The HOLOCAUst and Human Rights

1. The HOLOCAUst and Human Rights

2. The Holocaust and Human Rights • Read the NEW Long Term Learning Targets. • Write down the following daily targets: • I can determine the meaning of words related to the Holocaust and make connections to them. • I can begin to understand the roles people played during the Holocaust.

3. The Holocaust What was the Holocaust and why would we study it? • Watch the following: • http://tinyurl.com/2vvm9ms • Then read the article ‘Introduction to the Holocaust’ and ‘What was the Holocaust?’ found at • http://tinyurl.com/y48b2rq Answer the questions in your notebook.

4. Night read pp. 1-5 LOCATE TEXTUAL EVIDENCE TO ANSWER THE QUESTIONS. BE SURE TO REFERNCE THE PAGE # and PASSAGE WHEN YOU RESPOND. • Where does the story take place (city, country)? • Who is our narrator, what religion does he practice, and how old is he? • What year does the story start? • What happens to Moshe the Beadle? • How do the citizens of Sighet respond to the events that happen to Moshe?

5. Table Talk and Journal Response • Define the following terms: • Stereotypes, injustice, intolerance, bias • Define the following terms in your notebook with your table group. • Targets, Perpetrators, Bystanders, Ally, Resistors

6. Roles People Played • Use the chart and describe a time when you played that particular role or witnessed someone playing a particular role. Be specific. • Now…think about these roles and the behaviors. How might they be connected to the rise of Hitler and The Holocaust?

7. Learning Targets • I can organize my Night journal in order to gain a deeper understanding of the roles people played in the Holocaust AND the literary devices an author uses in order to impact the reader, the tone, and the mood. • I can read a text and determine key information to answer a prompt.

8. Unit Expectations • Review Expectations on website • Set up your NIGHT journal • Create a ‘cover’ page within your composition book. Look at the directions for what is included. • Glue/tape the “Literary Log” on the left side and the “BPRA log” on the right. BRING YOUR BOOK AND JOURNAL EVERYDAY!

9. Bystander, Perpetrator, Ally and Resistor Behavior • Locate examples of BPRA behavior. • Copy the passage and page #. • Explain: • How the behavior is an example of BPRA • Who and how it impacts others • If applicable, how the individual might have acted differently to change what was happening.

10. Identify the behavior “…one day they expelled all the foreign Jews from Sighet. …I heard a Jew behind me heave a sigh. ‘What can we expect?” he said. ‘It’s war….’ …The deportees were soon forgotten.”p. 3

11. Identify the behavior “People refused not only to believe his stories, but even to listen to them. …’Poor fellow. He’s gone mad.” p. 5 “I wanted to get back here. …I wanted to come back to Sighet to tell you the story of my death. So that you can prepare yourselves while there was still time. …I wanted to come back, and to warn you.” p. 5

12. Literary Devices – Author’s Tools • Literary devices are the tools of a writer. They help to deepen and strengthen the meaning of the work.

13. Vocab for Night • Review the defintions. • Grab a partner and 1 iPad. • Look up the literary devices to find: • An example or a drawing that will help you understand the literary device • Write or draw it in the box next to the term

14. Identifying Literary Terms • As you read Night, look for examples of the literary terms/devices below. • Write down the literary term and copy the sentence and page # after it. • Explain the impact that the literary device has on the reader OR how it reflects the author’s purpose – Why would the author use this? What impact does it have?

15. Literary Devices What literary device is Weisel using? “A tall man, in his thirties, crime written all over his forehead and his gaze. He looked at us as one would a pack of leprous dogs clinging to life” (p. 38). Imagery or a Simile. Imagery – ‘crime written all over his forehead and his gaze.’ He doesn’t literally have the word ‘crime’ written on his face. The image created is one where we understand this man is dangerous and no good. Simile – ‘looked at us as one would a pack of leprous dogs clinging to life.’ The author is comparing the group of them to ‘leprous dogs clinging to life’ which makes them seem sad, pathetic and something someone would want to avoid.

16. Literary devices – Why do author’s use them? Literary devices are the tools of a writer. They help to deepen and strengthen the meaning of the work. “So we beat on, boats against the current, borne back ceaselessly into the past.” F. Scott Fitzgerald, The Great Gatsby What device is the author using? • Alliteration is the repetition of sounds at the beginning of words. • Why would an author use this device? • When an author uses this literary device, it has two effects on the reader. First, it draws attention to and emphasizes the phrase and secondly, the sounds created can give a deeper meaning to what is written on the page. For example, some letter sounds are harsh and some are soft – an author might choose certain words with certain sounds to convey a deeper meaning.

