©Secondary  NSolutions  ight  All  Rights  Reserved.  Elie Wiesel  SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  By Literature Guide Developed by Kathleen Woken Rowley for Secondary Solutions® to accompany Night, the 2006 Marion Wiesel translation and Night, the 1982 Stella Rodman translation ISBN 10: 1-938913-66-3 ISBN 13: 978-1-938913-66-2 ©2013 Secondary Solutions. All rights reserved. A classroom teacher who has purchased this guide may photocopy the materials in this publication for his/her classroom use only. Use or reproduction by a part of or an entire school or school system, by for-profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. No part of this publication may be reproduced, transmitted, translated or stored without the express written permission of the publisher. Created and printed in the United States of America. The First Solution for the Secondary Teacher® www.4secondarysolutions.com Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Literature Guide Table of Contents About This Literature Guide ................................................................................................. 4  How to Use Our Literature Guides ....................................................................................... 5  Pre-Reading Ideas and Activities......................................................................................... 6  Historical Background—Hitler and Other Important Persons of the Holocaust ..................... 8  Exploring Expository Writing: Important Persons of the Holocaust .......................................... 10  Historical Background—Auschwitz Concentration Camp .................................................... 11  Exploring Expository Writing: Auschwitz ............................................................................. 12  Author Biography: Elie Wiesel ........................................................................................... 13  Exploring Expository Writing: Elie Wiesel ............................................................................ 14  Anticipation/Reaction Guide—Before Reading ................................................................... 15  Anticipation/Reaction Guide Reflection ................................................................................ 16  Holocaust Terminology ...................................................................................................... 17  Vocabulary List .................................................................................................................. 19  Vocabulary with Definitions .............................................................................................. 21  Note-Taking and Summarizing Sample .............................................................................. 25  Part One—(Sections One-Two, pp. 3-28) ........................................................................... 26  Note-Taking and Summarizing........................................................................................... 26  Comprehension Check ...................................................................................................... 27  Standards Focus: Figurative Language................................................................................ 28  Assessment Preparation: Synonyms ................................................................................... 30  Part Two—(Section Three, pp. 29-46) ............................................................................... 32  Note-Taking and Summarizing........................................................................................... 32  Comprehension Check ...................................................................................................... 33  Standards Focus: Response to Literature ............................................................................ 34  Finding Supporting Quotations ....................................................................................................... 34  Assessment Preparation: Vocabulary Extension ................................................................... 36  Part Three—(Section Four—pp. 47-65) .............................................................................. 38  Note-Taking and Summarizing........................................................................................... 38  Comprehension Check ...................................................................................................... 39  Standards Focus: Denotation and Connotation ..................................................................... 40  Assessment Preparation: Vocabulary in Context ................................................................... 42  Part Four—(Sections Five-Six, pp. 66-97) .......................................................................... 43  Note-Taking and Summarizing........................................................................................... 43  Comprehension Check ...................................................................................................... 44  Standards Focus: Response to Literature ............................................................................ 45  Using Supporting Quotations ......................................................................................................... 45  Assessment Preparation: Analogies .................................................................................... 46  Part Five—(Sections Seven-Nine, pp. 98-115) ................................................................... 48  Note-Taking and Summarizing........................................................................................... 48  Comprehension Check ...................................................................................................... 49  Standards Focus: Comprehension and Analysis .................................................................... 50  Compare and Contrast.................................................................................................................. 50  Assessment Preparation: Word Origins—Etymology .............................................................. 51  Anticipation/Reaction Guide Post-Reading ........................................................................ 53  Night Crosswords .............................................................................................................. 54  Vocabulary Review Sections 1-2 ........................................................................................ 54  Vocabulary Review Sections 3-4 ........................................................................................ 55  Vocabulary Review Sections 5-9 ........................................................................................ 56  Final Exam Review Crossword ........................................................................................... 58  Quiz: Part One (Sections 1-2) ............................................................................................ 59  ©2013 Secondary Solutions -2- Night Literature Guide 2006 Marion Wiesel Translation Part One (Sections 1-2) Vocabulary Quiz ............................................................................ 60  Quiz: Part Two (Section 3) ................................................................................................ 61  Part Two (Section 3) Vocabulary Quiz ................................................................................. 62  Quiz: Part Three (Section 4) .............................................................................................. 63  Part Three (Section 4) Vocabulary Quiz............................................................................... 64  Quiz: Part Four (Sections 5-6) ........................................................................................... 65  Part Four (Sections 5-6) Vocabulary Quiz ............................................................................ 66  Quiz: Part Five (Sections 7-9) ........................................................................................... 67  Part Five Sections 7-9 Vocabulary Quiz ............................................................................... 68  Final Exam ......................................................................................................................... 69  Final Exam: Multiple Choice Version .................................................................................. 72  Post-Reading Ideas and Alternative Assessment ............................................................... 76  Essay/Writing Ideas.......................................................................................................... 78  Teacher Guide ................................................................................................................... 80  Notes for the Teacher ....................................................................................................... 80  Sample Agenda ............................................................................................................... 81  Summary of the Novel ..................................................................................................... 84  Sample Project Rubric ...................................................................................................... 87  Sample Response to Literature Rubric ................................................................................ 88  Answer Key .................................................................................................................... 