Elie Wiesel Night Unit by HC120626073859

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									                             Elie Wiesel Night Unit
                                Holocaust-WW2

Social Studies Standards:
Strand 1: Concept 1/2: American/World History
       PO3: Construct timelines of historical era being studied
       PO4: Formulate questions that can be answered by historical study and research
       PO5: Describe the difference between a primary source document and a
       secondary source document and the relationship between them
       PO6: Determine the credibility and bias of primary and secondary sources
       PO8: Analyze two points of view on the same historical event
Strand 2: Concept 8: World At War
       PO2: Analyze the major causes of World War II
              b. Political ideologies of Fascism and Nazism
       PO5: Describe how racism and intolerance contributed to the Holocaust

Language Arts: Reading
Strand 1: Reading Process
Concept 4: Vocabulary
       PO2: Use context to identify the intended meaning of unfamiliar words
       PO4: Determine the meaning of figurative language, including similes,
       metaphors, personification, idioms, hyperbole, and technical language.
       PO5: Identify the meaning, pronunciations, syllabication, synonyms, antonyms
       and parts of speech of words, by using a variety of reference aids, including
       dictionaries, thesauri, etc.
Concept 5: Fluency
       PO1: Read from a variety of genres with accuracy, automaticity (immediate
       recognition), and prosody (expression).
Concept 6: Comprehension Strategies
       PO1: Predict text content using prior knowledge and text features
       PO2: Confirm predictions about text for accuracy
       PO3: Generate clarifying questions in order to comprehend text.
       PO4: Use graphic organizers in order to clarify meaning of the text
       PO5: Connect information and events in text to experience and to related text and
       sources.
       PO6: Apply knowledge of the organizational structures (e.g., chronological order,
       compare and contrast, cause and effect relationships, logical order, by
       classification) of text to aid comprehension.
       PO7: Use reading strategies (e.g., drawing conclusions, determining cause and
       effect, making inferences, sequencing) to interpret text.
Strand 2: Comprehending Literary Text
Concept 1: Elements of Literature
       PO6: Draw conclusions about the style, mood, and meaning of literary text based
       on the author’s word choice
       PO7: Analyze the characteristics and structural elements of a variety of poetic
       forms (e.g., epic, lyric, sonnet, ballad, elegy, haiku, free verse).

Language Arts: Writing
Strand 1: Writing Process
Concept 1: Prewriting
       PO1: Generate ideas through a variety of activities (e.g., prior knowledge,
       discussion with others, printed material of other sources).
       PO5: Use organizational strategies (e.g., outlines, charts, tables, graphs, Venn
       Diagrams, webs, story map, plot pyramid) to plan writing.
Concept 2: Drafting
       PO1: Use a prewriting plan to develop a draft with main idea(s) and supporting
       details
       PO2: Organize writing into a logical sequence that is clear to the audience.
Concept 3: Revising
       PO1: Evaluate the draft for use of ideas and content, organization, voice word
       choice, and sentence fluency (Strand 2: Writing Components)
Concept 4: Editing
       PO1: Identify punctuation, spelling, and grammar and usage errors in the draft
       (Strand 2: Writing Components)
       PO2: Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to
       correct conventions
       PO4: Apply appropriate tools of strategies (e.g., peer review, checklists, rubrics)
       to edit the draft)
Strand 3: Writing Applications
Concept 5: Literary Response
       PO1: Write a response to literature that:
                a. Presents several clear ideas
                b. Supports inferences and conclusions with examples from the text,
                    persona experience, reference to other works, or reference to non-print
                    media
                c. Relates own ideas to supporting details in a clear and logical manner
Concept 6: Research
       PO1: Write a summary of information from sources (e.g., encyclopedias,
       websites, experts) that includes:
                a. paraphrasing to convey ideas and details from the source
                b. main idea(s) and relevant details
                             Elie Wiesel Night Unit
                                Holocaust-WW2

                                      2-5-8 Menu

This lesson revolves around the autobiography Night, by Elie Wiesel. This autobiography
takes place in Eastern Europe during the time of World War Two and the end of the
Holocaust. Elie and his family are Eastern European Jews who are forced to enter
Auschwitz. Elie narrates the story of him and his family was affected by the Holocaust,
how he survived and how he questions his faith in his religion. As his experience
progresses he describes the horror of the concentration camps, the crematorium and his
attempt to save his father. He questions his religion, the act of the Nazis and the other
warring countries. Wiesel’s autobiography gives in depths look of the holocaust at a
personal level and is historically relevant to understanding the acts of World War Two.

