1. Night – Elie Wiesel

2. From Night:
“Never shall I forget those flames which consumed my faith forever. Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live. Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God himself. Never.”

3. Night by Elie Wiesel- Day 1
Discuss: What do you already know?
Notes on Holocaust
View photos
Read the article
“Understanding the Horror” and questions
Movie- Disney Video about Hitler

4. Building on What You Know…
What do you already know about
The Holocaust?
By Who?
Where?
Ideals behind it?
When?
Against Whom?

5. Genocide
Geno-
cide
-Cide – from the French word cida, which means to cut, kill
Geno – from the Greek word genos, which means birth, race, of a similar kind

6. What is Genocide?
The Systematic and purposeful destruction of a racial, political, religious, or cultural group.
Past and Current Genocides
The Holocaust
Armenians
Soviet Union
Cambodia
Rwanda
Yugoslavia
Dafur

7. Pyramid of Hate
This pyramid shows how hate can escalate into something more than just discrimination but into extermination.

8. Elements Leading to the Holocaust
Totalitarianism combined with Nationalism
History of Anti-Semitism
Defeat in World War I
Hitler’s belief in the Master Race

9. Totalitarianism
Centralized control by an autocratic authority and the political concept that the citizens should be totally subjected to an absolute state authority

10. Nationalism
Loyalty and devotion to a nation; and a sense of national consciousness exalting ones nation above all others and placing primary emphasis on promotion of its culture and interests as opposed to those of other nations or supranational groups.

11. Anti-Semitism
Hostility toward or discrimination against Jews as a religious, ethnic, or racial group.

12. The Holocaust- key facts
Germany invaded Poland in 1939, beginning World War II.
The Holocaust was the murder of six million Jews and millions of others by the Nazis during World War II.
Prewar European Jewish population: 9.5 million
Postwar European Jewish Population, 1950: 3.5 million

13. Chronology of Events
Mass killings began in June 1941 with the shooting of Jewish civilians during the German invasion of the Soviet Union.
At the end of 1941, the Germans began deporting Jews to killing centers in occupied Poland.
By May 1945, about two out of every three Jews in Europe had been murdered.
Liberation by the Allied troops occurred on April 11, 1945

14. What the Nazi’s did:
Made a decree for the protection of the people and the state, which eliminated a number of civil rights for those deemed “unacceptable” to the Nazis
Made a law against overcrowding of German Schools, effectively prohibiting the attendance of no more than 1.5% “non-Aryans in public schools and universities.
Made additional laws against Jews to protect “racial purity.”  Introduced the Nuremberg Laws in 1935.

15. What the Nazi’s did:
Sign used during the anti-Jewish boycott: "Help liberate Germany from Jewish capital. Don't buy in Jewish stores." Germany, 1933.

16. Nuremberg Laws Denied Jews civil rights and citizenship
Made intermarriage illegal
Made intimate liaisons between Jews and non-Jews a crime
These laws were also applied to Gypsies and the handicapped.

17. Master Race
Used in Nazism to designate a supposed master race of Non-Jewish Caucasians usually having Nordic features.
Blond hair and Blue eyes
Known as the Aryan Race
Chart Showing the Races of Germany

18. Creating the Aryan Race
Hitler spread his beliefs in racial "purity" and in the superiority of the "Germanic race" -- what he called an Aryan "master race.”
He pronounced that his race must remain pure in order to one day take over the world.  When Hitler and the Nazis came to power, these beliefs became the government ideology and were spread in publicly displayed posters, on the radio, in movies, in classrooms, and in newspapers.

19. Creating the Aryan Race
Nazi leaders viewed the Jews not as a religious group, but as a poisonous "race," which "lived off" the other races and weakened them.
After Hitler took power, Nazi teachers in school classrooms began to apply the "principles" of racial science. They measured skull size and nose length, and recorded the color of their pupils' hair and eyes to determine whether students belonged to the true "Aryan race."

20. Purifying the Aryan Race
Establishing racial descent by measuring an ear at the Kaiser Wilhelm Institute for Anthropology. Germany, date uncertain.

21. Key Events Leading up to Deportation:
Foreign Jews expelled
German troops occupy Hungary (Spring 1944)
Jews no longer allowed to own gold, jewels, objects of value.
Anti-Semitic events occur in Budapest
Attacks on Jewish shops and synagogues
Following Passover, Jewish leaders  are arrested

22. Key Events Leading up to Deportation:
Jews must wear the yellow star
No longer allowed to go into restaurants or cafés
Could not travel on the railway
Could not attend the synagogues
Curfew of 6:00 pm
Moved to the ghetto

23. What the Nazi’s did:
Jews expelled from homes to the ghetto

24. Ghetto An area within a city that all Jews were forced to live.
Food rations and living conditions were very poor.
Major Ghettos
Warsaw
Lodz
Kovno

25. Ghetto Life
View of the barbed-wire fence separating the Jewish ghetto from the rest of the city.
Altogether, the Germans created more than 400 ghettos in occupied territories.

26. Transportation
Discuss with a partner on how you believe the transportation of millions of people was actually able to take place?

27. What the Nazi’s did: Deportation by train to Concentration camps.
100+ people in one car
Doors were bolted shut
No place to sit down
Often people were forced to pay for their transportation
No food or water given.

28. Concentration Camps Types of Camps Major Camps Concentration/Labor
Extermination/Death
Major Camps
Dauchau-Buchenwald
Auschwitz
Treblinkia
Bikenau
Types of Camps
Concentration camps
Forced labor
Life in the camp was terrible
There was overcrowding
Low food rations
Prisoners underwent interrogations to discover and information
Cruel medical experiments conducted

29. Evidence of the Genocide
View of the electrified fence and main entrance to the Auschwitz I concentration camp. Auschwitz, Poland, 1945.

