Night Lesson Plans

c

Fiction and Novels
c ³Do Not Go Quietly«´ Humanity and Inhumanity in c
! c
c Dusk²the beginning of c

c! cc! c! c What was life like for the Jews in Germany prior to the beginning
of the Holocaust? That is a question that should be answered, or at least addressed, before starting to read
c With this contextual knowledge, the students will see what the Jews had lost at the hands of the
Third Reich.
c The Holocaust was not simply an attempt to eradicate the Jews as a people, they it was
also to destroy them as a culture as well. Before reading the book, a brief introduction to the culture and
context of the time is necessary to have some understanding of Jewish religious practices and tradition.
c !
ACG.1. Students will be able to exhibit a working knowledge of Jewish customs and culture and how
they were preserved through the Holocaust.
ACG.2. Students will be able to demonstrate grade-level reading skills through reading the novel c .

c
AFG.1. Students will be able to question the motives behind the Holocaust
AFG.2. Students will be able to form an understanding of the differences between the ethnic and religious
groups persecuted by the Nazis
AFG.3. Students will be able to revise their preconceived notions of oppression and genocide through the
first-person recollection of the novel.

c
G.1.1. to compile a list of cultural and religious terms necessary for a complete reading of c
G.1.2. to relate their previous knowledge of the Holocaust to the account presented in the memoir.
c c

O.1.1. Students will be able to explain different aspects of Jewish culture described in the text.
O.1.2. Students will be able to associate their personal understandings of the Holocaust with accounts in
the text.

!cc c! !
ë ! Students can interpret the meaning of unfamiliar words by selecting context clues.
(Synthesis)
ë ! Students can evaluate the depiction of human experience in literary works from diverse
cultures, locations, and time periods.(Evaluation)

c ! c
³Why should we have to know this?´
³Why should we have to read something this tragic?´
³How does learning about the Jews apply to us?´

!!!
cc At the beginning of the lesson,
students will be given a list of terms connected with Jewish culture and religion that would show up
throughout the course of the memoir. These same terms would appear on the final exam.

cc
c
!
Before starting the book, the teacher will begin with the teacher beginning a graphic organizer on the
board about World War II and the Holocaust. This will gauge how much contextual knowledge of the
26
c
Fiction and Novels
period before beginning the text. Once the topic has been covered, the teacher will then transition into
c by giving some background information about the author (APPENDIX A) and the process he went
through that inspired this memoir. Teacher must stress to students that his is not an autobiography, since
the book is not written in the first person, but through a focal character of Eliezer. The teacher will
distribute the vocabulary pre-tests and divide the class into groups. Students are to use only their own
pool of knowledge to fill out the sheets. After about 10 minutes the teacher will bring the class together to
share their definitions, before being given them the definitions they will be responsible for knowing on
the test. Students will then be given their discussion guides and reading schedules for the remainder of the
unit.
c
The students¶ assignment for this lesson would be to read pages 1-12
in their texts, complete the assigned discussion questions along with finding five vocabulary words of
their choice.
!
" #$ "" " %" KBE (born September 30, 1928) is a writer, professor at Boston University,
political activist, Nobel Laureate and Holocaust survivor. He is the author of 57 books, the best known of
which is c a work based on his experiences as a prisoner in the Auschwitz and Buchenwald
concentration camps. His diverse range of other writings offer powerful and poetic contributions to
literature, theology, and his own articulation of Jewish spirituality today.
When Wiesel was awarded the Nobel Peace Prize in 1986, the Norwegian Nobel Committee called him a
"messenger to mankind," noting that through his struggle to come to terms with "his own personal
experience of total humiliation and of the utter contempt for humanity shown in Hitler's death camps," as
well as his "practical work in the cause of peace," Wiesel had delivered a powerful message "of peace,
atonement and human dignity" to humanity.
27
c
Fiction and Novels
!
c Journey into c

c! cc! c! c What would it have been like to get suddenly evacuated from your
home simply because of who you are?
c At this point in the memoir, students are already beginning to see the conditions that the
Jews were subjected to under the Third Reich. Mostly it was seen through identification badges and unfair
housing laws, but this is the first time students see the Jews actually being evacuated from their homes.
c !
ACG.3. Students will be able to relate the events of the Holocaust to other incidents of genocide
throughout history and today.

c
AFG.2. Students will be able to form an understanding of the differences between the ethnic and religious
groups persecuted by the Nazis

c
G.2.1. to appraise the ways the impending move were presented by the Germans and Moishe
G.2.2. to discuss why people refuse to believe a threat when they are given one from a credible source
G.3.3. to assess the effectiveness of propaganda into explaining genocide
c c

O.2.1. Students will be able to discuss the process arrivals at the concentration camp go through
O.2.2. Students will be able to appraise the effectiveness of Moishe¶s warning to the other Jews.
O.2.3. Students will be able to evaluate the use of propaganda in demonizing the Jews.

