Night - Ms. Christina Baumeister

Night - Ms. Christina Baumeister

Night English 10 Mrs. Luehrs Day 1: Sit with your COLOR groups SWBAT: Understand the following: 1. Systems can create inequalities. 2. Genocides are avoidable. Each event is the result of governmental decisions, compliance of citizens, and the lack of interference from other nations. 3. Genocides bring out the very best and very worst in humanity.

Agenda LS/RS Set Up Stages of Genocide Article Activity Prep Reflection: Individual and Society: Identity -How does society influence our identity and the choices we make? RS

Notes Summary Genocide: Definition Deliberate and systematic destruction of an ethnic, racial, religious, or national group Term did not exist until 1944 There are eight stages that every genocide goes through The Stages

1. Classification: Us v. Them 2. Symbolization: Words or symbols are applied to them. The yellow star during the Holocaust was a symbol of a Jewish person. 3. Dehumanization: The them become less than human, as animals or a kind of disease. Dehumanizing terms, like the N-word belong here. 4. Organization: leaders, followers, chain of command, duties, meetings, guns, training, hate speeches. Sometimes this is done by a government, usually it is

a paramilitary group that appears to be working away from the government. EX: KKK 5. Polarization: First people killed are mainstream people who stand up for the persecuted. The voices in the middle are silenced through fear. The message now goes unchallenged. 6. Preparation: Separation happens: ghettos, camps, reservations. Property is taken. People are left defenseless. 7. Extermination: Mass killings, the genocide is set in motion 8. Denial: The leaders downplay it or tell complete lies

denying there was a genocide. As long as there is denial, killing can continue. Activity Prep Each group will get a set of articles. You have the rest of the hour to read and annotate your article. Be sure that you are marking the eight stages of genocide and evidence to answer your essential questions. Due tomorrowyou have an activity to complete and will not be able to participate/earn credit if you are not prepared. The learning of everyone depends of all of you.

Day 2: Sit with your Color groups SWBAT: Understand that genocides are still occurring in the modern era. LS/RS Set up Poster Creations LS: Reflection RS Membership: We & They -How do people make distinctions

between us and them? Why do they make these distinctions? Group discussion notes Group responsibilities Summary Poster Activity In class today, you will plan and create a poster that shares information about your groups genocide.

Be sure that you include important details that relate to any/all of the 8 stages of genocide. Make sure that it is easy to read and understand, and that others will be able to gain valuable insight about the genocide that you studied. Day 3: Sit in your Number Groups SWBAT: Understand that genocide happens throughout time, and throughout the world. LS/RS set up Gallery walk and discussion Reflection: Human Behavior, Race and Membership, Genocides

-How are genocides and other acts of mass violence humanly possible? Controversy and AoW LS In each box take notes about a different genocide Summary RS Day 5: Sit with your Color Groups SWBAT: Understand the elements of Elie Wiesels story of his time at Auschwitz Concentration Camp.

Vocab 1 (LS/RS) Journal Foldable/Video (RS) Reflection (LS): Judgment, Memory, and Legacy -What does justice look like after genocide? Summary (RS) Night Vocabulary #1 6. Quarantine 1. Prostrate 2. Apathy

7. Interlude 3. Humane 8. Reprieve 4. Grimace 9. Dysentery 5. Nocturnal 10. Robust

Journal #1 Choose one of the following statements and respond to it with whether you agree or disagree and why. 1. Everyone is basically good. 2. Violence is sometimes necessary. 3. The most harmful form of prejudice is: language, actions, sight, or indifference. Day 6: Sit with your Number Groups SWBAT: Understand the elements of Elie Wiesels story of his time at Auschwitz Concentration Camp. Finish Video (Yesterdays RS)

Reflection (LS): Choosing to Participate -What factors influence decision-making in the face of injustice? Summary (RS) Check out Night Notes topics Ch 1-3 Begin Childrens book activity Notes Topics Chapter 1-2 1. Moishe the Beadle 2. Elies family 3. Moishes expulsion and return story

4. Disbelief 5. First impressions of Germans 6. Rules imposed by the Germans 7. Ghettos 8. Transports 9. Preparations 10. Tomb 11. Father and Tzipora 12. How Elie feels about the soldiers 1. 2.