Objectives Covered through this menu and These Activities:
   - Students will examine the causes of the Holocaust.
   - Students will analyze how an entire population of people accepted the idea of
       lethal racial supremacy.
   - Students will experience what life was like in the concentration camps.
   - Students will compare and contrast information from a primary sources and
       secondary sources

Material Needed by Students for Completion of Menu:
   - Night by Elie Wiesel
   - Internet access
   - Story map
   - Poster Board
   - Music Player

Time Frame:
   - 2-3 weeks – Student are given the menu as the unit is started, and the teacher
      discusses all of the product options on the menu. As the different options are
      discussed, students will choose products that add to a total of 10 points. As the
      lessons progress through the week, the teacher and the student should refer back
      to the options associated with the content being taught.
   - 1-2 days – The teacher chooses an activity from the menu to use with the entire
      class.

Suggested Forms:
   - All-purpose Rubric

Other assessments:
Comprehension Questions
Group Discussion Questions
Class Notes including Video/Visual Reflections
                                              Night
                                          2-8-5 Menu

Directions: Choose two activities from the menu below. The activities must total 10
points. Place a check mark in each box to show which activities you will complete. All
activities must be completed by _________________

2 Points
     Research Auschwitz where Elie and his family are sent too. Make a flipbook that
shows the location of the camp, the length of time it was in use, information of the separate
camps that made up Auschwitz, the main way of killing, the time it was liberated and the number
of prisoners kept there and were killed.

   Complete a story map for Night outlining the main events and changes in Elie.
5 Points
     Make a Venn Diagram that Compares Elie’s experience in the camp with that of another
prisoner’s experience (Use one of the primary sources available in our Holocaust resource
binder).

    There were only so many ways a person could survive a Concentration Camp once they
were trapped. Make a poster that shows the strategies that Elie and others tried to use in order to
survive the camp, as well as other ideas of your own that you think would be helpful.

     Elie and his father have to make a hard decision of whether or not to stay in the hospital at
Auschwitz or leaving with the rest of the prisoners. Using class notes and additional research,
would you have made the same decision or would you take a chance by staying in the hospital
(remember, the prisoners were constantly lied too, what do you believe?). Write two persuasive
paragraphs explaining your answer; include factual information from the story and other sources
to support your writing.

    Free choice – Prepare a proposal form and submit it to your teacher for approval.
8 Points
    If Night was being made into a movie, select 3 songs that you feel would represent three
different major themes or events in the autobiography. Select two verses from each of the song
and write an explanation of how the song is relevant to the story, use evidence from the story to
support your statements. Highlight any figurative language, metaphors and similes that help
express the theme of the music and text. Be prepared to present one song to the class and defend
your explanation.

      Elie Wiesel states “There may be times when we are powerless to prevent injustice, but
there must never be a time when we fail to protest.” Conduct research on a genocide that has
taken place in the last ten years, Create a presentation for the class that addresses the 5W’s,
specifically the cause of the genocide, who is helping to end it and has it been ignored, and why it
is significant in comparison to the Holocaust. Presentation should be a minimum of five minutes.
                               Night Vocabulary Activity
                                 Historical Snapshots

You have found a time machine and get to travel back in time in order take one picture of
each following terms from the autobiography Night. In order to prepare yourself to take
the best picture possible use this worksheet to draw a visual of your planned photo and an
explanation of your photograph and how it represents the terms.

Selected Terms: Barrack, Kapo, Kommandos, SS Guard, Crematorium, Dysentery, Anti-
Semitism, Ghettos, Blockälteste, Appelplatz

               Photo Plan                                   Description
                          Elie Wiesel Night
                       Comprehension Questions
                               Chapter 1

1. Elie says that Moishe the Beadle is a “jack-of-all-trades in a Hasidic house of
   prayer..” What does he tell us by using the idiom “jack-of-all-trades” to describe
   Moishe? (p. 3)


2. Using this sentence what does the term “penury” most likely mean? “He was poor
   and lived in utter penury” (p. 3)


3. How would you describe Elie’s feelings towards his religion?


4. When Moishe the Beadle and other foreign Jews were expelled from Sighet, why
   do you think the townspeople allowed it to happen and easily forgot about their
   expelled friends? If the Nazi’s came to your neighborhood, would your neighbors
   allow this to happen? Explain


5. In 1944 it was still possible to buy emigration certificates out of Sighet, why does
   Elie’s father refuse to liquidate everything and leave? Do you think they really
   understand what is about to happen, explain?


