Sunday, January 02, 2005
English II Archives Week of November 29 - December 17, 2004
Friday, December 17, 2004
I. Christmas Party!
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Thursday, December 16, 2004
I. Surprise Test "Night"
----------------------------------------
Wednesday, December 15, 2004
I. Reading Circles
Finish Reading "Night." Work in small groups (No more than 5 people)
II. Respond to questions
Write a journal entry that responds to three topics.
First, what internal conflicts did Eliezer struggle with the most
and how, if at all, did he overcome them? Second, what would
have been the greatest challenge for you to overcome had you
been in Eliezer's position? How would you have reacted differently?
Third, what general statements does this book make? What themes
are suggested? What is said about survival in the face of oppression?
Monday, December 13, 2004
I. Turn in "Who is responsible?" - Circle Graph(Pie Chart)
II. Discuss: Expository Response to Elie Wiesel's “Night” – 5 Paragraph Essay
Due Friday January 14, 2005 (Please include outline, rough draft & final draft)
Format: Typed, double-spaced. 1” margins, font style, Times New Roman or Arial, Size 12 font only!
Writing Standards 2.2 and 2.4
1) develop an interpretation which exhibits careful reading, understanding and insight
(2) organize the interpretation around several clear ideas, premises, or images
(3) develop and justify the interpretation through sustained use of examples and textual evidence
Exposition is a type written discourse that is used to explain, describe,
give information or inform. The author of an expository text mustn’t assume
that the reader or listener has prior knowledge or prior understanding of the topic
that is being discussed. One important point to keep in mind for the author is to try
to use words that clearly show what they are talking about rather then blatantly telling
the reader what is being discussed. Pretend the reader has never read the book “Night”
and doesn’t know anything about justice, forgiveness or the Holocaust. (Compare and
contrast, and/or discuss the problem/solution)
ESSAY TOPIC: No peace without Justice - No Justice without Forgiveness – Due 1/14
“Forgiveness is the fragrance that the violet sheds on the heal that has crushed it.”
-- Mark Twain
Think about the horrible things that the Nazi did in the story “Night.” Think
about reasons that made “Night” such a horrendous account! Write a paper
that examines the definition of power and that explores the differences between
justice and forgiveness. Can Elie Wiesel forgive the Nazis for what they have done?
Which action is a greater manifestation of powerful – being just or merciful? Be sure
to use specific details to support each of your reasons. Use vivid verbs and adjectives
to make your paper interesting to read. Use examples from the book “Night” to support
your paper.
Please consider the following account before composing your essay.
In Simon Wiesenthal’s book “The Sunflower,” Wiesenthal is imprisoned
in a Nazi concentration camp and unnervingly lays in an infirmary bedside
one of his captors, a dying Nazi soldier. Haunted by the crimes in which he
had participated, the Nazi soldier wants to confess to--and obtain forgiveness
from Wiesenthal --a Jew. This unusual encounter and moral dilemma it poses
raises fundamental questions about the limits and possibilities of absolution.
Can we forgive the repentant criminal? Can we forgive crimes committed against
others? What do we owe the victims? If we forgive the Nazis for their crimes
against mankind, than should we also pardon those that are responsible for 9/11?
Is there more power in righteousness or amnesty? These are the questions that
you will be exploring in your 5 – paragraph essay.
III. Book Report #2 - Handout
Friday, December 10, 2004
I. Hand in the following assignments
A. "Night" Chapter 4 Study Questions
B. Vocabulary Definitions
C. "Night" WebQuest (13 paragraphs, typed)
II. Vocabulary Quiz
III. Journal #2 - Write 1/2 Page
Should groups that are unpopular or seen as
immoral be protected by the American Constitution?
At what point should a certain group not receive
constitutional protection? Should hate groups
such as the Ku Klux Klan and the American Nazi
Party receive protection to exist and speak out
under the First Amendment? Support your answer
with examples from history and from cases
that have commented on these topics.
IV. Film Clips - "Schindler's List" - Power
Dialogue from the Movie Schindler's List
Oskar Schindler: Power is when we have every justification to kill, and we don't.
Amon Goeth: You think that's power?
Oskar Schindler: That's what the Emperor said. A man steals something, he's
brought in before the Emperor, he throws himself down on the ground. He begs for
his life, he knows he's going to die. And the Emperor... pardons him.
This worthless man, he lets him go.
V. Respond to Film Clip by brainstorming essay ideas with a partner.
You will be given the official essay prompt on Monday, 12/13
VI. Book Report #2
You will receive guidelines for your next
book report on Monday, 12/13
Anyone interested in reading the following graphic
novel(s) for Book Report #2, please see me - Mr. Marzo
"Maus" is the story of Vladek Spiegelman, a Jewish survivor of Hitler's Europe, and
his son, a cartoonist coming to terms with his father's story. Maus approaches the
unspeakable through the diminutive. Its form, the cartoon (the Nazis are cats, the Jews mice),
shocks us out of any lingering sense of familiarity and succeeds in "drawing us closer to the
bleak heart of the Holocaust" (New York Times). Maus is a haunting tale within a tale.
