Heather Raimondi

English 10R
Topic: Night (17 day unit)
Stereotypes
Aim: How can we define stereotyping as a form of prejudice?
Do Now: How would you define the word prejudice?
Procedure:
-As a class, from the do now we will derive a general definition of the toward prejudice
through student responses
Explain: Stereotyping is a basic form of prejudice
Activity #1:
-In groups of four, discuss and complete the following:
-What is the definition of the word stereotype?
-What are three stereotypes found in this school or city?
-List five characteristics of one of the above stereotypes.
Example: A _______________ is _____________________
-Do you think all of the characteristics listed in the above are appropriate for every
member stereotyped by the label? Why?
-As a class, we will discuss a general definition of the word stereotype. Notice that name
calling is one form of labeling or stereotyping and how each individual member may not
always fit the characteristics of the assigned stereotypes.
-What are the dangers of using this method of classifying and characterizing people?
-How do you think it feels to be labeled unfairly?
-Write: A brief account of an experience when you were called a name by someone else
and describe the feeling or reaction.
Discussion Questions:
1- How do you feel when you hear adults say that all adolescents are irresponsible,
unintelligent, lazy, disrespectful, and uncaring?
2- What limitations does this type of attitude place on you? What can you do to
defeat this biased negative attitude?
Summary: Write a dialogue in play form between an adult and a teen who is applying
for a job. The employer believe whole heartedly that all teens are lazy, irresponsible,
untrustworthy, and disrespectful towards authority figures. The teen must try to
overcome this prejudice and prove to the employer that he/ she is not a stereotypical
teenager and deserves the job offered.
-Students will read their dialogues to the class

Heather Raimondi
English 10R
Topic: Night
Prejudices = Genocide
Aim: In what ways can prejudices cause genocide?
Do Now: List one example of a scapegoat from present time. Describe for what you
think they are being blamed. Do you think the blame is justified?
Procedure:
-Discuss do now responses
1- Have you ever taken out your frustrations or anger on an innocent person? Describe
the situation and why you acted this way.
2- Have you ever been blamed unjustly or used as a scapegoat by a friend, parent,
teacher, or coach? Describe the experience and include a description of how you felt.
3- How could you help a person who is unjustly persecuted based upon your experiences?
-Define the word genocide (genos= race/ cide= killing), coined term after WWII as a
direct result of the persecution of the Jews- Intention is total annihilation of entire race.
-What is the worst genocide in modern history?
Activity #1:
-Set up notes for a listening passage
-Fifty Years After the Eve of Destruction twice aloud, to the class
Discussion Questions from the passage:
1- What does Nazi stand for?
2- What policies and laws did the Nazi government make from 1933- 1939 to limit
the freedom and rights of Jews in Germany?
3- What other undesirable groups were persecuted by the Nazis? Why do you
think Hitler wanted these groups eliminated?
4- What is Kristalhacht and why is it a significant event?
5- What is ironic about the Euthanasia centers opened by Nazis?
Summary: Why do you think non- Jewish German citizens would support the violence
of Nazi government against the Jews?
Homework:
Materials:
Fifty Years After the Eve of Destruction

Heather Raimondi
English 10R
Topic: Night
Aim: How can understanding the power of propaganda aid us in visually experiencing
the brutality and inhumanity of the Holocaust?
Do Now: Interpret: Whoever controls the media, controls reality.
Peter Jennings ABC News
Procedure:
-Discuss do now responses
-Does much of what we understand about world governments, economics, and people
depend upon what we read in newspapers, magazines, books, and hear on radio and
television?
-If these information sources are controlled by one group or power, will we begin to
believe the reality they present to us?
Activity #1:
-Hand out and read The Techniques of Propaganda
1- What are some examples of propaganda used today? How can you defend yourselves
against it?
-The documentary, Survivors of the Holocaust will be played
Discussion Questions:
1- Why do you think Germany was willing to accept Hitler as their dictator and to
use the Jews and undesirables as scapegoats?
2- What forms of propaganda did Hitler use to indoctrinate and train the German
youth, control the adult society, and deceive the world?
Summary: Do you think propaganda could be used in the United States today to create
hatred against a minority group?
Do you think another genocide such as this could exist in the world today? In the
United States?
Homework:
Materials:
The Techniques of Propaganda
Survivors of the Holocaust