!cc c! !
(Synthesis)

c ! c
³Why did the German people not speak out about this injustice?´
³Why did no one believe Moishe¶s warnings?´

!!!
cc During the classroom discussion
of the previous day¶s readings, the teacher can use the answers the students provide as a way of assessing
how carefully they are reading the text.

cc
c
! At the beginning of the class period, the
teacher will have students present their packets for credit . With the students now reading about the
relocation of the Jews to the concentration camps, the teacher will ask the students to think from the
perspective of a German citizen and ask themselves why would you allow something like this to happen?
28
c
Fiction and Novels
This acts as segue to the teacher presenting samples of propaganda created by the Third Reich to explain
why the Jews, Roma, etc. had to be exterminated. (US Holocaust Museum). On each example, the teacher
will ask the students to rate how effective each piece would have been to persuade the common German
citizen.
c
The students¶ assignment for this lesson would be to read pages 12-
20 in their texts, complete the assigned discussion questions along with finding five vocabulary words of
their choice in preparation for the next day¶s quiz.
!
³Nazi Propaganda´ US Holocaust Museum:
http://www.ushmm.org/propaganda/exhibit.html#/gallery/
29
c
Fiction and Novels
!
c Descent into c

c! cc! c! c What would it take to keep from losing yourself when faced with
such rampant hatred?
c At this point in the memoir, Eliezer and his community have been relocated to the first of
the concentration camps presented in the memoir. It is important that the students see the conditions the
Jews were forced to endure, as well as seeing the inhumanity that was fostered at the camps.
c !

c
AFG.4. Students will be able to invite others to talk about the issues covered in the text.

c
G.3.1. to question the motives behind the concentration camps
G.3.2. to deduce what it would take to make someone question their belief system
c c

O.3.1. Students will be able to discuss the process arrivals at the concentration camp go through
O.3.2. Students will be able to appraise Wiesel¶s ability to illustrate the inhumanity of the camps.
!cc c! !
(Synthesis)

c ! c
³Why did the German kill all those babies with a dump truck?´
³How could anyone u be affected by seeing something so horrible?´

!!!
cc At the beginning of the lesson, the
students will be given a quiz over the first two sections of the novel.

cc
c
! At the beginning of the class period,
students will turn in their discussion packets before taking a quiz over the first two sections of the text.
After the quizzes have all been collected, the teacher will go over the questions with the students to foster
understanding, followed by addressing any of the questions students had over the assigned packet work.
This section of the text containing some of the graphic descriptions of the barbarism in the camps, and the
teacher will instruct students to go through the chapter to find what they think are the most gripping
descriptions. When all students have found their examples, they will share them with the class for
30
c
Fiction and Novels
discussion. Once all have presented, the teacher will ask the students to keep those images in mind as they
read the next section for tomorrow²and the virtual field trip they will have to Auschwitz.

c
their choice.
31
c
Fiction and Novels
!
c Arbeit Mact Frei²the Auschwitz experience in c

c! cc! c! c If one was in Hell, would it matter how hard one worked?
c At this point in the memoir, Eliezer has been relocated to the most infamous of the Third
Reich¶s concentration camps. In order for students to have a better understanding for the hardships Wiesel
encountered students will see what has become of Auschwitz today.
c !

c

c
G.4.1. to categorize the different functions of a concentration camp
G.4.2. to form their own views on the experience of being in a concentration camp having seen one
c c

O.4.1. Students will be able to contrast the levels of treatment within the concentration camp.
O.4.2. Students will be able to appraise Wiesel¶s ability to illustrate the inhumanity of the camps.
!cc c! !
(Synthesis)

c ! c
³Why is Auschwitz considered the worst camp?´
³Why did the German tell the Jews that work would make them free?´

!!!
cc During the classroom discussion
of the previous day¶s readings, the teacher can use the answers the students provide as a way of assessing
how carefully they are reading the text.

cc
c
students will turn in their discussion packets. The students followed by addressing any of the questions
students had over the assigned packet work. The teacher will then inform students that the class would be
focused around the camp to where Eliezer and his father have been brought. Through the help of a virtual
representation of the camp, the teacher will walk students through Auschwitz. This presentation will give
the students more background on the camp, as well as give them a basis for appraising Wiesel¶s ability as
a writer to capture the image of the camp. After concluding the tour, the students will be allowed the rest
of the class period to prepare for the next session¶s quiz over chapter two.
32
c
Fiction and Novels

c
their choice in preparation for the next class¶s quiz over chapter two.