Vladek's harrowing story of survival is woven into the author's account of his tortured
relationship with his aging father. Against the backdrop of guilt brought by survival,
they stage a normal life of small arguments and unhappy visits. This astonishing
retelling of our century's grisliest news is a story of survival, not only of Vladek but
of the children who survive even the survivors. Maus studies the bloody pawprints of
history and tracks its meaning for all of us. Winner of the Pulitzer Prize
---------------------------------------------------------------
Thursday, December 9, 2004
I. Vocabulary Review
1. Abase - humiliate
2. Abet - support
3. Abeyance - suspension
4. Abjure - repudiate, take back
5. Abomination - something despised
6. Aboriginal - native
7. Abound- be very numerous
8. Abrogate- abolish
9. Accede- give in
10. Accentuate- emphasize
II. Who is responsible? - Due Monday, 12/13
Directions:
You will be determining who was responsible for creating
the Holocaust and to what extent they are guilty of crimes
against humanity.
Create a circle graph in which you assign the person(s) listed
the percentage of responsibility you believe they should bear
for the Holocaust.
Sample Circle Graph (Divide into 10 sections)
Remember, all percentages must add up to 100%. Use the colors
listed for each section of your graph. After you have made the
designations of responsibility for each person(s), you must also
provide a written explanation as to why you assigned that amount.
(Don’t give me responses such as, "That’s just the way it adds up
to 100%. This will not earn you credit.)
RED: Residents of Auschwitz and other towns near concentration
camps who knew about the camps but did nothing to stop them.
BLUE: Minor Nazi soldiers who carried out the mass
extermination orders without questioning their superiors.
GREEN: Hitler, the leader of the German nation
who hated Jews and wanted them destroyed.
YELLOW: German citizens who voted for Hitler and the Nazi
Party to revitalize their morally and economically depressed country.
ORANGE: The Jews who did not try to escape.
PURPLE: Top SS officers who designed
and executed the "final solution" for Hitler.
BROWN: Non-Jewish Europeans who turned against their
Jewish friends and fellow citizens for fear that they too would
be imprisoned as Jewish sympathizers.
WHITE: Leaders of the Allied countries who saw evidence of
the Holocaust but refused to get involved or voice opposition
to Hitler's plan of extermination.
PINK: Churches of all denominations who remained silent
and refused to intervene when confronted with evidence of the Holocaust.
BLACK: Yahweh, the God of the Jewish faith, who seemed
absent and silent during this destruction of His chosen people.
III. Use classroom computers to work on the
"Night" Web Quest. NEW due date - Friday, 12/10
-------------------------------------------------------
Wednesday, December 8, 2004
ANNOUNCMENT!
I am giving all students an extension on the "Night: Web Quest"
that we began last week. The NEW due date is Friday, 12/10
(All 13 paragraphs will be do on this day. No exceptions!)
I. Finish Reading "Night" Chapter 4
together in class. Pages 54-62
(Popcorn Reading)
II. Chapter 4 Study Questions - Due Friday 12/10
Students copy questions on their own sheet of
paper and provide answers in complete sentences.
1. Describe Elie's encounter with the dentist.
2. What did Elie Wiesel do when Idek hit his father?
What was he thinking?
3. Who took Elie's gold tooth? Why did Elie give it up?
4. What were the only things in which Elie took an interest?
5. How did Elie describe the men after the air raid?
6. What happened to the young man from Warsaw? Why?
7. How did Elie say the soup tasted the night
the pipel (young servant boy) was hanged?
III. Students can use the classroom computers
(once the reading for "Night" Chapter 4 has been
completed.) to work on the "Night" Web Quest
that they began last week. NEW due date - Friday, 12/10
--------------------------------------------
Tuesday, December 7, 2004
I. Vocabulary - Write definitions for all 10 words
Abase, Abet, Abeyance, Abjure, Abomination,
Aboriginal, Abound, Abrogate, Accede, Accentuate
II. Read "Night" Chapter 4 together in class. Pages 45-54
III. Use Classroom computers to work on
the "Night" Web Quest that we began
last week. NEW due date - Friday, 12/10
--------------------------------------
Monday, December 6, 2004
I. Essential Question: Elie Wiesel's experiences
teach us that we can learn from history, but we
must ask ourselves if we have done so.
The Holocaust happened a long time
ago so what does it have to do with me?
Like many young men and women at the start
of World War II, you are just living your daily life
going to school, playing ball, trying to get a date
with that special someone, or planning your sweet
sixteen birthday party. What happens if one day it is
all gone because you are American? Like those
young people at the beginning of World War II, your
country is now engaged in a war with a dictator. For
Jewish teens in the 1940's, the war was far away and
they did not think that their life would ever be effected.
It was--forever.
Your Task:
The following web quest will ask you to discover the
story of Elie Weisel's life and analyze why it is so
significant for contemporary society to never forget
that the Holocaust occured. Begin your journey by
retracing the story of Elie Weisel's life and then
examine current stories of atrocities directed at
others due to their religion or race.
The complete project is due on Friday, December 10th.
Part One: Who is Elie Wiesel?
http://xroads.virginia.edu/~CAP/HOLO/ELIEBIO.HTM
Journal Assignment: Write a personal response to the
story of Elie Wiesel's life. Imagine and explain how
what you think you would do if you were in his shoes.
(Three paragraphs in length.)
Part Two: Where did in Europe did this occur?
http://history1900s.about.com/library/holocaust/blmap.htm
Using the map at this link, re-create Elie's journey from
Sighet to Aushwitz to Buchenwald. How far did he go,
physically, from his home? How were he and his family
transported? Speculate about how you think you would
have survived that journey. (Two paragraphs in length.)
