TEACHING NIGHT AND THE
HOLOCAUST WITH THE
COMMON CORE
CHRIS ELLINGER, PETER WHITE
MOUNTLAKE TERRACE HIGH SCHOOL – GO HAWKS!
EDMONDS SCHOOL DISTRICT
MINI C.V.
• CHRIS ELLINGER
• 13 YEARS @MTHS
• DUAL ENDORSEMENT (ENGLISH & S.S.)
• HUMANITIES 10 AND HUMANITIES 10
HONORS
• WORLD HISTORY/WORLD LITERATURE / AP
EUROPEAN HISTORY
• NBCT – AYA HISTORY
• TEACHING A HOLOCAUST UNIT WITH NIGHT
FOR 9 YEARS
•
ELLINGERC@EDMONDS.WEDNET.EDU
• PETER WHITE
• 11 YEARS @MTHS (16 YRS. BEFORE THAT
– TOO MANY LOCATIONS TO MENTION)
• ENGLISH ENDORSEMENT
• ENGLISH 10 AND ENGLISH 10 HONORS
• WORLD LITERATURE
• NBCT – AYA ENGLISH
• TEACHING A HOLOCAUST UNIT WITH NIGHT
FOR 11 YEARS
•
WHITEPE@EDMONDS.WEDNET.EDU
TODAY’S PURPOSE
• OUR QUESTION:
• HOW CAN WE INCORPORATE THE COMMON CORE INTO OUR RESPECTIVE UNITS OF
STUDY FOR NIGHT AND THE HOLOCAUST?
• CHALLENGES:
• TIME OF UNIT
• CURRICULUM (ENGLISH VERSUS HUMANITIES)
OUR PROCESS
• SUMMARY OF OUR NARRATION TOGETHER
• PETER WILL FOCUS
ON THE NOVEL AND PROVIDE HIS INSIGHT AROUND THE FOLLOWING IDEAS:
• HOW TO USE THE COMMON CORE WEBSITE FOR YOUR TEACHING PURPOSES
• THE USE OF COMPLEX CHARACTERS IN NIGHT (CHARACTERIZATION)
• THE USE OF SYMBOLISM IN NIGHT
• ANALYZING DIFFERENT ARTISTIC MEDIUMS (NIGHT TO SCHINDLER’S LIST)
• CHRIS WILL FOCUS
ON THE
POTENTIAL HISTORICAL CONNECTIONS TO THE HOLOCAUST
• USING PRIMARY SOURCES TO ANALYZE THE HISTORY OF ANTI-SEMITISM
• USING DIARIES AS A TEACHING TOOL
• GENOCIDE BEYOND THE HOLOCAUST AND MODERN CONNECTIONS
• DISCLAIMERS
• THESE ARE NOT COMPLETE “UNITS OF STUDY” FROM START TO FINISH
PETER’S PART
ALIGNING YOUR CURRICULUM TO THE COMMON CORE
ALIGNING YOUR CURRICULUM TO THE COMMON
CORE
• NARROW YOUR FOCUS
• WHAT ARE YOU ALREADY
DOING THAT FITS?
ALIGNING YOUR CURRICULUM TO THE COMMON
CORE
• GO TO HTTP://WWW.CORESTANDARDS.ORG/ELA-LITERACY
• BROWSE THROUGH WHATEVER APPLIES AND SELECT WHATEVER MENU
ITEMS FIT YOUR TARGET GOALS:
• ENGLISH LANGUAGE ARTS STANDARDS » READING: LITERATURE » GRADE 9-10
• ENGLISH LANGUAGE ARTS STANDARDS » WRITING » GRADE 9-10
CCSS.ELA-LITERACY.RL.9-10.3
ANALYZE HOW COMPLEX CHARACTERS (E.G., THOSE WITH
MULTIPLE OR CONFLICTING MOTIVATIONS) DEVELOP OVER THE
COURSE OF A TEXT, INTERACT WITH OTHER CHARACTERS, AND
ADVANCE THE PLOT OR DEVELOP THE THEME.
• CAN’T BEAT MOSHE THE BEADLE FOR
TEACHING CHARACTERIZATION IN NIGHT.
•
PICTURE: EZRIEL, CLERK OF THE JEWISH SYNAGOGUE
POLAND, 1927; OPEN SOURCE
IN
BIELSKO-BIALA, SOUTH
EAST
ALIGNING YOUR CURRICULUM TO THE COMMON
CORE
• LOOK AT THE PRODUCTS YOU ARE ALREADY PRODUCING AND YOUR
METHODS OF ASSESSING THEM.
• PRODUCT:
• WHAT CAN I KEEP?
• WHAT SHOULD I LET GO?
