Group Project: Newspaper based on Elie Wiesel’s Night

Research The group is responsible for answering all of the questions and turning them in attached to the back of your newspaper along with the rubric. The group is responsible for answering all of the questions and turning them in attached to the back of your newspaper along with the rubric.

Group 1 What was Kristallnacht (Crystal Night or “The Night of Broken Glass)? What was Kristallnacht (Crystal Night or “The Night of Broken Glass)? When did Kristallnacht happen and what was Kristallnacht? When did Kristallnacht happen and what was Kristallnacht? What was the supposed spark that initiated this violence? What was the supposed spark that initiated this violence? What was the role of police on this night? What was the role of police on this night? What is a “pogrom?” What is a “pogrom?” After Kristallnacht, what happened to many Jews? After Kristallnacht, what happened to many Jews? Add any other interesting facts you think would be valuable to your research. Who were some of the leaders. Add any other interesting facts you think would be valuable to your research. Who were some of the leaders. Who was Hitler? Who was Hitler? How did he come to power? How did he come to power? What was some of their propaganda? What was some of their propaganda? What was the SS? What was the SS? DISCUSS THE RISE OF THE NAZIS.

Group 2 What were the laws? What were the laws? What was the progression of persecution? What was the progression of persecution? Research the Wannsee Conference and what happened there. Research the Wannsee Conference and what happened there. How did this lead to the development of the Ghettos? How did this lead to the development of the Ghettos? Where were the Ghettos located? Where were the Ghettos located? What was life like in them? What was life like in them? What resistance did the Germans encounter in the Ghettos? What resistance did the Germans encounter in the Ghettos? What was the Jewish Ghetto Police? What was the Jewish Ghetto Police? When and why and how were the ghetto liquidated? When and why and how were the ghetto liquidated? What kind of things did they have in a ghetto? What kind of things did they have in a ghetto? What were some of the rules of the ghetto? What were some of the rules of the ghetto? How did the Nazi’s keep the Jews in the Ghetto? How did the Nazi’s keep the Jews in the Ghetto? THE SEGREGATION OF THE JEWS AND THE LAWS THAT WERE PASSED

Group 3 Where were the camps located? Where were the camps located? What different category of camps were there? What different category of camps were there? Which are some infamous camps and why? Which are some infamous camps and why? What was daily life like for people living in the camps? What was daily life like for people living in the camps? How did the people get there? How did the people get there? What are some of the things that happened to the prisoners when they first got to the camps? What are some of the things that happened to the prisoners when they first got to the camps? What was “Selection?” What was “Selection?” What is a Gustapo? What is a Gustapo? What was the difference between death camps and labor camps? What was the difference between death camps and labor camps? What happened to the personal items people brought with them? What happened to the personal items people brought with them? What were a crematorium and a gas chamber? What were a crematorium and a gas chamber? Add any other interesting facts you think would be valuable to your research. Add any other interesting facts you think would be valuable to your research. Who was Dr. Mengele and what did he do? Who was Dr. Mengele and what did he do? Where there only Jewish people in the concentration camps? Where there only Jewish people in the concentration camps? DISCUSS WHAT LIFE WAS LIKE IN THE CAMPS.

Group 4 What were the medical advancements during the Holocaust? What were the medical advancements during the Holocaust? What were some scientific advancements during the Holocaust? (aeronautical included) What were some scientific advancements during the Holocaust? (aeronautical included) Identify some of the famous doctors involved in the Holocaust. What were they known for? Identify some of the famous doctors involved in the Holocaust. What were they known for? Why did they choose to cremate the dead rather than bury them? Why did they choose to cremate the dead rather than bury them? What were some medical tools that were created due to necessity during the Holocaust? What were some medical tools that were created due to necessity during the Holocaust? What experiments did the scientist and doctors perform on the Holocaust victims? What experiments did the scientist and doctors perform on the Holocaust victims? What advancements in transportation came about due to the Holocaust? What advancements in transportation came about due to the Holocaust? What were some of Hitler’s medical health issues? What were some of Hitler’s medical health issues? What were some of Hitler’s mental health issues? What were some of Hitler’s mental health issues? MEDICAL AND SCIENTIFIC ADVACEMENTS DURING THE HOLOCAUST (SCIENCE ACADEMY ONLY)