Part Three: What was selection? How did this effect Elie?
http://www.crimelibrary.com/serial_killers/history/mengele/aus_4.html?sect=6
http://www.pbs.org/wgbh/nova/teachers/activities/2204_nazidesi_01.html
http://fcit.coedu.usf.edu/holocaust/timeline/camps.htm
Define selection and explain, what significance it had
for the victims. Why did and Elie and his father lie about
their ages? Dr. Mengele selected those who were immediately
condemmed and those who were sent to labor camps, describe
Elie's experience with Dr. Mengele (Two paragraphs in length.)
Part Four: Personal Accounts
http://www.ushmm.org/museum/exhibit/online/phistories/
Select one story from this web-site by a young person
from this website and in three paragraphs, write your
personal reaction to this brief slice of personal history.
How did it make you feel? What would you do?
Do you think you could survive?
Part Five: Current Events
www.cnn.com
www.historychannel.com
In many parts of the world over the last ten years, there
have been stories about atrocities all commited in the
name of politics, revenge, god, and power. Using various
sources such as CNN, Time magazine, The Atlantic Monthly,
The History Channel, and The Learning Channel, examine
what has happened in Rwanda, South Africa; to the Kurds in
Iraq; to the Japanese in America during World War Two, and
in the Congo. Using that information and the novel, Night, as
your focus, discuss whether or not your think events like the
Holocaust or other atrocities can be prevented? (Three paragraphs)
All assignments that were given on last
Friday will be due on Friday December 10th.
---------------------------------------------
Friday, December 3, 2004
Meet in classroom for instruction then go to Library/Computer Lab
----------------------------------------------------------
Monday, November 29, 2004
I. GUEST SPEAKER - Meet in Library
Holocaust survivor: Dorothy Greenstein
Answer questions based on the presentation - Due Tuesday 11/30
1) When speaking about the "Holocaust," what time period are we referring to?
2) How many Jews were murdered during the Holocaust?
3) How old was Dorthy when the Holocaust began?
4) What country did she live in during the Holocaust ?
5) What did her father do for a living?
6) What was the name of the ghetto that she lived in?
7) How did the Germans define who was Jewish?
8) Why did a German Soldier help Dorthy over the fence at the ghetto border?
9) What spiritual entity does Dorthy believe in?
10) Why were the Jews singled out for extermination?
11) Descibe the only time that Dorthy (age 11) lost hope
12) Did the Jews in Europe realize what was going to happen to them?
13) Did the Jews try to fight against the Nazis?
II. Write a 1/2 page response about the presentation Due Tuesday 11/30
--------------------------------------------
Tuesday, November 30, 2004
Meet in classroom for instruction
then go to Library:Computer Lab
NIGHT by Elie Wiesel
1. surname.............. a family name
2. encumbered........ hindered; restricted
3. insignificant......... trivial; not important
4. profoundly.............absolutely; in an unqualified way
5. deportees .............. people who are expelled from a country
6. emigration ...............leaving one area to settle in another
7. treatise .....................written discussion of a topic
8. anecdotes .................. short, humorous stories
9. melancholy .................... sadness; depression
New Vocabulary Words Part II: Quiz on all words Friday 12-03
Match vocabulary words to their dictionary definitions
1. constraint A. necessary supplies, such as food
2. provisions B. coaxing by flattery
3. hermetically C. clear understanding
4. pestilential D. known widely and unfavorably; infamous
5. notorious E. restrictions
6. devoid F. an eyeglass for one eye
7. monocle G. likely to cause an epidemic disease
8. lucidity H. completely lacking or empty
9. convalescent I. returning to health after an illness
10. blandishments J. sealed against the entry or escape of air
After matching the new words (1-10), Write one complete
sentence for each of the 19 words (old and new)
Due Thursday 12/02 - Vocab Quiz Review to follow
II. READ together in class "NIGHT" Section 2 pages 21-26
What we don't finish reading in class will be homework
III. Study Questions "Night" Section 2 - Due Wed. 12/01
1. To what did Wiesel compare the world?
2. What was foreshadowed by Madame Schacter’s nightmare?
3. How did the other people in the car react to Madame Schächter?
4. What did some of the passengers do to quiet Madame Schacter?
5. Explain, “our eyes were opened, but too late.”
6. Where did the train finally stop?
7. What did the Jews in the train car
discover when they looked out the window?
8. When did Wiesel say the travelers left their illusions behind?
9. Which notorious SS officer did they meet at Auschwitz?
10. What was Elie's main thought as the men
and women were being herded from the train?
11. What prayer were the people saying? Why was it unusual?
12. What did Elie do when the gypsy struck his father?
Why? What was his father's response?
13. How long were Elie and his father at Auschwitz?
Where did they go after that?
14. Explain, “our eyes were opened, but too late.”
Where was the train at this point?
IV. Project: Cartoon-Truth or Tale - Complete in library Tuesday 11/30
Click on the link below to view a copy
of the "Cartoon Analysis WorkSheet"
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html
V. Review the "Nazi Propaganda Illustrations"
found at the following web sites:
I. Hand in Study Questions "Night" Section 2
II. Journal Prompt #1 - "Uprising"
Watch clip from the film "The Pianist"
Write 1/2 page response.
What was your reaction to the clip?
How would it feel to be in the main
character's shoes?
III. READ together in class
"NIGHT" Section 3 pages 27-43
What we don't finish reading in class will be homework
IV. Study Questions "Night" Section 3 - Due Fri. 12/03
Chapter 3 - pp. 27-43
1. When questioned by the S.S. Officer, why
did Elie lie about his age and occupation?
2. What was the first horrifying
sight that Elie at first disbelieved?
3. Explain what Elie meant when he said, “Never shall
I forget these flames which consumed my faith forever.”