Heather Raimondi
English 10R
Topic: Night
Events that Change Elies current situation
Aim: Why is Elie Wiesels life profoundly and forever changed?
Do Now: What events can suddenly change the course of a persons life?
Example: Death, natural disaster
Procedure:
-Discuss do now responses
Events:
-Life threatening disease
-Death of a loved one
-Severe weather conditions

Emotional Affect:
-Loss of hope
-Loneliness
-Loss of material objects

Activity #1:
-Set up notes for a listening passage
Explain: The author of Night, Elie Wiesel, experienced a historical event that changed
his life. Listen for the information he offers on the event and on the emotional affect it
had on himself and others.
-Read Introducing the Memoir aloud twice
Discussion Questions:
1- What event does Wiesel write about?
2- From whose point of view does he write?
3- Why did Wiesel write this memoir?
4- What effect did the power of Hitler have on Wiesel and others?
5- Describe the setting of Wiesels story.
1944- German occupation of Sighet
1941- World War II
Setting
After occupation of Sighet, Romania, Poland, and Germany- WWII 1939- 1945
are the locations of his camps
-Read: The town of Sighet, where Night begins, has been part of both Romania and
Hungary at various times. Sighet was home to 15,000 Jews during Wiesels childhood.
Most were devout Hasidic Jews whose lives focused on family, religion, and learning.
Like most of their neighbors, the Wiesels were poor, but intensely committed to
education. For young Elie that meant spending his days and evenings studying sacred
Jewish texts.
-As a class, we will read chapter 1 of Night, page 1- middle of page 9
Pivotal Questions:

1- Describe Wiesels community at the beginning of the story. How does young Elie
view the world and his place in it?
2- How do you view your world and your place in it? How does this compare to
Elies life?
Summary: In what ways do you believe Wieseld life might change? Why?
Homework: Finish chapter 1 pages 9- 20
In what ways has the current events in chapter 1 affected Wiesels future?
Events:
Affect on Wiesel:

Materials:
-Introducing the Memoir
-Night by Elie Wiesel

Heather Raimondi
English 10R
Topic: Night
Introduction to characters
Aim: In what ways are the characters three-dimensional?
Do Now: In what ways has Wiesel been affected as a person by the current events in
chapter one?
Procedure:
-Review homework through do now responses in a t chart
Event:
Affect on Wiesel:
Activity #1:
-In pairs, complete the analysis of three characters in chapter 1 using the hand out
Characters in 3-D Levels of Characterization
-As a class, we will discuss each of the descriptions given and the level assigned for each
Discussion Questions Based on Handout:
1- What is your reaction to Moche the Beadle? What do you think about his
treatment by the villagers after his return from Poland?
2- What are some of the incidents that foreshadow the coming danger to the Sighet
Jews? Why doesnt the community believe it is in danger?
Activity #2:
-As a class, we will read chapter 2 pages 21- 26
Pivotal Questions:
1- What are the conditions on the Jews train journey? How do the Jews react to
Madame Schaters behavior? What does this reveal about human nature?
2- What connection might their be, between Madame Schaters treatment on the
train and possible future events in the concentration camp?
3- What are some other ways that Wiesel foreshadows or hints at the horrors ahead?
Summary: Even though it was 1944 and Nazi extermination of Jews had begun years
earlier, the Sighet Jews had very few facts about it.
-Based upon what you have learned about the characters from todays lesson, do you
think it is possible in todays world for a community to know so little and to be so
unprepared? Explain your response.
Homework:
Materials:
-Characters in 3-D Levels of Characterization
Heather Raimondi