Group 5 What was the “Final Solution?” What was the “Final Solution?” Who were implementers of the “Final Solution?” Who were implementers of the “Final Solution?” How was the “Final Solution” supposed to be carried out? How was the “Final Solution” supposed to be carried out? How many Jewish lives were lost as a result of “The Final Solution” and the Holocaust? How many Jewish lives were lost as a result of “The Final Solution” and the Holocaust? How many gas chambers to kill people were there at Auschwitz? How many gas chambers to kill people were there at Auschwitz? How many people died in the death camps? How many people died in the death camps? Was there experimentation on the Jews while in the camps? If, so What type? Was there experimentation on the Jews while in the camps? If, so What type? How did the death camps progress medicine? How did the death camps progress medicine? DEATH CAMPS

Group 6 Did anyone try to save the Jews? Who? Did anyone try to save the Jews? Who? How did some people try to rescue Jews? How did some people try to rescue Jews? Did America and it’s alias immediately decide to assist the Jewish people? If they did not immediately assist then why did they hesitate? Did America and it’s alias immediately decide to assist the Jewish people? If they did not immediately assist then why did they hesitate? What was the “Resistance” movement? What was the “Resistance” movement? How did the Jewish people fight back? How did the Jewish people fight back? Did people hide out? If so, where? Did people hide out? If so, where? Did any Germans try to assist the Jews? How so? Did any Germans try to assist the Jews? How so? How were some children hidden? How were some children hidden? What happened during uprisings in camps? What happened during uprisings in camps? What happened during uprisings in the ghettos? What happened during uprisings in the ghettos? THE RESCUE

Group 7 How many people survived? How many people survived? What was life like after their ordeal. What was life like after their ordeal. Who are some famous survivors? Who are some famous survivors? Where did most people go? Where did most people go? How many people were killed? How many people were killed? Who was liberated? Who was liberated? What was the affect on the liberators? What was the affect on the liberators? Who was held responsible for the Holocaust? Who was held responsible for the Holocaust? Find interviews or words from survivors that describe their adjustment to freedom. Find interviews or words from survivors that describe their adjustment to freedom. Where did the freed survivors go after the Holocaust? Where did the freed survivors go after the Holocaust? What happened to the Nazis after the Holocaust? What happened to the Nazis after the Holocaust? Where they all captured? If not, are there any survivors currently standing trial? Where they all captured? If not, are there any survivors currently standing trial? DISCUSS THE AFTERMATH OF THE HOLOCAUST.

Group 8 Who are they? Who are they? What are some names they use? What are some names they use? What is their agenda? What is their agenda? Where are they located? Where are they located? What is ironic about the ones from the US who have gone to Germany? What is ironic about the ones from the US who have gone to Germany? Who are the Holocaust deniers? Who are the Holocaust deniers? What are some of their claims? Why do you as a group think they are claiming these things? What are some of their claims? Why do you as a group think they are claiming these things? In your groups opinion, is it possible that the Holocaust did not happen? In your groups opinion, is it possible that the Holocaust did not happen? What are the Nuremberg Laws and do they prove that the Holocaust happened? How so? What are the Nuremberg Laws and do they prove that the Holocaust happened? How so? What is Genocide? What is Genocide? Are there other examples of genocide since the Nazi Holocaust? Where have these incidents occurred? Are there other examples of genocide since the Nazi Holocaust? Where have these incidents occurred? What was the goal of the oppressing group? What was the goal of the oppressing group? DISCUSS THE NEO- NAZIS AND HISTORY REPEATING ITSELF?