3. 4. 5. 6. 7. 8. Maids offer Night The unknown Synagogue Cattle cars

Conditions in the car Mrs. Schachter How Mrs. Schachter was dealt with 9. Fire! 10. Smell 11. Arrival Notes Topics Ch 3 24. Mother and Tzipora 25. Lies they told 26. Their future

27. Dr. Mengele 28. Babies 29. Thoughts of suicide 30. Night 31. Equality 32. Barber 33. Shower 34. Clothes 24. Soul 25. Mud 26. Choice

27. Bathroom request 28. Irony of signs 29. Worst danger 30. Tattoo 31. Routine 32. Stein 33. Job from Bible 34. New part of camp Day 4: Sit with your Number Groups Objective: Students will experience and appreciate their similarities and differences.

Line Activity Foldable LS Summary RS Line Activity Stand shoulder to shoulder in two rows that face each other. I am going to read a series of statements. If you would agree or say yes to any of the statements, step forward to the line. You then notice who is with you, who is not, and then return to your original place. In order to participate in this activity, you will promise that your views are not more important than any others. You will not judge, tease, or bully those who think differently than you. You will remain silent, and not question anyones

judgements during this activity as to shame them or belittle them. This activity will be a safe activity, and anyone who violates any of these guidelines will be immediately removed from the classroom, referred to their administrator, and not be allowed to return without an apology both to myself, and the class. Step to the line if.. 1. 2. 3. 4. 5. 6.

7. 8. 9. You ate breakfast this morning. You pressed the snooze button three times. You are excited the Lady Gaga is coming to town in August. You currently have a boyfriend or girlfriend. You like to binge watch Netflix. You dont have to share your personal computer with anyone. You did not go to Papillion Junior High. You are a musician.

You love to play Call of Duty. Step to the line if.. 10. You have a brother or sister that is also a high school student at South. 11. You were scared on your first day of high school. 12. You were not born in the metro area. 13. You were not born in Nebraska. 14. You were not born in the United States. 15. You have never taken the bus to school. 16. You only live with one of your parents. 17. You have a teacher that you feel you can confide in.

18. You have ever been judged based upon your religion. 19. You have ever been judged based upon your ethnicity. Step to the line if 20. You are comfortable with your body image. 21. You are more comfortable listening than speaking. 22. You feel safe in your neighborhood. 23. You have ever had to serve a night school because of a discipline issue. 24. You have ever said something to your mom that you wish you could take back. 25. You could be the first person in your immediate family (mom, dad, siblings) to go to college.

26. You have ever done something you knew was wrong just to impress your friends. 27. You know someone with a learning disability and still willingly use the r-word. Step to the line if. 28. You have ever called someone a name, even though you knew that their feelings may be hurt by that comment. 29. You have sent a text to someone to deliberately hurt them. 30. You have received a text from someone that made you feel in danger or violated.

31. You know someone who has had their electricity, water, gas, etc. turned off in their home. 32. You know someone who is or has been homeless. 33. You know someone who has attempted to or successfully committed suicide. Step to the line if. 34. You know someone who has been emotionally, physically, or mentally abused. 35. You know where to get drugs. 36. You know someone who is in a gang. 37. You know someone who is in the JCC.

38. You know someone who is in jail or prison. 39. You have heard gunshots in a neighborhood where you have visited or lived. 40. Have lost someone to gang violence. ..Two people. ...More than four people. Debrief. Return to your desk. Take a moment to reflect and compose yourself. Complete response questions that are written on each shoe of the foldable.

***If you need to speak with me privately, please use this time to do so **** Day 7: Sit with your Sticker Groups SWBAT: Analyze childrens literature that explains the Holocaust. Read childrens book Create lap book in jigsaw format Reflection: How did your childrens book add an element of understanding about the Holocaust? Summary Lap book

Each person in your group is responsible for a specific job(s) for your lap book. Be sure that you use contextual evidence (quotes) from your childrens book within each foldable. You should also use color to highlight any/all important ideas so that your book stands out and is attractive. You have today to work on it, so be focused. It is a group project that is graded individually, so make sure that you fill out the assignment sheet with names of people/jobs so that your project will be graded accordingly. Evaluation