English 10R
Topic: Night
Chapter 3
Aim: How does Wiesel respond to many dangerous situations?
Do Now: How have you reacted when faced with danger, whether to you or someone
else?
Procedure:
-Review do now responses in a web chart
Call for help
Run Away
Reactions to Danger
Hide Somewhere
-Read:
Time and Place
The Nazis opened the first concentration camp in 1933, soon after Hitler became German
Chancellor. In the years leading up to war, Hitler imprisoned thousands more people.
Once Hitler began invading other lands, the demand for camps skyrocketed. Jews
imprisoned during these early years were often kept only long enough to convince them
to flee German-held lands. Many did, though without going far enough to escape later
reimprisonment. Auschwitz, where Wiesel was initially taken, opened in 1940. With its
reception centers, such as Birkenau, Auschwitz eventually became the largest of the
camps. In 1941 Hitler invaded Russia and was plunged into the first long battle of the
war. He needed supplies and weapons. Thus, many of the camps became forced labor
centers that used prisoners to fuel the Nazi death machine. In 1942, at the Wannsee
Conference, Hitler and his allies developed the official policy known as the final
solution. Under this plan, Jews in particular would be worked until they collapsed
and then they would be killed. Hitlers scientists first experimented with mercy
killings on people who were mentally ill. Methods for mass murders, such as lethal
injection and poisonous gas, were later developed. Gas chambers were added to six
camps. In these camps, mass extermination began in earnest. More than 1.25 million
people were killed at Auschwitz alone.
Did You Know?
Insufficient food and the lack of a balanced diet led to malnutrition and starvation for
many concentration camp prisoners. When people are undernourished, their bodies
cannot grow or repair themselves properly. People lose weight and are more likely to fall
ill. Children who are still growing suffer even more problems. Some common diseases
that result from malnutrition are scurvy and beriberi, in which a lack of vitamins and
minerals weaken bones and cause stomach problems.
Explain: The following clip will hopefully give you a visual of the atmosphere that
Wiesel was apart of.
-Show clip of gas chamber scene from the movie Escape from Sorbibor

Activity #1:
-As a class, we will read chapter 3 pages 27- 43
Discussion Questions:
1- When Elie arrives at Auschwitz and then at Buna, he describes scenes he will
never forget; what scenes, ideas or feelings from the memoir do you find
unforgettable?
2- Describe the conditions first at the Birkenau reception center, then at Auschwitz,
and later at Buna. How does Wiesels relationship with his dad begin to change?
Summary: What are Wiesels reactions to the dangerous situations he faced?
Situation:
Reaction:______________________

-How do you believe his reactions will affect Wiesel as an individual? In his actions
towards others?
Homework: Read chapter 4 pages 45- 62 and complete the hand out considering the
relationship between Elie and his dad
Materials:
-Night Chapter 4 Critical Thinking Questions
-Escape from Sorbibor

Heather Raimondi
English 10R
Topic: Night
Dehumanization and its effect
Aim: In what ways does the de-humanizing acts of the SS affect prisoners and tactics
used to survive?
Do Now: What do you think it means to be human?
Procedure:
-Discuss do now responses
Conscience
Individual
HUMAN
Emotional
Civilized
Pivotal Questions for discussion:
1- How do words like soup and bread take on new meaning for Elie? What did
it mean to see soup as ones whole life?
2- In chapter four, Elie describes two hangings. He tells the reader that he witnessed
many others, yet he chose to write only about these two. Why do you think these
two hangings are so important to him? How do they differ from the others?
3- Why do you think Elie and the other prisoners respond so emotionally to the
hanging of the child?
4- Why do you think the Germans chose to hang a few prisoners in public at a time
when they were murdering thousands each day in crematoriums?
5- When a young boy is hanged, a prisoner asks; Where is God now? Elie thinks
to himself; He is hanging here on this gallows What does this statement
mean? Do you think it is a statement of despair, anger, or hope?
Activity #1:
Explain: As we read, consider the toll dehumanization is taking on the relationship
between Elie and his father.
-As a class, we will read as we listen to chapter 5 pages 63- middle of 72
-Give examples of ways Elies relationship with his father is changing. What is
prompting those changes?
Example of change:
Cause of change:
Affect on Elie:

Summary: In what ways are the dehumanizing acts affecting Elie and his fathers
attempts to survive?

