Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 12 - Night - Appendix
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6a.
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10a-c.
11a-b.
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16a-b.
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18a-h.
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21a-c.
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31a-c.
32a-b.
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The Writing Prompt [Day 1]
Review of Writing: Publishing Final Copy Checklist [Day 2]
Rubric for “Impact of Language” writing [Day 2]
Peer Editing Questions [Day 2, 7, 8]
Unit Essential Questions [Days 3, 4, 5, 9, 15, 16, 17]
Artwork resources [Day 3]
Getting the Most from Discussions and Presentations [Day 3]
Essential questions regarding artwork [Day 3]
Quick Write Procedure [Days 4, 13, 14]
Assignment Rubric [Day 4]
Propaganda posters [Day 4]
Types of propaganda [Day 4]
Think-(Write)-Pair-Share [Day 4]
Enron release [Day 4]
Analysis of propaganda in famous speeches [Days 5, 6]
Franklin D. Roosevelt’s Infamy Speech [Day 5]
Hitler’s Order of the Day [Day 5]
Critical Analysis rubric [Days 6, 7]
Wannsee Protocol [Day 9]
Written Document Analysis Worksheet [Day 9]
Genre: Memoir [Day 9]
Biography of Elie Wiesel [Day 9]
Vocabulary in Context Strategy [Days 9, 11, 12, 13, 14]
Think Aloud Procedure [Day 9, 10, 11]
Character Chart: Night [Day 10]
Focus Question Directions [Day 10]
Focus Question #1 [Day 10]
Focus Question Scoring Rubric [Days 10, 11]
Focus Question #2 [Day 11]
“Never Shall I Forget” [Day 12]
Sample model poem [Day 12]
The Perils of Indifference – Speech Elie Wiesel [Day 14]
Resources for Culminating Activity [Days 15-16]
Culminating Project Plan [Days 15-19]
Guide to Considering the Audience [Days 15-19]
Culminating Project Evaluation Sheet [Days 15-20+]
The Annotated Bibliography [Days 15-19]
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ELA High School Unit Night – Appendix
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Directions
Every person is influenced by what they hear and read, whether they realize it or not.
Speeches, advertisements, books, magazines, song lyrics—even simple conversations
can change the way we feel or think. Think about how language can be used to make
people think a certain way, or how you may have used language yourself to convince
someone to agree with you. Think about specific examples and instances.
Write about the theme: The Impact of Language
Respond to one of the choices below:
 Describe how you influenced someone through your words, whether written or
spoken. Give specific details and/or examples.
OR
 Tell about a time when you heard or read something that influenced you, either
positively or negatively.
OR
 Identify and explain the necessary elements/traits/characteristics of influential
language..
OR
 Write about the topic in your own way.
Use examples from real life, from what you have read or watched, or from your
imagination. Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing your
rough draft. If you need to make a correction, cross out the error and write the
correction above or next to it.
You should give careful thought to revision (rethinking ideas) and proofreading
(correcting spelling, capitalization, and punctuation). Use the checklist and rubric to
help improve your writing.
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Review of Writing: Publishing Final Copy
DIRECTIONS
Now you will be doing three things: revising your paper (which means to rethink your
ideas); polishing your paper (which means to edit and proofread); and recopying your
paper as neatly as possible.
Use the following checklist as you revise and edit the writing that you have done. When
you are finished revising, you must make a final copy of your paper. Then, proofread
your final copy to make sure that all of your revisions have been made.
CHECKLIST FOR REVISION
1. Do I have a clear central idea that connects to the topic?
2. Do I stay focused on my central idea?
3. Do I support my central idea with important and relevant details/examples?
4. Do I need to take out details/examples that DO NOT support my central idea?
5. Is my writing organized and complete, with a clear beginning, middle, and end?
6. Do I use a variety of interesting words, phrases, and/or sentences?
CHECKLIST FOR EDITING
7. Have I checked and corrected my spelling to help readers understand my writing?
8. Have I checked and corrected my punctuation and capitalization to help readers
understand my writing?
CHECKLIST FOR PROOFREADING
9. Is everything in my final copy just the way I want it?
Reread your writing. You should cross out or erase any errors you make. You will
have as much time as you need.
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Rubric
Writing from Knowledge and Experience
Characteristics
6
5
Content and Ideas
The writing is
exceptionally clear and
focused. Ideas and
content are thoroughly
developed with relevant
details and examples
where appropriate.
The writing is clear
and focused. Ideas
and content are well
developed with
relevant details and
examples where
appropriate.
Organization
The writer’s control over
organization and the
connections between ideas
move the reader smoothly
and naturally through the
text.
Style and Voice
The writer shows a mature
command of language
including precise word
choice that results in a
compelling piece of
writing.
Tight control over
language use and mastery
of writing conventions
contribute to the effect of
the response.
The writer’s control
over organization
and the connections
between ideas
effectively move the
reader through the
text.
The writer shows a
command of
language including
precise word choice.
Conventions
The language is well
controlled, and
occasional lapses in
writing conventions
are hardly noticeable.
4
3
The writing is
generally clear and
focused. Ideas and
content are developed
with relevant details
and examples where
appropriate, although
there may be some
unevenness.
The response is
generally coherent,
and its organization is
functional.
The writing is
somewhat clear and
focused. Ideas and
content are developed
with limited or partially
successful use of
examples and details.
The writing is only
occasionally clear
and focused. Ideas
and content are
underdeveloped.
The writing is
generally unclear
and unfocused.
Ideas and content
are not developed
or connected.
There may be evidence
of an organizational
structure, but it may be
artificial or ineffective.
There may be little
evidence of
organizational
structure.
There may be no
noticeable
organizational
structure.
The writer’s command
of language, including
word choice, supports
meaning.
Vocabulary may be
basic.
Vocabulary may be
limited.
Lapses in writing
conventions are not
distracting.
Incomplete mastery of
over writing
conventions and
language use may
interfere with meaning
some of the time.
Limited control
over writing
conventions may
make the writing
difficult to
understand.
Not ratable if: a) off topic b) illegible c) written in language other than English d) blank/refused to respond
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2
1
Lack of control
over writing
conventions may
make the writing
difficult to
understand.
Peer Editing Questions
 Is the central idea or point of the writing clear?
 Is the central idea or point supported by important and relevant details,
examples, and/or anecdotes?
 Does the writing begin with an interesting and engaging lead, continue
with a middle that supports and develops the point, and conclude with an
ending that summarizes the point?
 Is the writing interesting with engaging words and different sentence
lengths and types?
 What do I as the listener, think is good about the writing?
 Do I have questions and/or suggestions for the writer?
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Themes and Essential Questions
Themes
 Leaders use the power of language to inspire and influence.
Essential Questions
 How can I effectively articulate my opinions and perspectives?
 How can I influence others through the use of language?
 What qualities define a responsible world citizen?
 How can I use language to create and maintain the world I
want to live in?
 How can I use language to create new opportunities for myself
and others?
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Frida Kahlo
Self-Portrait, Between the Borderline of Mexico and the United States
http://mati.eas.asu.edu:8421/ChicanArte/html_pages/kahlo5.lrgest.html
Salvadore Dali
Melting clocks
http://puffin.creighton.edu/museums/archive/9_mdesmarais/dali.gif
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Getting the Most From Discussions and Presentations
Group Discussion Guidelines
How to get the most out of
listening…
 Be attentive and civil.
 Monitor message for clarity and
understanding.
 Gain the floor politely.
 Pose appropriate questions.
 Ask relevant questions.
 Tolerate lack of consensus.
 Provide verbal and nonverbal
feedback.
 Notice cues such as change of
pace and emphasis that indicate
a new point is about to be
made.
 Take notes to organize essential
information.
How to be a good team member…
 Fulfill roles and
responsibilities.
What to do in discussions…
 Pose questions.
 Listen to others.
 Pose relevant questions.
 Contribute ideas.
 Give and follow instructions.
 Reflect on and revise initial
responses.
 Acknowledge and build on
ideas of others.
 Offer dissent courteously.
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Essential Questions regarding artwork:
 How can artists effectively portray their opinions and
perspectives? How is this different from using language?
 How can artists influence others through the use of art? What
aspects of the craft can be changed or manipulated to send a
message?
 Have the artists conveyed a message about their views on
responsible world citizenship?
 What techniques can influence the way people look at the
world and what is happening to it?
 How can artists use their craft to create and maintain the world
they want to live in?
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Quick Write Directions
What is it?
Quick Writes are most often used to develop fluency. In Quick Writes, students write rapidly and
without stopping in response to literature and for other types of impromptu writing. Quick Writes,
provide students with a means of quickly representing their thinking. Rather than being concerned
with correct spelling, punctuation, and word usage, the student is more interested in simply responding
to the prompt in a personal way. Students reflect on what they know about a topic, ramble on paper,
generate words and ideas, and make connections among the ideas. Young children often do Quick
Writes in which they draw pictures and add labels. Some students do a mixture of writing and
drawing.