On the paper given to you by Mrs. Luehrs, write the following: Who was in your group What they did Who did most of the work Who was off task Who was the best leader in your group Day 8: Sit in your Color Groups SWBAT: Understand the implications of being evil. Journal Passport Foldable Web

Reflection Summary Notes topics ch 4-5 Journal #2 How do different societies determine what is good or evil? How do we determine this? What has history taught us? Web Set-up LS: Identify and describe inside the boxes; analyze the relationship on the lines. Moishe the

Beadle Mother and Tzipora Father Elie Dr. Mengele Mrs. Schachter

German Soldiers Passport Foldable Each person in your group will be creating a passport for one character in Chapters 1-3. Make sure that you have an accurate understanding of where they traveled, as well as their fears and misconceptions that were found in these chapters. You have until 15 minutes before the end of the hour to complete this task. When your passport is complete, please let Mrs. Luehrs know so that she can stamp it. When your passport has been stamped, you will meet other travelers who are free to cross borders and share your information with them.

You will be constructing a character web with connections between each of the characters. Notes Topics Ch 4-5 46. Danger for children 47. Juliek 48. Idek 49. Only thing that mattered 50. Elies trouble 51. French girl 52. Abandoned soup 53. Bombing

54. Differences between the hangings 55. Sad-eyed Angel 46. Rosh Hashana 47. Changes in Elies faith 48. Selection 49. Elies inheritance 50. Gods mercy? 51. Elies injury 52. Rumor 53. Elies choice 54. Irony of block cleaning

Day 9: Sit with your Number Groups SWBAT: understand the importance of religion to Elie and compare his life with that of Job. Journal Job close read Reflection Summary Journal #3 Many people view having faith as one of their basic moral beliefs. They may say that their religion is their basis for their faith, or that

their agnostic views give them faith through their spirituality. What happens to a person when their basis for their faith is faltered? Do you think that a person is more likely to lean towards their belief systems or abandon them all together? The story of Job revisited Turn to page 45. Lets read the final section where Elie relates his struggle with that of Job. Judaism is very important to Elie. In order to fully understand the struggle that he is facing, we must revisit Jobs story. Handout: Excerpts from the Book of Job Read the passage and fill in the Guiding Questions/Annotations/Summary section

in the space provided on the handout. Reflection: What were the specific connections that you made between Job and Elie? Do you think that he is struggling like Job did? What do you think will happen to Elies faith? Day 10: Sit with your Sticker Groups SWBAT: understand the dangers of complacency Journal Poet-tree foldable Poem Reflection/Summary

Notes Topics Ch 6-9 65. Elies body 66. Suffocation 67. Only reason to go on 68. Danger of sleeping 69. Rabbi and his son 70. Bodies in the snow 71. Juliek and his last stand 72. How Elie saves his fathers life 73. Cattle car 74. Hopelessness

75. Bread 65. Cries 66. Number alive 67. Elies anger with his father 68. Sickness 69. Elies dilemma 70. January 28-29 71. April 5 72. Resistance 73. First act of freedom 74. Corpse

Journal #4 Complacency is a desire to please and not stir up trouble even when harmful events are occurring. It is also an unwillingness to step outside of societys lines of conduct despite the situation. Why do you think that people become complacent? Why would a person be complacent even in times when they may be in danger? What pressures does society place upon people that cause them to be complacent; in other words, what negative consequences do those who speak up about their feelings face? To the Little Polish Boy with his

Arms Up In your groups, read the poem then use the SIFTT model on your foldable to analyze it. Be sure that you identify specific lines to aide you in your interpretation of the poem. Reflection Prompt: A cruel absurdity of human injustice is revealed in both the poster and the poem. The photo was taken to show how the Jews were rounded up and terminated. It was to be sent to Adolf Hitler for his birthday. How is that an unspeakably cruel irony? What do you notice about this photograph?