Homework: Finish chapter 5 pages 72- 80 and complete hand out

Materials:
-Chapter five critical thinking questions

Name: __________________________________
Night Chapter 5 Critical Thinking Questions
10R Ms. Raimondi
Directions: After reading chapter 5 of Night, complete the following questions using
textual evidence to substantiate your response.
Consider how Elie and his father make a decision that will decide their fate.
1- What choices are open to Elie and his father when the camp was evacuated?

2- How was the decision to leave made? Who makes the choice?

3- Was it the right choice? Or, was it an example of a choice-less choice?

4- How does the decision help us understand why many survivors attribute their
survival to luck?

Heather Raimondi
English 10R
Topic: Night
Conflicts due to dehumanization
Aim: How does the process of dehumanization add to the internal and external conflicts
and what affect do these conflicts have on the characters?
Do Now: Write a journal entry as if you were a prisoner alongside Elie. What are your
thoughts, feelings, and reactions to your current situation?
Procedure:
-Discuss responses to hand out from homework
Explain: Consider how Elie and his fathers choices add to their current and future
conflicts. Do you think they are making good decisions for their survival?
-Discuss do now responses
Explain: Many of Elies conflicts have developed as a result of the dehumanization of
the people in the camps.
Activity #1:
-In pairs, write at least three examples of conflicts that tended to dehumanize the
prisoners and then complete the chart below:
Conflict:
Type of Conflict:
-Loss of gold crown
Man V Man
-Hanging of little boy
Man V Self
-Holocaust
Man V Man
-SS starve prisoners
Man V Man

Affect on Prisoners:
Elie cannot eat well
Questioning of faith
Death
Destroys health

For Your Information: After the Holocaust, six billion dollars was looted from banks
causing the plunder of banks in Europe. The money originally came from gold taken
from Jews in concentration camps as the gold was sold to countries for materials needed
during WWII. Most of the money was returned, but not Switzerlands money. In 1998,
Switzerland agreed to give each Holocaust survivor a quarter of a billion dollars after a
class action suit was brought against them.
Discussion Questions:
1- The dehumanizing conflicts, which the prisoners faced, often destroyed their
desire to survive. How do Akiba Drumer and Stein of Antwerp keep themselves
determined to survive? Why did they eventually lose hope?
2- What kept Elie Wiesel and his father determined to survive?
3- Many external conflicts lead to internal conflicts. Why do you think external
conflicts often lead to internal conflicts?
Activity #1:

Explain: Victor Frankel was an Austrian psychiatrist who survived three years in various
concentration camps. After his release, he recounted his experiences in an attempt to
identify psychological influences affecting the prisoners and to describe their responses.
He tried to explain why some managed to survive such an inhumane existence.
-As a class, we will read; Mans Search for Meaning
Discussion Questions based on excerpt:
1- Victor Frankel quotes Nietzche to sum up his theory of survival:
He who has a why to live can bear with almost any how.
Interpret the quote and explain whether you disagree and why?
2- Do you think the power of love for another can aid you in survival? Why?
(Example: The movie Castaway- Tom Hanks character survives due to love)
3- Do you think a person always has a choice in the suffering he or she is forced to
face?
Summary: What future goal or person would give you hope to survive in a camp?
Why?
Homework: Write a one- page response to the summary question.
Materials:
-Excerpt: Mans Search for Meaning, by Victor Frankel