Students do Quick Writes for a variety of purposes:
 Learning logs:
Immediately following a particular lesson, engaging activity, or discussion, pause and
allow students to reflect in their learning logs or journals. Share responses.
 Constructed response to literature:
--to activate prior knowledge
--to reflect on a theme of a story and how it relates to them personally
--to describe a favorite character
 Reflections on new learning:
--students write an explanation of what something means
--to define or explain a word on the word wall
How to do a Quick Write
1. The teacher selects a purpose for the students. This prompt should be tied to a content area and
elicit a personal response from the student.
2. After listening to the prompt, the student is instructed to write a response by jotting down whatever
comes to mind. The time limit should be no longer than 5-10 minutes in length. When students
are learning, I would start with 2 minutes of writing and increase the time gradually. Students
write until instructed to stop. They are allowed to only finish their thought when “time” is called.
3. Quick Writes may be used several times in a day. They may provide a “nugget” for a more
extended piece of writing.
4. When it is time to share, students read their writing to a small group of four or five students.
Volunteers could also share with the whole group.
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Assignment Rubric
Traits
3 (complete)
2 (partial)
1 (minimal)
Content
 Answer question.
 Use relevant
details from text
to support
answer.
 Stay on topic.
Organization
 State point or
restate question.
(Beginning)
 Give details in
support of point.
(Middle)
 Conclude with
summary point or
restate strongest
point. (End)
Style/Voice
 May use quotes
or statistics to
support.
 Conclude with
strong point or
“clincher.”
Conventions/Presentation
 Writing is neat.
 Use proper
conventions.
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Appendix #10a
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Appendix # 10b
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Appendix # 10c
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Types of Propaganda
There are many techniques commonly used in the dissemination of propaganda. Use this handout to
help you identify different types of propaganda. These techniques appeal primarily to the emotions or
the reader or listener.
BANDWAGON: The basic idea behind the bandwagon approach is just that, "getting on the
bandwagon." The propagandist puts forth the idea that everyone is doing this, or everyone supports this
person/cause, so should you. The bandwagon approach appeals to the conformist in all of us: No one
wants to be left out of what is perceived to be a popular trend.
EXAMPLE: Everyone in Lemmingtown is behind Jim Duffie for Mayor. Shouldn't you be part of this
winning team?
TESTIMONIAL: This is the celebrity endorsement of a philosophy, movement or candidate. In
advertising, for example, athletes are often paid millions of dollars to promote sports shoes, equipment
and fast food. In political circles, movie stars, television stars, rock stars and athletes lend a great deal
of credibility and power to a political cause or candidate. Just a photograph of a movie star at political
rally can generate more interest in that issue/candidate or cause thousands, sometimes millions, of
people to become supporters.
EXAMPLE: "Sam Slugger", a baseball Hall of Famer who led the pros in hitting for years, appears in
a television ad supporting Mike Politico for U.S. Senate. Since Sam is well known and respected in his
home state and nationally, he will likely gain Mr. Politico many votes just by his appearance with the
candidate.
PLAIN FOLKS: Here the candidate or cause is identified with common people from everyday walks
of life. The idea is to make the candidate/cause come off as grassroots and all-American.
EXAMPLE: After a morning speech to wealthy Democratic donors, Bill Clinton stops by McDonald's
for a burger, fries, and photo-op.
TRANSFER: Transfer employs the use of symbols, quotes or the images of famous people to convey
a message not necessarily associated with them. In the use of transfer, the candidate/speaker attempts
to persuade us through the indirect use of something we respect, such as a patriotic or religious image,
to promote his/her ideas. Religious and patriotic images may be the most commonly used in this
propaganda technique but they are not alone. Sometimes even science becomes the means to transfer
the message.
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EXAMPLE: The environmentalist group PEOPLE PROMOTING PLANTS, in its attempt to prevent
a highway from destroying the natural habitat of thousands of plant species, produces a television ad
with a "scientist" in a white lab coat explaining the dramatic consequences of altering the food chain
by destroying this habitat.
FEAR: This technique is very popular among political parties and PACs (Political Action
Committees) in the U.S. The idea is to present a dreaded circumstance and usually follow it up with the
kind of behavior needed to avoid that horrible event.
EXAMPLE: The Citizens for Retired Rights present a magazine ad showing an elderly couple living
in poverty because their social security benefits have been drastically cut by the Republicans in
Congress. The solution? The CRR urges you to vote for Democrats.
LOGICAL FALLACIES: Applying logic, one can usually draw a conclusion from one or more
established premises. In the type of propaganda known as the logical fallacy, however, the premises
may be accurate but the conclusion is not.
EXAMPLE:



Premise 1: Bill Clinton supports gun control.
Premise 2: Communist regimes have always supported gun control.
Conclusion: Bill Clinton is a communist.
We can see in this example that the Conclusion is created by a twisting of logic, and is therefore a
fallacy.
GLITTERING GENERALITIES: This approach is closely related to what is happening in
TRANSFER (see above). Here, a generally accepted virtue is usually employed to stir up favorable
emotions. The problem is that these words mean different things to different people and are often
manipulated for the propagandists' use. The important thing to remember is that in this technique the
propagandist uses these words in a positive sense. They often include words like: democracy, family
values (when used positively), rights, civilization, even the word "American."
EXAMPLE: An ad by a cigarette manufacturer proclaims to smokers: Don't let them take your rights
away! ("Rights" is a powerful word, something that stirs the emotions of many, but few on either side
would agree on exactly what the 'rights' of smokers are.)
NAME-CALLING: This is the opposite of the GLITTERING GENERALITIES approach. Namecalling ties a person or cause to a largely perceived negative image.
EXAMPLE: In a campaign speech to a logging company, the Congressman referred to his
environmentally conscious opponent as a "tree hugger."
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Think-(Write)-Pair-Share
A Think-Pair-Share (TPS) is a quick 2-5 minute verbal interaction between two or three
students that allows them to quickly process the academic language and content being
learned. TPS is not just a background knowledge activity, so also keep it in mind for
building other habits and for the during and post reading stages. TPS can be very
effective during teacher presentations for creating “breaks” that push student to organize
thoughts well enough to communicate them. TPS also allows a student to hear how
another person is processing the learning, which further builds background knowledge.
You can use TPS in many different areas of instruction, such as vocabulary, content
concepts, opinions, compare-and-contrast activities, sharing parts of homework,
summaries of text or visuals, connecting to background knowledge or other classes,
making predictions or inferences, and solving problems.
Procedure:
1. Create a question or prompt that will encourage students to use their background
knowledge and experience in answering it.
2. Have students think in silence for 30-60 seconds to mentally prepare what they
will say. Variation: They write notes and/or an answer prior to turning to
partners to share. This makes the procedure, Think-Write-Pair-Share.
3. Put students into pairs. During the pair work, students should do the following:
a. Face their partner, show interest, and listen actively. They can even take
notes
b. Stay on the topic.
c. Remember what their partner says in order to share it with the class later.
d. Give reasons for any opinions, such as evidence from the book, class
discussions, or one’s own life.
e. Use the vocabulary and academic language that you have modeled.
f. Ask their partner questions that call for clarification and evidence. Do you
mean that?…. Why do you think that?… Where does it say
that?…(caution students to be respectful and polite in their questioning of
one another.)
4. After pair time, ask students to share with the class what their partner said.
This forces them to listen and also publicly validates what partners have said.
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Enron Article
The following press release was posted on the Enron Corporation web site on February 6, 2001. What
propaganda techniques and logical fallacies, if any, can you identify?
Enron Named Most Innovative for Sixth Year
HOUSTON -- Enron Corp. was named today the “Most Innovative Company in America” for the sixth
consecutive year by Fortune magazine.
“Our world-class employees and their commitment to innovative ideas continue to drive our success in
today’s fast-paced business environment,” said Kenneth L. Lay, Enron chairman and CEO. “We are
proud to receive this accolade for a sixth year. It reflects our corporate culture which is driven by smart
employees who continually come up with new ways to grow our business.”
Enron placed No.18 overall on Fortune’s list of the nation’s 535 “Most Admired Companies,” up from
No. 36 last year. Enron also ranked among the top five in “Quality of Management,” “Quality of
Products/Services” and “Employee Talent.”
Corporations are judged primarily from feedback contained in confidential questionnaires submitted by
approximately 10,000 executives, directors and securities analysts who were asked to rate the
companies by industry on eight attributes.
Enron is one of the world’s leading electricity, natural gas and communications companies. The
company, with revenues of $101 billion in 2000, markets electricity and natural gas, delivers physical
commodities and financial and risk management services to customers around the world, and has
developed an intelligent network platform to facilitate online business. Fortune magazine has named
Enron “America’s Most Innovative Company” for six consecutive years. Enron’s Internet address is
www.enron.com. The stock is traded under the ticker symbol “ENE.”
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Analysis of Propaganda in Famous Speeches
Directions: Identify the speaker. Decide if the speaker’s opinion is clear and if it is well supported.
Give evidence of the propaganda techniques that you find. Take notes as necessary. You will select
another speech and use the third column to analyze it.
