Night Chapter 4

Please get back into your groups from yesterday, take out the Chapter 2 and 3 quiz you got back yesterday and share your thoughts on the following...

21.  (10 points) Critical Thinking Response: The following is a closing paragraph from an essay written by one of my students three years ago.  He was writing about George Orwell’s dystopian novel, 1984.  Read his closing paragraph and then write a well-developed paragraph which 1) explores possible connections to themes in Night, or 2) responds to his assertion (you might support, refute, or qualify his assertion) that United States is not immune to the future possibility of extreme oppression (including executions or genocide) similar to that seen in the other nations mentioned in this paragraph.

  

Orwell spread warnings through his book (1984) about the dangers governments can present to the people if the people become complacent. This has happened throughout history in Germany, France, China, the Soviet Union, and countless other nations; the United States is not impervious. To combat the oppression, people must band together and work as a collective unit to assert and maintain their freedoms, instead of using make-believe differences to divide themselves. To quote the band AntiFlag, “First they came for the communists/And I did not speak out/Then they came for the socialists/And I did not speak out/Next they came for the trade unionists/And I did not speak out/And then they came for me.” Protecting the exploited will prevent future exploitation. Once people forget that then the whole of humanity is helpless.

Now, work in the following group pairings, disucssing your obserrvations and reflections from yesterday:
1-8
2-7
3-6
4-5

God does not answer our desperate questionings; he simply gives us himself.

Francois Mauriac

The scapegoat has always had the mysterious power of unleashing man's ferocious pleasure in torturing, corrupting, and befouling.

Francois Mauriac

Night Chapter 4

First 30 minutes...

Re-read the last pages of chapter 4 (60-65). Then, discuss with a partner (s) how Wiesel contrasts the two very different moods of two consecutive scenes - the bombing of the camp & the hanging of a defiant rebel (from "They're bombing the Buna factory" on page 60 to the page break near the top of page 63) with the hanging of three other prisoners, one of them a young boy (60-63) - and the prisoners' (and his own) reactions to those events.  

Analysis paragraphs...Following your discussion, with your partner(s), write a two paragraph mini-analysi in which you describe how Wiesel used key details, dialogue, and symbols/metaphors to convey and contrast the very differnet experience portrayed in these pages  - one of hope and the other of intense sadness.  Use a mixture of your own words and direct quotes and paraphrase from the text. Please reference page numbers as appropriate.

Next...

Reflection paragraph...What are some possilbe ways of understanding what Wiesel meant by his internal response (to the other prisoner's question, "Where is God?" ):  "This is where - hanging here from the gallows." Thoughtfully explain your answer.

Next 15 minutes...sharing response/paper exchanges...

Read the paper, commenting in the margins of the paragraphs and then at the bottom of the paper in a summary paragraph (like teachers sometimes write at the end of papers).  Some things you might address in your annotations and summary comments...places where they included especially well-chosen details...places where they had throughtful or articulate analysis or reflection in their own words....places where included especially well-chosen direct textual support…places where the writing was especially insightful, mature or articulate... Other things you might comment on…Where did they see something similar to what you and your partner noticed? Where did they notice something different or had a unique or different interpretation? What did you think about the overall depth of their analysis or reflection?  Where was their analysis or reaction especially thoughtful, mature or intelligent?

Night Chapter 4

Silent Reading Time: 
Please begin reading Chapter 4 of Night

HW: Finish reading Chapter 4

The Roots of Anti-Semitism (15-20 mins)

Night: Quiz on Chapters 2-3

No homework

Independent Reading & Night Chapters 2 & 3

Independent Reading & Night Chapters 2 & 3 

Note: Each of you who handed in a college essay have received fairly extensive feedback from me; therefore, rather than have each of you do another follow-up draft of your college essay, I want to simply extend an invitation to help anyone who needs more help on their essay.  Please make an appointment to see me this week either before or after school or during 2nd or 4th period.  Please see or email me no later than tomorrow if you would like to schedule some college essay tutoring time this week.  

Independent Reading (15 mins) - new selections from the second-hand books sold at the library...

