Elie Wiesel’s “Night” & The Holocaust
Developed by Losten Found
Teacher Overview




Students will gather information about Elie Wiesel and the Holocaust.
The purpose of the lesson is for students to gain a deeper understanding
of the holocaust through sources other than Elie Wiesel’s “Night.”
Students will be required to utilize several different sources including
the internet, books, movies, articles, and artwork to better comprehend
the severity of the Holocaust and to apply moral reasoning to genocide
that still occurs today.
8th English/ Language Arts Class
Academic Standards for Reading, Writing, Speaking, and Listening
1.1.8A, 1.1.8B, 1.1.8.D, 1.1.8.G, 1.1.8.H, 1.2.8.A, 1.2.8.B, 1.3.8.A, 1.3.8.F,
1.4.8B, 1.4.8.C, 1.4.8D, 1.5.8.A, 1.5.8.B, 1.5.8.C, 1.6.8.A, 1.6.8.B, 1.6.8.C,
1.6.8.D, 1.6.8.E, 1.8.8.C
Students will be given class time to go to the library, computer lab, or
classroom computer to conduct research, collaborate project ideas, and
create Power Point presentations. Students will also have access to the
portfolio before, after, and during class and with permission may take
home some of the items for a limited period of time.
Introduction

As a class we have read Elie Wiesel’s “Night.” In eloquent, unflinching
scenes, Night recalls Wiesel's survival as a teenager in Nazi death camps.
Each chapter raises questions that have haunted the world since Hitler's
rise: How could such a staggering number of innocents have lost their
lives at the command of one regime? What does it take to survive when
body, mind, and spirit are brutalized for months, even years? Why does
God seem to forsake those who suffer? For anyone seeking a deeper
understanding of the Holocaust, or of the nature of humanity itself,
Night is essential reading.

In his Nobel lecture, presented in 1986, Wiesel writes of the power of
memory, including the notion that the memory of death can serve as a
shield against death. He mentions several sources of injustice as fears
that are still with us, such as terrorism and the threat of nuclear war.
Will twenty-first-century society be marked by remembrance, or by
forgetting?
The Project

In groups of six you will research the Holocaust, Elie Wiesel and his
other works, and genocide today. You are required to research the
Holocaust through artwork, lesser known survivors, movies and books,
and Elie Wiesel’s other novels. You will then research the genocide of
today in places such as Bosnia, Rwanda, and Darfur. After learning
about the Holocaust in class and through research; how does it make
you feel knowing that the brutality continues today?

This project requires a lot of research, note taking, group sharing and
cooperation. Everyone in the group must pull their own weight or the
rest of the group will suffer. I will include a contract that is to be
stored in the group’s binder. On it each group member will sign their
name next to the part of the project they will personally complete and
this is a promise to the group that you will complete all assignments to
the best of their ability. I would like all information to be stored
neatly in a binder so that both the group and I can access it and I will
be able to monitor your progress and give you any direction that may
be needed.

When the research is completed the final group task will be to create
a presentation in the form a news report. It is the anniversary of the
liberation of the concentration camps and the news station would like
to dedicate a show to the remembrance of the occasion.
Investigation

Explore the websites below as well as the classroom portfolio. Be sure
to take notes and print or copy any information that you believe to be
important. Make sure that all necessary documentation is included
with the papers or it will not be accepted. Make your life easy and
keep the binder organized. Use tabs, folders, or dividers to keep all
information on one topic together. Doing this will make your job a lot
easier when it comes time to create your news cast.

http://www.pbs.org.eliewiesel/ This website provides a wealth of
information on the life of Elie Wiesel.

http://www.eliewiesel/foundation.org/ This site contains information
on Elie Wiesel, his foundation for humanity, his Nobel Prize speech,
and many other resources.

http://art.holocaust-education.net/ Use this site for learning about
the holocaust through art. It will provide you with a variety of
paintings, drawings, and sketches.

http://fcit.usf.edu/HOLOCAUST/arts/art.htm This site contains
ghetto and camp art, Nazi approved art, Degenerate art, and art in
response to the holocaust.