Title:
Hitler’s Order of the
Day
Pearl Harbor Speech
Self-Selected Speech
Title:
Speaker:
Clear Opinion
Strong Support
Bandwagon
Testimonial
Plain Folks
Transfer
Fear
Logical Fallacies
Glittering Generalities
Name-Calling
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Franklin D. Roosevelt's Infamy Speech
December 8, 1941
Yesterday, December 7, 1941 - a date which will live in infamy - the United States of America was
suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation
with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one
hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese Ambassador to the
United States and his colleague delivered to the Secretary of State a formal reply to a recent American
message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it
contained no threat or hint of war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately
planned many days or even weeks ago. During the intervening time the Japanese Government has
deliberately sought to deceive the United States by false statements and expressions of hope for continued
peace.
The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military
forces. Very many American lives have been lost. In addition American ships have been reported
torpedoed on the high seas between San Francisco and Honolulu.
Yesterday the Japanese Government also launched an attack against Malaya. Last night Japanese forces
attacked Hong Kong. Last night Japanese forces attacked Guam. Last night Japanese forces attacked the
Philippine Islands. Last night the Japanese attacked Wake Island. This morning the Japanese attacked
Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of
yesterday speak for themselves. The people of the United States have already formed their opinions and
well understand the implications to the very life and safety of our nation.
As Commander-in-Chief of the Army and Navy, I have directed that all measures be taken for our defense.
Always will we remember the character of the onslaught against us. No matter how long it may take us to
overcome this premeditated invasion, the American people in their righteous might will win through to
absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will not only defend
ourselves to the uttermost but will make very certain that this form of treachery shall never endanger us
again.
Hostilities exist. There is no blinking at the fact that our people, our territory and our interests are in grave
danger.
With confidence in our armed forces - with the unbounded determination of our people - we will gain the
inevitable triumph - so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday,
December seventh, a state of war has existed between the United States and the Japanese Empire."
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BERLIN: HITLER'S ORDER OF THE DAY
APRIL 6, 1941
From Berlin, Propaganda Minister Goebbels reads the following Order of the Day to the German
Army of the East, in the name of the Fuehrer:
Soldiers of the Southeast Front:
Since early this morning the German people are at war with the Belgrade Government of intrigue. We
shall only lay down arms when this band of ruffians has been definitely and most emphatically
eliminated, and the last Briton has left this part of the European Continent. These misled people
realize that they must thank Britain for this situation, they must thank England, the greatest
warmonger of all time.
The German people can enter into this new struggle with the inner satisfaction that its leaders have
done everything to bring about a peaceful settlement.
We pray to God that He may lead our soldiers on the path and bless them as hitherto.
In accordance with the policy of letting others fight for her, as she did in the case of Poland, Britain
again tried to involve Germany in the struggle in which Britain hoped that she would finish off the
German people once and for all, to win the war, and if possible to destroy the entire German Army.
In a few weeks, long ago, the German soldiers on the Eastern Front swept aside Poland, the
instrument of British policy. On April 9, 1940, Britain again attempted to reach its goal by a thrust on
the German north flank, the thrust at Norway.
In an unforgettable struggle the German soldiers in Norway eliminated the British within a period of
a few weeks.
What the world did not deem possible the German people have achieved. Again, only a few weeks
later, Churchill thought the moment right to make a renewed thrust through the British Allies, France
and Belgium, into the German region of the Ruhr. The victorious hour of our soldiers on the West
Front began.
It is already war history how the German Armies defeated the legions of capitalism and plutocracy.
After forty-five days this campaign in the West was equally and emphatically terminated.
Then Churchill concentrated the strength of his Empire against our ally, Italy, in Africa. Now the
danger has also been banned from the African theater of the war through the co-operation of Italian
and German units.
The new aim of the British warmongers now consists of the realization of a plan that they had already
hatched at the outbreak of the war and only postponed because of the gigantic victories of the
German Army. The memory of the landing of British troops at Salonika in the course of the first
World War also caught little Greece in the spider web of British intrigue.
I have repeatedly warned of the attempt by the British to land troops in Southeastern Europe, and I
have said that this constitutes a threat to the German Reich. Unfortunately this warning went
unheeded by the Yugoslav nation. I have further tried, always with the same patience, to convince
Yugoslav statesmen of the absolute necessity for their cooperation with the German Reich for
restoration of lasting peace and order within Yugoslavia.
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After long effort we finally succeeded in securing the cooperation of Yugoslavia by its adherence to
the Tripartite Pact without having demanded anything whatsoever of the Yugoslav nation except that
it take its part in the reconstruction of a new order in Europe.
At this point the criminal usurpers of the new Belgrade Government took the power of the State unto
themselves, which is a result of being in the pay of Churchill and Britain. As in the case of Poland,
this new Belgrade Government has mobilized decrepit and old people into their inner Cabinet. Under
these circumstances I was forced immediately to recall the German national colony within Yugoslav
territory.
Members and officers of the German Embassy, employees of our consulates in Yugoslavia were daily
being subjected to the most humiliating attacks. The German schools, exactly as in Poland, were laid
in ruins by bandits. Innumerable German nationals were kidnaped and attacked by Yugoslavs and
some even were killed.
In addition, Yugoslavia for weeks has planned a general mobilization of its army in great secrecy.
This is the answer to my eight-year-long effort to bring about closer co-operation and friendship with
the Yugoslav people, a task that I have pursued most fastidiously.
When British divisions were landed in Greece, just as in World War days, the Serbs thought the time
was ripe for taking advantage of the situation for new assassinations against Germany and her allies.
Soldiers of the Southeast Front: Now your zero hour has arrived. You will now take the interests of
the German Reich under your protection as your comrades did a year ago in Norway and on the West
Front. You will do just as well on the Southeast Front.
In doing this, your duty, you will not be less courageous than the men of those German divisions who
in 1915, on the same Balkan soil, fought so victoriously. You will be humane only in those places
where the enemy is humane toward you. Where the enemy confronts you with utter brutality you will
beat them back with the same weapon.
The fight on Greek soil is not a battle against the Greek people, but against that archenemy, England,
which is again trying to extend the war far into the Southeast Balkans, the same as he tried far in the
north last year. For this reason, on this very spot in the Balkans, we shall fight shoulder to shoulder
with our ally until the last Briton has found his Dunkerque in Greece.
If any Greeks support this British course, then those Greeks will fall at the same time as the British.
When the German soldier shall have proved himself, shall have proved that he is capable of beating
the British in the Balkans, in the midst of snow and mountains, then also he will have proved that he
can beat the British in the heat of the desert in Africa.
However, we will pursue no other ultimate aim than to win freedom for our German people and to
secure a living space for the German family.
The prayers and thoughts, the very life of all Germans, are again in the heart of every German soldier.
Appendix #16b
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Speech Analysis Essay
CATEGORY 4
3
2
1
Historical
and social
influences
Historical and social influences
on the speech are clearly
outlined and analyzed. Student
has clearly proven bias, social
values, and how political views
of the time have influenced the
speech, using examples and
supporting analysis.
Historical and social influences on
the speech are analyzed. Student
has discussed bias, social values,
and how political views of the time
have influenced the speech, using
examples and some supporting
analysis.
Historical and social influences on
the speech are mentioned. Student
has discussed bias, social values,
and how political views of the time
have influenced the speech, using
examples and lacks supporting
analysis.
Historical and social influences are not
mentioned. Student is missing several
pieces of the following: bias, social
values, or how political views of the time
have influenced the speech.
Use of
persuasive
techniques
Analysis clearly discusses and
evaluates use of figurative
language, emotional appeal
and the persuasive effects on
the audience. Analysis includes
discussion of use of
bandwagon, testimonial, plain
folds, transfer, fear, glittering
generalities, and name-calling
and the effect.
Analysis discusses and evaluates
use of figurative language,
emotional appeal and the
persuasive effects on the
audience, but is unclear in parts.
Analysis includes some discussion
of use of bandwagon, testimonial,
plain folds, transfer, fear, glittering
generalities, and name-calling and
the effect.
Analysis discusses, but may leave
out 1-2 important examples of use
of figurative language, emotional
appeal and the persuasive effects,
but is unclear in many areas.
Analysis briefly includes some
discussion of use of bandwagon,
testimonial, plain folds, transfer,
fear, glittering generalities, and
name-calling and the effect.
Analysis is missing many important
examples of use of figurative language,
emotional appeal, rhetorical questions,
and does not evaluate effects. Little or no
analysis of bandwagon, testimonial, plain
folds, transfer, fear, glittering generalities,
and name-calling and the effect.
Student introduces reader to the
speech, its author and the political
or social context, The position
statement and main points of the
speech are outlined. Conclusion
sums up analysis of the speech
and whether speech was and is
exemplary.
Student references the speech, its
author and the political or social
context, The position statement is
outlined, but some main points of
the speech are neglected.
Conclusion sums up analysis of the
speech but no position is taken on
worth of speech.
Student is missing references to the
speech, its author and/or the political or
social context, The position statement is
vague or missing and many main points
of the speech are neglected. Conclusion
is vague or missing.