33
c
Fiction and Novels
!
c Work and Punishment in c

c! cc! c! c When do humans stop being humans, and start being lab rats?
c Students need to see how the prisoners of the concentration camps were used not only as
slave labor, but as lab animals for various medical experiments.
c !

c

c
G.5.1. to evaluate the various roles within a concentration camp
G.5.2. to differentiate the levels of punishment and rewards present in the concentration camp system.
c c

O.5.1. Students will be able to demonstrate use of foreshadowing from the predictions in the text.
O.5.2. Students will be able to compare and contrast the different living conditions in the camp.
!cc c! !
(Synthesis)

c ! c
³Why would the Nazis use slave labor if they were just going to kill them anyway?´
³Why did Wisel put so much emphasis on the stew pots?´

!!!
cc At the beginning of the lesson, the
students will be given a quiz over the first two sections of the novel.

cc
c
students will turn in their discussion packets before taking a quiz over the first two sections of the text.
After the quizzes have all been collected, the teacher will go over the questions with the students to foster
understanding, followed by addressing any of the questions students had over the assigned packet work.
The teacher will guide the students through a reading of the text, allowing them to ask questions about the
conditions in the camp.
c
34
c
Fiction and Novels
! &
c Slave Labor in c (pg. 45-62)

c! cc! c! c How would you cope if you were forced to work for your captors?
c Students need to see what little comforts Eliezer could find during his stay in the
concentration camp.
c !

c

c
G.6.1. to evaluate the various roles within a concentration camp
G.6.2. to differentiate the levels of punishment and rewards present in the concentration camp system.
c c

O.6.1. Students will be able to demonstrate use of foreshadowing from the predictions in the text.
O.6.2. Students will be able to compare and contrast the different living conditions in the camp.
!cc c! !
(Synthesis)

c ! c
³How could someone survive 25 lashes?´

!!!
cc The teacher will administer the
quiz over Chapter Two at the beginning of the class.

cc
c
! The class will start with the teacher
giving the students their quiz over Chapter Two. When the class is finished, the teacher will review the
quiz to reinforce the material. Then to transition to the discussion of the day¶s assigned readings, the class
will read through several accounts of prisoner labor in the labor camps. With the remaining time, the
teacher will have students discuss how those experiences mirror or contrast with Eliezer¶s so far in the
book. The teacher will guide the students through a reading of the text, allowing them to ask questions
about the conditions in the camp. While they are reading, the teacher will bring up questions regarding
not only how the Germans treat their captives, but how the captives treat each other. (Why was Eliezer
whipped? How many lashes would have been appropriate, if less why did he continue whipping
Eliezer?´)
35
c
Fiction and Novels
c

c! &
http://library.thinkquest.org/12663/survivors/witness.html
36
c
Fiction and Novels
! c
c Keeping the Faith in c (63-80)

c! cc! c! c In the face of such hatred, would you still have your faith?
c Students need to see that some of the Jews refused to give up their beliefs, even while
being tortured and worked to death.
c !

c

c
G.7.1. to appraise the effectiveness of Wisel¶s writing to represent dispair
G.7.2. to compare the experiences of the other prisoners to Eliezer
c c

O.7.1. Students will be able to explain how conditions changed of the prisoners during the evacuation.
O.7.2. Students will be able to compare and contrast the different treatment among the prisoners.
!cc c! !
(Synthesis)

c ! c
³Why didn¶t the Jews try to escape during the relocation?´

!!!
cc The will use the group discussion,
and the completion of the discussion guide, as an informal assessment of the students¶ reading.