Review three Chapters 2 and 3 study guide questions we did not get to on Friday:

1.     Elie’s father says, “The world?  The world is not interested in us.  Today, everything is possible, even the crematoria…”(33).  Why do you think a tragedy of this magnitude was allowed to occur without the world protesting?

2.     How has Elie’s life changed since his arrival at Birkenau?  Give specific examples from the chapter.

3.     Explain the irony of the inscription over Auschwitz:  “Work makes you free.”

One of the themes in Night is ...
Man’s Inhumanity to man...One question that rages throughout the text is "How could humans do this to other humans?" I would like you to try to examine this seriously.  How can people rationalize killing non-aggressive, non-combatants, including women, children, and the elderly?  What reasoning did people employ? What might have been going on inside them psychologically and intellectually which allowed them to do this, or to look the other way while someone else did this?

Homework: Prepare for vocab and content quiz on chapters 2 and 3 of Night.

Lion Time...Read the Nick Fuentes article or something else

Vocabulary: 
The definition and your example sentence for one of the ten vocab words...



Personal written responses to articles: 1) Time Magazine article on a German's Perspective on Charlottesville 2) Anti-Semitism on Full Display in Charlottesville 

Night chapter 2-3 discussion questions (# 3-8). While answering the questions, please embed at least one direct quote/textual evidence (with page #) into your response. 

Finish reading chapters 2 and 3 of Night

Work on discussion questions and vocabulary.  

For the vocabulary words, in the space below each vocab word sentence from Night, please write a sentence of your own which uses the vocab word and contains context clues. Tomorrow, I will have each of you share with the class your response to one of the following activities, so make sure you have completed all of the work and are prepared to share.

Vocabulary: The definition and your example sentence for one of the ten vocab words...

Personal written responses to articles: 1) Time Magazine article on a German's Perspective on Charlottesville 2) Anti-Semitism on Full Display in Charlottesville 

Night chapter 2-3 discussion questions (# 3-8). While answering the questions, please embed at least one direct quote/textual evidence (with page #) into your response. 

Tomorrow, we will discuss chapters 2-3 vocab and content and each of you will do one of the following in response to material in chapters 2-3: draw a picture, write a poem, write a page-long creative response inspired by some section of the chapters.

Chapter 1 quiz for those absent yesterday....

In preparation for today's discussion...

1.     Read Time Magazine: A German's Perspective on Charlottesville and write a paragraph reaction to some part of it. Perhaps a connection to Night or a personal reaction to some point or observation contained in the piece. Embed at least one direct quote from the text into your response.

 

2.     Read Anti-Semitism on Full Display in Charlottesville ( https://www.adl.org/blog/anti-semitism-on-full-display-in-charlottesville) and write a paragraph reaction to some part of it. Perhaps a connection to Night or a personal reaction to some point or observation contained in the piece. Embed at least one direct quote from the text into your response.

Homework: Night: Read Chapter 2 for tomorrow...review vocabulary words

Time Magazine: A German's Perspective on Charlottesville

Auschwitz: The Nazis and The Final Solution

Night Chapter 1 content and vocab quiz

Simple day...

Night Chapter 1 content and vocab quiz 

Question #19…What was the Gestapo and what role did it play in the Nazis attempt to exterminate the Jews of Europe? Was it accountable to the army or other parts of the German government? Please explain. In your answer, please a mixture of your own words and embedded quotes/evidence from the handout. (4 points for exemplary; 3 points for proficient; 2 points for developing; 1 point for novice)




Independent Reading

No homework

Night Chapter 1

Finish reading in-class reading of Night, chapter 1

Night Audiobook, chapter 1

Complete study guide questions for chapter 1

Complete vocab sheet for chapter 1

14 point quiz on chapter one content on Tuesday

10 point quiz on chapter one vocab words on Tuesday

Night Discussion Questions—Preface

1.  Why did Elie write the book?  Link these reasons to why people should study the Holocaust in the first place.

2.  Why does Elie say that “language became an obstacle” (ix) in the writing of this book?

3.  “To forget would be not only dangerous but offensive; to forget the dead would be akin to killing them a second time” (xv).  Explain this quote.  Do you agree with him?  Connect this idea with other tragedies (soldiers killed in war, 9/11, etc.).