http://lastexpression.northwestern.edu Site contains artwork from
Auschwitz.

http://www.holocaust.survivors.org/ Site includes survivor stories
with a photo and audio gallery.

http://isurvived.org/ This site is a Holocaust remembrance sanctuary
and tribute to survivors.

http://holocaust.umd.umich.edu/ Site contains a survivor oral history
archive.

http://wwwhowtodothings.com/hobbies/a2206-how-to-write-a-moviereview.html You can use this site to help you when you are ready to
write your movie review.

http://www.pbs.org/wghb/pages/frontline/shows/evil Site provides a
Frontline report of the occurrences in Rwanda.

http://news.bbc.co.uk/1/hi/in_depth/africa/2004/rwanda/default.st
m This site provides many different links to stories discussing
Rwanda.

http://www.unitedhumanrights.org/genocide/bosnia_genocide.htm
United Human Rights Council, including the topics of Bosnian genocide,
massacres, and human rights violations.

http://www.ppu.org.uk/genocide/g_bosnia.html Site discusses
genocide before and after, the witnesses, and the issues.

http://www.cbsnews.com/stories/2004/10/08/60minutes/main64827
7.shtml Scott Pelley from 60 minutes reports on the refugee crisis in
the Darfur region and genocide in the Sudan.

http://news.bbc.co.uk/2/hi/africa/3918765.wtm This site provides
information on genocide in Darfur.
Gathering and Sorting

Students should search for additional information on the internet,
print resources, journals, and articles. Print or make copies of all
relevant information so that it can be used for reference and all group
members will have access to it.

Step 1 Learning About the Holocaust Through Art- I would like each
group to locate a picture related to each topic
a. Sanitation
b. Starvation
c. Daily life
d. Landscapes
e. Deportations
f. Portraits
Each group member should choose a theme, locate a picture that you
believe best depicts your topic and include with it the author’s name, the
medium used, what topic it is illustrating, and why you chose it. One
picture per group member is to be included in the binder.

Step 2 Learning About the Holocaust Through Other Survivors- I
would like each group member to pick a person they came across in
their research and submit a short biography to be stored in the
binder. Along with a picture, the person’s name should be included,
reason they were persecuted, 3-4 paragraphs about their experience
during the holocaust, and why you chose them out of all the other
survivors.

Step 3 Learning About the Holocaust Through Movies- In class I have
copies of: “The Diary of Anne Frank,” “Schindler’s List,” and “The Nazi
Officer’s Wife.” It is up to the group who watches the movies. All six
members can watch all three or two people can be assigned to each
movie. After watching the movies I would like each member to write a
review. There should be two reviews per movie. Please include the
title, a brief summary, and what you thought about the movie. All
reviews should be included in the binder.

Step 4 Elie Wiesel’s Other Novels- I have several copies of Elie
Wiesel’s other novels including: “Dawn,” “The Accident,” and “The
Forgotten.” There is no “common character” in these books, however
you get a sense that all this happens to one person. This is how well
the stories fit together. I would like each group member to read one
of these books. Two people per book please. They are rather short,
like “Night” so it should not take you long to read them. After
completing the reading please submit to the binder a brief summary of
the book and what you think the moral issues are that Elie is trying to
address.

Step 5 Genocide Today- In class we have discussed the moral issues
associated with “Night.” Questions such as; How could anyone have let
the Holocaust occur? & what turns an ordinary man into a murderer?
are always hard to answer, but it is always said that we learn about
the holocaust to prevent it from happening again, however, genocide
still occurs today. Places such as Bosnia, Rwanda, and Darfur are
countries that have been affected by genocide. I would like the group
to choose two members each to research one of the above mentioned
countries. I have supplied helpful websites and books to help get you
started. I would like each group member to submit two additional
scholarly journal articles or newspaper articles related to the country
they are assigned and store it in the binder. Each member should also
include a summary detailing the issues of the country. Who is in
power? Who is affected? Why is it happening? Is any one helping?
Please include in binder.
The Portfolio

Students will be given class time and will also be permitted to take
home materials contained in the portfolio. Please take time to review
your own collected materials and determine what is the “best”
information to add. Each person should add at least two additional
pieces of information to this collection.