90  ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  ©2013 Secondary Solutions -3- Night Literature Guide 2006 Marion Wiesel Translation About This Literature Guide ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Secondary Solutions® is the endeavor of a high school English teacher who could not seem to find appropriate materials to help her students master the necessary concepts at the secondary level. She grew tired of spending countless hours researching, creating, writing, and revising lesson plans, worksheets, quizzes, tests and extension activities to motivate and inspire her students, and at the same time, address those ominous content standards! Materials that were available were either juvenile in nature, skimpy in content, or were moderately engaging activities that did not come close to meeting the content standards on which her students were being tested. Frustrated and tired of trying to get by with inappropriate, inane lessons, she finally decided that if the right materials were going to be available to her and other teachers, she was going to have to make them herself! Mrs. Bowers set to work to create one of the most comprehensive and innovative Literature Guide sets on the market. Joined by a middle school teacher with 21 years of secondary school experience, Secondary Solutions® began, and has matured into a specialized team of intermediate and secondary teachers who have developed for you a set of materials unsurpassed by all others. Before the innovation of Secondary Solutions®, materials that could be purchased offered a reproducible student workbook and a separate set of teacher materials at an additional cost. Other units provided the teacher with student materials only, and very often, the content standards were ignored. Secondary Solutions® provides all of the necessary materials for complete coverage of the literature units of study, including author biographies, pre-reading activities, numerous and varied vocabulary and comprehension activities, study-guide questions, graphic organizers, literary analysis and critical thinking activities, essay-writing ideas, extension activities, quizzes, unit tests, alternative assessment, online teacher assistance, and much, much more. Each guide is designed to address the unique learning styles and comprehension levels of every student in your classroom. All materials are written and presented at the grade level of the learner, and include extensive coverage of the Common Core State Standards. As an added bonus, all teacher materials are included! As a busy teacher, you don’t have time to waste reinventing the wheel. You want to get down to the business of teaching! With our professionally developed teacher-written literature guides, Secondary Solutions® has provided you with the answer to your time management problems, while saving you hours of tedious and exhausting work. Our guides will allow you to focus on the most important aspects of teaching—the personal, one-on-one, hands-on instruction you enjoy most—the reason you became a teacher in the first place. Secondary Solutions®—The First Solution for the Secondary Teacher!® ©2013 Secondary Solutions -4- Night Literature Guide 2006 Marion Wiesel Translation How to Use Our Literature Guides Our Literature Guides are based upon the Common Core State Standards, the National Council of the Teachers of English and the International Reading Association’s national English/Language Arts Curriculum and Content Area Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while still addressing the concepts upon which your students are assessed. ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  These Guides are designed to be used in their sequential entirety, or may be divided into separate parts. Not all activities must be used, but to achieve full comprehension and mastery of the skills involved, it is recommended that you utilize everything each Guide has to offer. Most importantly, you now have a variety of valuable materials to choose from, and you are not forced into extra work! There are several distinct categories within each Literature Guide: • Exploring Expository Writing—Worksheets designed to address the exploration and analysis of functional and/or informational materials. For example:  Author Biography  Biographies of non-fiction characters  Relevant news and magazine articles, etc.  Articles on historical context • Comprehension Check—Similar to Exploring Expository Writing, but designed for comprehension of narrative text—study questions designed to guide students as they read the text. • Standards Focus—Worksheets and activities that directly address the content standards and allow students extensive practice in literary skills and analysis. Standards Focus activities are found within every chapter or section. Some examples:  Figurative Language  Irony  Flashback • Assessment Preparation—Vocabulary activities which emulate the types of vocabulary/ grammar proficiency on which students are tested in state and national assessments. Assessment Preparation activities are found within every chapter or section. Some examples:  Context Clues  Connotation/Denotation  Word Roots • Quizzes and Tests—Quizzes are included for each chapter or designated section; final tests as well as alternative assessment are available at the end of each Guide. These include:  Multiple Choice  Matching  Short Response • Pre-Reading, Post-Reading Activities, Essay/Writing Ideas plus Sample Rubrics— Each Guide also has its own unique pre-reading, post-reading, essay/writing ideas, and alternative assessment activities. Each Guide contains handouts and activities for varied levels of difficulty. We know that not all students are alike—nor are all teachers! We hope you can effectively utilize every aspect our Literature Guides have to offer—we want to make things easier on you! If you need additional assistance, please email us at [email protected]. Thank you for choosing Secondary Solutions—The First Solution for the Secondary Teacher®! ©2013 Secondary Solutions -5- Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Pre-Reading Ideas and Activities 1. Complete the Anticipation/Reaction Activity on pages 15 and 16. 2. Watch the film Into the Arms of Strangers: Stories of the Kindertransport. This will help you begin to understand the story behind the Holocaust. 3. Discuss/journal what life might be like if you were to live with either a physical, mental, or some other “handicap.” Reflect upon how you would cope with the realities of everyday life, educate others about your “handicap,” and/or use your sense of humor to help others learn to accept you as you are and to treat you with dignity. 4. Journal/discuss a time when you felt as though you were being picked on or ridiculed for something over which you had little or no control. How were you treated? Did you try to convince others of your needs or feelings? How? What means did you employ to try to persuade people that you were being unjustly victimized? What was the outcome? 5. Journal/discuss the characteristics of a good leader as well as those of a bad leader. What would be the ideal characteristics of a good leader, specifically, how would he/she act, lead, follow, set examples, etc.? What warning signs might one look out for in a bad leader with respect to these characteristics? 6. Journal/discuss a time when you witnessed another person or an animal being placed in a dangerous situation beyond which he/she had no control. Did you intervene and try to help? What did you do? What would you do differently next time in order to be more effective in your effort to make the situation better? Would you ever consider placing yourself in jeopardy to help another? Under what circumstances? 7. People often say, “Don’t judge a book by its cover.” What does this saying mean? Discuss/journal a time when you were judged or when you judged someone, based on outside appearance, name, location of home, etc. How did your first impression of him/her change after you got to know them? If you were the one who was misjudged, how did it make you feel? What did you do to try to change their feelings about you? 8. Discuss/journal what it might be like to be a member of a gang or clique. How would you manage to maintain your own individual thoughts and act in accordance with your own convictions, with all the pressure from the other ©2013 Secondary Solutions -6- Night Literature Guide 2006 Marion Wiesel Translation Name Period members? Would you blindly follow the crowd and its persuasion, even when you didn’t completely agree with the actions or leanings of the group? Could you be swayed to go against your own principles? Would you feel any internal conflict, and how would you manage to block out your own true feelings so that you wouldn’t look like an outsider? 9. ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Sometimes the course of our lives can be changed instantaneously. Whether it is an unexpected challenge, loss of a loved one, or a devastating failure, sometimes things that are out of our control can change our lives. Discuss/ journal an experience that changed the course of your life. 10. Find information about Hitler and his rise to power. How was he able to become such a powerful leader in Germany, and afterwards in nearly all of both Western and Eastern Europe? See if you can pinpoint some of the important reasons that he was able to persuade so many people to go against the Jews and others who were persecuted during the period known as “The Holocaust.” Present your findings to the rest of the students in your class to help complete their understanding of Hitler’s influence. ©2013 Secondary Solutions -7- Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Historical Background—Hitler and Other Important Persons of the Holocaust Adolf Hitler - Adolf Hitler, founder and leader of the Nazi Party, Reich Chancellor and leader of the Third Reich from 1933 to 1945, was also Head of State and Supreme Commander of the Armed Forces. In his book, Mein Kampf (1925), Hitler was able to publicize his belief that the German people, whom he thought of as racially superior, were threatened by liberalism, Marxism, and Bolshevism, which he felt were directed from behind the scenes by the Jews, blaming them for all of Germany’s domestic problems. His book became the ideological basis for the Nazi Party's racist beliefs and murderous practices. With the onset of the Great Depression (1929) the middle classes in German society felt the devastating effects of mass unemployment and social dissolution, which helped Hitler to win over all those who felt their economic existence was threatened. A highly skilled orator, Hitler spoke at a number of mass rallies, playing on the people’s desire for strong leadership, and