4.  Journal Entry:  What is one thing that surprised you about what Elie says in the Preface?  Is there anything that you felt an emotional reaction to?  Explore in your journal.

Night Discussion Questions—Chapter 1

1.  Why does Moishe come back to tell his story?  Why do you think that the townspeople choose to ignore his warning?

2.  Explain the irony in the following statements:

            a) “Well?  What did we tell you?  You wouldn’t believe us.  There they are, your Germans.  What do you say now?  Where is their famous cruelty?” (10).

            b)  “The yellow star?  So what?  It’s not lethal…” (11).

3.  Explain the meaning of the following statement:  “The ghetto was ruled by neither German nor Jew; it was ruled by delusion” (12).

4.  How does Weisel’s narrative style and voice contribute to the effectiveness of his message?  Consider the short, clipped sentences, detached voice, first person narrator, etc.)

5.  What is the symbolic meaning of “night”?  Notice its use in the first chapter (and the chapters that follow).

Night: Vocabulary

Directions: Create an original sentence for each of the 43 vocabulary words from Night.  Make sure to underline the word in the sentence.

32.  PROVISIONS necessary supplies, such as food 33.  RAUCOUS boisterous and disorderly 34.  RECESSES remote, secret places 35.  RELENTLESSLY steadily; persistently 36.  SABOTAGE treacherous action to defeat a cause 37.  SURNAME family name 38.  TETHER the limit of one's resources or endurance 39.  THRASH beat; hit 40.  TORMENT to cause physical pain or mental anguish 41.  TREATISE written discussion of a topic 42.  VITALITY vigor; energy 43.  VOID emptiness

Word Clue

1.      ANECDOTES short, humorous stories

2.      APATHY lack of emotion or feeling

3.      BEREAVED left alone by death

4.      BLANDISHMENTS coaxing by flattery

5.      CONSTRAINT restrictions

6.      CONTAGION a harmful influence

7.      CONVALESCENT returning to health after an illness

8.      CONVOY a group of vehicles traveling together

9.      DEPORTEES those being expelled from a country

10.   DEPRIVE to take something away from

11.   DEVOID completely lacking or empty

12.   DREGS the least desirable portions

13.   ELAPSED passed

14.   EMACIATED made thin due to starvation

15.   EMIGRATION leaving one area to settle in another

16.   ENCUMBERED hindered; restricted

17.   EVACUATION withdrawing troops or civilians

18.   FEEBLE lacking strength, weak

19.   FRENZY violent mental agitation or wild excitement

20.   HERMETICALLY sealed against the entry or escape of air

21.   INSIGNIFICANT trivial; not important

22.   LAMENTATION grief; mourning

23.   LATTER second of two

24.   LIVID ashen; pallid

25.   LUCIDITY clear understanding

26.   MELANCHOLY sadness; depression

27.   MONOCLE an eyeglass for one eye

28.   NOTORIOUS known unfavorably

29.   PESTILENTIAL likely to cause an epidemic disease

30.   PLAINTIVE expressing sorrow

31.   PROFOUNDLY absolutely; in an unqualified way

Vocabulary: Section 1, pages 3-23

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any

clues you can find in the sentence combined with your prior knowledge, and write what you think the

underlined words mean on the lines provided.

1. They called him Moshe the Beadle, as though he had never had a surname in his life.

__________________________________________________________________________________________

2. Nobody ever felt embarrassed by him. Nobody ever felt encumbered by his presence.

__________________________________________________________________________________________

3. He was a past master in the art of making himself insignificant, of seeming invisible.

__________________________________________________________________________________________

4. I was twelve. I believed profoundly. During the day I studied the Talmud, and at night I ran to the synagogue

to weep over the destruction of the Temple.

__________________________________________________________________________________________

5. The train full of deportees had crossed the Hungarian frontier and on Polish territory had been taken in charge

by the Gestapo.