cc
c
! At the beginning of class the teacher will
show the students an interview of Elie Wisel from the Oprah Winfrey show. After the interview, the
students will be asked to compare what they thought he would have been like prior to seeing the
interview. After this, the teacher will give the students more background in one of the holy days observed
in this section of the text, including a translation of the prayer in English. The teacher will guide the
students through a reading of the text, allowing them to ask questions about the conditions in the camp.
During the discussion, students will be asked to describe how they perceived the relocation effort.
37
c
Fiction and Novels
c
their choice in preparation for the next class¶s quiz over chapter three.
c! &
' ()$**+,,-$.(%
We recognize that Hashem is above Time, and the idea of "forgetting" does not apply to Him, nor is He
limited in "understanding" the inner thoughts of His creatures. Nevertheless, we ask that He "remember"
only the "good" in our behalf when He Judges us. For all of humanity, for the whole world is Judged
today, we ask that He "remember" the faith of Noach who endured taunts and threats for 120 years while
he built the Ark, and tried to explain its purpose to his wayward generation. For the Jewish People in
particular, we ask that He "remember" the early loyalty of our People, who followed Him as a bride, as
He said "I remember your youthful devotion, the love of your bridal days, how you followed Me through
the desert, in a barren land" (Yirmiyahu 2:2) and later as a precious child, "Is it because Ephraim is my
favorite son, my beloved child? As often as I speak of him, I remember him fondly. My heart yearns for
him, I will have pity on him, says the L-rd." (Yirmiyahu 31:19) Most of all, we ask that He "remember"
the supreme act of devotion performed by our fathers Avraham and Yitzchak, where Avraham suppressed
his natural feelings of mercy towards his son, and was prepared to sacrifice him at the command of G-d,
and Yitzchak was prepared to be sacrificed, thereby suppressing his natural feelings of self-preservation,
in fulfillment of G-d's command. So should Hashem suppress, so to speak, His Midat HaDin , His
Attribute of Strict Justice, which would require that we be punished for our misdeeds, in favor of His
Midat HaRachamim, His Attribute of Mercy.
)*/.$*+".%+%*/+) )*/.$
We recall the time that Hashem revealed Himself on Mt. Sinai and gave us the Torah. "The whole world
trembled at Your Presence, Creation shook in awe before You, when You, our King, did reveal Yourself
on Mt. Sinai to give to Your People the Torah and its Commandments, letting them hear your majestic
voice, your holy words out of flashes of fire. Amid thunder and lightening did You reveal Yourself to
them, amid the sound of the Shofar did you appear to them."
."() 0*+ 1" %%

Hashem, the G-d is the incomparable King of The Universe. The destiny of humanity is to come to this
realization. Whereas human kings rule in accordance with the principle of:"might makes right," Hashem
is the Holy King, Who is, at the same time, beyond comparison in His power, "Vas er vil, Tut er" -
"Whatever He wills, He can do," yet He is also the Father of the orphan and the Judge of the widow, Who
is always on the side of the powerless. He is the Incorruptible and Righteous Judge of the World, Who
favors no one, and cannot be bribed. He is the true G-d and His word, the Torah, is true and eternal.

+.)*2/
Probably the most moving prayer of the Rosh Hashanah Mussaf is ?uuu , composed by Rabbi
Amnon, a scholar, poet, and leader of the Jewish community of Mainz, in the eleventh century. The text
reads as follows:
"The great shofar is sounded... A still small voice is heard...Even the angels are frightened... the Day of
Judgment is here... Who shall live? And who shall die? Who shall find rest? And who shall be restless?
Who shall be raised up? And who shall be humbled? Who shall be rich? And who shall be poor?

uu u

As for Man, he comes from dust And to dust he shall return..." Man is like...
Grass that withers... A flower that fades... A shadow that passes..."
38
c
Fiction and Novels
!
c Long Day¶s Journey into c (81-92)

c! cc! c! c After enduring such harsh conditions, what would make them seem
tolerable in comparison?
c Students need to see how the experiences of Eliezer and his fellow prisoners changed for
the worse when they were forced to march to the next camp in inhumane conditions.
c !

c

c
G.8.1. to compare the experiences of Holocaust survivors
G.8.2. to support arguments with textual support
c c

O.8.1. Students will be able to compare the accounts of other survivors with the accounts of Elie Wisel.
O.8.2. Students will be able to describe common conditions of Nazi death marches.
!cc c! !
(Synthesis)

c ! c
³Why didn¶t the Nazis just kill off those who were not able to run?´

!!!
cc The teacher will administer the
quiz over Chapter Three at the start of the class.