NEWSPAPER OVERVIEW Your groups newspaper will have several features: Your groups newspaper will have several features: Front Page Front Page Local News Section Local News Section Editorial Page with Cartoon section Editorial Page with Cartoon section The newspaper must be colorful and show your groups creativity in the design and the presenting of information. The newspaper must be colorful and show your groups creativity in the design and the presenting of information. There must be 100% participation from each group member. Each member will be graded based on his or her individual contribution (your presence is not sufficient contribution). There must be 100% participation from each group member. Each member will be graded based on his or her individual contribution (your presence is not sufficient contribution). A SEPARATE PAGE WITH INDIVIDUAL CONTRIBUTIONS LISTED FOR EACH GROUP MEMBER MUST BE ATTACHED. A SEPARATE PAGE WITH INDIVIDUAL CONTRIBUTIONS LISTED FOR EACH GROUP MEMBER MUST BE ATTACHED.

Step One: The Newspaper Title It is your job to think of a creative, catchy and appropriate title for your newspaper. It is your job to think of a creative, catchy and appropriate title for your newspaper. Once you have decided on the name, you will want to put the name in using a feature of Word called WordArt. This feature will twist and stretch your text in special ways. To do this, follow these steps: a. Insert, b. Picture, c. WordArt, d. Choose one of the choices available, e. Type in the name, f. Click OK, g. Drag title to desired location. Once you have decided on the name, you will want to put the name in using a feature of Word called WordArt. This feature will twist and stretch your text in special ways. To do this, follow these steps: a. Insert, b. Picture, c. WordArt, d. Choose one of the choices available, e. Type in the name, f. Click OK, g. Drag title to desired location. You should also include the date and other appropriate information in the title area of a newspaper. You should also include the date and other appropriate information in the title area of a newspaper.

FRONT PAGE Here you will focus on what your group decides are the two main stories. Here you will focus on what your group decides are the two main stories. Your main stories will basically be an overview of your topic. Your main stories will basically be an overview of your topic. Each article must be two to three paragraphs (column format) in length and must be in your own words. Each article must be two to three paragraphs (column format) in length and must be in your own words. Newspaper articles generally give the five Ws in the first paragraph and then that information is explained in more detail in subsequent paragraphs (inverted pyramid). You will also need a picture to use with your main story. Newspaper articles generally give the five Ws in the first paragraph and then that information is explained in more detail in subsequent paragraphs (inverted pyramid). You will also need a picture to use with your main story. Each story must have a heading, a picture, the name of the writer and a headshot to go along with it. Each story must have a heading, a picture, the name of the writer and a headshot to go along with it.

INVERTED PYRMAID Journalist put the most important news at the beginning and then include the less important details as they write. Journalist put the most important news at the beginning and then include the less important details as they write. These skillful writers try to put the who, what, when, where, why, and how (5 W's and H) at the beginning. They call this part the "lead." Then they add the rest of the details in the order of their importance. The least important information they put at the end. These skillful writers try to put the who, what, when, where, why, and how (5 W's and H) at the beginning. They call this part the "lead." Then they add the rest of the details in the order of their importance. The least important information they put at the end.

EXAMPLE Tallahassee - A Tangelo County fourth-grader won this year's annual Florida State Spelling Bee yesterday when he spelled the word paraphernalia correctly. He is the youngest student to win the contest in its 50-year history. For his effort, Larry Johnson, a ten year-old honor student as Lemonline Elementary School, was awarded a $1,000 U.S. savings bond. In addition, he will receive an all-expense-paid trip to Washington, D.C. to represent the state of Florida in the National Spelling Bee, to be held in October. Runner-up in the contest was Tabitha Waters, an eighth-grader at Grapefruit Middle School in Baywater. Tabitha was eliminated when she misspelled ennui. She received a $500 U.S. savings bond. The winner of the National Spelling Bee will be awarded a $20,000 college scholarship to attend a college or university of his or her choice after completing high school. Students from 38 Florida counties took part in the three-day contest. Following the event, all 38 contestants were invited to dine at the Governor's Mansion. Larry is the son of Farley and Beth Johnson of Newtown. He has a sister, Linsey, who is an eighth-grade student at Newton Middle School, and a brother, Bruce, who is a first-grader at Lemonlime.