__________________________________________________________________________________________

6. At that time, it was still possible to obtain emigration permits for Palestine.

__________________________________________________________________________________________

7. With some of my schoolmates, I sat in the Ezra Malik gardens, studying a treatise on the Talmud.

__________________________________________________________________________________________

8. My father was telling them anecdotes and expounding his own views on the situation.

__________________________________________________________________________________________

9. At dawn, there was nothing left of this melancholy.

__________________________________________________________________________________________

New seating chart

Have you ever tried to warn someone about a possible problem or danger, only to have it them ignore it and then have to deal with the consequences? What happened? Why do you think they didn't listen? Alternatively, have you ever ignored advice or a warning? Why? What happened?

In-class reading of Night, chapter 1

Complete study guide questions for chapter 1

Complete vocab sheet for chapter 1

14 point quiz on chapter one content on Tuesday

10 point quiz on chapter one vocab words on Tuesday

Night Discussion Questions—Preface

1.  Why did Elie write the book?  Link these reasons to why people should study the Holocaust in the first place.

2.  Why does Elie say that “language became an obstacle” (ix) in the writing of this book?

3.  “To forget would be not only dangerous but offensive; to forget the dead would be akin to killing them a second time” (xv).  Explain this quote.  Do you agree with him?  Connect this idea with other tragedies (soldiers killed in war, 9/11, etc.).

4.  Journal Entry:  What is one thing that surprised you about what Elie says in the Preface?  Is there anything that you felt an emotional reaction to?  Explore in your journal.

Night Discussion Questions—Chapter 1

1.  Why does Moishe come back to tell his story?  Why do you think that the townspeople choose to ignore his warning?

2.  Explain the irony in the following statements:

            a) “Well?  What did we tell you?  You wouldn’t believe us.  There they are, your Germans.  What do you say now?  Where is their famous cruelty?” (10).

            b)  “The yellow star?  So what?  It’s not lethal…” (11).

3.  Explain the meaning of the following statement:  “The ghetto was ruled by neither German nor Jew; it was ruled by delusion” (12).

4.  How does Weisel’s narrative style and voice contribute to the effectiveness of his message?  Consider the short, clipped sentences, detached voice, first person narrator, etc.)

5.  What is the symbolic meaning of “night”?  Notice its use in the first chapter (and the chapters that follow).

Night: Vocabulary

Directions: Create an original sentence for each of the 43 vocabulary words from Night.  Make sure to underline the word in the sentence.

32.  PROVISIONS necessary supplies, such as food 33.  RAUCOUS boisterous and disorderly 34.  RECESSES remote, secret places 35.  RELENTLESSLY steadily; persistently 36.  SABOTAGE treacherous action to defeat a cause 37.  SURNAME family name 38.  TETHER the limit of one's resources or endurance 39.  THRASH beat; hit 40.  TORMENT to cause physical pain or mental anguish 41.  TREATISE written discussion of a topic 42.  VITALITY vigor; energy 43.  VOID emptiness

Word Clue

1.      ANECDOTES short, humorous stories

2.      APATHY lack of emotion or feeling

3.      BEREAVED left alone by death

4.      BLANDISHMENTS coaxing by flattery

5.      CONSTRAINT restrictions

6.      CONTAGION a harmful influence

7.      CONVALESCENT returning to health after an illness

8.      CONVOY a group of vehicles traveling together

9.      DEPORTEES those being expelled from a country

10.   DEPRIVE to take something away from

11.   DEVOID completely lacking or empty

12.   DREGS the least desirable portions

13.   ELAPSED passed

14.   EMACIATED made thin due to starvation

15.   EMIGRATION leaving one area to settle in another

16.   ENCUMBERED hindered; restricted

17.   EVACUATION withdrawing troops or civilians

18.   FEEBLE lacking strength, weak

19.   FRENZY violent mental agitation or wild excitement

20.   HERMETICALLY sealed against the entry or escape of air

21.   INSIGNIFICANT trivial; not important

22.   LAMENTATION grief; mourning

23.   LATTER second of two

24.   LIVID ashen; pallid

25.   LUCIDITY clear understanding

26.   MELANCHOLY sadness; depression

27.   MONOCLE an eyeglass for one eye

28.   NOTORIOUS known unfavorably

29.   PESTILENTIAL likely to cause an epidemic disease

30.   PLAINTIVE expressing sorrow

31.   PROFOUNDLY absolutely; in an unqualified way

Vocabulary: Section 1, pages 3-23

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any

clues you can find in the sentence combined with your prior knowledge, and write what you think the

underlined words mean on the lines provided.