4. How had Elie changed in a short time?
5. What was Elie’s first impression
of Auschwitz after leaving Birkenau?
6. What was the “compulsory formality”
at the entrance to all camps?
7. What sort of identification was used on the prisoners?
8. Why was the prisoner in charge of
Elie’s block removed from this position?
9. What were the prisoners’ rations at each meal?
10.What was Bela Katz forced to do
once he was chosen for his strength?
by clicking on the link below
http://www.auschwitz.dk/index.htm
-------------------------------------------
Thursday, December 2, 2004
I. Finish Watching "The Last Days"
II. Review for Friday's Vocabulary Quiz
III. Essential Question: Elie Wiesel's experiences
teach us that we can learn from history, but we
must ask ourselves if we have done so.
The Holocaust happened a long time
ago so what does it have to do with me?
Like many young men and women at the start
of World War II, you are just living your daily life
going to school, playing ball, trying to get a date
with that special someone, or planning your sweet
sixteen birthday party. What happens if one day it is
all gone because you are American? Like those
young people at the beginning of World War II, your
country is now engaged in a war with a dictator. For
Jewish teens in the 1940's, the war was far away and
they did not think that their life would ever be effected.
It was--forever.
Your Task:
The following web quest will ask you to discover the
story of Elie Weisel's life and analyze why it is so
significant for contemporary society to never forget
that the Holocaust occured. Begin your journey by
retracing the story of Elie Weisel's life and then
examine current stories of atrocities directed at
others due to their religion or race.
The complete project is due on Wed, December 8th.
Part One: Who is Elie Wiesel?
http://xroads.virginia.edu/~CAP/HOLO/ELIEBIO.HTM
Journal Assignment: Write a personal response to the
story of Elie Wiesel's life. Imagine and explain how
what you think you would do if you were in his shoes.
(Three paragraphs in length.)
Part Two: Where did in Europe did this occur?
http://history1900s.about.com/library/holocaust/blmap.htm
Using the map at this link, re-create Elie's journey from
Sighet to Aushwitz to Buchenwald. How far did he go,
physically, from his home? How were he and his family
transported? Speculate about how you think you would
have survived that journey. (Two paragraphs in length.)
Part Three: What was selection? How did this effect Elie?
http://www.crimelibrary.com/serial_killers/history/mengele/aus_4.html?sect=6
http://www.pbs.org/wgbh/nova/teachers/activities/2204_nazidesi_01.html
http://fcit.coedu.usf.edu/holocaust/timeline/camps.htm
Define selection and explain, what significance it had
for the victims. Why did and Elie and his father lie about
their ages? Dr. Mengele selected those who were immediately
condemmed and those who were sent to labor camps, describe
Elie's experience with Dr. Mengele (Two paragraphs in length.)
Part Four: Personal Accounts
http://www.ushmm.org/museum/exhibit/online/phistories/
Select one story from this web-site by a young person
from this website and in three paragraphs, write your
personal reaction to this brief slice of personal history.
How did it make you feel? What would you do?
Do you think you could survive?
Part Five: Current Events
www.cnn.com
www.historychannel.com
In many parts of the world over the last ten years, there
have been stories about atrocities all commited in the
name of politics, revenge, god, and power. Using various
sources such as CNN, Time magazine, The Atlantic Monthly,
The History Channel, and The Learning Channel, examine
what has happened in Rwanda, South Africa; to the Kurds in
Iraq; to the Japanese in America during World War Two, and
in the Congo. Using that information and the novel, Night, as
your focus, discuss whether or not your think events like the
Holocaust or other atrocities can be prevented? (Three paragraphs)
All assignments given on Friday
will be due on Friday, December 10th.
---------------------------------------------
Friday, December 3, 2004
Meet in classroom for instruction then go to Library/Computer Lab
----------------------------------------------------------
I. Christmas Party!
----------------------------------------
Thursday, December 16, 2004
I. Surprise Test "Night"
----------------------------------------
Wednesday, December 15, 2004
I. Reading Circles
Finish Reading "Night." Work in small groups (No more than 5 people)
II. Respond to questions
Write a journal entry that responds to three topics.
First, what internal conflicts did Eliezer struggle with the most
and how, if at all, did he overcome them? Second, what would
have been the greatest challenge for you to overcome had you
been in Eliezer's position? How would you have reacted differently?
Third, what general statements does this book make? What themes
are suggested? What is said about survival in the face of oppression?
Monday, December 13, 2004
I. Turn in "Who is responsible?" - Circle Graph(Pie Chart)
II. Discuss: Expository Response to Elie Wiesel's “Night” – 5 Paragraph Essay
Due Friday January 14, 2005 (Please include outline, rough draft & final draft)
Format: Typed, double-spaced. 1” margins, font style, Times New Roman or Arial, Size 12 font only!
Writing Standards 2.2 and 2.4
1) develop an interpretation which exhibits careful reading, understanding and insight
(2) organize the interpretation around several clear ideas, premises, or images
(3) develop and justify the interpretation through sustained use of examples and textual evidence
Exposition is a type written discourse that is used to explain, describe,
give information or inform. The author of an expository text mustn’t assume
that the reader or listener has prior knowledge or prior understanding of the topic
that is being discussed. One important point to keep in mind for the author is to try
to use words that clearly show what they are talking about rather then blatantly telling
the reader what is being discussed. Pretend the reader has never read the book “Night”
and doesn’t know anything about justice, forgiveness or the Holocaust. (Compare and
contrast, and/or discuss the problem/solution)
ESSAY TOPIC: No peace without Justice - No Justice without Forgiveness – Due 1/14
“Forgiveness is the fragrance that the violet sheds on the heal that has crushed it.”