Organization Student clearly introduces reader
to the speech, its author and the
political or social context, The
position statement of the speech is
clearly outlined and main points are
outlined clearly and accurately.
Conclusion clearly and dynamically
sums up analysis of the speech
and whether speech was and is
exemplary.
Fluency
Writing has an easy flow and
rhythm. Sentences are well
built with consistently strong
and varied structure.
Writing flows well most of the time. Writing tends to be mechanical
Occasional awkward sentences or rather than fluent. Numerous
choppiness.
awkward sentences.
Grammar
and
mechanics
Author makes no errors in
grammar or spelling that
distract the reader from the
content.
Author makes 1-2 errors in
grammar or spelling that distract
the reader from the content.
Author makes 3-4 errors in
Author makes more than 4 errors in
grammar or spelling that distract the grammar or spelling that distract the
reader from the content.
reader from the content.
Appendix # 17
ELA High School Unit Night – Appendix
Work is awkward or difficult to follow.
Sentences tend to be choppy,
incomplete, or rambling.
23
©Macomb Intermediate School District 2007
The Wannsee Conference was a meeting of senior officials of the Nazi German regime, held in the
Berlin suburb of Wannsee on January 20, 1942. The purpose of the conference was to inform senior
Nazis and senior Governmental administrators of plans for the "Final solution to the Jewish question" the killing of all the 11 million Jews of Europe, a process now known as The Holocaust.
THE WANNSEE PROTOCOL
Stamp: Top Secret
30 copies
16th copy
Minutes of discussion.
I.
The following persons took part in the discussion about the
final solution of the Jewish question which took place in Berlin,
am Grossen Wannsee No. 56/58 on 20 January 1942.
Gauleiter Dr. Meyer and Reichsamtleiter Dr. Leibbrandt
Reich Ministry for
the Occupied Eastern
territories
Secretary of State Dr. Stuckart
Reich Ministry for
the Interior
Secretary of State Neumann
Plenipotentiary for
the Four Year Plan
Secretary of State Dr. Freisler
Reich Ministry of
Justice
Secretary of State Dr. Buehler
Office of the Government General
Under Secretary of State Dr. Luther
Foreign Office
SS-Oberfuehrer Klopfer
Party Chancellery
Ministerialdirektor Kritzinger
Reich Chancellery
SS-Gruppenfuehrer Hofmann
Race and Settlement
Main Office
SS-Gruppenfuehrer Mueller
SS-Obersturmbannfuehrer Eichmann
Reich Main Security
Office
SS-Oberfuehrer Dr. Schoengarth
Chief of the Security Police and
the SD in the Government General
Security Police and SD
SS-Sturmbannfuehrer Dr. Lange
Security Police and SD
Commander of the Security Police
and the SD for the General-District
Latvia, as deputy of the Commander
of the Security Police and the SD
for the Reich Commissariat "Eastland".
II. At the beginning of the discussion Chief of the Security
Police and of the SD, SS-Obergruppenfuehrer Heydrich, reported
that the Reich Marshal had appointed him delegate for the
preparations for the final solution of the Jewish question in
Appendix 18a
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Europe and pointed out that this discussion had been called for
the purpose of clarifying fundamental questions. The wish of the
Reich Marshal to have a draft sent to him concerning
organizational, factual and material interests in relation to the
final solution of the Jewish question in Europe makes necessary
an initial common action of all central offices immediately
concerned with these questions in order to bring their general
activities into line.
The Reichsfuehrer-SS and the Chief of the German Police
(Chief of the Security Police and the SD) was entrusted with the
official central handling of the final solution of the Jewish
question without regard to geographic borders.
The Chief of the Security Police and the SD then gave a
short report of the struggle which has been carried on thus far
against this enemy, the essential points being the following:
a)
the expulsion of the Jews from every sphere of life of
the German people,
b)
the expulsion of the Jews from the living space of the
German people.
In carrying out these efforts, an increased and planned
acceleration of the emigration of the Jews from Reich territory
was started, as the only possible present solution.
By order of the Reich Marshal, a Reich Central Office for
Jewish Emigration was set up in January 1939 and the Chief of the
Security Police and SD was entrusted with the management. Its
most important tasks were
a)
to make all necessary arrangements for the preparation
for an increased emigration of the Jews,
b)
to direct the flow of emigration,
c)
to speed the procedure of emigration in each individual
case.
The aim of all this was to cleanse German living space of
Jews in a legal manner.
All the offices realized the drawbacks of such enforced
accelerated emigration. For the time being they had, however,
tolerated it on account of the lack of other possible solutions
of the problem.
The work concerned with emigration was, later on, not only a
German problem, but also a problem with which the authorities of
the countries to which the flow of emigrants was being directed
would have to deal. Financial difficulties, such as the demand
by various foreign governments for increasing sums of money to be
presented at the time of the landing, the lack of shipping space,
increasing restriction of entry permits, or the cancelling of
such, increased extraordinarily the difficulties of emigration.
In spite of these difficulties, 537,000 Jews were sent out of the
country between the takeover of power and the deadline of 31
October 1941. Of these
approximately 360,000 were in Germany proper on 30 January
1933
approximately 147,000 were in Austria (Ostmark) on 15 March
1939
Appendix 18b
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approximately 30,000 were in the Protectorate of Bohemia and
Moravia on 15 March 1939.
The Jews themselves, or their Jewish political
organizations, financed the emigration. In order to avoid
impoverished Jews' remaining behind, the principle was followed
that wealthy Jews have to finance the emigration of poor Jews;
this was arranged by imposing a suitable tax, i.e., an emigration
tax, which was used for financial arrangements in connection with
the emigration of poor Jews and was imposed according to income.
Apart from the necessary Reichsmark exchange, foreign
currency had to presented at the time of landing. In order to
save foreign exchange held by Germany, the foreign Jewish
financial organizations were - with the help of Jewish
organizations in Germany - made responsible for arranging an
adequate amount of foreign currency. Up to 30 October 1941,
these foreign Jews donated a total of around 9,500,000 dollars.
In the meantime the Reichsfuehrer-SS and Chief of the German
Police had prohibited emigration of Jews due to the dangers of an
emigration in wartime and due to the possibilities of the East.
III. Another possible solution of the problem has now taken the
place of emigration, i.e. the evacuation of the Jews to the East,
provided that the Fuehrer gives the appropriate approval in
advance.
These actions are, however, only to be considered
provisional, but practical experience is already being collected
which is of the greatest importance in relation to the future
final solution of the Jewish question.
Approximately 11 million Jews will be involved in the final
solution of the European Jewish question, distributed as follows
among the individual countries:
Country
A.
Germany proper
Austria
Eastern territories
General Government
Bialystok
Protectorate Bohemia and Moravia
Estonia
Latvia
Lithuania
Belgium
Denmark
France / occupied territory
unoccupied territory
Greece
Netherlands
Norway
B.
Bulgaria
England
Finland
Ireland
Italy including Sardinia
Albania
Croatia
Portugal
Rumania including Bessarabia
Number
131,800
43,700
420,000
2,284,000
400,000
74,200
- free of Jews 3,500
34,000
43,000
5,600
165,000
700,000
69,600
160,800
1,300
48,000
330,000
2,300
4,000
58,000
200
40,000
3,000
342,000
Appendix 18c
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Sweden
Switzerland
Serbia
Slovakia
Spain
Turkey (European portion)
Hungary
USSR
Ukraine
2,994,684
White Russia
excluding Bialystok 446,484
Total
8,000
18,000
10,000
88,000
6,000
55,500
742,800
5,000,000
over
11,000,000
The number of Jews given here for foreign countries
includes, however, only those Jews who still adhere to the Jewish
faith, since some countries still do not have a definition of the
term "Jew" according to racial principles.
The handling of the problem in the individual countries will
meet with difficulties due to the attitude and outlook of the
people there, especially in Hungary and Rumania. Thus, for
example, even today the Jew can buy documents in Rumania that
will officially prove his foreign citizenship.
The influence of the Jews in all walks of life in the USSR
is well known. Approximately five million Jews live in the
European part of the USSR, in the Asian part scarcely 1/4
million.
The breakdown of Jews residing in the European part of the
USSR according to trades was approximately as follows:
Agriculture
Urban workers
In trade
Employed by the state
In private occupations such as
medical profession, press, theater, etc.
9.1
14.8
20.0
23.4
%
%
%
%
32. 7%
Under proper guidance, in the course of the final solution
the Jews are to be allocated for appropriate labor in the East.
Able-bodied Jews, separated according to sex, will be taken in
large work columns to these areas for work on roads, in the
course of which action doubtless a large portion will be
eliminated by natural causes.
The possible final remnant will, since it will undoubtedly
consist of the most resistant portion, have to be treated
accordingly, because it is the product of natural selection and
would, if released, act as a the seed of a new Jewish revival
(see the experience of history.)
In the course of the practical execution of the final
solution, Europe will be combed through from west to east.
Germany proper, including the Protectorate of Bohemia and
Moravia, will have to be handled first due to the housing problem
and additional social and political necessities.