was able to present himself as Germany's redeemer. An ideal environment in which to deliver propaganda, these meetings created a sense of community and strength, kept emotional levels high, and were the perfect platform for generating a feeling of national unity. Hitler’s propaganda would convince the German people that the Jews were a race whose goal was world domination, and therefore the Jews were a direct threat to the German people. They believed that the Aryan race should triumph, and therefore it was their duty to eliminate the Jews. Hitler’s ultimate goal in launching World War II was to establish an Aryan empire to include all of Europe and the Soviet Union. He believed that this land was the natural territory to which the German people were rightly entitled, and sought to overtake these lands in order to preserve the dominance of the Aryan race. Adolf Eichmann - Adolf Eichmann was instrumental in the implementation of the “Final Solution.” Although he visited Palestine in 1937 to explore the possibility of emigration of the Jews from Nazi Germany to Palestine, he mainly worked behind the scenes. His “resettlement” department soon began to create death camps, make improvements to the techniques used to gas their victims, and develop a system of transportation that would take the Jews and other victims to their death. By August, 1944, he was able to report to Himmler that approximately six million Jews had been murdered in the death camps. Heinrich Himmler - Heinrich Himmler, best known as organizer of the mass murder of the Jews, was Reichsfuhrer of the SS, head of the Gestapo and the Waffen-SS, and Minister of the Interior. He became head of the Schutzstaffel (SS) when it was a small group of only 200 men, but under his leadership, it grew substantially to become a body of over 50,000. He was instrumental in setting up the first concentration camp, Dachau, and in creating new guidelines for qualifications for internment there and at the other camps. After witnessing the extermination of a hundred Jews, a demonstration set up for his benefit, he ordered the use of poison gas as a “more humane means” of execution. Himmler also introduced the principle of racial selection in order to ensure a society populated with people of “high value.” He was especially pleased with Lebensborn, which he established as a place where girls and women selected for their “perfect Nordic traits” could procreate with SS men, thereby creating a race of “supermen.” Rudolf Franz Höss - (not to be confused with Rudolf Hess, Hitler’s deputy) - Rudolf Höss, Kommandant of Auschwitz under the direct command of Heinrich Himmler, oversaw the conversion of Auschwitz into an extermination camp, installing gas chambers and crematoria to carry out the “Final Solution” of the Jewish question. He found that carbon monoxide, which had previously been ©2013 Secondary Solutions -8- Night Literature Guide 2006 Marion Wiesel Translation Name Period used in exterminations, was inefficient, and introduced Zyklon B as an alternative. Daily, he watched as prisoners were beaten, tortured, gassed, and burned in the crematoria. His matter-offact attitude about what happened there was well-known to his peers. ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Joseph Goebbels - Joseph Goebbels found his place in the Nazi Party as Hitler’s Propaganda Leader, selling Hitler to the German public. He was instrumental in creating the image of Hitler as the savior of the German people from fear and resentment, financial disaster, an the ultimate “enemy”—the Jews. His own hatred of the Jews enabled him to develop a strategy to mobilize the masses against them, based on the need to establish a common enemy. He was able, through manipulation, to induce the public to give themselves over to Hitler. Goebbels’s lust for power, coupled with his deeply rooted contempt for humanity and Jews in particular, and his expertise in the field of mass persuasion, enabled him to gain control of the media – i.e. the press, publishing, radio, and movies. An organizer of Kristallnacht (Night of the Broken Glass), he personally supervised the deportation of the Jews from Berlin in 1942. Hermann Göring - Hermann Göring (Goering, in English) held the rank of Reichsmarschall, the highest military rank of the Greater German Reich. Reichsmarschall was a special rank intended for Göring, which made him senior to all Army and Air Force Field Marshals. Göring was the highest figure in the Nazi Hierarchy who had authorized the "Final Solution” of the Jewish question. Göring was almost always the moving force, second only to Der Fuhrer. He was the leading war aggressor, director of the slave labor program, and the creator of the oppressive program against the Jews and other races. Near the end of the war, Göring proposed that he take over leadership of the Reich as Hitler’s designated successor. Hitler had Göring arrested for high treason, dismissed him from all his offices, and subsequently expelled him from the party. Dr. Josef Mengele - Dr. Josef Mengele, commonly referred to as the “Angel of Death,” was known for his role as the “selector” on the platform at Auschwitz. At his discretion, prisoners went either to the gas chambers or to the camp. More importantly, Mengele was known for his “scientific” experimentation on twins at Auschwitz. There, one twin could serve as a control, while the other was used in his experiments on genetic abnormalities, which involved such atrocities as freezing people to death, sewing two people together, starving a pregnant woman to see how long it would take for her baby to die, and more. Reinhard Heydrich - Reinhard Heydrich, one of the most heinous war criminals of the Holocaust, stood out as one of the cruelest and most brutal mass murderers in Nazi Germany. Heydrich, known as “The Hangman,” murdered thousands of Jews and other “enemies” of the Reich. He was instrumental in creating the SD, a Nazi intelligence agency that watched for dissent within the party and created files on all the Jews in Germany. By 1934, Heydrich ran the Gestapo, the German Security Police. Although Göring told Heydrich to solve the "Jewish problem" by emigration and evacuation, Heydrich decided that emigration alone could not take care of all the Jews, and that the “Final Solution” was the only answer. A part of the “Final Solution” from the beginning when Himmler assigned the job of mass murder to the Einstatzgruppen, the killing squads of the security police, Heydrich forbade emigration of Jews from France and Belgium. As extermination camps were built in Poland, Heydrich coordinated the deportation of the Jews to these camps. Heydrich was assassinated in 1942. Nazis (National Socialist German Workers’ Party) – The “Final Solution” was carried out by the leaders of the Nazi Party, the SS, hundreds of thousands of members of the Gestapo, the Einsatzgruppen and the police and armed forces. Without the German soldiers (commonly referred to as SS) the camps could not have functioned. Organized into units of one hundred, the soldiers were each equipped with a machine gun in case of resistance. The entire camp could be covered from above with three towers, operating day and night. If anyone stepped into a forbidden area, made an attempt to flee, behaved defiantly, or simply irritated an SS guard, he or she would be shot. ©2013 Secondary Solutions -9- Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Exploring Expository Writing: Important Persons of the Holocaust Directions: After reading the article about the Important Persons of the Holocaust, match the following names to the correct descriptions. Some names will be used more than once. Hitler Eichmann Himmler Höss Goebbels Göring Mengele Heydrich Nazis 1. __________________ Second only to Der Fuhrer, he authorized the “Final Solution.” 2. __________________ Party members who enabled the camps to function. 3. __________________ “Angel of Death” 4. __________________ Coordinated the deportation of the Jews to the extermination camps. 5. __________________ Increased the Schutzstaffel (SS) from 200 to 50,000 men. 6. __________________ An organizer of Kristallnacht. 7. __________________ Helped to develop a system of transportation that would take the Jews and other victims to their death. 8. __________________ Founder of the Nazi Party. 9. __________________ Introduced Zyklon B as an alternative to carbon monoxide in the killing of the prisoners. 10. _________________ Captivated those who felt their economic existence was threatened. 11. _________________ Performed “scientific” experimentation on people at Auschwitz. 12. _________________ One of the cruelest and most brutal mass murderers in Nazi Germany. 13. _________________ Expelled from the Party for treason. 14. _________________ Because he so despised the Jews, he was successful in convincing the public to give themselves over to Hitler. 