-- Mark Twain
Think about the horrible things that the Nazi did in the story “Night.” Think
about reasons that made “Night” such a horrendous account! Write a paper
that examines the definition of power and that explores the differences between
justice and forgiveness. Can Elie Wiesel forgive the Nazis for what they have done?
Which action is a greater manifestation of powerful – being just or merciful? Be sure
to use specific details to support each of your reasons. Use vivid verbs and adjectives
to make your paper interesting to read. Use examples from the book “Night” to support
your paper.
Please consider the following account before composing your essay.
In Simon Wiesenthal’s book “The Sunflower,” Wiesenthal is imprisoned
in a Nazi concentration camp and unnervingly lays in an infirmary bedside
one of his captors, a dying Nazi soldier. Haunted by the crimes in which he
had participated, the Nazi soldier wants to confess to--and obtain forgiveness
from Wiesenthal --a Jew. This unusual encounter and moral dilemma it poses
raises fundamental questions about the limits and possibilities of absolution.
Can we forgive the repentant criminal? Can we forgive crimes committed against
others? What do we owe the victims? If we forgive the Nazis for their crimes
against mankind, than should we also pardon those that are responsible for 9/11?
Is there more power in righteousness or amnesty? These are the questions that
you will be exploring in your 5 – paragraph essay.
III. Book Report #2 - Handout
IV. READ “NIGHT” Section 5, pages 63-80
V. HOMEWORK - Answer Questions 1 - 9 Due Tuesday, 12/14
1. What did the men do on the eve of Rosh Hashana?
2. How did Elie feel while the others were praying?
3. What was Elie's decision about fasting on Yom Kippur?
Why did he make that decision?
4. What was Elie's "inheritance" from his father? Why was his father giving it to him?
5. Did the men remember to say the Kaddish for Akiba Drumer?
6. What did Elie dream of when he dreamed of a better world?
7. What happened to the patients who stayed in the hospital instead of being evacuated?
8. What was the last thing the head of the block ordered the men to do before they evacuated?
9. What was the weather like during the evacuation?
Friday, December 10, 2004
I. Hand in the following assignments
A. "Night" Chapter 4 Study Questions
B. Vocabulary Definitions
C. "Night" WebQuest (13 paragraphs, typed)
II. Vocabulary Quiz
III. Journal #2 - Write 1/2 Page
Should groups that are unpopular or seen as
immoral be protected by the American Constitution?
At what point should a certain group not receive
constitutional protection? Should hate groups
such as the Ku Klux Klan and the American Nazi
Party receive protection to exist and speak out
under the First Amendment? Support your answer
with examples from history and from cases
that have commented on these topics.
IV. Film Clips - "Schindler's List" - Power
Dialogue from the Movie Schindler's List
Oskar Schindler: Power is when we have every justification to kill, and we don't.
Amon Goeth: You think that's power?
Oskar Schindler: That's what the Emperor said. A man steals something, he's
brought in before the Emperor, he throws himself down on the ground. He begs for
his life, he knows he's going to die. And the Emperor... pardons him.
This worthless man, he lets him go.
V. Respond to Film Clip by brainstorming essay ideas with a partner.
You will be given the official essay prompt on Monday, 12/13
VI. Book Report #2
You will receive guidelines for your next
book report on Monday, 12/13
Anyone interested in reading the following graphic
novel(s) for Book Report #2, please see me - Mr. Marzo
"Maus" is the story of Vladek Spiegelman, a Jewish survivor of Hitler's Europe, and
his son, a cartoonist coming to terms with his father's story. Maus approaches the
unspeakable through the diminutive. Its form, the cartoon (the Nazis are cats, the Jews mice),
shocks us out of any lingering sense of familiarity and succeeds in "drawing us closer to the
bleak heart of the Holocaust" (New York Times). Maus is a haunting tale within a tale.
Vladek's harrowing story of survival is woven into the author's account of his tortured
relationship with his aging father. Against the backdrop of guilt brought by survival,
they stage a normal life of small arguments and unhappy visits. This astonishing
retelling of our century's grisliest news is a story of survival, not only of Vladek but
of the children who survive even the survivors. Maus studies the bloody pawprints of
history and tracks its meaning for all of us. Winner of the Pulitzer Prize
---------------------------------------------------------------
Thursday, December 9, 2004
I. Vocabulary Review
1. Abase - humiliate
2. Abet - support
3. Abeyance - suspension
4. Abjure - repudiate, take back
5. Abomination - something despised
6. Aboriginal - native
7. Abound- be very numerous
8. Abrogate- abolish
9. Accede- give in
10. Accentuate- emphasize
II. Who is responsible? - Due Monday, 12/13
Directions:
You will be determining who was responsible for creating
the Holocaust and to what extent they are guilty of crimes
against humanity.
Create a circle graph in which you assign the person(s) listed
the percentage of responsibility you believe they should bear
for the Holocaust.
Sample Circle Graph (Divide into 10 sections)
Remember, all percentages must add up to 100%. Use the colors
listed for each section of your graph. After you have made the
designations of responsibility for each person(s), you must also
provide a written explanation as to why you assigned that amount.
(Don’t give me responses such as, "That’s just the way it adds up
to 100%. This will not earn you credit.)
RED: Residents of Auschwitz and other towns near concentration
camps who knew about the camps but did nothing to stop them.