The evacuated Jews will first be sent, group by group, to
so-called transit ghettos, from which they will be transported to
the East.
Appendix 18d
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SS-Obergruppenfuehrer Heydrich went on to say that an
important prerequisite for the evacuation as such is the exact
definition of the persons involved.
It is not intended to evacuate Jews over 65 years old, but
to send them to an old-age ghetto - Theresienstadt is being
considered for this purpose.
In addition to these age groups - of the approximately
280,000 Jews in Germany proper and Austria on 31 October 1941,
approximately 30% are over 65 years old - severely wounded
veterans and Jews with war decorations (Iron Cross I) will be
accepted in the old-age ghettos. With this expedient solution,
in one fell swoop many interventions will be prevented.
The beginning of the individual larger evacuation actions
will largely depend on military developments. Regarding the
handling of the final solution in those European countries
occupied and influenced by us, it was proposed that the
appropriate expert of the Foreign Office discuss the matter with
the responsible official of the Security Police and SD.
In Slovakia and Croatia the matter is no longer so
difficult, since the most substantial problems in this respect
have already been brought near a solution. In Rumania the
government has in the meantime also appointed a commissioner for
Jewish affairs. In order to settle the question in Hungary, it
will soon be necessary to force an adviser for Jewish questions
onto the Hungarian government.
With regard to taking up preparations for dealing with the
problem in Italy, SS-Obergruppenfuehrer Heydrich considers it
opportune to contact the chief of police with a view to these
problems.
In occupied and unoccupied France, the registration of Jews
for evacuation will in all probability proceed without great
difficulty.
Under Secretary of State Luther calls attention in this
matter to the fact that in some countries, such as the
Scandinavian states, difficulties will arise if this problem is
dealt with thoroughly and that it will therefore be advisable to
defer actions in these countries. Besides, in view of the small
numbers of Jews affected, this deferral will not cause any
substantial limitation.
The Foreign Office sees no great difficulties for southeast
and western Europe.
SS-Gruppenfuehrer Hofmann plans to send an expert to Hungary
from the Race and Settlement Main Office for general orientation
at the time when the Chief of the Security Police and SD takes up
the matter there. It was decided to assign this expert from the
Race and Settlement Main Office, who will not work actively, as
an assistant to the police attache.
IV. In the course of the final solution plans, the Nuremberg
Laws should provide a certain foundation, in which a prerequisite
for the absolute solution of the problem is also the solution to
the problem of mixed marriages and persons of mixed blood.
The Chief of the Security Police and the SD discusses the
following points, at first theoretically, in regard to a letter
from the chief of the Reich chancellery:
Appendix 18e
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1) Treatment of Persons of Mixed Blood of the First Degree
Persons of mixed blood of the first degree will, as regards
the final solution of the Jewish question, be treated as Jews.
From this treatment the following exceptions will be made:
a)
Persons of mixed blood of the first degree married to
persons of German blood if their marriage has resulted
in children (persons of mixed blood of the second
degree). These persons of mixed blood of the second
degree are to be treated essentially as Germans.
b)
Persons of mixed blood of the first degree, for whom
the highest offices of the Party and State have already
issued exemption permits in any sphere of life.
Each individual case must be examined, and it is not
ruled out that the decision may be made to the
detriment of the person of mixed blood.
The prerequisite for any exemption must always be the
personal merit of the person of mixed blood. (Not the merit of
the parent or spouse of German blood.)
Persons of mixed blood of the first degree who are exempted
from evacuation will be sterilized in order to prevent any
offspring and to eliminate the problem of persons of mixed blood
once and for all. Such sterilization will be voluntary. But it
is required to remain in the Reich. The sterilized "person of
mixed blood" is thereafter free of all restrictions to which he
was previously subjected.
2) Treatment of Persons of Mixed Blood of the Second Degree
Persons of mixed blood of the second degree will be treated
fundamentally as persons of German blood, with the exception of
the following cases, in which the persons of mixed blood of the
second degree will be considered as Jews:
a)
The person of mixed blood of the second degree was born
of a marriage in which both parents are persons of
mixed blood.
b)
The person of mixed blood of the second degree has a
racially especially undesirable appearance that marks
him outwardly as a Jew.
c)
The person of mixed blood of the second degree has a
particularly bad police and political record that shows
that he feels and behaves like a Jew.
Also in these cases exemptions should not be made if the
person of mixed blood of the second degree has married a person
of German blood.
3) Marriages between Full Jews and Persons of German Blood.
Here it must be decided from case to case whether the Jewish
partner will be evacuated or whether, with regard to the effects
of such a step on the German relatives, [this mixed marriage]
should be sent to an old-age ghetto.
Appendix 18f
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4) Marriages between Persons of Mixed Blood of the First Degree
and Persons of German Blood.
a)
Without Children.
If no children have resulted from the marriage, the
person of mixed blood of the first degree will be
evacuated or sent to an old-age ghetto (same treatment
as in the case of marriages between full Jews and
persons of German blood, point 3.)
b)
With Children.
If children have resulted from the marriage (persons of
mixed blood of the second degree), they will, if they
are to be treated as Jews, be evacuated or sent to a
ghetto along with the parent of mixed blood of the
first degree. If these children are to be treated as
Germans (regular cases), they are exempted from
evacuation as is therefore the parent of mixed blood of
the first degree.
5) Marriages between Persons of Mixed Blood of the First Degree
and Persons of Mixed Blood of the First Degree or Jews.
In these marriages (including the children) all members of
the family will be treated as Jews and therefore be evacuated or
sent to an old-age ghetto.
6) Marriages between Persons of Mixed Blood of the First Degree
and Persons of Mixed Blood of the Second Degree.
In these marriages both partners will be evacuated or sent
to an old-age ghetto without consideration of whether the
marriage has produced children, since possible children will as a
rule have stronger Jewish blood than the Jewish person of mixed
blood of the second degree.
SS-Gruppenfuehrer Hofmann advocates the opinion that
sterilization will have to be widely used, since the person of
mixed blood who is given the choice whether he will be evacuated
or sterilized would rather undergo sterilization.
State Secretary Dr. Stuckart maintains that carrying out in
practice of the just mentioned possibilities for solving the
problem of mixed marriages and persons of mixed blood will create
endless administrative work. In the second place, as the
biological facts cannot be disregarded in any case, State
Secretary Dr. Stuckart proposed proceeding to forced
sterilization.
Furthermore, to simplify the problem of mixed marriages
possibilities must be considered with the goal of the legislator
saying something like: "These marriages have been dissolved."
With regard to the issue of the effect of the evacuation of
Jews on the economy, State Secretary Neumann stated that Jews who
are working in industries vital to the war effort, provided that
no replacements are available, cannot be evacuated.
SS-Obergruppenfuehrer Heydrich indicated that these Jews
would not be evacuated according to the rules he had approved for
carrying out the evacuations then underway.
Appendix 18g
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State Secretary Dr. Buehler stated that the General
Government would welcome it if the final solution of this problem
could be begun in the General Government, since on the one hand
transportation does not play such a large role here nor would
problems of labor supply hamper this action. Jews must be
removed from the territory of the General Government as quickly
as possible, since it is especially here that the Jew as an
epidemic carrier represents an extreme danger and on the other
hand he is causing permanent chaos in the economic structure of
the country through continued black market dealings. Moreover,
of the approximately 2 1/2 million Jews concerned, the majority
is unfit for work.
State Secretary Dr. Buehler stated further that the solution
to the Jewish question in the General Government is the
responsibility of the Chief of the Security Police and the SD and
that his efforts would be supported by the officials of the
General Government. He had only one request, to solve the Jewish
question in this area as quickly as possible.
In conclusion the different types of possible solutions were
discussed, during which discussion both Gauleiter Dr. Meyer and
State Secretary Dr. Buehler took the position that certain
preparatory activities for the final solution should be carried
out immediately in the territories in question, in which process
alarming the populace must be avoided.
The meeting was closed with the request of the Chief of the
Security Police and the SD to the participants that they afford
him appropriate support during the carrying out of the tasks
involved in the solution.
Appendix 18h
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Appendix #19
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Genre: Memoir
Definition of Memoir
A memoir is a piece of autobiographical writing, usually shorter in nature than a
comprehensive autobiography. The memoir, especially as it is being used in publishing
today, often tries to capture certain highlights or meaningful moments in one's past,
often including a contemplation of the meaning of that event at the time of the writing
of the memoir. The memoir may be more emotional and concerned with capturing
particular scenes, or a series of events, rather than documenting every fact of a person's
life (Zuwiyya, N. 2000).