Heather Raimondi
English 10R
Topic: Night
Hopelessness due to conflicts
Aim: In what ways does Elie confront and respond to the increasing hopelessness of his
situation?
Do Now: Describe a time when you or your friend felt hopeless. What circumstances
caused this feeling? How did you or your friend respond to the situation?
Procedure:
-Discuss do now responses
-Do you blame Elie for feeling hopeless?
-Would you respond differently in Elies situation? Why or why not?
Read:
Time and Place
The Allies invaded Europe on D-Day, June 6, 1944. At the time of Wiesels
imprisonment in 1944,Germany was already losing the war. This reality only inflamed
Hitlers desire to exterminate the Jews. Gassings and mass shootings escalated despite
calls from the German army for more war production laborers. Many camps were closed
in the spring of 1944, not long after Wiesel had reached Auschwitz. While many nonJews were sent to labor camps, many Jews were sent to the Auschwitz gas chambers.
Did You Know?
Psychologists who study Holocaust survivors have recognized a pattern of reaction to
the concentration camp experience. At first, prisoners were stunned and paralyzed by the
horror. Many did not survive this early shock, in fact, the highest death toll was among
new prisoners. Even if they werent selected for death, they fell ill, were grief-stricken
by the loss of family members, became exhausted, or simply gave up hope in the face of
evil. Those who survived these early experiences recovered some sense of balance.
Many have reported that they separated themselves from their surroundings and even
their bodies. They focused on surviving one day at a time. With each new onslaught of
horror or loss, prisoners repeated this process. Some people became what prisoners
called muselmnner or walking dead. If a prisoner fell into
this state for too long, death was probably imminent.
Explain: As we read chapters 6 and 7, think of the things that keep Elie from giving up
all together
-As a class, we will read chapters 6 and 7
Discussion Questions:
1- Why do you think Wiesel and his father leave Buna? How do they respond to the
circumstances of the forced march?

2- After the forced march, the prisoners are crammed into barracks. That night
Juliek plays a fragment of Beethovens concerto on the violin he has managed to
keep the entire time he was at Auschwitz.
-What do you think prompts Juliek to play that evening? What does the music mean
to Elie? To the other prisoners who hear the sounds? To Juliek?
3- What happens between Rabbi Eliahou and his son? The father who had bread?
4- How do these stories affect the way Elie reacts to his fathers illness?
Summary:
Hopeless Events:
-Foot pain
dead
-Exhaustion
-Lack of food
-Death seems a release

What gives Elie hope and reason to live:

-He doesnt want to abandon his

-What conclusions can you draw about how Elie confronts and deals with his feelings of
hopelessness?
-What do you think will happen if Elies father dies?
Homework: Complete Verbal and Dramatic Irony hand out
Materials:
-Verbal and Dramatic Irony hand out

Heather Raimondi
English 10R
Topic: Night
Changes in Elie
Aim: How do the concentration camp experiences alter the characters personalities, faith
and social relationships?
Do Now: Compare your present thoughts and beliefs from those of the past. What are the
causes and evidence of the change you have experienced?
(Example: 7th to 10th grade)
Procedure:
-Discuss do now responses
Explain: Circumstances can alter an individuals way of thinking, inner personality,
values and beliefs. As we read chapter 8 and 9, note personality, religious and social
changes Elie has experienced.
-As a class, we will read as we listen to chapters 8 and 9 pages 99- 100
Personality Change:
123Religious Changes:
123Social Changes:
123-

Evidence:

Cause of Changes:

Evidence:

Cause of Changes:

Evidence:

Cause of Changes:

Pivotal Questions:
1- In what ways has Elie become more of a father to Mr. Wiesel and Mr. Wiesel
more of a son? Why did this occur?
2- Why do you think Elie lost his faith in God? Do you think Elie holds Gos
responsible for what is happening to him and the Jews?
3- Which of the following characters are considered dynamic characters and why:
______Moche the Beadle
_______Akiba Drumer
______Franek
_______Mr. Wiesel
______Stein of Antwerp
_______Meir Katz
______Idek the Kapo
_______Madame Schacter
______Rabbi Eliahou
Discussion Questions:

1- What does Elie mean when he writes that he feels free after his fathers death?
Do you think he is free of responsibility? Or is he free to go under, to drift into
death?
2- Elie later states; After my fathers death, nothing could touch me anymore.
What does he mean by these words? What do they suggest about his struggle to
maintain his identity?
Summary: In the next to last sentence in the book, Elie says that when he looked in a
mirror after liberation, he saw a corpse gazing back at him. He ends the book by stating;
The look in his eyes, as they stared into mine, has never left me. What do you think he
means by this?
Homework: Compare and contrast the language in chapters 6- 9, with that of chapters
1-5. Based on vocabulary, dialogue, figurative language, what kinds of physical and
emotional changes do you think Wiesel, his father, and the other prisoners experience
during their final months of imprisonment. Write a one page typed analysis.
Materials:

Heather Raimondi
English 10R
Topic: Night
Symbols and Themes
Aim: How can we identify and explain the levels of meaning of specific symbols and
prominent themes in Night?
Do Now: What connotation (feelings, emotions, ideas) are evoked by the word night?
Procedure:
-Discuss do now responses
Nightmares
NIGHT
Evil

Darkness
Death

Pivotal Questions:
1- How is night an appropriate symbol to convey Elie Wiesels concentration camp
experience?
2- How does it represent his suffering, mans inhumanity to man, and the affects of the
Holocaust on his faith?
3- In what ways is the hanging of the boy, angelic pipel, symbolic of:
1- Jewish people:
2- God:
3- Faith of the author and prisoners:
4- What other symbols are present in Night?
5- What effect does symbolism have on conveying the authors message?
Activity #1:
-In pairs, complete Who is Responsible for the Inhumanity and What Must We Learn
from the Holocaust hand outs
-As a class, we will review student responses to the hand out
Discussion Questions:
1- What did you learn about yourself and humanity by studying the Holocaust?
2- Could a Holocaust or its equivalent happen today or in the near future? Why?
3- Do you think memory or history serve to make the world more humane?
4- What forces do you think are essential to developing attitudes free of inhumane
and barbarian actions on the part of individuals or nations?
Summary: Do you think the power of one voice has a greater impact than a listing of
statistics?
Homework: Create a saying/ words of wisdom based upon one of the many themes we
have discussed this year in class
Materials:

-Who is Responsible for the Inhumanity

-What Must We Learn from the Holocaust

Heather Raimondi
English 10R
Topic: Night
Creation of Task #4
Aim: How can we analyze texts to prove the validity of our own words of wisdom?
Do Now: Read quote written for homework
Procedure:
-Students will read the quote they developed for homework from the themes that the class
has discussed this year in the English 10R curriculum
-As a class, we will go around the room and read our quotes aloud and state two texts that
can be used to prove the validity of the quote
Activity #1:
-Students will write a Task #4 essay, based upon the quote that they developed and using
two texts from this year to prove their quote
-Write your quote underneath your heading on your essay
-Students will have the class period to write their essay
Summary: Collect all essays for an exam grade
Homework:
Materials:
-Task #4 rubrics

Heather Raimondi
English 10R
Topic: Night
Related Reading Tolerance, by E.M. Forster/
Poetry: First They Came for the Jews
Aim: In what ways does the setting and experiences of a character affect their view of
humanity?
Do Now: Read the poem: First They Came for the Jews
Write a one paragraph, detailed analysis on the theme of the poem. Include
poetic devices used in the poem and link the examples of the devices to your
developed theme.
Procedure:
-Discuss do now responses
Explain: E.M. Forster ranked tolerance high among the necessary qualities of our
world. As we read Forsters essay, think about what the speaker of the poem from do
now could have learned from his essay.
-As a class, read Background to Tolerance on page 679
-As a class, students will listen and read along to E.M. Forsters Tolerance
Comprehension Check:
1- What are Forsters solutions for dealing with those you dislike?
2- What is Forsters message? Do you agree or disagree with his ideals? Why?
3- What questions would you ask Forster about his essay?
Activity #1:
-In groups of no more than four, complete the hand out Night: Culminating Discussion
Questions
-As a class, we will review student responses
Summary: How does the setting and experience of a novel affect the characters view of
humanity? What brings you to this conclusion?
What conclusions can you draw through your study of Night?
Homework: Continue to work on outside reading and awards project from research
papers
Bring in Language of Literature textbooks
Materials:
-Poem: First They Came for the Jews by Pastor Martin Niemller
-Night: Culminating Discussion Questions
-Tolerance by E.M. Forestor