How does this photograph make you feel? This is the photo that inspired our poem for today. Day 11: Sit with your Color Groups SWBAT: Apply Maslows Hierarchy of Needs to Chapters 1-5 of Night. Notes Group work application Reflection

Summary What is Maslows Hierarchy of Needs? Motivational theory in psychology comprising of a five tier model of human needs Maslow wanted to understand what motivated people He believed that people processed a set of motivation systems that were unrelated to rewards or unconscious desires Maslow stated in 1943 that people are motivated to achieve certain needs and that some needs take precedence over others

In order to move up the pyramid, one must fulfill the lower level If that need is unmet, then the person cannot consider a higher level because they are all consumed with that need Draw this on the left Applying the pyramid to Night Review chapters 1-5 and analyze the pyramid using contextual evidence to support your reasoning. Notice, that at the beginning of the novel, Elie is at a higher level then where he is at the end of Chapter 5. Reflection Prompt: Why was it so important to the Nazis to limit the

amount of self-actualization for their prisoners? What does selfactualization give to people? Night Day 12: Sit with your Number Groups SWBAT: Create an illustrated response journal of Elies time in the concentration camp. Journal activity with reflections (3 of left, 2 on right) Summary Illustrated Response Entries Choose five quotes from chapters 4-5 of Night that are meaningful and memorable

For each quote, respond personally based upon your own intimate reading of the text and your own life in a meaningful way Your entries will focus on your response to literature as they relate to your chosen quotes and are NOT PLOT SUMMARYThink: This is important because You will then be sketching scenes or images that enhance the meaning of the quotethink Instagram.Not family posed photos Again: NO PLOT SUMMARYANALYZE!!!!! Sample set up Quote from chapter 4 or 5 (pg __).

When I read this quote, I thought about. This made me feel This relates to what Elie is experiencing because.. This is important because Night Day 13: Sit with your Sticker Groups Objective: Students will understand the implications of being silent. Journal Discussion Reflection

Summary HW: Wiesel interview with annotation/reflection/summary Reflection prompt: When Elies dad dies, it is bittersweet. Hes now an orphan, but in another way, hes free. How do you feel about this idea? Journal #5: Respond to this quote Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men and women are persecuted because of their race, religion, or political views, that

place mustat that momentbecome the center of the universeAnd action is the only remedy to indifference, the most insidious danger of all.Elie Wiesel, 1986. 1. 2. 3. 4. Explore the meaning of this quote. Agree/DisagreeWhy/Not What are the personal implications of this statement? When does this statement not apply?

Analyze the two quotes and four important turning points from chapters 6-9. How are these significant to the theme of the book? Pg 110: Listen to me kid.. Pg 112: I did not weep Roles of parents and children Elies burden evacuation Revenge.. Day 14: Sit with your Color Groups

SWBAT: Create a living Holocaust museum Activity requirements E01 Reflection Prompt: Discuss your experiences working in your group. How did you divide up the responsibilities between members. Poster Requirements Each color group will be given a large piece of poster board and will research one of the following topics, each of which has been adapted from the website of the United States Holocaust Memorial Museum, www.ushmm.org. You should have pictures and facts about your topic. Divide up the responsibility (note it on the right side) and grab your pencil

boxes when we go to the library. **You will need to research from this sitethat means read and click and navigate Pink: Jewish life in Europe before the Holocaust Blue: The role of Nazi propaganda in causing the Holocaust Green: The Hitler Youth for Boys and Girls Red: Kristallnacht Purple: The Nuremberg Laws Orange: The concentration camp system Baby Blue: The Nazi takeover of Europe Day 15: Sit with your Color Groups SWBAT: Present their museum exhibits.

Presentations Speaker discussion Things to study. Reflection/Summary Reflection prompt: What was your greatest take away from this unit? Things to study Moishe the Beadle Initial beliefs about Hitler Madame Schachter Elies age Relationships between

fathers and sons How Elie saves his father Who survived from Elies family Sad-eyed Angel Selection Middle passage from page 34 Elies religious transformation Complacency

Maslows Hierarchy of Needs Important quotes to study The world? The world is not interested in us. Today, everything is possible, even the crematoria. Work makes you free. We were not afraid. And yet, if a bomb had fallen on the blocks, it alone would have claimed hundreds of inmates lives. But we no longer feared death, in any event not this particular death. Every bomb that hit filled us with joy, gave us a renewed confidence. I watched other hangings. I never saw a single victim weep. These

withered bodies had long forgotten the bitter taste of tears. For Gods sake, where is God? And from within me, I heard a voice answer: Where He is? There is wherehanging from this gallows. . . That night, the soup tasted of corpses. Day 16: Sit with your Number Groups SWBAT: Understand their Night project and begin to work on it. Project details Work time Reflection: Describe your feelings about this project.

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