Characteristics of a Memoir
 A memory; a description of a time in the past
 Usually a brief period of time or one point in the life of the author
 May read like a novel, with elements of narrative structure like setting, conflict,
characterization, symbolism, plot, imagery
 Written in the first person; told from one person’s point of view
 Based on the truth, but from only from author’s perspective
 Reveals the feelings of the writer through emotional writing
 Has meaning; shows what the author learned from the experience
 May contain reflection on lessons being learned as author recalls events
Appendix #20
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Biography: Elie Wiesel
Nobel Prize for Peace
Elie Wiesel Date of birth: September 30, 1928
Elie Wiesel was born in the small town of Sighet in Transylvania, where people of
different languages and religions have lived side by side for centuries, sometimes
peacefully, sometimes in bitter conflict. The region has long been claimed by both
Hungary and Romania and, in the 20th century, has changed hands repeatedly, a
hostage to the fortunes of war.
Elie Wiesel grew up in the close-knit Jewish community of Sighet.
While the family spoke Yiddish at home, they read newspapers and
conducted their grocery business in German, Hungarian or
Romanian as the occasion demanded. Ukrainian, Russian and other
languages were also widely spoken in the town. Elie began
religious studies in classical Hebrew almost as soon as he could
speak. The young boy's life centered entirely on his religious
studies. He loved the mystical tradition and folk tales of the
Hassidic sect of Judaism, to which his mother's family belonged.
His father, though religious, encouraged the boy to study the
modern Hebrew language and concentrate on his secular studies. The first years of
World War II left Sighet relatively untouched. Although the village changed hands from
Romania to Hungary, the Wiesel family believed they were safe from the persecutions
suffered by Jews in Germany and Poland.
The secure world of Wiesel's childhood ended abruptly with the arrival of the Nazis in
Sighet in 1944. The Jewish inhabitants of the village were deported en masse to
concentration camps in Poland. The 15 year-old boy was separated from his mother and
Appendix #21a
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©Macomb Intermediate School District 2007
sister immediately on arrival in Auschwitz. He never saw them again. He managed to
remain with his father for the next year as they were worked almost to death, starved,
beaten, and shuttled from camp to camp on foot, or in open cattle cars, in driving snow,
without food, proper shoes, or clothing. In the last months of the war, Wiesel's father
succumbed to dysentery, starvation, exhaustion and exposure.
After the war, the teenaged Wiesel found asylum in
France, where he learned for the first time that his two
older sisters had survived the war. Wiesel mastered the
French language and studied philosophy at the
Sorbonne, while supporting himself as a choir master
and teacher of Hebrew. He became a professional
journalist, writing for newspapers in both France and
Israel.
For ten years, he observed a self-imposed vow of silence and wrote nothing about his
wartime experience. In 1955, at the urging of the Catholic writer Francois Mauriac, he
set down his memories in Yiddish, in a 900-page work entitled Un die welt hot geshvign
(And the world kept silent). The book was first published in Buenos Aires, Argentina.
Wiesel compressed the work into a 127-page French adaptation, La Nuit (Night), but
several years passed before he was able to find a publisher for the French or English
versions of the work. Even after Wiesel found publishers for the French and English
translations, the book sold few copies.
In 1956, while he was in New York covering the United Nations, Elie Wiesel was struck
by a taxi cab. His injuries confined him to a wheelchair for almost a year. Unable to
renew the French document which had allowed him to travel as a "stateless" person,
Wiesel applied successfully for American citizenship. Once he recovered, he remained in
New York and became a feature writer for the Yiddish-language newspaper, the Jewish
Daily Forward (Der forverts ).
Appendix #21b
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Wiesel continued to write books in French, including the semi-autobiographical novels
L'Aube (Dawn), and Le Jour (translated as The Accident ). In his novel La Ville de la
Chance (translated as The Town Beyond the Wall ), Wiesel imagined a return to his
home town, a journey he did not undertake in life until after the book was published.
As these and other books began to win him an international reputation, Wiesel took an
increasing interest in the plight of persecuted Jews in the Soviet Union. He first traveled
to the USSR in 1965 and reported on his travels in The Jews of Silence. His 1968 account
of the Six Day War between Israel and its Arab neighbors appeared in English as A
Beggar In Jerusalem . In time, Wiesel was able to use his fame to plead for justice for
oppressed peoples in the Soviet Union, South Africa, Vietnam, Biafra and Bangladesh.
He has written plays including Zalmen, or the Madness of God and The Trial of God (Le
Proces de Shamgorod ). His other novels include The Gates of the Forest, The Oath, The
Testament, and The Fifth Son. His essays and short stories are collected in the volumes
Legends of Our Time, One Generation After, and A Jew Today. Although Wiesel still
writes his books in French, his wife Marion now collaborates with him on their English
translation.
In 1978, President Jimmy Carter appointed Elie Wiesel Chairman of the United States
Holocaust Memorial Council. In 1985 he was awarded the Congressional Medal of
Freedom and, in 1986, the Nobel Prize for Peace. The English translation of his memoirs
appeared in 1995 as All Rivers Run to the Sea. Since 1976, he has been Andrew Mellon
Professor of Humanities at Boston University. He makes his home in New York City with
his wife and their son, Elisha.
http://www.achievement.org/autodoc/printmember/wie0bio-1
Appendix #21c
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Vocabulary in Context Strategy
Learning vocabulary in context is much more powerful and effective.
Students understand the words better, will remember them, and will more
often recognize the word and its meaning when next encountered. This is a
simple vocabulary strategy that only involves dictionary work as a last resort.
Procedures:
 Assign or let students chose partners.
 Display the vocabulary words with page numbers.
 Tell students in partners to:
1. find each listed word,
2. read the sentences (context) around the word, then try to figure
out what the word means,
3. check their definitions with the dictionary (if necessary), and
4. jot down their “working definition” in their own words, and
5. also, write down why this word is important to the selection.
Encourage students to begin to keep a personal dictionary of new words that
they might use in conversation and in writing.
Appendix #22
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Think Aloud
The Literacy Dictionary (Harris and Hodges, 10995, IRA) defines a think aloud as “1.
oral verbalization, 2. in literacy instruction ‘a metacognitive technique or strategy in
which the teacher verbalizes aloud while reading a selection orally, thus modeling the
process of comprehension’ (Davey, 1983).”
Put another way, a think aloud is making thinking public. A teacher models what an
expert would be thinking as s/he were reading, visualizing, listening; or preparing to
write, speak or visually represent. The goal of thinking aloud is to graphically show
students what they might do to understand what they are reading, viewing or listening
to, as well as, plan for writing or speaking.
Following is an example of a think aloud for figuring out the meaning of an unfamiliar
word in context:
“It’s important while we read to be able to figure out the meaning of an unfamiliar
word. When I come to a word I don’t know the meaning of, I read the words and
sentences around that word to try to figure out what the word might mean.
The other day I was reading this great mystery, The Westing Game by Ellen Raskin. I
read the following paragraph with lots of challenging words:
“Sam Westing was not murdered, but one of his heirs was guilty – guilty of some
offense against a relentless man. And that heir was in danger. From his grave Westing
would stalk his enemy and through his heirs he would wreak his revenge.”
It was a paragraph about Sam Westing who had just died and left a challenge behind to
find his killer(s). I knew most of the words. I knew “relentless” meant that Sam
Westing never gave up until he got what he wanted. I knew that “stalk his enemy”
meant that even after death, Sam Westing would somehow go after and find his enemy.
But I wasn’t sure what “wreak his revenge” meant. I knew that revenge meant Sam
Westing would get even with his enemy, so I figured that “wreak” must be a stronger
way to say, “get his revenge.”
I’ve heard the word “wreak” before, and now I’ll keep it in my mind and may be able to
use it in writing sometime. I will know it when I see it in print”.
Appendix #23
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Character Chart: Night
Elie
Father
Moishe the Beadle
Sisters Hilda, Bea, Tzipora
Appendix #24
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Focus Question Directions
Students need to be explicitly taught to answer response to literature (open-ended,
constructed response) questions. Explicit teaching involves modeling (To: showing),
practice (With: guiding), and independence (By: independence). The following are
suggestions for moving students from guided practice to independence:
 Teacher uses Answer Plan and Possible Answer to model answering Focus
Questions. (for 1 or 2 Focus Questions on the basis of student understanding)
 Students work with partners using the Answer Plan, write a shared answer then
consult the Possible Answer and revise answer to Focus Question. (for 4+ Focus
Questions)
 Students work with partners building an Answer Plan, write a shared answer,
consult the Possible Answer and revise. (for 2+ Focus Questions)
 Students work individually to build Answer Plan and answer question. (Option:
Students could consult the Answer Plan and the Possible Answer to score their
own or other’s papers.)

Have students answer Focus Questions in discussion form. After students have
had a brief discussion, have them individually answer Focus Questions using the
Answer Plan.
Appendix #25
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Focus Question #1
Why do the people of the town allow the Germans to move them from
their town?
Answer Plan
1. Restate the question to introduce the answer.
2. Provide plausible reasons for the town’s actions.
3. Predict what will happen.
Possible Answer
[1] The people of the town allow the Germans to move them from their town
because they feel they have no choice. [2] At first, they felt they had nothing
to fear. The officers are described as “polite,” “charming,” “calm, likable.”
They showed no signs of aggression, so the people of the town thought they
had nothing to fear. It wasn’t until several days later that the Jewish leaders
were arrested and things started to get bad. From that point, conditions
deteriorated so rapidly that the townspeople had no time to rebel or question.