30. Evidence of the Genocide
One of many warehouses at Auschwitz in which the Germans stored clothing belonging to victims of the camp.

31. Evidence of the Genocide
A pile of victims’ shoes taken from prisoners.

32. Evidence of the Genocide
Prisoners stand in uniform during a roll call at the Buchenwald concentration camp. Buchenwald, Germany,

33. The Death Marches
Prisoners marching to a new concentration camp

34. Gas Chambers Many victims did not know of their death
Gas Chambers were referred to as Baths/Showers
Zyklon B – was used as a poison
Millions of people came to their deaths.

35. Crematoriums Prisoners were forced to staff the crematoriums.
Their job was to remove all valuables from the victims.

36. Survivors of Auschwitz

37. Unmistakable Inhumanity Survivors of Auschwitz April 11, 1945

38. Vocabulary Chapters 1-4
anecdote- a brief story about something interesting or funny in a person's life
billet- to assign lodging to
convalesce- to regain health and strength gradually after illness or weakness
farce- something that is ridiculous
harangue- a forceful or scolding speech or writing

39. Vocabulary Chapters 1-4 Continued…
pestilence- a contagious or infectious epidemic disease that spreads quickly and is often fatal
queue- a waiting line
reverie- the condition of being lost in thought
revoke- to put an end to (as a law, order, or privilege) by taking away or canceling
unremitting- not stopping

40. Vocabulary Chapters 6-9 apathy- lack of feeling or of interest
encumber- to place an excessive burden on
indifference- lack of feeling for or against something
livid- very angry
liquidate- to put an end to; to do away with

41. Journal Entry #1
How would you feel if you were told that unless you were a practicing Catholic with blonde hair and blue eyes, you were no longer allowed to attend school, get a diploma, or ever get a job that pays more than $5 per hour? Explain in at least one full paragraph.

42. Journal Entry #2
How strong do you think the instinct for self-preservation is? Do you think it could cause someone to be disloyal to friends and family? Explain in at least one full paragraph.

43. Journal Entry #6 The dictionary define genocide as:
GENOCIDE: a systematic killing of, or a program of action intended to destroy, a whole national or ethnic group.
Besides the Holocaust, can you think of another example of genocide in the world? Explain what you know about your example. How do you feel about genocide?

45. 5 Themes or Motifs to look for in the novel
1. Night: Pay attention to what happens at night and what that might symbolize.
2. Bearing Witness: Pay attention to which characters are witnesses and to what they bear witness.
3. Voice vs. Silence: Who has a voice and who chooses to remain silent?
4. Father-son Relationships: Pay attention to how Elie and his father’s relationship develops; in addition, notice other father-son relationships in the book.
5. Loss of faith: Notice how Elie’s faith in God changes as the book progresses.

46. Terms to know: Holocaust Genocide Ghetto Prejudice Discrimination Kapo
Gestapo
Zionism
Boches
Race
Ethnicity
Anti-Semitism
Euphemism
Fascism
Death/Concentration camp
Cabbala
Talmud

47. Night by Elie Wiesel- Day 2
Brainstorm key words
Read the article “Scapegoats”
Small groups or individually answer the related questions

48. What do these Words mean to you?
Prejudice
Stereotyping
Scapegoating

49. Night by Elie Wiesel- Day 3
Independently read “How to Detect and Analyze Propaganda”
Answer questions
Begin reading Chapter 1 of Night
Homework- finish reading chapter 1

50. Do Now List ways in which authors bring their characters to life.
What is the difference between static and dynamic characters?

51. Word Splash - use words in a summary
Madame Schachter
Auschwitz
18/40
humanity
Kaddish
work
furnace
faith A-1773
Buna

52. Share Your Group Responses
Physical
Social
Psychological
Elie Wiesel
Moshe the Beadle
Mr. Wiesel

53. Bio-Poem Directions
Write a bio-poem for one of the characters from your chart
Rewrite your poem neatly on white computer paper
Glue your poem to construction paper
Decorate or cut
Present
Hang on bulletin board

54. Questions ch 1 & 2
What steps did the Germans take to limit the Jews’ freedoms and deport them to the camps?
Why did the people refuse to believe Moshe’s story?
What do you think Mrs. Schachter’s young son feels and thinks about his mother’s outbursts and her beatings by the other people?
Do you think the other prisoners were wrong in how they reacted to her outbursts? Why?
How do you think you would react after being in such a small space?

55. Quotes on Motif Select one quote for each motif found in the novel
Write your quote down including speaker and page number
Explain why you picked it and why it is important
1. Night
2.Bearing Witness
3.Voice vs. Silence
4.Father-Son Relationships
5.Loss of Faith

56. Questions ch 5 & 6
Why does Elie regard the weak, starving prisoner as stronger than God?
How does Elie show his rebellion against God? Do you find this rebellion ironic?
What advice is given to the prisoners before a selection? Why is this advice given?
Why does Akiba Drumer lose the will to live?
What keeps Elie from allowing himself to die during the forward march?
Why does Juliek play his violin as he lies dying in the mass of bodies?

57. Sample Student One Pager

58. Sample Student One Pager

59. Review for Unit Test
Working with a partner list five characters (not Elie or his father) from the novel and explain how they are important or what function they served in the novel. Try relating their “story” to one of the motifs we discussed.
With your partner create a list of 20 plot events
Independently create 3 test questions and provide the correct answer.
Challenge your partner with each other’s questions.