Students should attach a 3x5 index card to the information that you
would like to add to the portfolio. Please include the names of the
people in the group and why you believe that the information in
valuable and should be included in the portfolio.
Sharing

As a group you have gathered a wealth of knowledge in your five
different topics. Come to a consensus as to what information you
would like to use in your multi media presentation.

During this time assign the roles of the news cast. There are
several parts, so some group members will need to assume multiple
roles.

Take time both in and out of class to cooperatively create a script.
Presentations do not have to be memorized.
Evaluation

Students will receive 4 grades that will be averaged together for a
final individual grade. All members of the group may or may not
receive the same grade. The first grade will be an individual grade.
There were five parts to the research assignments. Each student
should have included in the binder:
1. an artwork with summary attached
2. a biography summary of a survivor with picture
3. a movie review
4. summary of an Elie Wiesel novel that also discusses the
moral implications addressed in the book
5. a short report on one of the countries effected by genocide
I will grade each student according to the 5 elements above.
You will receive a grade based on completion, content, and
understanding.

The second grade will be for the Binder. I expect all assignments
from all group members to be included. It should be neat and
orderly. Please keep all printed materials, notes, etc. in the binder
and have everything labeled and cited. All summaries will be
graded first and handed back. I would like you to make revisions
before the final drafts are included in the binder.

The third grade will be for the presentation. Each news cast
should contain five segments that address each of the topics
researched. Please refer to the Gather & Sorting section of your
project or the attached rubric.

