatively
easy to follow the sequence of events in
Night. Your group will be given a large sheet of
paper. In chronological order put major events
that happened in Night in order. Make sure to
write neatly and to incorporate some
illustrations with your timeline. This will be a
project grade.
Persuasive Essay
Writing Assignment # 3
• Four times in the novel, Elie Wiesel describes times he and
his family might have been saved had they made a different
decision. First, Moshe the Beadle tried to convince the Jews
od Sighet to flee from the coming persecution, but no one
listened to him. Then, Elie tried to convince his father to sell
the business and emigrate to Palestine. Later, the Wiesel
family refused the safe refuge offered by their former
servant, Martha. When Elie and his father were given the
choice to stay at the camp hospital or be evacuated with
the other prisoners, they chose to stay with the others.
• Your assignment is to choose one of these opportunities
and CONVINCE the Wiesel family to make the opposite
decision of the one they made.
Poetry Springboards
• Essential Questions:
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Why is memory important?
Why is it important to create memorials?
How do people survive great atrocities?
What are the circumstances that give rise to genocide?
Why do people treat each other the different ways they
do?
– If there is a higher power, and if we think that higher
power is essentially good, then why is there evil in the
world?
– What should a person do when he/she doesn’t understand
something? Should a person obey authority or his/her own
moral compass?
Poetry Springboards
• Vocab
– Poem
– Stanza
– Line
Poetry Springboards
• Each student has been given a sealed
envelope as they have walked into the
classroom. Do not open the envelope until
instructed to do so. Take out a piece of paper
and something to write with.
Poetry Springboards
• Inside the envelope is a strip of paper with a
first line of a poem by someone who
experienced the Holocaust.
• You are going to write a poem using the first
line given to you. Your poem can be about
anything you choose. You must incorporate at
least 2 of the unit vocabulary words, at least 1
stanza break, and have at least 14 lines in your
poem.
What to do…
• Pull out your novel, sketchbook, and poetry
springboard page.
• For the first 45 minutes of class there will be NO
TALKING! You need to work on reading/ answer
questions for your 3 novels, sketchbook, or
poetry springboard assignment!
– Poetry Springboard Assignment DUE TODAY
– Sketchbook DUE TOMORROW
– 3 novels submitted to turnitin.com DUE FRI
• Get questions off my website, copy and paste to a word
document, answer the questions based on your novel,
submit it to turnitin.com
Essential Questions Revisited
• What should a person do when they don’t
understand something?
• Should a person obey authority or their own
moral compass?
• What’s the right way to treat people,
regardless of their differences from you?
Night Final Project
• Look at the Night Final Project guidelines in
your packet.
• I have given you a list of possible topics to use.
You cannot do the same thing that you did for
the Opening Project!
Specifications
• Powerpoint (20 slides)
– Each slide full of information and pictures
– Opening slide does not count
• Newspaper (4-6 articles)
– Each article 500 words
• Journal (10 entries)
– Each entry 500 words
• Essay/ Summaries
– Survivor Stories min of 3
• Summaries 500 words
• Compare/ Contrast 750 words
• Book Cover
– Pictures, in Color, 500 words
• Bulletin Board (Tri-Fold Poester)
• Interview (25 Question and Answers)
Night Review
• You and your group is going to make a test for
Night. The test should include 4 different
sections: multiple choice, true/false, short
answer, and essay. You need to make the test
and then you also need to create an answer
sheet for the test.