15. _________________ Established Lebensborn as a place where girls and women selected for their “perfect Nordic traits” could procreate with SS men, thereby creating a race of “supermen.” ©2013 Secondary Solutions - 10 - Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Historical Background—Auschwitz Concentration Camp Although Auschwitz is best known as a Death Camp for Holocaust victims, it was built originally for a different purpose. As Hitler’s dream of the Nazi takeover of Europe began to unfold, Auschwitz was to have been built to house Polish political prisoners, or anyone who was considered a threat to the German occupation of Poland. The Nazis wanted to make the Poles a nation of slaves. Rudolph Höss, Kommandant at Auschwitz who had worked in concentration camps since 1934, knew he needed to build a “terror to the Poles.” Because of the proximity to lime, water and coal, the main ingredients used in the manufacture of synthetic rubber and fuel for the war effort, the IG Farbenin Company was easily recruited to a location near the Auschwitz concentration camp. In addition, the camp would provide slave labor for their factories. Heinrich Himmler had visions of ethnic Germans living in the town of Auschwitz, a model German settlement, in accordance with the basic Nazi principles of Lebensraum (living space). Hitler believed that Eastern Europe must be conquered to give Germany more physical space which would allow for a greater population and new territory to supply raw materials and food. Hitler’s plan for Auschwitz was much further reaching. He had plans to invade Russia and exterminate large sections of the Soviet population. Within nine months of the invasion, three million Soviet prisoners were taken and two million were killed. One million were sent to Auschwitz to work. Hitler blamed the Jews for losing WWI, and by spreading propaganda in the daily news, he encouraged the Germans to rise up against them. As the Jews began to arrive at Auschwitz, the Nazis felt no qualms about killing them because they hated them and believed the Jews had cheated the Germans and their families. Himmler visited the Soviet Union, where he watched the Jews being executed—men, women, and children—shot in cold blood. He wanted a better way to kill them—one that was less traumatic for the murderers. A rather bizarre practice, the “euthanasia” of mentally and physically disabled adults was soon brought to Auschwitz. This “gassing” was such an efficient method of killing that it was soon used to dispose of unwanted prisoners. Because it was so expensive, the carbon monoxide that was used for euthanasia was replaced with Zyklon, a crystalline material also used to kill lice and vermin. Adolf Eichmann, who organized the mass murder of the Jews, ordered a new rail built, terminating inside of Auschwitz-Birkenau, for easy movement of the prisoners. There were four crematoria with gas chambers attached to facilitate the extermination and disposal of great numbers of victims. The stench of burning bodies permeated the air for months on end. Kommandant Höss estimated that so many people would be exterminated that the crematoria alone would not suffice, so crematory pits were also dug at the sides of the roads. Sadly, his estimations were correct. Also at Auschwitz were “standing cells,” where many prisoners were crammed into one cell leaving only enough room to stand, and “starvation cells,” where they were locked up until they died of starvation. The prisoners also knew that if they resisted or attempted to escape, their entire family would be tortured or murdered, so they made no attempt to resist. They often found themselves wishing, as they looked up at the aircraft overhead, that the planes would drop their bombs. Because of the escape of a few Auschwitz prisoners and the Polish Underground, the Allies knew about the crematoria of Auschwitz and what they were used for. They would not, however, step forward to destroy them or the railways that led there, claiming their planes were needed elsewhere. The Americans did bomb the IG Farbenin factories nearby, however. By the end of World War II, a total of ten million people had been murdered at Auschwitz and the other concentration camps. Six million were Jews. ©2013 Secondary Solutions - 11 - Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Exploring Expository Writing: Auschwitz Directions: After reading the article about Auschwitz, answer the following questions in complete sentences. If you need more room, write your answers on a separate sheet of paper. 1. For what purpose was Auschwitz originally created? 2. How did IG Farbenin Company and Auschwitz cooperate together? 3. What happened at Auschwitz to the Soviet prisoners? 4. What was Himmler’s role at Auschwitz? 5. How did Eichmann assist him? 6. What other horrific methods of torture and death were used at Auschwitz? 7. Why did the allies do nothing about the killing at Auschwitz? 8. What do you believe was the real reason that the allies did not do anything about what was happening to the Jews and all the other victims of the Holocaust? ©2013 Secondary Solutions - 12 - Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Author Biography: Elie Wiesel Eliezer Wiesel (We-ZELL) was born on September 30, 1928 in Sighet, Transylvania, which is now part of Romania in Eastern Europe. He was the only son in a family of four children, with two older sisters, Hilda and Béa, and a younger sister, Tzipora. Having begun his study of Hebrew at the age of three, his world revolved around family, religious study, community, and God. He was a profoundly religious young man, who spent most of his time studying the Talmud and cabbala, with his mother’s encouragement, and learning literature and Hebrew in deference to his father. All Jewish inhabitants of his village were deported when Elie was just 15. Wiesel and his family were taken to Auschwitz concentration camp, where he became known simply as A-7713, the number tattooed on his arm. Elie was separated from his mother and sisters immediately on arrival at Auschwitz, but he was able to stay with his father for a year until his father died of dysentery, starvation, and exhaustion at Buchenwald—just months before liberation. During his years in Nazi confinement, Wiesel spent time in the Auschwitz, Buna, Gleiwitz, and Buchenwald concentration camps. After the war, Wiesel moved to Paris, France, where he mastered the French language and attended Sorbonne University, studying literature, psychology, and philosophy. He later became a reporter for the French newspaper, L’Arche, and spent the 1950’s traveling the world as a reporter. In 1955, Wiesel broke his self-imposed vow of silence, finally putting into words his experiences from the Holocaust. His 900-page book, And the World Kept Silent, published in Argentina, was later compressed into a 127-page book, La Nuit (Night) and published in both French and English in 1958. He has since published over forty books, among them, Dawn (1961), The Accident (1961), The Town Beyond the Wall (1962), The Jews of Silence (1966), A Beggar in Jerusalem (1970), and All Rivers Run to the Sea: Memoirs, Vol. 1, 1928-1969 (1995). Wiesel has held numerous teaching positions, and since 1976, he has been Andrew Mellon Professor of Humanities at Boston University. He has received numerous awards for his literary and human rights activities, including the Presidential Medal of Freedom, the U.S. Congressional Gold Medal, and the Medal of Liberty Award. Wiesel also won the Nobel Peace Prize in 1986, and soon afterward, he and his wife established the Elie Wiesel Foundation for Humanity, whose mission is to counter intolerance and promote equality and acceptance through international dialogue. Wiesel became an American citizen in 1963, and in 1969, married Marion Erster Rose from Austria, who has translated most of Wiesel’s books into English. They have one son together, Elisha (Shlomo Elisha Wiesel), whom they named after Elie’s father. Marion has a daughter, Jennifer, from a previous marriage. They make their home in New York City. ©2013 Secondary Solutions - 13 - Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Exploring Expository Writing: Elie Wiesel Directions: Using the biographical information about Elie Wiesel on page 13, answer the following questions. Write the letter of the correct answer on the line. 1. ________ What is the author’s purpose in writing this biography of Elie Wiesel? a. To persuade the reader to read Wiesel’s books b. To inform the reader about Wiesel’s life and works c. To describe Wiesel’s life experiences d. To entertain the reader before reading Wiesel’s novel 2. ________ Based on the information given in the biography, the reader can assume that: a. Wiesel is very well-educated b. Wiesel learned a lot from his experiences in the Holocaust c. Wiesel really enjoys writing d. All of the above 3. ________ Not much information was given in this biography about Wiesel’s childhood. What would be your best guess as to why? (Be prepared to explain your answer.) a. Not much is known about his childhood b. He feels that kind of information is unimportant c. He is ashamed of who he was d. He wants his public to use their imaginations 4. ________ In which paragraph would it be most appropriate to insert information about Wiesel’s experiences during the Holocaust? a. In paragraph two b. Between paragraphs one and two c. Before paragraph one d. After paragraph two Directions: Answer the following questions using complete sentences. 5. The phrase literary and human rights activities is used in this biography. Using context clues from the information given, what do you believe is the meaning of the phrase? 6. If you were given the opportunity to interview Elie Wiesel for an article to be published on your school website, what three or four questions would you ask him? ©2013 Secondary Solutions - 14 - Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Anticipation/Reaction Guide—Before Reading Directions: For each of the following statements, compose one well-written sentence giving your reaction to the statement in your response. An example has been done for you. (Be prepared to read some of your responses aloud in a class discussion.) Teacher: Be sure to save each student’s work for a future activity after reading the novel. Ex. Everyone in every situation should always be treated equally. Sometimes people have different needs and treating everyone the same in every situation might even be unfair in certain situations. 1. It is always best to speak the truth, no matter what the consequences may be. 2. People tend to reveal their true selves in difficult situations. People don’t change. 3. Mankind is basically good. 4. Our basic human instincts dictate to us that we must protect ourselves first in times of trouble. 5. People of one race can be less important than or inferior to people of other races. 6. When someone is influenced by others to do something against their natural tendencies, it is really their choice, not peer pressure. 7. When faced with something we disagree with, it is almost always best to stay quiet and accept it. ©2013 Secondary Solutions - 15 - Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Anticipation/Reaction Guide Reflection Pre-Reading Individual Reflection Directions: After several students have shared their responses from page 15 with the entire class, get into small groups and discuss your answers as well as your group members’ answers. Listen carefully to their responses, paying attention to their individual opinions. After you have discussed your “Before Reading” responses, answer the following questions on the lines below and/or on a separate piece of paper. Be sure to write in complete sentences and number your answers. 