1. They called him Moshe the Beadle, as though he had never had a surname in his life.

__________________________________________________________________________________________

2. Nobody ever felt embarrassed by him. Nobody ever felt encumbered by his presence.

__________________________________________________________________________________________

3. He was a past master in the art of making himself insignificant, of seeming invisible.

__________________________________________________________________________________________

4. I was twelve. I believed profoundly. During the day I studied the Talmud, and at night I ran to the synagogue

to weep over the destruction of the Temple.

__________________________________________________________________________________________

5. The train full of deportees had crossed the Hungarian frontier and on Polish territory had been taken in charge

by the Gestapo.

__________________________________________________________________________________________

6. At that time, it was still possible to obtain emigration permits for Palestine.

__________________________________________________________________________________________

7. With some of my schoolmates, I sat in the Ezra Malik gardens, studying a treatise on the Talmud.

__________________________________________________________________________________________

8. My father was telling them anecdotes and expounding his own views on the situation.

__________________________________________________________________________________________

9. At dawn, there was nothing left of this melancholy.

__________________________________________________________________________________________

Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions.

1. surname                   A. hindered; restricted

2. encumbered              B. absolutely; in an unqualified way

3. insignificant             C. short, humorous stories

4. profoundly                D. leaving one area to settle in another

5. deportees                  E. sadness; depression

6. emigration                F. written discussion of a topic

7. treatise                     G. a family name

8. anecdotes                  H. people who are expelled from a country

9. melancholy               I. trivial; not important

Signed syllabus sheet due today  2 points (or zero)
College essays...I will return a few more today, and I will return a few more tomorrow, but I will probably not get all of them returned until mid to late next week.  Your "final" draft (with any revisions you chose to do) will be due September 29.  Simply make any needed changes and annotate three of them, explaining three of the changes you made and why. (10 points for annotated final draft on September 29)

Night preface reflections...

1.      Take 10 minutes to write a reaction or reflection to some passage in the preface.  Simply choose a quote that grabbed your attention, something you connected with, write the quote down word for word, and then write a paragraph reaction.  Due in 10 minutes.  We will share with partners and I will later do a visual check (5 points)

But while I had many things to say, I did not have the words to say them...I watched helplessly as language became an obstacle. (viii-ix)

As smart as Wiesel is, he feels like his words are inadequate to the task at hand: describing something inexplicably horrible, human conduct that should be unthinkable, and yet it happened.  How can you make someone feel something they have never experienced, especialy if that something seems nearly unbelievable to a sane, healthy, compassionate person?  

2.  We will read the Foreword by Francois Mauriac...Read aloud with students.  Write a connection or a reaction to this, too.

Talmud
Kabbalah
Buchenwald
Birchenau

The Talmud

Buchenwald

First 15 minutes...

Please take out Night; if you do not have it, please go down to the bookstore to get your copy of Night and return promptly.

Independent Reading while students get Night

Signed syllabus sheet due today or tomorrow - 2 points (or zero)
Night by Elie Wiesel
Background Knowledge and Predictions

•What do you know about The Holocaust? What happened? To whom? What lead up to it? Why did it happen, and what factors contributed to it?

Are there any current or recent events that seem to be influenced by Nazi or anti-semitic beliefs? What are they? 

•What themes do you anticipate will arise in Night?

Homework:

Read The Preface of Night

Tomorrow at the beginning of class, you will respond to the prompt below.

Journal Entries (Night):  To support our study of personal writing/memoir, you will write 7 journal entries during the Night unit.  Each is worth 5 points (visual checks).

1.      From Preface (Explain any reaction you had to the info in the preface. Write at least a 1/2 page reflection.  Include a quote that inspires your reaction)