ALIGNING YOUR CURRICULUM TO THE COMMON
CORE
• ASSESSMENT:
• HOW DO I NEED TO ALTER MY ASSESSMENT METHODS?
• THE 4-POINT SCALE
• VARIOUS
ONLINE GRADEBOOKS
• ACTIVE GRADE
• MASTERY CONNECT
A WORD ON LANGUAGE
• THIS IS NOT KID-FRIENDLY LANGUAGE:
• CCSS.ELA-LITERACY.RL.9-10.1
CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT
ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS
INFERENCES DRAWN FROM THE TEXT.
THE WHOLE TAMALE: THE
GPT-ANALYSIS ESSAY
PHOTOGRAPH: ALAMY, CAPTURED FROM
HTTP://WWW.THEGUARDIAN.COM/EDUCATION/2013/APR/25/
STUDENT-ADVICE-PROCRASTINATION-ESSAY-DEADLINE, 3/11/14
NIGHT AND SCHINDLER’S LIST
• ACADEMIC FINAL IN MY CLASS:
• “HOW DO THE AUTHOR OF NIGHT AND THE DIRECTOR OF
SCHINDLER’S LIST USE CHARACTERIZATION OR SYMBOLS TO ACHIEVE
THEIR PURPOSE IN CREATING THE NOVEL AND FILM?”
CCSS.ELA-LITERACY.RL.9-10.7
ANALYZE THE REPRESENTATION OF A SUBJECT OR A KEY SCENE IN TWO
DIFFERENT ARTISTIC MEDIUMS, INCLUDING WHAT IS EMPHASIZED OR ABSENT
IN EACH TREATMENT (E.G., AUDEN'S "MUSEE DES BEAUX ARTS" AND
BREUGHEL'S LANDSCAPE WITH THE FALL OF ICARUS).
WHY THESE TWO WORKS?
• CHARACTERIZATION:
• SYMBOLS:
• WIESEL DEPICTS ELIE’S TRAGIC
DECLINE: “FROM THE DEPTHS OF THE
MIRROR, A CORPSE GAZED BACK AT
ME. THE LOOK IN HIS EYES, AS THEY
STARED INTO MINE, HAS NEVER LEFT
ME.”
• WIESEL’S USE OF “FIRE” AND “NIGHT.”
• SPIELBERG DEPICTS SCHINDLER’S
MAGNIFICENT RISING.
• SPIELBERG’S USE OF BLACK AND WHITE,
THE CANDLE FLAME, AND OPENING AND
CLOSING WITH COLOR.
HISTORY OF ANTI-SEMITISM: WHY THE JEWISH PEOPLE?
• CCSS.ELA-LITERACY.RH.9-10.2
DETERMINE THE CENTRAL IDEAS OR INFORMATION OF A PRIMARY OR
SECONDARY SOURCE; PROVIDE AN ACCURATE SUMMARY OF HOW KEY
EVENTS OR IDEAS DEVELOP OVER THE COURSE OF THE TEXT
• CCSS.ELA-LITERACY.RH.9-10.1
CITE SPECIFIC TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF PRIMARY AND
SECONDARY SOURCES, ATTENDING TO SUCH FEATURES AS THE DATE AND
ORIGIN OF THE INFORMATION.
HISTORY OF ANTI-SEMITISM – DBQ POSSIBILITIES
• TWO GREAT SOURCES:
• DBQ FROM THE FOUNDATION FOR THE RIGHTEOUS – COPYRIGHT ISSUES (EMAIL ME FOR A
COPY)
•
HTTP://MANDELPROJECT.US/NORTON.HTM
• EDUCATOR CREATED RESOURCES SPONSORED BY THE USHMM
• PROMPT: ANALYZE VARIOUS EUROPEANS’ ATTITUDES ABOUT AND TREATMENT OF JEWS FROM
THE SIXTEENTH THROUGH THE EIGHTEENTH CENTURY (MANDEL PROJECT)
• ESSENTIAL Q’S:
• WHAT ARE THE KEY IDEOLOGICAL DIFFERENCES BETWEEN ANTI-JUDAISM AND THE ANTI-SEMITISM
THAT EMERGED IN THE 19TH CENTURY?
• WHAT WERE SOME OF THE MYTHS, IMAGES, AND STEREOTYPES OF ANTI-JUDAISM AND ANTISEMITISM?
• HOW DID THE RISE OF NATIONALISM AND THE EMERGENCE OF SOCIAL DARWINISM CONTRIBUTE
TO THE DEVELOPMENT OF MODERN ANTI-SEMITISM?