1. Which statements triggered the most thought-provoking, interesting or emotional discussion among your group members? Summarize the discussion/debate, putting particular emphasis on those statements. 2. For any statements that you discussed, what were some of the most compelling or significant points made by your group members? How did those statements affect your opinion? 3. When you found that a member of your group disagreed with the way you feel about an issue, what was your reaction? Were there any emotional outbreaks that had to be dealt with as a group? What statement(s) triggered the emotional response? What methods did your group use to deal with the problems? 4. Why do you think there might be so many differing opinions about the answers to even the simplest questions? © 2013 Secondary Solutions 16 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Holocaust Terminology Directions: Learn the definitions of the following words found in Night that are related directly to the Holocaust, Judaism, the Hebrew language, religion, or Nazi Germany. Your teacher will direct you to learn their meanings either as you read each section, or before you begin reading the novel. Be sure to keep this list of words and definitions to use in vocabulary activities and to study for quizzes and tests. The number in parentheses is the page on which the word is found. Part I (Sections One-Two, pp. 3-28) 1. Hasidic (3) – A Jewish sect founded upon mysticism, prayer, ritual strictness, religious zeal, and joy 2. shtibl (3) – Jewish house of prayer 3. Shekhinah in Exile (3) –the Shekhinah (presence of God) goes into exile (leaving one’s home) with Israel and will return with them at the End of Days 4. Kabbalah (3) – form of Jewish mysticism offering mystical insight into divine nature 5. Talmud (3) – A record of rabbinic discussions pertaining to Jewish law, ethics, customs, and history 6. synagogue (3) – Jewish house of worship 7. Temple (3) – reference to the First Temple (sanctuary of Jewish worship) which was destroyed by the Babylonians 8. Maimonides (4) – one of the major theologians of Judaism 9. mysticism (4) – the study of how one can achieve divine communion with God 10. Zohar (5) – the most important text of Kabbalah; part of the Oral Torah 11. Galicia (6) – a region of southern Poland 12. Gestapo (6) – German secret police under Nazi rule 13. Kolomay (6) – town in Galicia 14. Rosh Hashanah (8) – Jewish High Holy Day marking the beginning of the New Year 15. Rebbe of Borsche (8) – (Rebbe) Yiddish word, meaning teacher, master, or mentor; (Borsche) unclear, but probably a geographical region, such as a city or town 16. Red Army (80) – Russian Army 17. Zionism (8) – Jewish movement in response to anti-Semitism, seeking to reestablish a Jewish homeland in Palestine 18. Fascist (9) – member of a governmental system led by a dictator having complete power, forcibly suppressing opposition and criticism, regimenting all industry, commerce, etc., and emphasizing an aggressive nationalism and often racism. 19. Passover (9) – Jewish festival that commemorates the exodus of the Jews from Egypt 20. anti-Semitic (9) – prejudiced against or hostile towards Jews 21. death's head emblem (9) – a symbol for death or the dead 22. ghettos (11) – Jewish quarters within a city 23. Shavuot (12) – a religious feast held in commemoration of the revelation of the law on Mount Sinai 24. phylacteries (16) – small boxes which contain scripture, worn by Jewish men during weekday prayers 25. Auschwitz (27) – site of a Nazi concentration camp in Poland 26. Birkenau (28) – a death camp—part of Auschwitz © 2013 Secondary Solutions 17 Night Literature Guide 2006 Marion Wiesel Translation Name Period Part II (Section Three, pp. 29-46) 1. SS (29) – special police force in the Nazi army; Schutzstaffel ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  2. Kaddish (33) – prayer for the dead 3. Sonder-Kommando (35) – a prisoner slave labor group assigned to work in the killing area of a concentration camp 4. rebbe (36) – teacher, master, or mentor 5. Gypsy (37) – a nomadic group of people 6. selection (41) – during the Holocaust, separating people into groups, as best or most suitable according to their health, strength, physical appearance, sex, or age, etc. 7. liberation (41) – freeing of the people from the concentration camps 8. Blockälteste (44) – oldest member of the block 9. Buna (46) – a subcamp of Auschwitz Part III (Section Four, pp. 47-65) 1. Kapo, (Kapos) (49) – camp prisoner given special privileges for overseeing other prisoners 2. Zionist (50) – member of a Jewish movement in response to anti-Semitism, seeking to reestablish a Jewish homeland in Palestine 3. Hebrew (50) – language of Judaism 4. Haifa (51) – major seaport in NW Israel 5. Aryan (52) – non-jewish Caucasian Part IV (Sections Five-Six, pp. 66-97) 1. Appelplatz (60) – assembly point 2. Lagerkapo (62) – encampment guard 3. Oberkapo (63) – main encampment guard in charge of Kapos 4. pipel (63) – young apprentice or assistant 5. Yom Kippur (69) – Jewish Day of Atonement 6. muselman (70) – someone who is very frail and weak 7. Achtung (71) – Attention! 8. Stubenälteste (72) – overseer of the camp due to seniority Part V (Sections Seven-Nine, pp. 98-115) 1. Gleiwitz (92) – a city in southern Poland (A staged attack on a radio station in Gleiwitz on August 31, 1939 served as a pretext for Nazi Germany to invade Poland, thus starting World War II. 2. Front (95) – the foremost (front) line of the approaching military 3. Buchenwald (103) – a concentration camp for slave labor near Weimar, Germany © 2013 Secondary Solutions 18 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Vocabulary List Directions: Use a dictionary to find the meanings of the following words from Night. Your teacher will direct you to do this lesson either as you read each section, or as a pre-reading activity. Be sure to keep this list and the definitions to use in vocabulary activities and to study for quizzes and tests. The page number where the word is found in the novel is given in parentheses. Part I (Sections One-Two, pp. 3-28) Part II (Section Three, pp. 29-46) 1. surname (3) 1. hermetically (24) 2. penury (3) 2. pious (24) 3. rendering (3) 3. hysterical (24) 4. waiflike (3) 4. indifferent (28) 5. expelled (6) 5. illusions (29) 6. deportees (6) 6. interrogating (30) 7. insinuated (7) 7. invectives (30) 8. exterminate (8) 8. sages (31) 9. annihilate (8) 9. monocle (31) 10. dispersed (8) 10. crematoria (32) 11. emigration (8) 11. crematorium (32) 12. liquidate (9) 12. infernal (33) 13. billeted (9) 13. interspersed (35) 14. sublime (10) 14. lucidity (36) 15. henceforth (10) 15. oblivion (36) 16. lethal (11) 16. oppressive (38) 17. edicts (11) 17. harangued (38) 18. delusion (12) 18. concentration camp (38) 19. treatise (12) 19. graven (38) 20. antechamber (13) 20. colic (39) 21. rescinded (15) 21. irony (40) 22. surreptitiously (16) 22. compulsory (41) 23. convoy (16) 23. liberation (41) 24. surreal (17) 24. camaraderie (41) 25. hysteria (18) 25. wizened (43) 26. oppressors (19) 26. veritable (44) 27. chaos (20) 27. concurred (45) 28. conflagration (21) 29. extinguished (21) Part III (Section Four, pp. 47-65) 30. evacuated (21) 1. altruistic (48) 31. farce (21) 2. pittance (48) 32. expulsion (21) 3. cynical (49) 33. familial (22) 4. cauldron (51) © 2013 Secondary Solutions 19 Night Literature Guide 2006 Marion Wiesel Translation Name Period 5. famished (52) 22. knell (84) 6. untenable (56) 23. exodus (84) 7. copulate (56) 24. automatons (85) 8. dissipated (60) 25. emaciated (85) 9. gallows (61) 26. excruciating (86) 10. manacled (62) 27. parched (87) 11. air raid (62) 28. transcended (87) 12. sabotage (63) 29. kilometer (87) ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  30. deprivations (90) Part IV (Sections Five-Six, pp. 66-97) 1. grandeur (66) 31. diminish (91) 2. cowardice (66) 32. disengage (93) 3. salvation (68) 33. melancholy (95) 4. lament (68) 34. poignant (95) 5. atonement (69) 35. infinitely (97) 6. reprieve (70) 7. crucible (74) Part V (Sections Seven-Nine, pp. 98-115) 8. chinks (77) 1. apathy (99) 9. glacial (77) 2. inert (99) 10. infirmary (78) 3. dregs (100) 11. categorical (78) 4. mauling (101) 12. amputated (78) 5. jostle (105) 13. dysentery (78) 6. vulnerable (105) 14. displaced (79) 7. plaintive (106) 15. spunk (79) 8. grudgingly (107) 16. inflection (79) 9. prostrate (108) 17. prophecies (80) 10. unprecedented (113) 18. founded (80) 11. liquidation (114) 19. deluded (80) 12. underground resistance (114) 20. evacuation (81) 13. contemplating (115) 21. garb (83) © 2013 Secondary Solutions 20 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Vocabulary with Definitions Part I (Sections One-Two, pp. 3-28) 1. surname (3) – family name; last name 2. penury (3) – poverty; destitution 3. rendering (3) – making; causing to be 4. waiflike (3) – like a homeless child 5. expelled (6) – forced to leave 6. deportees (6) – persons being expelled from a country 7. insinuated (7) – suggested by hints; implied 8. exterminate (8) – wipe out, as an entire population 9. annihilate (8) – to destroy completely 10. dispersed (8) – spread out over a wide area 11. emigration (8) – leaving one country and settling in another 12. liquidate (9) – clear out 13. billeted (9) – housed in civilian (non-military) lodging 14. sublime (10) – supreme; an ultimate example 15. henceforth (10) – from this point on; from now on 16. lethal (11) – deadly 17. edicts (11) – official orders 18. delusion (12) – false impression 19. treatise (12) – a written work dealing formally and systematically with a subject 20. antechamber (13) – small room leading to a main room 21. rescinded (15) – revoked; canceled 22. surreptitiously (16) – secretly 23. convoy (16) – group traveling together, usually accompanied by armed guards 24. surreal (17) – bizarre; strangely unrealistic or fanciful 25. hysteria (18) – uncontrollable emotion or excitement 26. oppressors (19) – those who keep someone in subservience and hardship by unjust exercise of authority 