6. How do the German Soldiers avoid causing panic as they enter the town of
   Sighet? What step in the Nazi Genocide are they demonstrating?


7. On page 10, Elie states “… The verdict way already out—and the Jews of Sighet
   were still smiling” what does that tell you about Elie’s attitude as he retells this
   part of his story? Would you have a similar attitude? Explain.


8. During the eight days of Passover, what step of the Nazi Genocide is Elie and his
   family experiencing? Give three examples, and explain the Nazi’s intention
   behind there decisions.


9. Elie’s father states “The yellow star? So what? It’s not lethal…” Elie uses
   foreshadowing to respond to his father’s ignorance of the star. What is
   foreshadowing? What does hint does Elie’s response gives us about future events
   in the story?
                                       Night
                             Chapter 1: Writing Prompt

Write a short narrative from Moishe the Beadle point of view when he returned to town
and no one believed his story or listened to his warning.

How do you think he felt and was thinking about when no one believed his story. What
would you have done differently if you were Moishe, could he have tried a different way
to communicate his story? If you were Moishe would you have gone back to a town that
did not try to protect you?
                   Night: Tic-Tac-Toe for Student Choice Activities
1.                            2.                               3.
Write a poem or song          Make a crossword puzzle          Make a collage or an art
about an event that takes     using at least 20 words that     project about the events or
place or person(s) and the    you are unfamiliar with          person(s) in the book Night.
feeling in the book Night.    from the book Night.             Include written facts about
                                                               book and historic time
                                                               period.




4.                            5.                               6.
Create a comprehension        Draw a map showing the           Build a model
quiz of 15 questions for      locations that Elie travels to   concentration camp based
your classmates to take       in Night, identify the           on Elie’s description in
about the book Night.         country, towns and names         Night and your class notes.
Include some questions on     of the camps. Include a          Provide a brief description
quotes and figurative         description of his               of the buildings and main
language Elie uses to         experience in each location.     areas of your camp.
express his experiences.




7.                            8.                               9.
Write and direct a one-act-   Make a 5-minute Public           Read a book about the
play depicting an event       Service Announcement             liberation of the
from the book Night.          Audio recording or video         concentration camps at the
Choose classmates to act in   informing the public of          end of World War II. Give
the play either film it or    Elie’s experience in Night       an oral report that includes
perform it for the class.     and the tragedy of the           maps and other visuals.
                              Holocaust.
                                           Night
                                         Assessment



1.                                2.                                  3.
Follows poem or song criteria     Has 20 words connected to the       Clearly shows an event or
rubric _____                      book Night ____                     persons from Night _____

Aligns with the book Night        Includes hints to select terms      Facts included on the project or
_____                             _____                               a separate document clearly
                                                                      describes the meaning on the
Suggested extension: include      Suggested extension: Make           artwork _____
illustration depicting the poem   shape of puzzle to reflect the
or song                           theme of the book Night             Suggested extension: Present the
_____                             ______                              artwork to the class as a oral
                                                                      presentation ______
Possible Points = _____           Possible Points = ____
                                                                      Possible Points = ______
4.                                5.                                  6.
Has at least 15 questions with    Map is clearly drawn or copied      Historically accurate according
correct answers about the book    _____                               to class notes, additional
Night _____                                                           research and the book Night
                                  Historically accurate according     _____
Includes questions about quotes   to the book Night and locations
and figurative language ____      of camps and towns ____             Includes labeling of key
                                                                      buildings and locations of the
Well organized _____              Includes brief description of       camp _____
                                  Elie’s experience at each
Suggested Extension: Include a    location ____                       Suggested Extension: Include a
challenging writing prompt                                            diorama or other type of scenery
_______                           Suggested Extension: Research       to show location and setting of
                                  which camps are still existing or   the camp _____
Possible Points = ____            have been torn down _____

                                  Possible Points = _____             Possible Points = _____


7.                                8.                                  9.
Well organized performance        Historically accurate according     Book is proper reading level
_____                             to the book Night and class         _____
                                  research ______                     Clear and accurate visuals _____
Accurate information according
to the book Night _____           Include several important details   Historically accurate
                                  and events _____                    information is clearly presented:
Has props and costumes _____                                          _______
                                  Has a persuasive message _____
Suggested Extension: Make the                                         Well Organized _____
writer the narrator and fill in   Well organized ____
historical or background for                                          Suggested Extension: Compare
audience ______                   Suggested Extension: Use            Elie’s liberation to other
                                  special effects or music ____       liberation accounts
Possible Points = _____
                                  Possible Points = _____             Possible Points = ______

								
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