1. Today you’ll need paper and something to write with.

2. Bellwork
1. On Monday we learned about verbal irony and tone. Think back to the video we watched. It explained that sarcasm is slightly different from verbal irony. Do you remember what formula it gave us for sarcasm to show that difference?
Sarcasm = ________________ + _________________
2. Can you create a formula that will help you remember what verbal irony is?
Verbal irony = _________________ + _________________
3. Have you ever learned about plot before?

4. Objective Students will be able to Review major and minor plot events
Analyze how a character has changed over time

5. What is plot

6. More important points
I will assign each group a chapter. You will need to work with your group to come up with two additional events. We will share the events as a class, so make sure to leave room for the other groups’ points.

7. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
Death marches
Germany
surrenders
Liberation of
Camps
Germany invades Poland
Warsaw ghetto established
Voyage of the St. Louis
Invasion of USSR
Einsatzgruppen massacres
Hitler in power
Boycott
Anti-Semitic laws
Kristallnacht
Evian Conference
Deportations to
killing centers
Nuremberg Laws
German Jews
must wear
the yellow
star
German Jews
expelled from
public schools
Warsaw ghetto
uprising
Place the literature you teach in its historical context --- when and where. Teaching Night leaves out a huge chunk of the story. How will you place it in context for your students?
1933
1934
1935
1936
1937
1938
1939
1940
1941
1942
1943
1944
1945

9. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
The Holocaust was a government sponsored, systematic annihilation of a race of people.
Be careful with terms like “The Germans”; they did not act alone.
The time period known as “The Holocaust” is offensive to some people because he word holocaust refers to a sacrifice by fire- sometimes offensive to people because it implies the Jews were sacrificed for the greater good. What do you think?

10. USHMM Guidelines for Teaching About the Holocaust
Systematic
June 24, 2005
Ghettos: Sections of the city to segregate prior to transition
Concentration Camps: holding camps
Labor camps: prisoners were put to work
Death camps

11. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
The Centrality of Auschwitz
Auschwitz was a death camp. It is also the only camp that tattooed ID #’s on the arms of victims.
The Holocaust was only possible because of the railroads and the organized system of people who operated it.
Many people claim they didn’t do anything to stop the killing because they “didn’t know”. Historian Raul Hilberg points out that over 1 million Germans must have known about the death camps, just by virtue of their association with the railroads.

12. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
The Ghettos Sections of cities were first gated off to segregate Jews. These became ghettos. Some people were transported into ghettos. These were very condensed living quarters. Basic living necessitates such as food and running water were limited. This quickly led to the spread of diseases such as Typhoid.

13. Belongings were sorted and recycled.
USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
Belongings were sorted and recycled.

14. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
Don’t get caught up in numbers and ignore individuals.
Piles of shoes that belonged to prisoners who were murdered upon arrival, were recycled. Auschwitz 1945

15. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005

16. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
Hair was used to make bomb fuses, felt, thread, rope and mattress stuffing.

17. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
Labor Camps
Prisoners were forced to engage in strenuous penal labor and production to aid the war.

18. USHMM Guidelines for Teaching About the Holocaust
June 24, 2005
Death Camps
Purpose: to complete the final step in The Final Solution