27. chaos (20) – complete disorder and confusion 28. conflagration (21) – huge raging fire 29. extinguished (21) – caused to cease to burn; put out 30. evacuated (21) – removed for safety reasons 31. farce (21) – absurdity; mockery; sham 32. expulsion (21) – process of forcing out 33. familial (22) – relating to the family © 2013 Secondary Solutions 21 Night Literature Guide 2006 Marion Wiesel Translation Name Period Part II (Section Three, pp. 29-46) ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  1. hermetically (24) – water- and air-tight 2. pious (24) – devoutly religious 3. hysterical (24) – afflicted by uncontrolled extreme emotion 4. indifferent (28) – showing no interest or concern 5. illusions (29) – false ideas or beliefs 6. interrogating (30) – questioning 7. invectives (30) – insulting, abusive or highly critical language 8. sages (31) – wise persons; mentors 9. monocle (31) – spectacle for one eye 10. crematoria (32) – pl. of crematorium 11. crematorium (32) – furnace for cremating (burning) of human bodies 12. infernal (33) – relating to the heat of hell 13. interspersed (35) – scattered; spread around 14. lucidity (36) – awareness; clearness of thought 15. oblivion (36) – being unaware or unconscious of what is happening 16. oppressive (38) – unjustly inflicting hardship and constraint 17. harangued (38) – harassed; bothered; criticized 18. concentration camp (38) – place for imprisonment of people without due process of law or trial 19. graven (38) – engraved; carved 20. colic (39) – sudden violent outburst of pain in the abdomen or bowels 21. irony (40) – expression of one’s meaning by using language that normally means the opposite 22. compulsory (41) – mandatory; required 23. liberation (41) – setting free from imprisonment 24. camaraderie (41) – mutual trust and friendship 25. wizened (43) withered; shriveled 26. veritable (44) – (word used as an intensifier, often to qualify a metaphor, such as: the early 1970s witnessed a veritable price explosion.) 27. concurred (45) – agreed; approved Part III (Section Four, pp. 47-65) 1. altruistic (48) – selfless concern for the well-being of others 2. pittance (48) – a very small sum 3. cynical (49) – distrustful of human sincerity 4. cauldron (51) – large pot or kettle 5. famished (52) – extremely hungry 6. untenable (56) – unable to be defended against attack or objection 7. copulate (57) – have sexual intercourse © 2013 Secondary Solutions 22 Night Literature Guide 2006 Marion Wiesel Translation Name Period 8. dissipated (60) – dispersed or scattered ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  9. gallows (61) – wooden frame for hanging people, usually criminals 10. manacled (62) – handcuffed; shackled 11. air raid (62) – signal that attack by air is about to happen 12. sabotage (63) – subversion; destructive action or interference by an enemy Part IV (Sections Five-Six, pp. 66-97) 1. grandeur (66) – splendor; impressiveness 2. cowardice (66) – lack of bravery 3. salvation (68) – deliverance from sin and its consequences 4. lament (68) – express grief 5. atonement (69) – reparation for a wrong 6. reprieve (70) – cancellation or postponement of punishment 7. crucible (74) – severe test or trial 8. chinks (77) – weak points 9. glacial (77) – icy 10. infirmary (78) – sick room; hospital 11. categorical (78) – clear and direct 12. amputated (78) – surgically removed 13. dysentery (78) – severe diarrhea caused by infection 14. displaced (79) – moved from the proper or usual place 15. spunk (79) – courage and determination 16. inflection (79) – change of intonation or pitch in the voice 17. prophecies (80) – predictions 18. founded (80) – having a firm basis; based upon a principle 19. deluded (80) – deceived; fooled 20. evacuation (81) – mass departure or retreat from an area 21. garb (83) – clothing or dress 22. knell (84) – sound of a bell (used figuratively here) 23. exodus (84) – mass departure of people, especially emigrants 24. automatons (85) – those who behave or respond in a mechanical way, like robots 25. emaciated (85) – thin; gaunt; haggard 26. excruciating (86) – marked by unbearable pain 27. parched (87) – extremely thirsty 28. transcended (87) – went beyond the limits; surpassed 29. kilometer (87) – approximately 2/3 of a mile 30. deprivations (90) – lack of basic necessities or comforts of life 31. diminish (91) – make or become less © 2013 Secondary Solutions 23 Night Literature Guide 2006 Marion Wiesel Translation Name Period 32. disengage (93) – detach, free, loosen, or separate ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  33. melancholy (95) – sadness; depression 34. poignant (95) – evoking a keen sense of sadness; emotionally moving 35. infinitely (97) – limitlessly; endlessly Part V (Sections Seven-Nine, pp. 98-115) 1. apathy (99) – lack of emotion or passion 2. inert (99) – lacking the ability or strength to move 3. dregs (100) – remnants; leftovers 4. mauling (101) – wounding by scratching or tearing 5. jostle (105) – push, elbow, or bump against; struggle for room 6. vulnerable (105) – capable of being hurt physically or emotionally 7. plaintive (106) – begging; pleading 8. grudgingly (107) – reluctantly 9. prostrate (108) – lying stretched out, often face down, overcome with distress or exhaustion 10. unprecedented (113) – never heard of or done before 11. liquidation (114) – clearing out 12. underground resistance (114) – armed or violent opposition 13. contemplating (115) – looking thoughtfully for a long time © 2013 Secondary Solutions 24 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Note-Taking and Summarizing Sample For some students, reading can be a difficult, tedious task. Part of the problem is that many students do not have the tools to read for meaning, and become disinterested because they cannot follow the action or do not understand, or cannot relate to, the events or the characters. To develop good reading habits, there are a few steps that you can take which will help you to understand and appreciate what you are reading. As you read each section of Night: • • • • • Question—Ask yourself, where is this story or scene, etc. taking place? What has happened before this? Who are the people involved? What do I not understand? What do I need to re-read? What do I need my teacher to clarify? Predict—Try to make a guess or prediction as to what may happen next in the novel. This will help you to stay focused on what you read next, as you try to unravel the story. What will happen next? What effect will this event have on those involved? Connect—Try to relate to the events or characters in what you are reading. Has this or something like this ever happened to you? How did you handle this situation? Have you ever known a person like any of the characters? What other situations come to mind when reading? Why? Are there any lessons or themes you have seen before? Summarize—Break down the most important information, details, or events of the story. Retell the events of the story in your own words. Reflect—Think about why you are reading the story. What do you think is the theme? What have you learned so far? Why are you reading this particular text in school? Do you like the story? Why or why not? Would you want to read or learn more about this author/ genre/topic? Why or why not? To help you become a more successful reader, you will be completing an activity for each section of Night. Each activity is designed to help you understand the action, conflict, and those involved in the story, and to eventually appreciate the author’s reasons for writing the novel. Below is a sample of the chart you will be completing. Use this page for reference when completing the Note-Taking and Summarizing chart for each section of Night. Question In this space, write the names of the people involved, as well as where and when the story is taking place. Next, write down questions you have about the novel, and any questions about the reading that you do not understand and/or would like your teacher to clarify. Predict In this space, write your prediction of what you think will happen next. Connect In this space, write down anything that you find familiar: either a situation you have experienced, a character that reminds you of someone, or an event from the story that is similar to something you have already read. Summarize Retell, in your own words, the action and important details of your reading. Your summary should not be more than about one paragraph, or 5-7 sentences long. Reflect In this space, write down any quotes, sayings, or moments that affect you in some way. So far, what do you think is the reason the author wrote this novel? Are there any themes you recognize? Do you like the novel so far? Why or why not? What changes could be made so that you understand or connect with the novel better? What else would you like to learn about this author/genre/topic? © 2013 Secondary Solutions 25 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Part One—(Sections One-Two, pp. 3-28) Note-Taking and Summarizing Directions: Refer to the chart on page 25, “Note-Taking and Summarizing Sample.” Use it to complete the following chart as you read Sections One-Two of the novel. Question Predict Connect Summarize Reflect © 2013 Secondary Solutions 26 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Part One—(Sections One-Two, pp. 3-28) Comprehension Check Directions: As you read and take notes using the note-taking technique described on page 25, use the Comprehension Check questions below to help guide your understanding of all aspects of the novel. You may want to use these questions to help you take notes. After reading the given sections, answer the questions on a separate sheet of paper. Section One (pp. 3-22) 1. Who was Moishe the Beadle? Why was he an important figure in Mr. Wiesel’s life? 2. Discuss the importance of religion in Mr. Wiesel’s young life. 3. What significant event happened to Moishe the Beadle? Why? What story did he tell upon his return? How did Moishe escape this wretchedness? 4. Why did people refuse to listen to his stories of what had happened? 