BLUE: Minor Nazi soldiers who carried out the mass
extermination orders without questioning their superiors.
GREEN: Hitler, the leader of the German nation
who hated Jews and wanted them destroyed.
YELLOW: German citizens who voted for Hitler and the Nazi
Party to revitalize their morally and economically depressed country.
ORANGE: The Jews who did not try to escape.
PURPLE: Top SS officers who designed
and executed the "final solution" for Hitler.
BROWN: Non-Jewish Europeans who turned against their
Jewish friends and fellow citizens for fear that they too would
be imprisoned as Jewish sympathizers.
WHITE: Leaders of the Allied countries who saw evidence of
the Holocaust but refused to get involved or voice opposition
to Hitler's plan of extermination.
PINK: Churches of all denominations who remained silent
and refused to intervene when confronted with evidence of the Holocaust.
BLACK: Yahweh, the God of the Jewish faith, who seemed
absent and silent during this destruction of His chosen people.
III. Use classroom computers to work on the
"Night" Web Quest. NEW due date - Friday, 12/10
-------------------------------------------------------
Wednesday, December 8, 2004
ANNOUNCMENT!
I am giving all students an extension on the "Night: Web Quest"
that we began last week. The NEW due date is Friday, 12/10
(All 13 paragraphs will be do on this day. No exceptions!)
I. Finish Reading "Night" Chapter 4
together in class. Pages 54-62
(Popcorn Reading)
II. Chapter 4 Study Questions - Due Friday 12/10
Students copy questions on their own sheet of
paper and provide answers in complete sentences.
1. Describe Elie's encounter with the dentist.
2. What did Elie Wiesel do when Idek hit his father?
What was he thinking?
3. Who took Elie's gold tooth? Why did Elie give it up?
4. What were the only things in which Elie took an interest?
5. How did Elie describe the men after the air raid?
6. What happened to the young man from Warsaw? Why?
7. How did Elie say the soup tasted the night
the pipel (young servant boy) was hanged?
III. Students can use the classroom computers
(once the reading for "Night" Chapter 4 has been
completed.) to work on the "Night" Web Quest
that they began last week. NEW due date - Friday, 12/10
--------------------------------------------
Tuesday, December 7, 2004
I. Vocabulary - Write definitions for all 10 words
Abase, Abet, Abeyance, Abjure, Abomination,
Aboriginal, Abound, Abrogate, Accede, Accentuate
II. Read "Night" Chapter 4 together in class. Pages 45-54
III. Use Classroom computers to work on
the "Night" Web Quest that we began
last week. NEW due date - Friday, 12/10
--------------------------------------
Monday, December 6, 2004
I. Essential Question: Elie Wiesel's experiences
teach us that we can learn from history, but we
must ask ourselves if we have done so.
The Holocaust happened a long time
ago so what does it have to do with me?
Like many young men and women at the start
of World War II, you are just living your daily life
going to school, playing ball, trying to get a date
with that special someone, or planning your sweet
sixteen birthday party. What happens if one day it is
all gone because you are American? Like those
young people at the beginning of World War II, your
country is now engaged in a war with a dictator. For
Jewish teens in the 1940's, the war was far away and
they did not think that their life would ever be effected.
It was--forever.
Your Task:
The following web quest will ask you to discover the
story of Elie Weisel's life and analyze why it is so
significant for contemporary society to never forget
that the Holocaust occured. Begin your journey by
retracing the story of Elie Weisel's life and then
examine current stories of atrocities directed at
others due to their religion or race.
The complete project is due on Friday, December 10th.
Part One: Who is Elie Wiesel?
http://xroads.virginia.edu/~CAP/HOLO/ELIEBIO.HTM
Journal Assignment: Write a personal response to the
story of Elie Wiesel's life. Imagine and explain how
what you think you would do if you were in his shoes.
(Three paragraphs in length.)
Part Two: Where did in Europe did this occur?
http://history1900s.about.com/library/holocaust/blmap.htm
Using the map at this link, re-create Elie's journey from
Sighet to Aushwitz to Buchenwald. How far did he go,
physically, from his home? How were he and his family
transported? Speculate about how you think you would
have survived that journey. (Two paragraphs in length.)
Part Three: What was selection? How did this effect Elie?
http://www.crimelibrary.com/serial_killers/history/mengele/aus_4.html?sect=6
http://www.pbs.org/wgbh/nova/teachers/activities/2204_nazidesi_01.html
http://fcit.coedu.usf.edu/holocaust/timeline/camps.htm
Define selection and explain, what significance it had
for the victims. Why did and Elie and his father lie about
their ages? Dr. Mengele selected those who were immediately
condemmed and those who were sent to labor camps, describe
Elie's experience with Dr. Mengele (Two paragraphs in length.)
Part Four: Personal Accounts
http://www.ushmm.org/museum/exhibit/online/phistories/
Select one story from this web-site by a young person
from this website and in three paragraphs, write your
personal reaction to this brief slice of personal history.
How did it make you feel? What would you do?
Do you think you could survive?
Part Five: Current Events
www.cnn.com
www.historychannel.com
In many parts of the world over the last ten years, there
have been stories about atrocities all commited in the
name of politics, revenge, god, and power. Using various
sources such as CNN, Time magazine, The Atlantic Monthly,
The History Channel, and The Learning Channel, examine
what has happened in Rwanda, South Africa; to the Kurds in
Iraq; to the Japanese in America during World War Two, and
in the Congo. Using that information and the novel, Night, as
your focus, discuss whether or not your think events like the
Holocaust or other atrocities can be prevented? (Three paragraphs)
All assignments that were given on last
Friday will be due on Friday December 10th.