cc
c
! The teacher will give the quiz over
Chapter Three at the beginning of class. Once the quizzes are turned in, the teacher will then go over the
quiz to reinforce the material. The teacher will then distribute accounts of survivors of the Nazi ³death
marches´²which tie in to the experience of Eliezer after being evacuated from Buna. As they read, the
teacher will ask students to make connections between these accounts and Eliezer, explaining what was
different and what was similar.
c
their choice.
39
c
Fiction and Novels
c! &
http://www.ushmm.org/wlc/media_oi.php?lang=en&ModuleId=10005162&MediaId=1171
40
c
Fiction and Novels
! c c
c Coming in out of the c (93-109)

c! cc! c! c What would you do if you were one of the few to survive?
c Students need to see how the experiences of Eliezer have shaped him from a pious boy
into a hardened young man.
c !
ACG.4. Students will be able to compose a letter from the perspective of a concentration camp detainee
using images from the novel.

c

c
G.9.1. to discuss the perceptions of the concentration camps by their liberators
G.9.2. to choose the best examples of humane treatment displayed amongst all the bad in the camp
c c

O.9.1. Students will be able to describe the conditions leading up to the liberation of the camps.
O.9.2. Students will be able to argue the effectiveness of Wisel¶s writing to convey renewed hope.
!cc c! !
(Synthesis)
ë ! Students can generate correspondence for workplace or academic settings. (Synthesis)

c ! c
³How long did it take to liberate all the camps?´
³What did the Allies do with the prisoners?´

!!!
cc The students¶ reading will be
assessed informally through their participation in the discussion and their completion of the discussion
guide.

cc
c
! The lesson will start with the teacher
asking the students what they thought of the book¶s conclusion (What feelings did it bring up? What did
they feel when Eliezer¶s father died? Would they have felt any different than Eliezer in that space
between his father¶s death and liberation?) . To help illustrate the perspective of the Allies¶ liberation of
the concentration camps, the teacher will show footage from the miniseries ³Band of Brothers´ when the
41
c
Fiction and Novels
Americans liberate a camp. While not a complete representation of what occurred in the book, it does
help illustrate how people would have reacted to seeing the inhumanity of the camps. After seeing the
video, students will be given their letter-writing assignment²in which they are to write from the
perspective of a newly-freed prisoner writing to a relative who had escaped the Holocaust.
c
The students will have to bring their 2-page letter to the next class,
along with their packets.
42
c
Fiction and Novels
! c
c Review Day

c! cc! c! c What are the main messages that one should take away after
reading c ?
c In preparation for the following class¶s test over the memoir, the class will review the
plot points of the book as well as the theme. In closing, the teacher will read to the students ³Do not go
quietly into that good night´ by Dylan Thomas and ask them how it would apply to Eliezer¶s journey.
c !

c

c
G.10.1. to categorize key characters, locations, events, and contextual aspects of the text
G.10.2. to evaluate the different interpretations of the book¶s theme
c c

O.10.1. Students will be able to explain their reasoning when asked questions about the text.
O.10.2. Students will be able to draw parallels to the experiences of Eliezer and other victims of genocide.
!cc c! !
(Synthesis)

c ! c
³How can genocide continue?´

!!!
cc The students¶ reading
comprehension and reasoning will be assessed during the

cc
c
! The lesson will start with the students
reviewing for the unit final by dividing the class into teams for a ³Jeopardy!´-styled review of the book¶s
main characters, locations, and events, as well as literary and contextual aspects. During this review,
students will also have their chance to ask any lingering questions they may have over the text. Once the
game is completed, the students will be read the poem ³Do not go gentle into that good night´ by Welsh
poet Dylan Thomas, with the intention of having the students compare the poem to Eliezer¶s experience.
c
The students will have to study for their exam tomorrow, as well as
turning in their packets for a grade.
43
c
Fiction and Novels
c! &
³Do not go gentle into that good night´ by Dylan Thomas
Do not go gentle into that good night,

Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
Though wise men at their end know dark is right,

Because their words had forked no lightning they
Do not go gentle into that good night.
Good men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,
Wild men who caught and sang the sun in flight,

And learn, too late, they grieved it on its way,
Grave men, near death, who see with blinding sight

Blind eyes could blaze like meteors and be gay,
And you, my father, there on the sad height,

Curse, bless, me now with your fierce tears, I pray.
44

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Do not go gentle into that good night,

Though wise men at their end know dark is right,

Good men, the last wave by, crying how bright

Wild men who caught and sang the sun in flight,

Grave men, near death, who see with blinding sight

And you, my father, there on the sad height,

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Night Lesson Plans

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Do not go gentle into that good night,

Though wise men at their end know dark is right,

Good men, the last wave by, crying how bright

Wild men who caught and sang the sun in flight,

Grave men, near death, who see with blinding sight

And you, my father, there on the sad height,

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