5. Moishe said, “I wanted to return to Sighet to describe to you my death so that you might ready yourselves while there is still time.” What did he mean by this? 6. Why did Elie’s father refuse to sell everything and move to Palestine? What is your opinion of his decision? Why? 7. What were the Fascists doing to the Jews in Budapest? Why did the others refuse to take this action seriously? 8. After the leaders of the Jewish community were arrested, what were the orders to the other Jews? 9. What was the ghetto? At first, why were the Jews unconcerned about being placed in the ghettos? Soon afterwards, what happened to make them change their minds? 10. The inspector from the Hungarian police knocked on the window, but by the time someone went to see who it was, he was gone. What is the significance of this? 11. How did the Hungarian police treat the Jews as they told them the time had come? 12. Why did the Jews leave their valuables behind? 13. Explain why Elie and his older sisters refused to go to Maria’s village with her. 14. What were the conditions in the cattle car? Section Two (pp. 23-28) 1. What had happened to Mrs. Schächter to make her behave as she did? What did she continually shout about to the Jews? 2. How did the men finally subdue her? 3. When they reached a station, where were they? What would they do there? 4. What did Mrs. Schächter’s cries foreshadow? © 2013 Secondary Solutions 27 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Standards Focus: Figurative Language One of the most captivating aspects of good literature is the use of figurative language, or ideas communicated beyond their literal meaning to create an image in the reader’s or audience’s mind. There are several types of figurative language, also called figures of speech. In this exercise, you will use the following figures of speech: • metaphor - a comparison made between two unlike objects: “The pillow was a cloud.” • simile - a comparison made between two unlike objects, using the words “like” or “as” in the comparison: “The pillow was like a marshmallow.” • personification - giving human qualities or characteristics to non-human objects: “The wind sang its sad song.” • imagery - using words to create pictures for the senses: “…a tall frosty glass of lemonade.” • hyperbole - truth is exaggerated for humor or emphasis: “I died when the boy I like finally talked to me.” Directions: Read each quote from Sections One and Two. Look at the underlined figure of speech in the sentence, then decide what type of figure of speech it is. Finally, identify the comparison being made, the object being personified or exaggerated, or the image being created. An example has been done for you. Ex. “A calm, reassuring wind blew through our homes.” (p. 6) Figure of Speech: metaphor Analysis: We were calm and comfortable in our homes. 1. “The shadows around me roused themselves as if from a deep sleep and left silently in every direction.” (p. 14) Figure of Speech: Analysis: 2. “…a man with a gray beard and the gaze of a dreamer.” (p. 14) Figure of Speech: Analysis: 3. “On everyone’s back there was a sack. In everyone’s eyes tears and distress.” (p. 17) Figure of Speech: Analysis: 4. “There they went, defeated, their bundles, their lives in tow, having left behind their homes, a their childhood. bThey passed me by, like beaten dogs, with never a glance in my direction.” (p. 17) a Figure of Speech: Analysis: b Figure of Speech: Analysis: 5. “Open rooms everywhere. … An open tomb.” (p. 17) Figure of Speech: © 2013 Secondary Solutions 28 Night Literature Guide 2006 Marion Wiesel Translation Name Period Analysis: ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  6. “They were the first faces of hell and death.” (p. 19) Figure of Speech: Analysis: Directions: Now identify and underline the figure(s) of speech in the sentence, then decide what type of figure of speech it is. Finally, identify the comparison being made or the object being personified or exaggerated. 7. “Monday went by like a small summer cloud, like a dream in the first hours of dawn.” (p. 18) Figure of Speech: Analysis: 8. “The stars were but sparks of the immense conflagration that was consuming us.” (p. 21) Figure of Speech: Analysis: 9. “Our terror could no longer be contained. Our nerves had reached a breaking point. Our very skin was aching.” (pp. 25-26) Figure of Speech: Analysis: 10. “Yet all that was nothing compared to her screams, which tore us apart.” (p. 26) Figures of Speech: Analysis: Directions: Now, find two other examples of figures of speech from Sections One and Two and write them on the lines. Identify the type of figure of speech and write an analysis. 11. Figure of Speech: Analysis: 12. Figure of Speech: Analysis: © 2013 Secondary Solutions 29 Night Literature Guide 2006 Marion Wiesel Translation Name Part Four: Short Response (3-7 Sentences each) Period ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Directions: For each of the following quotes, answer each question below with as much insight as possible. Use a sheet of lined paper for your answers and staple it to the back page of your test. (a) To what incident is the quote referring? (b) What happened? (c) What was the result? (d) How was it important to the story overall? 41. “I wanted to return to Sighet to describe to you my death so that you might ready yourselves while there is still time.” 42. “…if I felt anger at that moment, it was not directed at the Kapo but at my father. Why couldn’t he have avoided Idek’s wrath? That was what life in a concentration camp had made of me….” 43. “Why, but why would I bless him? Every fiber in me rebelled. Because He caused thousands of children to burn in His mass graves? Because He kept six crematoria working night and day, including Sabbath and the Holy Days? Because in His great might, He had created Auschwitz, Birkenau, Buna, and so many other factories of death? How could I say to Him: Blessed be Thou, Almighty, Master of the Universe, who chose us among all nations to be tortured day and night, to watch as our fathers, our mothers, our brothers end up in the furnaces? Praised be Thy Holy Name, for having chosen us to be slaughtered on Thine alter?” Part Five: Vocabulary Matching Directions: Match the following vocabulary words with the correct definition or synonym(s). 44. compulsory a. poverty; destitution 45. altruistic b. express or cry from grief 46. rescinded c. mandatory; required; obligatory 47. billeted d. never heard of or done before 48. edicts e. scattered; spread around 49. farce f. 50. penury g. exhibiting selfless concern for the well-being of others 51. liquidate h. took back; withdrew; canceled 52. lucidity i. clear out 53. oppressive j. clearness of thought; clairvoyance 54. indifferent k. huge raging fire 55. surreptitiously l. 56. unprecedented m. unjustly inflicting hardship and constraint 57. sabotage n. lacking interest or concern 58. lament o. decrees or proclamations; official orders 59. interspersed p. subversion; destructive action or interference by an enemy 60. conflagration q. housed; quartered; lodged © 2013 Secondary Solutions slyly; secretly absurdity; mockery; sham 71 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Final Exam: Multiple Choice Version Directions: On your answer sheet, fill in the bubble of the correct response. 1. Tried unsuccessfully to warn the Wiesel family to leave: a. the Hungarian policeman c. Moishe, the Beadle b. Rabbi Eliahu d. both a and b e. both a and c f. both b and c 2. Elie saw him in bed with a young woman so he punished him publicly for it: a. Dr. Mengele c. Franek b. Juliek d. Idek 3. Chosen for their strength, these people worked in the crematoria: a. pipel c. SS b. Sonder-Kommando d. Kapos 4. Played his violin for the prisoners until he was killed: a. Franek c. Juliek b. Idek d. Yossi 5. Told Elie he could return later when he felt better, as long as he did not have to send for him: a. the dentist c. Dr. Mengele b. the SS officer d. Franek 6. A young boy who was tortured and murdered for information he did not have: a. Yossi c. Tibi b. Tzipora d. the pipel 7. The Jews were no longer allowed this luxury: a. sugar c. b. Beethoven d. coffee music 8. His son wanted to leave him behind because he had become a burden to him: a. Moishe the Beadle c. Rabbi Eliahu b. Oberkapo d. Juliek 9. Died, along with Elie’s mother: a. Tzipora b. Béa c. d. Mrs. Schächter Hilda 10. Ultimately died of a clout to the head—a smashed skull: a. Juliek c. Rabbi Eliahu b. Franek d. Elie’s father 11. Jewish caretaker who lived to tell the story of his death: a. Rabbi Eliahu c. Yossi b. Moishe the Beadle d. Tibi 12. “Selected” men, women, and children, deciding their ultimate fate: c. the dentist a. Dr. Mengele b. the Hungarian policemen d. none of these choices 13. On the train, screamed about the smoke and flames, making everyone think she had gone mad: a. Elie’s mother c. Mrs. Schächter b. Tzipora d. the French girl © 2013 Secondary Solutions 72 Night Literature Guide 2006 Marion Wiesel Translation Name Period 14. Passed for Aryan, but was really Jewish: a. Elie’s mother b. Tzipora c. d. Mrs. Schächter the French girl 15. Became Elie’s friend at Buna: a. Franek b. Yossi c. d. Idek Juliek 16. Guarded the inmates at the camps: a. SS b. Sonder-Kommando c. d. the pipel Dr. Mengele 17. Survived the concentration camps: a. Idek b. Juliek c. d. Elie none of these choices 18. Took Elie’s gold crown: a. Franek b. Idek c. d. the dentist Juliek ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  19. Moishe the Beadle escaped certain death by: a. hiding in a ditch near Galicia b. pretending to be dead c. d. hiding out behind a brick building telling a lie to the Gestapo 20. The people of Sighet were not afraid because they felt that the Fascists would: a. let them stay in the ghettos c. be captured and imprisoned by the Allies b. let them escape to Palestine d. get no closer than Budapest 21. When the Jews were moved into the ghettos, Elie and his family: a. stayed in their own house c. were crowded into a small apartment b. had nothing to eat d. were among the first to leave for Auschwitz 22. As they arrived at Auschwitz, a prisoner warned Elie and his father to: a. eat as much as they could get c. stay as quiet as possible b. work hard d. lie about their ages 23. The job of the Sonder-Kommando was to: a. stand guard over the prisoners b. assist Dr. Mengele in the “selection” c. work in the crematoria d. beat the Jews when they got out of line 24. The hanging of the pipel was an atrocity and especially disturbing because: a. he was so young c. he had done nothing wrong b. he took such a long time to die d. all of these choices 25. Elie was surprised when the French girl he worked with at the warehouse: a. told him she loved him c. spoke French to him b. spoke German to him d. told him she could pass for Aryan 26. Elie went into the hospital to have surgery for: a. an infection of the knee b. dysentery c. d. an infected foot pneumonia 27. As a young man, perhaps the most important thing in Elie’s life was: a. community service c. family b. education d. his religion 28. After a while in the camps, Elie’s thoughts and actions began to show that: a. he had forgotten about his mother c. he was losing faith in God b. his friends were more important than family d. he was not a good son © 2013 Secondary Solutions 73 Night Literature Guide 2006 Marion Wiesel Translation Name Period 29. In the selection in which Elie’s father was sent to the left, to his death, Elie: a. paid a guard to free his father c. nearly escaped b. created a confusion in which some died d. was glad to be free of him ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  30. Elie’s father ultimately died as a result of: a. pneumonia c. b. a blow to the head d. food poisoning freezing to death Directions: Choose the letter of the correct vocabulary word to complete the analogy. 