---------------------------------------------
Friday, December 3, 2004
Meet in classroom for instruction then go to Library/Computer Lab
----------------------------------------------------------
Monday, November 29, 2004
I. GUEST SPEAKER - Meet in Library
Holocaust survivor: Dorothy Greenstein
Answer questions based on the presentation - Due Tuesday 11/30
1) When speaking about the "Holocaust," what time period are we referring to?
2) How many Jews were murdered during the Holocaust?
3) How old was Dorthy when the Holocaust began?
4) What country did she live in during the Holocaust ?
5) What did her father do for a living?
6) What was the name of the ghetto that she lived in?
7) How did the Germans define who was Jewish?
8) Why did a German Soldier help Dorthy over the fence at the ghetto border?
9) What spiritual entity does Dorthy believe in?
10) Why were the Jews singled out for extermination?
11) Descibe the only time that Dorthy (age 11) lost hope
12) Did the Jews in Europe realize what was going to happen to them?
13) Did the Jews try to fight against the Nazis?
II. Write a 1/2 page response about the presentation Due Tuesday 11/30
--------------------------------------------
Tuesday, November 30, 2004
Meet in classroom for instruction
then go to Library:Computer Lab
NIGHT by Elie Wiesel
Hand in Guest Speaker questions and 1/2 page response - Due Today
I. Vocabulary Part I
- Quiz on all 19 words Friday 12-031. surname.............. a family name
2. encumbered........ hindered; restricted
3. insignificant......... trivial; not important
4. profoundly.............absolutely; in an unqualified way
5. deportees .............. people who are expelled from a country
6. emigration ...............leaving one area to settle in another
7. treatise .....................written discussion of a topic
8. anecdotes .................. short, humorous stories
9. melancholy .................... sadness; depression
New Vocabulary Words Part II: Quiz on all words Friday 12-03
Match vocabulary words to their dictionary definitions
1. constraint A. necessary supplies, such as food
2. provisions B. coaxing by flattery
3. hermetically C. clear understanding
4. pestilential D. known widely and unfavorably; infamous
5. notorious E. restrictions
6. devoid F. an eyeglass for one eye
7. monocle G. likely to cause an epidemic disease
8. lucidity H. completely lacking or empty
9. convalescent I. returning to health after an illness
10. blandishments J. sealed against the entry or escape of air
After matching the new words (1-10), Write one complete
sentence for each of the 19 words (old and new)
Due Thursday 12/02 - Vocab Quiz Review to follow
II. READ together in class "NIGHT" Section 2 pages 21-26
What we don't finish reading in class will be homework
III. Study Questions "Night" Section 2 - Due Wed. 12/01
1. To what did Wiesel compare the world?
2. What was foreshadowed by Madame Schacter’s nightmare?
3. How did the other people in the car react to Madame Schächter?
4. What did some of the passengers do to quiet Madame Schacter?
5. Explain, “our eyes were opened, but too late.”
6. Where did the train finally stop?
7. What did the Jews in the train car
discover when they looked out the window?
8. When did Wiesel say the travelers left their illusions behind?
9. Which notorious SS officer did they meet at Auschwitz?
10. What was Elie's main thought as the men
and women were being herded from the train?
11. What prayer were the people saying? Why was it unusual?
12. What did Elie do when the gypsy struck his father?
Why? What was his father's response?
13. How long were Elie and his father at Auschwitz?
Where did they go after that?
14. Explain, “our eyes were opened, but too late.”
Where was the train at this point?
IV. Project: Cartoon-Truth or Tale - Complete in library Tuesday 11/30
Click on the link below to view a copy
of the "Cartoon Analysis WorkSheet"
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html
V. Review the "Nazi Propaganda Illustrations"
found at the following web sites:
http://fcit.coedu.usf.edu/holocaust/arts/ARTPROP.HTM
http://motlc.wiesenthal.com/albums/palbum/p03/a0177p3.html
VI. Fill in the "Cartoon Analysis WorkSheet"
as you review the web sites. Due Wed. 12/01
1) Describe the action taking place in the cartoon.
2) Explain how the words in the cartoon clarify the symbols.
3) Explain the message of the cartoon.
4) What special interest groups would agree/disagree with the cartoon's message? Why?
VII. Create or find a cartoon depicting a message of
propaganda relating to current events and that
parallels [to some degree] with the Holocaust.
Due Friday, 12/03
Due Friday, 12/03
1) Describe the action taking place in the cartoon.
2) Explain how the words in the cartoon clarify the symbols.
3) Explain the message of the cartoon.
4) What special interest groups would agree/
disagree with the cartoon's message? Why?
--------------------------------------------------------
I. Hand in Study Questions "Night" Section 2
II. Journal Prompt #1 - "Uprising"
Watch clip from the film "The Pianist"
Write 1/2 page response.
What was your reaction to the clip?
How would it feel to be in the main
character's shoes?
III. READ together in class
"NIGHT" Section 3 pages 27-43
What we don't finish reading in class will be homework
IV. Study Questions "Night" Section 3 - Due Fri. 12/03
Chapter 3 - pp. 27-43
1. When questioned by the S.S. Officer, why
did Elie lie about his age and occupation?
2. What was the first horrifying
sight that Elie at first disbelieved?
3. Explain what Elie meant when he said, “Never shall
I forget these flames which consumed my faith forever.”