They had to wear a yellow star, could not travel or attend church, and were
not allowed to be on the streets. The next move to the ghetto took the
townspeople out of their familiar environment and further disoriented them.
From there, it was a simple matter to impose even more stringent rules until
the point of action was past. [3] Now that the people have been loaded onto
cattle cars, things will quickly disintegrate into hellish conditions. They have
lost all control and given their lives over to the Germans.
Appendix #26
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Macomb ELA Genre Units: Focus Question Rubric
3 (complete)
2 (partial)
1 (minimal)
Answer is relevant with many details
and examples.
Answer is relevant but has few details to
support or explain the answer.
Answers question with
misinterpretation.
Little or no relevance to text or question.
Ideas and content are not developed or
connected.
Organization
 Restatement (Beginning)
 Details in support
(Middle)
 Conclusion (End)
Student restates the question in his/her
own words.
Details support point.
Response is written in a logical
sequence that makes connections.
Student restates the question in the
answer.
Events are retold in a somewhat
disconnected structure.
Students answer either “yes,” “no,” or “I
agree” without reference to the question.
Writing lacks sequence.
Style/Voice
 Uses quotes to support,
 Concludes with prediction
characters feelings,
opinions, etc…
Word choice is precise.
Uses quotes effectively. Conclusion
engages the reader.
Vocabulary is basic.
May use quotations, but reference is
unclear.
Conclusion is partially successful.
Vocabulary is limited.
Quotations are not used.
The conclusion is ineffective or does not
exist.
Conventions/Presentation
 Writing is neat.
 Uses proper conventions
Presentation makes the writing
inviting.
Writing shows control over
conventions.
Writing is readable.
Errors in conventions do not distract from
meaning.
Writing may not be legible.
Errors in conventions distract from
meaning.
Traits:
Content
 Answers question
 Uses relevant details from
text to support answer
 Stays on topic
Appendix #27
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©Macomb Intermediate School District 2007
Focus Question #2
The author describes places and events in vivid detail. How does this
add to the connections that the reader is able to make to the story?
Answer Plan
1. In one sentence, introduce the question’s topic.
2. Detail the imagery that is used and how this creates a connection to the
text.
3. Conclude by commenting on the author’s craft in imagery.
Possible Answer
[1] Through his use of imagery, Elie Wiesel is able to make the reader feel as
if he were experiencing the same things the author did. [2] This is first
apparent when he describes the arrival at Birkenau. He says, “In front of us,
those flames, in the air, the smell of burning flesh. It must have been around
midnight.” Through these simple phrases, Wiesel transports the reader to
that moment of arrival and allows us to feel as if we are there. When he
describes his mother and sisters walking away, the added detail, “Mother was
stroking my sister’s blond hair, as if to protect her” connects the reader to the
event and we know that it is the last time we will see them. [3] It is Wiesel’s
command of imagery that sets this memoir apart from other stories of the
Holocaust. His attention to detail with simplistic language is a powerful tool
that brings the story to life and pulls the reader in.
Appendix #28
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Never Shall I Forget
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 for ever.
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 by God and my soul
And turned my dreams into dust.
Never shall I forget these things,
Even if I am condemned to live
As long as God Himself.
Never.
-Elie Wiesel
Appendix #29
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Sample of poem based on model:
Never Shall I Forget
Never shall I forget that day,
The first day with my newborn child
Which has turned my life into one delight,
Seven times blessed and seven times joyful.
Never shall I forget that smile
Never shall I forget the little face of my beloved daughter
Whose body grew strong and beautiful
Beneath my loving gaze.
Never shall I forget the pride
Which has consumed my soul.
Never shall I forget that nocturnal silence
Which indicated a sleeping child slumbering in a blissful dreamstate.
Never shall I forget those moments
Which strengthened my devotion to God
And turned my dreams into reality.
Never shall I forget these things,
Even if I am blessed to live
As long as God Himself.
Never.
Appendix #30
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Holocaust survivor and Nobel Laureate, Elie Wiesel, gave this impassioned speech in the East Room of
the White House on April 12, 1999, as part of the Millennium Lecture series, hosted by President Bill
Clinton and First Lady Hillary Rodham Clinton.
The Perils of Indifference
Mr. President, Mrs. Clinton, members of Congress, Ambassador Holbrooke, Excellencies, friends:
Fifty-four years ago to the day, a young Jewish boy from a small town in the Carpathian
Mountains woke up, not far from Goethe's beloved Weimar, in a place of eternal infamy called
Buchenwald. He was finally free, but there was no joy in his heart. He thought there never would
be again.
Liberated a day earlier by American soldiers, he remembers their rage at what they saw. And even
if he lives to be a very old man, he will always be grateful to them for that rage, and also for their
compassion. Though he did not understand their language, their eyes told him what he needed to
know -- that they, too, would remember, and bear witness.
And now, I stand before you, Mr. President -- Commander-in-Chief of the army that freed me, and
tens of thousands of others -- and I am filled with a profound and abiding gratitude to the
American people.
Gratitude is a word that I cherish. Gratitude is what defines the humanity of the human being. And
I am grateful to you, Hillary -- or Mrs. Clinton -- for what you said, and for what you are doing for
children in the world, for the homeless, for the victims of injustice, the victims of destiny and
society. And I thank all of you for being here.
We are on the threshold of a new century, a new millennium. What will the legacy of this
vanishing century be? How will it be remembered in the new millennium? Surely it will be judged,
and judged severely, in both moral and metaphysical terms. These failures have cast a dark
shadow over humanity: two World Wars, countless civil wars, the senseless chain of
assassinations -- Gandhi, the Kennedys, Martin Luther King, Sadat, Rabin -- bloodbaths in
Cambodia and Nigeria, India and Pakistan, Ireland and Rwanda, Eritrea and Ethiopia, Sarajevo
and Kosovo; the inhumanity in the gulag and the tragedy of Hiroshima. And, on a different level,
of course, Auschwitz and Treblinka. So much violence, so much indifference.
What is indifference? Etymologically, the word means "no difference." A strange and unnatural
state in which the lines blur between light and darkness, dusk and dawn, crime and punishment,
cruelty and compassion, good and evil.
What are its courses and inescapable consequences? Is it a philosophy? Is there a philosophy of
indifference conceivable? Can one possibly view indifference as a virtue? Is it necessary at times
to practice it simply to keep one's sanity, live normally, enjoy a fine meal and a glass of wine, as
the world around us experiences harrowing upheavals?
Of course, indifference can be tempting -- more than that, seductive. It is so much easier to look
away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams,
our hopes. It is, after all, awkward, troublesome, to be involved in another person's pain and
despair. Yet, for the person who is indifferent, his or her neighbor are of no consequence. And,
therefore, their lives are meaningless. Their hidden or even visible anguish is of no interest.
Indifference reduces the other to an abstraction.
Over there, behind the black gates of Auschwitz, the most tragic of all prisoners were the
"Muselmanner," as they were called. Wrapped in their torn blankets, they would sit or lie on the
ground, staring vacantly into space, unaware of who or where they were, strangers to their
surroundings. They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing.
They were dead and did not know it.
Appendix 31a
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Rooted in our tradition, some of us felt that to be abandoned by humanity then was not the
ultimate. We felt that to be abandoned by God was worse than to be punished by Him. Better an
unjust God than an indifferent one. For us to be ignored by God was a harsher punishment than
to be a victim of His anger. Man can live far from God -- not outside God. God is wherever we are.
Even in suffering? Even in suffering.
In a way, to be indifferent to that suffering is what makes the human being inhuman. Indifference,
after all, is more dangerous than anger and hatred. Anger can at times be creative. One writes a
great poem, a great symphony, one does something special for the sake of humanity because one
is angry at the injustice that one witnesses. But indifference is never creative. Even hatred at
times may elicit a response. You fight it. You denounce it. You disarm it. Indifference elicits no
response. Indifference is not a response.
Indifference is not a beginning, it is an end. And, therefore, indifference is always the friend of the
enemy, for it benefits the aggressor -- never his victim, whose pain is magnified when he or she
feels forgotten. The political prisoner in his cell, the hungry children, the homeless refugees -- not
to respond to their plight, not to relieve their solitude by offering them a spark of hope is to exile
them from human memory. And in denying their humanity we betray our own.
Indifference, then, is not only a sin, it is a punishment. And this is one of the most important
lessons of this outgoing century's wide-ranging experiments in good and evil.
In the place that I come from, society was composed of three simple categories: the killers, the
victims, and the bystanders. During the darkest of times, inside the ghettoes and death camps -and I'm glad that Mrs. Clinton mentioned that we are now commemorating that event, that period,
that we are now in the Days of Remembrance -- but then, we felt abandoned, forgotten. All of us
did.
And our only miserable consolation was that we believed that Auschwitz and Treblinka were
closely guarded secrets; that the leaders of the free world did not know what was going on
behind those black gates and barbed wire; that they had no knowledge of the war against the
Jews that Hitler's armies and their accomplices waged as part of the war against the Allies.