HISTORY OF ANTI-SEMITISM – DBQ EXAMPLE (MANDEL)
• 16TH CENTURY
ESTABLISHED IN
WOODCUT SHOWING FRANKFURT’S CRESCENT SHAPED
1492 AND LOCATED OUTSIDE
‘JEW STREET’
CITY WALLS
• ETCHING SHOWING EXPULSION OF THE
JEWS FROM FRANKFURT AFTER RIOTS IN
‘JEW STREET’ AUGUST 23, 1614
“1380 PERSONS YOUNG AND OLD
WERE COUNTED AT THE EXIT OF THE
GATE”
• CONNECTIONS: CONTINUITY OVER
TIME, WHY RECORDED AS HISTORY, USE
OF THE GHETTO
• TREATMENT: INDIVIDUALLY, AP, OVER
TIME, INDIVIDUAL STUDENT, GROUP,
CLASS, ALL AGES
HISTORY OF ANTI-SEMITISM – DBQ EXAMPLE (JFR)
• CONCERNING THE JEWS AND THEIR LIES, 1543
• WHAT SHALL WE CHRISTIANS DO WITH THIS REJECTED AND • FIRST TO SET FIRE TO THEIR SYNAGOGUES OR
CONDEMNED PEOPLE, THE JEWS? SINCE THEY LIVE AMONG SCHOOLS AND TO BURY AND COVER WITH DIRT
WHATEVER WILL NOT BURN, SO THAT NO MAN
US, WE DARE NOT TOLERATE THEIR CONDUCT, NOW THAT
WE ARE AWARE OF THEIR LYING AND REVILING AND
BLASPHEMING. IF WE DO, WE BECOME SHARERS IN THEIR
•
LIES, CURSING AND BLASPHEMY. THUS WE CANNOT
EXTINGUISH THE UNQUENCHABLE FIRE OF DIVINE WRATH, OF
WHICH THE PROPHETS SPEAK, NOR CAN WE CONVERT THE •
JEWS. WITH PRAYER AND THE FEAR OF GOD WE MUST
PRACTICE A SHARP MERCY TO SEE WHETHER WE MIGHT
SAVE AT LEAST A FEW FROM THE GLOWING FLAMES. WE
DARE NOT AVENGE OURSELVES. VENGEANCE A THOUSAND •
TIMES WORSE THAN WE COULD WISH THEM ALREADY HAS
THEM BY THE THROAT. I SHALL GIVE YOU MY SINCERE
ADVICE:
WILL EVER AGAIN SEE A STONE OR CINDER OF
THEM
SECOND, I ADVISE THAT THEIR HOUSES
RAZED AND DESTROYED.
ALSO BE
THIRD, I ADVISE THAT ALL THEIR PRAYER BOOKS
AND TALMUDIC WRITINGS, IN WHICH SUCH
IDOLATRY, LIES, CURSING AND BLASPHEMY ARE
TAUGHT, BE TAKEN FROM THEM.
CONNECTIONS: WHO
OF THE DOCUMENT
IS THE SOURCE, TONE
THE USE OF DIARIES IN THE CLASSROOM
• CCSS.ELA-LITERACY.RH.9-10.4
DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT,
INCLUDING VOCABULARY DESCRIBING POLITICAL, SOCIAL, OR ECONOMIC
ASPECTS OF HISTORY/SOCIAL SCIENCE.
• CCSS.ELA-LITERACY.RH.9-10.5
ANALYZE HOW A TEXT USES STRUCTURE TO EMPHASIZE KEY POINTS OR ADVANCE
AN EXPLANATION OR ANALYSIS.
• CCSS.ELA-LITERACY.RH.9-10.6
COMPARE THE POINT OF VIEW OF TWO OR MORE AUTHORS FOR HOW THEY
TREAT THE SAME OR SIMILAR TOPICS, INCLUDING WHICH DETAILS THEY INCLUDE
AND EMPHASIZE IN THEIR RESPECTIVE ACCOUNTS
DIARY EXCERPT: FROM SALVAGED PAGES, ALEXANDRA ZAPRUDER
• DIARY OF KLAUS LANGER (ESSEN, GERMANY)
• DECEMBER 19, 1938
• “REGARDING THE EMIGRATION OF MY PARENTS, I HAVE THE FOLLOWING TO REPORT. FIRST CAME
TWO REFUSALS FROM ARGENTINA FOR LACK OF LETTERS OF CREDIT. THE RICH UNCLE IN AMERICA
IS UNABLE TO ASSUME SUCH A FINANCIAL RESPONSIBILITY. WE DON’T HAVE AN AFFIDAVIT FOR THE
U.S. INDIA REQUIRES FIRM EMPLOYMENT THERE OR A CONTRACT. FATHER IS NOW TRYING TO
MAKE CONNECTIONS IN INDIA TO OBTAIN A CONTRACT.” HE ALSO WROTE TO PERU AND HE WAS
TOLD TO GO TO THE URUGUAYAN CONSULATE. ALLEGEDLY THE DOMINICAN REPUBLIC WOULD
TAKE TEN THOUSAND JEWS AND PROVIDE THEM WITH VISAS. HOWEVER, NOTHING FURTHER IS
KNOWN ABOUT THAT. IT PROBABLY MAKES NO SENSE TO TURN TO THEM. HOWEVER, WITH A
DOMINICAN REPUBLIC VISA IT IS POSSIBLE TO GET A HALF-YEAR VISA FOR PALESTINE…”
• CONNECTIONS – AGE LEVEL (14), FAILURE OF THE U.S. TO ACT (EVIAN CONFERENCE), TONE, BUREAUCRACIES,
RESEARCH IMMIGRATION POLICIES, TIMING WITHIN THE HOLOCAUST, COMPARISON TO OTHER DIARIES
GENOCIDE BEYOND GERMANY – MODERN CONNECTIONS
AND PREVENTION
• CCSS.ELA-LITERACY.SL.9-10.3
EVALUATE A SPEAKER'S POINT OF VIEW, REASONING, AND USE OF EVIDENCE AND
RHETORIC, IDENTIFYING ANY FALLACIOUS REASONING OR EXAGGERATED OR
DISTORTED EVIDENCE.