17. “So we beat on, boats against the current, borne back ceaselessly into the past.” F. Scott Fitzgerald, The Great GatsbyWhat impact does this device have? • The author is using alliteration. He is repeating the ‘b’ sound. The repetition of the “b” sounds reinforces the initial idea of beating stated in the sentence, and creates a rhythm and sound within the line almost like a drum. Through alliteration, Fitzgerald supported the idea presented in the line by using the words within it to evoke a sense of rhythm and pounding against an object like a boat against waves.

18. What is the author using and why? This passage is from Night. The following references signs found on the fences in the concentration camps. • “At every step, white signs with black skulls looked down on us. The inscription: Warning! Danger of death.” (page 40). • This passage is an example of irony. No matter where anyone went in the camps, they were always in danger there. Even without the signs, they were still in danger. Every step they took, with or without signs, was great danger for them alland death was the most obvious danger either by starvation, disease, or extermination. • In using irony, Elie Wiesel is helping show the absurdity in what is happening. This is a world gone mad. If only the rest of the world had actually seen the ‘signs’ perhaps this horrible event in history would not have happened.

19. Reading Homework • Read through p. 36 by Monday. (Look at the Reading Schedule) • Identify 3-4 literary terms/devices when they are used in the memoir and explain impact. • Identify 3-4 examples of Bystander, Perpetrator, Ally, and Resistor behavior as you read and explain the impact.

20. Opener • Write an example of a literary device you found in the memoir on one side of the card. (This should be taken directly from the text.) • Write an example of Bystander, Perpetrator, Ally, Resistor behavior on the other side of the card. (This should be taken directly from the text.)

21. Film and Memoir • A film is… a story brought to life through moving images and sound. (Fictional but can be based on true life events) • A memoir is…a written account in which someone describes past TRUE experiences (usually only a portion of their life)

22. ThePianist and Night • Create a t-chart like the one below and list the ways in which the Jewish citizens in Warsaw, Poland began to lose their rights. The Pianist Night • How were Jews targeted? • Besides Nazis, who else were perpetrators? • Were there any allies or resistors? Who? • Were there any bystanders? Who? • How were Jews targeted? • Besides Nazis, who else were perpetrators? • Were there any allies or resistors? Who? • Were there any bystanders? Who?

23. So…how does this happen? Once Hitler comes to power, what factors and events contributed to the Holocaust? • Watch the beginning of The Pianist. As you view, keep a list of the ways in which the Jewish citizens in Warsaw, Poland began to lose their rights. • How were Jews targeted? • Besides Nazis, who else were perpetrators? • Were there any allies or resistors? Who? • Were there any bystanders? Who?

24. So…How does this happen? • Read pp. 1-20. As you read, keep a list of the ways in which the Jewish citizens in Sighet, Transylvania began to lose their rights. • How were Jews targeted? • Besides Nazis, who else were perpetrators? • Were there any allies or resistors? Who? • Were there any bystanders? Who?

25. Exit Ticket • What similarities and differences do you notice between the film and the memoir?

26. Jig Saw Reading- Experts • You are about to become an expert who understands the factors that allowed the Holocaust to occur. • With your group, read through the document. Underlinemain ideas and supporting details, circle key words while you read.

27. What events and factors led to the Holocaust? • Discuss with your group: • The Main Ideas • The Supporting Details • Key words that other students will need to know in order to understand the topic. • Write 2-3 paragraphs in which you explain how the topic you read about led to or contributed to the Holocaust. What will people need to know in order to better understand the topic you read about? Be prepared to share your expert knowledge with others.

28. Jig Saw – Sharing Information • Please get into groups with one person from each topic group. • Perpetrators and their actions: • Hitler Comes to Power • Nazi Propaganda • SS Police State • Nazi Racism • Indoctrinating Youth • Anti-Jewish Laws • Pogroms • As you listen to each other share out/read your paragraphs, take notes on the recording form. • DO NOT HAND YOUR PAPER TO ANOTHER STUDENT

29. Timed – Write Response • Explain the factors that contributed and led to the Holocaust. • What text structure will you use? • Graphically organize your thinking before you write.