Finally, you will grade the other group members. This part of the
project is completely confidential and will only be seen by me. I
will distribute a questionnaire at the end of the project that you
are to fill out honestly. Do you feel that one or more people in the
group contributed significantly more to the group? Or did everyone
do their fair share? I would like you to be completely open with
me during this survey. I will take comments into consideration
when deciding the final grade and if someone is not contributing
his or her grade may suffer.
Cyber Inquiry Group Contract
Below I have included a list of all the different part that are needed
in order to complete you cyber inquiry project. Please take the time to
divide each part up equally among your group members. Sign your name next
to the part that you agree to complete to the best of your ability. This is
your written word that you will contribute certain aspects to the group.
Please include this paper in the front of your binder.
Step # 1 Learning About the Holocaust Through Art
1. Starvation
X__________________________________
2. Sanitation
X__________________________________
3. Daily Life
X__________________________________
4. Landscapes
X__________________________________
5. Deportations
X__________________________________
6. Portraits
X__________________________________
Step #2 Learning About the Holocaust Through Survivors
Please Do Not Sign This Section Until You Have found a Survivor You
Would Like to Further Research. When You Have Chosen Your Person
Sign Your Name on The Line With The Name of Your Survivor. When
You Have Completed The Assignment Put The Date Next To Your
Name.
X_____________________ X______________________X____
X_____________________ X______________________X____
X_____________________ X______________________X____
X_____________________ X______________________X____
X_____________________ X______________________X____
X_____________________ X______________________X____
Step #3 Movies~ Please Sign Your Name Next To The Movie You
Have Agreed to Watch For the Project.
The Diary of Anne Frank
X___________________________________________
X___________________________________________
Schindler’s List
X___________________________________________
X__________________________________________
The Nazi Officer’s Wife
X____________________________________________
X____________________________________________
Step #4~ Please sign your name next to the book you will reading. Even
though this is step four in the project you should begin reading the book
immediately.
Dawn
X_________________________________________________
X_________________________________________________
The Accident
X________________________________________________
X_________________________________________________
The Forgotten
X__________________________________________________
X__________________________________________________
Step #5~ Please sign your name next to the country you have
decided to research for the group.
Bosnia
X_______________________________________________
X_______________________________________________
Rwanda
X_____________________________________________
X______________________________________________
Darfur
X________________________________________________
X________________________________________________
Grade Your Group Members Rubric
Name:
Skills
Criteria
1
2
Points
3
4
Helping
Team member attended all
group meetings and was willing
to help other members.
Listening
Team member was able to listen
to the groups ideas and work
from them collaboratively.
Participating:
Team member contributed to the
group, handed in assignments on
time and contributed valuable
information to the project.
Persuading:
Team member was able to
exchange, defend, and rethink
ideas.
Questioning:
Team member was able to
interact, discuss, and pose
questions to all members of the
team.
Respecting:
Team member encouraged and
supported the ideas and efforts
of others.
Sharing:
Team member offered ideas and
reported findings to other group
members.
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
the Time
the Time
the Time
the Time
the Time
the Time
the Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
____
____
____
____
____
____
____
Total Points ____
Group Member Evaluated:_____________________________
Additional Comments:
Holy Family Middle School
Individual Assignments
Name: ________________________
Teacher: Ms. Tina Alicea
Date Submitted: ____________
Title of Work: ___________________
Criteria
1
2
Points
3
Student presents
Reader has difficulty
information in
Sequence of information following work
logical sequence
Organization
is difficult to follow.
because student
which reader can
jumps around.
follow.
Student is
Student does not have
uncomfortable with Student is at ease
grasp of information;
Content
content and is able with content, but
student cannot answer
Knowledge
to demonstrate basic fails to elaborate.
questions about subject.
concepts.
Presentation has Presentation has no
Work has four or more
three misspellings
more than two
Grammar and
spelling errors and/or
and/or grammatical misspellings and/or
Spelling
grammatical errors.
errors.
grammatical errors.
Work does not have
Reference section
Work displays no
the appropriate
was completed
References
references.
number of required
incorrectly
references.
4
Information in
logical, interesting
sequence which
reader can follow.
____
Student
demonstrates full
knowledge (more
than required).
____
Presentation has no
misspellings or
grammatical errors.
____
Work displays the
correct number of
references, written
correctly.
____
Total---->
Teacher Comments:
____
Holy Family Middle School
Binder Grading
Name: ________________________
Teacher: Ms. Tina Alicea
Date Submitted: ____________
Title of Work: ___________________
Criteria
4
Assignment
Completeness
Accuracy
Demonstrated
Knowledge
Requirements
Neatness
All items
Included
3
3-5 items not
included
Points
2
1
6-10 items not
included
More than half of
the assignments
are not included
All items have
More than half- to
been corrected
3-5 items are not 6-10 items are not
all the
before including
revised
revised
assignments have
final draft in
not been revised
binder
Shows complete
Shows
Response shows Response shows a
understanding of
substantial
some