4. How had Elie changed in a short time?
5. What was Elie’s first impression
of Auschwitz after leaving Birkenau?
6. What was the “compulsory formality”
at the entrance to all camps?
7. What sort of identification was used on the prisoners?
8. Why was the prisoner in charge of
Elie’s block removed from this position?
9. What were the prisoners’ rations at each meal?
10.What was Bela Katz forced to do
once he was chosen for his strength?
V. Begin watching "The Last Days"
Movie Summary:
The Last Days is a compelling documentary based on the unforgettable
events of the World War II Holocaust. The story focuses on the experiences
of five Holocaust survivors. The five survivors—ateacher, a grandmother, a
businessman, an artist, and a U.S. Congressman—tell their stories from
start to finish and revisit the concentration camps that held them hostage.
Historical footage showssome actual areas in Germany in the 1940s.
The documentary presents stories of sorrow,devastation, and brutality.
The survivors share their quest for answers and information about their
family members’ experiences, and talk about the challenges of living in
current day society whilecoping with the horrible experiences of the Holocaust.
Discussion Questions - Due Friday, 12/03
Read through your questions carefully before watching the
film, and take notes during the film. After watching the film, write
your answers to the following questions on a separate piece of paper.
1. Where was Irene Zisblatt from?
2. Where was Renee Firestone from?
3. Where was Alice Lok Cahana from?
4. Where was Bill Basch from?
5. Where was Tom Lantos from?
6. List the countries that Hitler invaded, as shown in the documentary.
7. When did Hitler invade Hungary?
8. What did the Jews have to wear in order to walk on the streets?
9. What did Renee Firestone take with her as her personal
belonging and why was it so significant to her?
10. Tell how the Jews were lured into getting onto the cattle
train, and describe the living conditions on the cattle train.
11. Describe the difficulty Irene Zisblatt had in keeping the
diamonds from her mother. What has she done with them now?
12. Where did the Jews have to put their prisoner numbers?
Why do you think that was so degrading and difficult for them?
13. At one point, Tom Lantos said that he felt like a "hunted animal."
What did he mean by that?
14. What do you think the intent of this film was?
Why did the filmmakers choose to make this film? Was it effective?
by clicking on the link below
http://www.auschwitz.dk/index.htm
-------------------------------------------
Thursday, December 2, 2004
I. Finish Watching "The Last Days"
II. Review for Friday's Vocabulary Quiz
III. Essential Question: Elie Wiesel's experiences
teach us that we can learn from history, but we
must ask ourselves if we have done so.
The Holocaust happened a long time
ago so what does it have to do with me?
Like many young men and women at the start
of World War II, you are just living your daily life
going to school, playing ball, trying to get a date
with that special someone, or planning your sweet
sixteen birthday party. What happens if one day it is
all gone because you are American? Like those
young people at the beginning of World War II, your
country is now engaged in a war with a dictator. For
Jewish teens in the 1940's, the war was far away and
they did not think that their life would ever be effected.
It was--forever.
Your Task:
The following web quest will ask you to discover the
story of Elie Weisel's life and analyze why it is so
significant for contemporary society to never forget
that the Holocaust occured. Begin your journey by
retracing the story of Elie Weisel's life and then
examine current stories of atrocities directed at
others due to their religion or race.
The complete project is due on Wed, December 8th.
Part One: Who is Elie Wiesel?
http://xroads.virginia.edu/~CAP/HOLO/ELIEBIO.HTM
Journal Assignment: Write a personal response to the
story of Elie Wiesel's life. Imagine and explain how
what you think you would do if you were in his shoes.
(Three paragraphs in length.)
Part Two: Where did in Europe did this occur?
http://history1900s.about.com/library/holocaust/blmap.htm
Using the map at this link, re-create Elie's journey from
Sighet to Aushwitz to Buchenwald. How far did he go,
physically, from his home? How were he and his family
transported? Speculate about how you think you would
have survived that journey. (Two paragraphs in length.)
Part Three: What was selection? How did this effect Elie?
http://www.crimelibrary.com/serial_killers/history/mengele/aus_4.html?sect=6
http://www.pbs.org/wgbh/nova/teachers/activities/2204_nazidesi_01.html
http://fcit.coedu.usf.edu/holocaust/timeline/camps.htm
Define selection and explain, what significance it had
for the victims. Why did and Elie and his father lie about
their ages? Dr. Mengele selected those who were immediately
condemmed and those who were sent to labor camps, describe
Elie's experience with Dr. Mengele (Two paragraphs in length.)
Part Four: Personal Accounts
http://www.ushmm.org/museum/exhibit/online/phistories/
Select one story from this web-site by a young person
from this website and in three paragraphs, write your
personal reaction to this brief slice of personal history.
How did it make you feel? What would you do?
Do you think you could survive?
Part Five: Current Events
www.cnn.com
www.historychannel.com
In many parts of the world over the last ten years, there
have been stories about atrocities all commited in the
name of politics, revenge, god, and power. Using various
sources such as CNN, Time magazine, The Atlantic Monthly,
The History Channel, and The Learning Channel, examine
what has happened in Rwanda, South Africa; to the Kurds in
Iraq; to the Japanese in America during World War Two, and
in the Congo. Using that information and the novel, Night, as
your focus, discuss whether or not your think events like the
Holocaust or other atrocities can be prevented? (Three paragraphs)
All assignments given on Friday
will be due on Friday, December 10th.
---------------------------------------------
Friday, December 3, 2004
Meet in classroom for instruction then go to Library/Computer Lab
----------------------------------------------------------