If they knew, we thought, surely those leaders would have moved heaven and earth to intervene.
They would have spoken out with great outrage and conviction. They would have bombed the
railways leading to Birkenau, just the railways, just once.
And now we knew, we learned, we discovered that the Pentagon knew, the State Department
knew. And the illustrious occupant of the White House then, who was a great leader -- and I say it
with some anguish and pain, because, today is exactly 54 years marking his death -- Franklin
Delano Roosevelt died on April the 12th, 1945, so he is very much present to me and to us.
No doubt, he was a great leader. He mobilized the American people and the world, going into
battle, bringing hundreds and thousands of valiant and brave soldiers in America to fight fascism,
to fight dictatorship, to fight Hitler. And so many of the young people fell in battle. And,
nevertheless, his image in Jewish history -- I must say it -- his image in Jewish history is flawed.
The depressing tale of the St. Louis is a case in point. Sixty years ago, its human cargo -- maybe
1,000 Jews -- was turned back to Nazi Germany. And that happened after the Kristallnacht, after
the first state sponsored pogrom, with hundreds of Jewish shops destroyed, synagogues burned,
thousands of people put in concentration camps. And that ship, which was already on the shores
of the United States, was sent back.
I don't understand. Roosevelt was a good man, with a heart. He understood those who needed
help. Why didn't he allow these refugees to disembark? A thousand people -- in America, a great
country, the greatest democracy, the most generous of all new nations in modern history. What
happened? I don't understand. Why the indifference, on the highest level, to the suffering of the
victims?
Appendix 31b
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But then, there were human beings who were sensitive to our tragedy. Those non-Jews, those
Christians, that we called the "Righteous Gentiles," whose selfless acts of heroism saved the
honor of their faith. Why were they so few? Why was there a greater effort to save SS murderers
after the war than to save their victims during the war?
Why did some of America's largest corporations continue to do business with Hitler's Germany
until 1942? It has been suggested, and it was documented, that the Wehrmacht could not have
conducted its invasion of France without oil obtained from American sources. How is one to
explain their indifference?
And yet, my friends, good things have also happened in this traumatic century: the defeat of
Nazism, the collapse of communism, the rebirth of Israel on its ancestral soil, the demise of
apartheid, Israel's peace treaty with Egypt, the peace accord in Ireland. And let us remember the
meeting, filled with drama and emotion, between Rabin and Arafat that you, Mr. President,
convened in this very place. I was here and I will never forget it.
And then, of course, the joint decision of the United States and NATO to intervene in Kosovo and
save those victims, those refugees, those who were uprooted by a man whom I believe that
because of his crimes, should be charged with crimes against humanity. But this time, the world
was not silent. This time, we do respond. This time, we intervene.
Does it mean that we have learned from the past? Does it mean that society has changed? Has
the human being become less indifferent and more human? Have we really learned from our
experiences? Are we less insensitive to the plight of victims of ethnic cleansing and other forms
of injustices in places near and far? Is today's justified intervention in Kosovo, led by you, Mr.
President, a lasting warning that never again will the deportation, the terrorization of children and
their parents be allowed anywhere in the world? Will it discourage other dictators in other lands
to do the same?
What about the children? Oh, we see them on television, we read about them in the papers, and
we do so with a broken heart. Their fate is always the most tragic, inevitably. When adults wage
war, children perish. We see their faces, their eyes. Do we hear their pleas? Do we feel their pain,
their agony? Every minute one of them dies of disease, violence, famine. Some of them -- so
many of them -- could be saved.
And so, once again, I think of the young Jewish boy from the Carpathian Mountains. He has
accompanied the old man I have become throughout these years of quest and struggle. And
together we walk towards the new millennium, carried by profound fear and extraordinary hope.
Elie Wiesel - April 12, 1999
www.historyplace.com/speeches/wiesel.htm
Appendix 31c
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Resources for Culminating Project
Academy of Achievement
http://www.achievement.org/
America’s Best Leaders
http://www.usnews.com/usnews/news/leaders/
Center for Creative Leadership
http://www.ccl.org/leadership/index.aspx
Echo Foundation
http://www.echofoundation.org/
Elie Wiesel and the Politics of Moral Leadership
http://www.temple.edu/tempress/chapters_1400/1525_ch1.pdf
Elie Wiesel Foundation for Humanity
http://www.eliewieselfoundation.org/
Elie Wiesel Prize in Ethics Essay Guidelines
http://www.eliewieselfoundation.org/EthicsPrize/Guidelines/EPStudentGuidelines2007.pdf
Elie Wiesel Prize in Ethics Winning Essays 1990-2006
http://www.eliewieselfoundation.org/EthicsPrize/pastyearswinners.html
Elie Wiesel Youth Leadership
http://thomas.loc.gov/cgi-bin/query/z?c107:H.R.2640.IH:
Famous Leadership Quotes
http://www.famous-quotes-and-quotations.com/leadership-quotes.html
Gonzaga University Leadership Coursework: Leadership, Restorative Justice and Forgiveness
http://www.gonzaga.edu/Academics/Colleges+and+Schools/School+of+Professional+Studies/Ph.D.++Leadership+Studies/Course+Syllabi/DPLS+708su06+-+Leadership+Restorative+Justice+and+Forgiveness.asp
I Chose Life (speech by Elie Wiesel)
http://www.chapman.edu/admission/news/news_story.asp?iNewsID=271&strBack=%2Fpubrel%2Fnews%2Fnews_archive
.asp
Language and Power
http://www.universalteacher.org.uk/lang/power.htm
Language of Leadership, The
http://www.creativityatwork.com/articlesContent/language-leadership.htm
Leadership Quotes
http://www.govleaders.org/quotes.htm
Leadership Stories
http://www.advocacy.org/leadership/stories.htm
Appendix 32a
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Leadership Stories
http://leadershipforchange.org/insights/research/list.php?List=Story
Movies with Leadership Insights
http://www.govleaders.org/movies.htm
MTV JUST CAUSE Research Study on Motivating Young People to Volunteer
http://www.mtv.com/thinkmtv/research/
New Language of Leadership, The
http://www.management-issues.com/2006/10/31/opinion/the-new-language-of-leadership.asp
Leadership
http://en.wikipedia.org/wiki/Leadership
Stephen Covey on Leadership
http://www.success.com/articles/521/stephen_covey_on_leadership
Vocabulary of Leadership, The
http://www.refresher.com/!jdywords.html
Appendix 32b
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Culminating Project Plan
Which of the Essential Questions from this unit are you addressing?
What is your thesis?
What is the format of your culminating project?
Provide a one paragraph overview of how you plan to convey your thesis regarding the Essential
Question.
Appendix 33
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Guide to Considering the Audience
DIRECTIONS: Answer the questions below to consider the
audience for your culminating project.
 What does my audience already know about this topic?
 What facts might help convince my audience to support my
point of view?
 Will my audience be familiar with this source, or will I have
to convince them that it is reliable?
 Will my audience be able to understand the information that I
have found, or will they need background information?
 Will I need to paraphrase information in language that my
audience can easily understand?
Appendix 34
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Culminating Project Evaluation Sheet
Your name________________________________________
Directions: Use the following scale to evaluate your classmates’ culminating activities’ presentations.
4=Outstanding
3=Strong
2=Adequate
1=Minimal
Presenter’s Name
Essential question
Thesis
statement/response
to essential
question limited
in scope and
meaningful to the
presenter and
audience
Thesis
statement/response
to essential
question and
support presented
logically,
factually, clearly
Support for thesis
statement/answer
uses quotes,
statistics,
examples and/or
facts
Total
Appendix 35
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The Annotated Bibliography
You must write an annotated bibliography for your persuasive speech. This consists of a complete
MLA citation and then a paragraph that evaluates the source. Below is a list of what to include in each
entry:
Process for Writing an Annotated Bibliography
1. List the completed bibliographical MLA citation.
2. Explain the main purpose of the work.
3. Briefly describe the content.
4. Indicate the possible audience for the work.
5. Evaluate the relevance of the information.
6. Note any special features.
7. Warn readers of any defect, weakness, or bias.
EXAMPLES
Goulart, Robert. The Great Comic Book Artists, Volume 2. New York: St Martin's
Press, 1989.
The alphabetically arranged entries include one page each for the artist biography and blackand-white reprinted art. The subjective choices for inclusion reflect a pronounced American,
corporatebias. This slant and the blurry comic-book reproductions render the title a cut below Goulart's
usual high standards.
Larkin, Curtis (Ed.). The Guinness Encyclopedia of Popular Music. London: Guinness,
1992.
Very comprehensive reference book of 3,296 pages (more than 10,000 entries) encompassing
all styles of popular music, including jazz. Primarily biographical, but does contain record label
histories. Entries from 150 to 3,000 words, though some important artists have longer entries. Most
artists from UK and US, though additionally many reggae, Latin, and Afro-pop artists from outside
these countries. Most entries include discography.
Appendix #36
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ELA High School Unit12 – Appendix
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