complete lack of
the questions, questions, ideas, understanding of understanding for
ideas, and themes
and themes
the issues
the issues
Does not meets Does not meet any
Goes beyond the
Meets the
requirements of
some of the
requirements of requirements of
requirements of the project
the project
the project.
the project
Work is either
typed or neatly Some papers or
Organization is
hand written,
research may
Completely
hard to follow,
binder is
seem out of
disorganized,
most items are not
organized with
place, not all
work is throw
typed or written
easy to locate
items are typed
together carelessly
sloppy.
research (tabs, or written legibly
folders, dividers)
Total---->
Teacher Comments:
____
____
____
____
____
____
Holy Family Middle School
Group Presentation
Name: ________________________
Teacher: Ms. Tina Alicea
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Delivery
2
Points
3
4
Student presents
Audience cannot
Audience has
Student presents
information in
understand presentation difficulty following
information in
logical, interesting
because there is no presentation because logical sequence
sequence which
sequence of
student jumps
which audience can
audience can
information.
around.
follow.
follow.
All 5 News Cast
2-3 Segments were One News Cast
Group completely
Segments are
not included or 2-3
Segment or
disregarded presentation
included and
required elements required elements
requirements
address all required
were not addressed were not addressed
elements
Student occasional
Student used
Visuals related to
used visuals that
visuals to reinforce
Student used no visuals.
text and
rarely support text
screen text and
presentation.
and presentation.
presentation.
Student mumbles,
Student incorrectly
Student used a
Student's voice is
incorrectly pronounces pronounces terms.
clear voice and
clear. Student
terms, and speaks too Audience members
correct, precise
pronounces most
quietly for students in
have difficulty
pronunciation of
words correctly.
the back of class to hear. hearing presentation.
terms.
Total---->
Teacher Comments:
____
____
____
____
____
Project Check List
Use this list to help the group keep track of all the elements of
the project. There are several requirements and six group
members so that is a lot of paper work to keep track of… This
should help you. All members should sign and date when they
have completed each portion. Please include in binder.
Binder requirements
____ Binder includes 6 art work pictures and summaries
1. ______________________ __________
2. ______________________ __________
3. ______________________ __________
4. ______________________ __________
5. ______________________ __________
6. ______________________ __________
____ Binder includes 6 interviews with a survivor that includes the persons
name, a picture, a short biography, and the reason the person was chosen
1. _____________________ ___________
2. _____________________ ___________
3. _____________________ ___________
4. _____________________ ___________
5. _____________________ ___________
6. _____________________ ___________
____ Binder includes 6 movie reviews that mention the name of the movie, a
brief summary and a critique
1. _____________________ _____________
2. _____________________ _____________
3. _____________________ _____________
4. _____________________ _____________
5. _____________________ _____________
6. _____________________ _____________
____ Binder includes 6 Elie Wiesel novel summaries (two per book).
Summaries should include a brief synopsis, discussion about the theme of
the book and address the moral implications in the book
1. _____________________ ______________
2. _____________________ ______________
3. _____________________ ______________
4. _____________________ ______________
5. _____________________ ______________
6. _____________________ ______________
____ Binder includes 6 report on genocide in other countries ( two per
country) All reports must address the issues faced in the country, why it is
happening, who it is effecting, and if anything is being done to help
1. ______________________ ______________
2. ______________________ ______________
3. ______________________ ______________
4. ______________________ ______________
5. ______________________ ______________
6. ______________________ ______________
____ Binder includes printed and copied materials and any hand written
notes that were used for completing the project
____ Binder includes a works cited page
____ Binder is neat, orderly, and easy to reference
Presentation Requirements
____ 2 or more artworks used in presentation with pictures
____ 1 brief interview with one of the Holocaust survivors
____ 1 Movie critique
____ An interview with Elie Wiesel discussing his novels
____ On location report from one of the other countries plagued by
genocide
Portfolio
Allen, Beverly. Rape Warfare: The Hidden Genocide in Bosnia-Herzegovina
and Croatia. Minnesota; Minnesota UP, 1996.
Barnett, Michael. Eyewitness to Genocide: The United Nations and Rwanda.
New York; Picador, 1999.
Berry, Carol Pott and John A. Berry. Genocide in Rwanda: A Collective
Memory. Washington D.C.; Howard UP, 1999.
Bernstein, Rena and Jafa Wallach. Bitter Freedom: Memoirs of a Holocaust
Survivor. Boston; IUniverse Inc, 2006.
Cigar, Norman. The Policy of Ethnic Cleansing. Texas; Texas A&M UP, 1995.
Flint, Julie and Alex de Waal. Darfur: A Short History on a Long War.
Boston; Zed Books, 2006.
Gellately, Robert and Ben Keirnan. The Specter of Genocide: Mass Murder
In A Historical Perspective. Cambridge; Cambridge UP, 2003.
Gourevitch, Philip. We Wish To Inform You That Tomorrow We Will Be
Killed With Our Families. New York; Picador, 1999.
Kimmelman, Mira Ryczke. Echoes from the Holocaust: A Memoir. Tennessee;
University of Tennessee Press, 1997.
Langer, Lawrence. Art from the Ashes: A Holocaust Anthology. Oxford;
Oxford UP, 1995.
Muller, Filip. Eyewitness to Auschwitz: Three Years in the Gas Chambers.
New York: Ivan R. Dee, 1999.
Prunier, Gerard. Darfur: The Ambiguous Genocide. New York; Cornell UP,
2005.
Springer, Jane. Genocide. New York; Groundwork Books, 2006.
Toll, Nelly. When Memory Speaks: The Holocaust in Art. New York; Praeger,
1998.
Wiesel, Elie. The Forgotten. New York; Schocken, 1995.
Wiesel, Elie. The Night Trilogy. New York; Hill and Wang, 1987.