• CCSS.ELA-LITERACY.SL.9-10.4
PRESENT INFORMATION, FINDINGS, AND SUPPORTING EVIDENCE CLEARLY,
CONCISELY, AND LOGICALLY SUCH THAT LISTENERS CAN FOLLOW THE LINE OF
REASONING AND THE ORGANIZATION, DEVELOPMENT, SUBSTANCE, AND STYLE
ARE APPROPRIATE TO PURPOSE, AUDIENCE, AND TASK.
GENOCIDE BEYOND GERMANY – MODERN CONNECTIONS
AND PREVENTION
• THE POWER OF DO – THIS UNIT BEGS FOR CIVIC ENGAGEMENT OF SOME SORT
• GENOCIDE RESEARCH AND PRESENTATION
• THE 8 STAGES OF GENOCIDE (GREAT RESOURCES AT GENOCIDEWATCH.ORG)
• GROUPS ASSIGNED ONE OF THE HISTORICAL (NON-GERMAN) ACTS OF
GENOCIDE (REFERENCE MATERIALS AVAILABLE AT HISTORY PLACE.COM –
GENOCIDE IN THE 20TH CENTURY)
• RESEARCH AND PRESENT THE APPLICATION OF THE 8 STAGES TO THE HISTORICAL
EXAMPLES
• EXPLICIT FOCUS ON DENIAL
• HOW TO PREVENT – TAKE ACTION COMPONENT
GENOCIDE BEYOND GERMANY – THE POWER OF DO
• THE POWER OF DO – EACH STUDENT MUST ENGAGE IN SOME FORM OF CIVIC
AWARENESS
• CONTACT A CREDIBLE AGENCY, MAKE A PLEDGE, CONTACT A POLICY MAKER,
ETC.
• OTHER IDEAS: (FROM THE USHMM)
• LEARN MORE, JOIN A COMMUNITY, CONTACT MEDIA, POLICY MAKERS, GET INVOLVED IN
THE COMMUNITY, SUPPORT EDUCATION AND RELIEF
• OUR GRAND IDEA
• SET UP A PANEL OF SPEAKERS FROM VARIOUS
COMMUNITIES TO SPEAK TO STUDENTS
• CAMBODIA, HOLOCAUST, ARMENIA, BOSNIA, RWANDA, DARFUR…
SOURCES AND SITES
• US HOLOCAUST MUSEUM HTTP://WWW.USHMM.ORG/
• YAD VASHEM HTTP://WWW.YADVASHEM.ORG/
• JEWISH VIRTUAL LIBRARY HTTP://WWW.JEWISHVIRTUALLIBRARY.ORG/
• TEACHERS GUIDE TO THE HOLOCAUST
HTTP://FCIT.USF.EDU/HOLOCAUST/DEFAULT.HTM
• HOLOCAUST CURRICULUM HTTP://HOLOCAUST.UMD.UMICH.EDU/LUL/INDEX.HTML
• HISTORY PLACE (GENOCIDE RESEARCH) HTTP://WWW.HISTORYPLACE.COM/
• 8 STAGES OF GENOCIDE HTTP://WWW.GENOCIDEWATCH.ORG/
• LITERATURE OF THE HOLOCAUST
HTTP://WWW.WRITING.UPENN.EDU/~AFILREIS/HOLOCAUST/HOLHOME.HTML
• DBQ AND OTHER RESOURCES HTTP://MANDELPROJECT.US/INDEX.HTML