Local News Section This section will focus on the local situation in Europe during Hitler’s reign focusing on the topics that your group researched. This section will focus on the local situation in Europe during Hitler’s reign focusing on the topics that your group researched. The local section will span two pages and have four articles that are three to four paragraphs in length (column format). The local section will span two pages and have four articles that are three to four paragraphs in length (column format). Each story must have a heading, a picture, the name of the writer and a headshot to go along with it. Each story must have a heading, a picture, the name of the writer and a headshot to go along with it.

Editorial Section In this section you will give your opinion (use of personal pronouns; Ex: I, Me) of one of the topics listed on the subsequent slide. In this section you will give your opinion (use of personal pronouns; Ex: I, Me) of one of the topics listed on the subsequent slide. Your opinion will be backed up by facts and details that are relevant to the topic. Your opinion will be backed up by facts and details that are relevant to the topic. The overall purpose is to make an argument and support that argument, and hopefully gain feedback from the reader (me). The overall purpose is to make an argument and support that argument, and hopefully gain feedback from the reader (me). Must be 3 – 4 paragraphs in length and must have a heading, a picture, the name of the writer and a headshot to go along with it. Must be 3 – 4 paragraphs in length and must have a heading, a picture, the name of the writer and a headshot to go along with it.

Compare the European Ghettos that existed during the Holocaust to the Ghettos of today? Focus on and compare the conditions, the physical characteristics of the ghettos, and the possibility of getting out. EDITORIAL CHOICE 1

The Animalization of Humans- Compare the animalization of the Jews in Elie Wiesel Night to prisoners in the American prison system. How do they compare in the dehumanization process, treatment and actions towards each other. EDITORIAL CHOICE 2

Compare the Holocaust to African slave trade. How could they both have been prevented? EDITORIAL CHOICE 3

EDITORIAL CHOICE 4 (SCIENCE ACADEMY ONLY) Niccolo Machiavelli, said “the end justifies the means”. In the case of Hitler and his Machiavellian way of thinking do you agree that Hitler’s efforts to progress medicine, science and engineering out ways his “immoral” practices?

Cartoon You have a choice, you can create an original cartoon or you can choose a pre- existing cartoon that deals with your particular topic. You have a choice, you can create an original cartoon or you can choose a pre- existing cartoon that deals with your particular topic. Underneath the cartoon, you must explain how the cartoon relates to your specific topic. (1 paragraph) Underneath the cartoon, you must explain how the cartoon relates to your specific topic. (1 paragraph)

Newspaper Rubric MUST BE PRINTED AND ATTACHED AS THE LAST PAGE. Group Name: ____________________________ CATEGORY 4321 Knowledge Gained All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. Spelling and Proofreading No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. Several spelling or grammar errors remain in the final copy of the newspaper. Articles - Purpose % of the articles establish a clear paragraph and demonstrate a clear understanding of the topic. (Use of inverted pyramid) 85-89% of the articles establish a clear paragraph and demonstrate a clear understanding of the topic. (Use of inverted pyramid) 75-84% of the articles establish a clear paragraph and demonstrate a clear understanding of the topic. Less than 75% of the articles establish a clear paragraph and demonstrate a clear understanding of the topic. Articles - Supporting Details The details in the articles are clear, effective, and vivid % of the time. The details in the articles are clear and pertinent 80-89% of the time. The details in the articles are clear and pertinent 70-80% of the time. The details in the article are neither clear nor pertinent. Graphics Graphics are in focus, are well- cropped and are clearly related to the articles they accompany. Graphics are in focus and are clearly related to the articles they accompany % of the graphics are clearly related to the articles they accompany. More than 20% of the graphics are not clearly related to the articles OR no graphics were used. Requirements All of the required content was present. Almost all the required content was present. At least 75% of the required content was present. Less than 75% of the required content was present. Articles - Interest The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. The articles contain facts, figures, and/or word choices that make the articles interesting to readers. The article contains some facts or figures but is marginally interesting to read. The article does not contain facts or figures that might make it interesting to read.

DUE DATE: Thursday, September 24, 2009 Value: 2 Class work grades for the research 3 Project Grades for the Newspaper

Group 1 FRONT BOARD DOOR MS. MARTIN”S DESK Group 2 Group 3 Group 8Group 7 Group 6 Group 5Group 4