Name:________________________________
Night Culminating Discussion Questions
10R Ms. Raimondi
Directions: Completely answer each question using specific information from the
text.
1. Dehumanization is the process by which the Nazis gradually reduced the Jews
to little more than "things" which were a nuisance to them. Discuss at least three
specific examples of events that occurred which dehumanized Eliezer, his father,
or his fellow Jews.
2. After Eliezer's father was beaten by Idek, a Kapo, Eliezer says, "I had watched
the whole scene without moving. I kept quiet. In fact, I was thinking of how to
get farther away so that I would not be hit myself. What is more, any anger I felt
at that moment was directed, not against the Kapo, but against my father. I was
angry with him, for not knowing how to avoid Idek's outbreak. That is what
concentration camp life had made of me." Discuss what the last line signifies.
Discuss how his attitude had changed.
3. Discuss why you think the townspeople remained complacent despite the
advance of the German army.
4. Discuss why Eliezer lied to Stein, his relative, about Stein's family. Discuss
whether or not you think he was morally right.
5. Discuss the significance of "night" in the novel. Cite examples from the story
to support your answer.
6. Explain the author's meaning when he says after the handing of the youth from
Warsaw that "the soup tasted excellent that evening," yet after the pipel was
hanged, "the soup tasted of corpses."

Name: ________________________________________
Night Related Poetry
10R Ms. Raimondi

First They Came for the Jews

By: Pastor Martin Niemller

First they came for the Jews

and I did not speak out because I was not a Jew.
Then they came for the communists
and I did not speak out because I was not a communist.
Then they came for the trade unionists
and I did not speak out because I was not a trade unionist.
Then they came for me
and by then there was no one left to speak out for me.

Heather Raimondi
English 10R
Topic: Night
Related Poetry- Task #3
Aim: What common theme can we conclude exists between the poem, They Have Not
Been Able to, by Armando Valladares and E.M. Forsters essay Tolerance?
Do Now: Read the poem, They Have Not Been Able To on page 659 of your textbooks
Write a paragraph explaining what you learned from the poem
Procedure:
-Discuss do now responses
Pivotal Questions:
1- What common theme exists between Forsters essay, Tolerance and this poem?
Theme: Be tolerant of others and be concerned with the simple things in life like
the smell of rain and love.
2- What literary devices are used in Tolerance that convey this theme or your
theme?
3- What poetic devices are used in the poem that prove your theme?
Symbolism: Rain= Small things in life
Hyperbole: Prohibition of the sound of rain
Imagery: Odor of wet earth seeping through
Activity #1:
-Students will have the remainder of the period and the full period on Thursday to write
their Task #3 essay
Summary: Collect all essays as an exam
Homework: Study for spelling test
Materials:
-They Have Not Been Able To, by Armando Valladares
-Tolerance, by EM Forster

Heather Raimondi
English 10R
Topic: Night
Who is to blame?- Group Activity
Aim: How can we determine who is responsible for the Holocaust?
Do Now: Who do you believe is to blame for the Holocaust? Explain your answer fully.
Procedure:
-Students will respond to do now
Explain: You will be placed in groups of no more than four. In your groups, you will
create a chart showing who is to blame for the events during the Holocaust. Using the
hand out determine how much each group is to be blamed and why.
-Students will work on the hand out Who is Responsible in groups using markers and
study skills paper
-Each group will present their chart and explanation
Discussion Questions:
1- Is there anyone that you blame that is not listed on the hand out? If so, why do
you think this group is to blame and how much blame do you believe they
deserve?
2- How did you determine in your mind who was to blame and how much of the
Holocaust was their fault?
3- Do you think one group could have stopped the Holocaust? Why or why not? If
so, how?
Summary: What conclusions have you drawn about the Holocaust based upon this chart
and your reading of Night?
Do you think your views of these events has changed in any way? If so, why?
Homework:
Materials:
-Who is Responsible

Name: ______________________________
Night: Who Is Responsible?
10R Ms. Raimondi
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. 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.
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.

Heather Raimondi
English 10R
Topic: Awards Ceremony
Research Assignment
Aim: To present Awards Ceremony Presentations in the Library
Do Now: Review oral presentation rubric
Procedure:
-Hand out and review oral presentation rubric
-Students will present their awards
-The class will complete a review of at least five presentations using the hand out
Summary: Collect presentation review sheet
Homework: Spelling #3 words, 3x each
Materials:
-Awards Ceremony Assignment
-Oral Presentation Rubric
-Peer Review hand out