31. apathy : indifference :: required : _______ a. insinuated c. b. chaos d. compulsory infernal 32. mockery : farce :: agreed : _______ a. untenable b. concurred c. d. dissipated rescinded 33. brave : timid :: free: _______ a. manacled b. exodus c. d. harangued oblivion 34. expelled : deportees :: billeted : _______ a. penury c. b. conflagration d. officers unprecedented 35. crucible : trial :: liquidation : _______ a. delusion b. inflection salvation evacuation c. d. Directions: Choose the letter of the correct vocabulary word according to the definition given. 36. Find the word that best fits the definition, “poverty; destitution”. a. sages c. deprivations b. penury d. prophecies 37. Which word best expresses, “sadness; grief; depression”? a. deluded c. melancholy b. cynical d. oppressors 38. Which word is in NO WAY related to illness? a. colic c. b. lethal d. dysentery illusions 39. Find a word that has a positive connotation. c. a. reprieve b. chinks d. poignant surreptitiously 40. Which word best fits the definition, “from this point forward”? a. unprecedented c. contemplating b. henceforth d. compulsory Directions: Choose the letter of the best vocabulary word to complete the sentence. 41. Rabbi Eliahu’s son felt a. atonement b. transcended © 2013 Secondary Solutions c. d. 74 from his father as they ran to Gleiwitz. disengaged vulnerable Night Literature Guide 2006 Marion Wiesel Translation Name Period 42. As the prisoners entered the concentration camps, tattooing was a. crucible c. cowardice b. compulsory d. expelled . ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  43. To save themselves from harm and discomfort in the cattle cars, some may have had to for more room. a. annihilate c. jostle b. prostrate d. treatise 44. After the thirst, starvation, and lack of dignity suffered by the prisoners, they had become used to living with as a part of their lives. a. oblivion c. delusion b. deprivations d. contemplating 45. For many of them, the survive. a. oppressive b. familial conditions of the camps took away their will to c. d. surreal pious 46. In one moment of , Elie was able to think clearly about how they were all going through the motions like so many automatons. a. mauling c. lucidity b. expulsion d. infirmary 47. An act of a. contemplating b. dregs by a prisoner would most certainly get him killed. c. sabotage d. indifference 48. After seeing so many of their friends and relatives murdered, the prisoners began to lose hope and were overcome with when they should have cared. a. hysteria c. lucidity b. inert d. apathy 49. By the time of liberation, most of the prisoners were and psychological damage. a. categorical c. excruciating b. emaciated d. diminish and ravaged with poor health 50. Following the of Elie and his family, it is easy to understand why he waited ten years to commit his story to writing. a. crucible c. pittance b. convoy d. evacuation © 2013 Secondary Solutions 75 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Post-Reading Ideas and Alternative Assessment 1. Revisit the Anticipation/Reaction Guide on pages 15 and 16. Complete the follow-up exercise found on page 52. 2. Watch the film, Auschwitz: Inside the Nazi State. This film tells in detail of the history of the creation of Auschwitz, and speaks of the people involved, including some of the prisoners as well as SS. Since this film is Not Rated, you will probably need parent permission. Plan to discuss the film with your class as the film progresses. 3. Research in greater depth World War II, the Holocaust, Hitler, Rudolf Höss, Dr. Mengele or any other important person or topic from the time period dealt with in Night. Write your information using words other students in your class can understand. Create a PowerPoint or other presentation to share your findings with the rest of the class. Be sure to discuss how your topic is similar to and different from the way it was depicted in the novel. 4. Research heroes from the Holocaust who are often overlooked, including Oskar Schindler, Irena Sendler, Raoul Wallenberg, Nicholas Winton, Chlune Sugihara, or many others, noting their accomplishments and sacrifices. Present your findings in class, in a PowerPoint or other presentation. 5. Research Saddam Hussein’s treatment of the Kurds of Northern Iraq in the late 1980’s. Compare what happened to them with the treatment of the Jews during the Holocaust. How are the two situations alike? How were these events treated by the rest of the world? Relate what you have learned from your research that helps you to understand why we study history. Why do you believe it is said that “History repeats itself,” or “Those who cannot remember the past are condemned to repeat it.” 6. People deal with death and loss in many different ways. In Night, you have seen many different personality types, each of whom had their own way of facing death, either the possibility of their own death, or the death of a loved one. Create a poster or brochure on the different ways of dealing with death and the stages of grief that all of us go through. Include a section on your poster that will inform students of the kinds of support groups and help that are available for teens today. 7. Create a series of newspaper articles about the deportation of the Jews, including their time in the ghettos. Include as many details of the events as © 2013 Secondary Solutions 76 Night Literature Guide 2006 Marion Wiesel Translation Name Period possible in the articles. Keep in mind that the Jews were deported beginning in 1939. (Remember, after the Jews began to be deported, you know very little about what has taken place until the time of Liberation when some of them return to tell their story. You can only speculate.) Create a journal, using the “newspaper clippings” you have taken from the paper. Keep in mind as you write that newspapers are not hand written, so type your articles. Make them look and sound as realistic as possible. ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  8. You are a psychologist and your patient is a character of your choice from Night. He has come to you seeking advice. What questions would you ask your patient? What advice would you give? Compose notes and/or a tape recording of your thoughts from at least 5 “sessions.” Also consider dream analysis and role-playing exercises. You must have at least five complete entries, including your advice to your patient. 9. Conduct an interview with Elie Wiesel’s father, Shlomo. Write at least 10 questions that will give him a chance to tell the story of his own experiences in the Holocaust from his point of view. You may ask questions, challenge a situation, express a complaint or make a suggestion. Create a multimedia presentation or storybook presenting Shlomo’s story. 10. Visit www.holocaustsurvivors.org. Research the stories of other survivors of the Holocaust. Present one survivor’s story to the class, either in a multimedia presentation or in a “live presentation” using posters, photographs, and other illustrations. 11. Visit iwitness.usc.edu. Explore the site, including full life histories and testimonies of survivors and other witnesses to the Holocaust. Decide on a group or individual project and create a presentation of your findings using some of the methods offered on the site. The iWitness video editor can be used to integrate testimony clips, photos and maps, voiceover audio, music, and text for a presentation that will help you connect your learning with technology. 12. Compose an original poem about the Holocaust or from the view of a Holocaust victim, or use a poem you have already written. Find images to illustrate your poem, and music that creates the mood you are trying to convey. Combine your poem, the images you have chosen, and your music, to create a slide show using PowerPoint or similar multimedia software. © 2013 Secondary Solutions 77 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Essay/Writing Ideas 1. Explain what you believe were Wiesel’s reasons for choosing the title Night for the novel. 2. Write a more complete biography of Elie Wiesel by researching his life and works. Create a poster or brochure, or put together a multimedia presentation detailing the information you have found. Include facts about major events in his life, his major works, and how his life is related to his works. (Keep in mind that he is still alive. How might you best be able to get some interesting and new information about him?) 3. Differentiate between the ghettos in the novel and the ghettos of today. 4. The prisoners of the Holocaust were not known to revolt against their captors. Even when they became aware of their probable fate, they did not gather together to start a revolution or try to escape en masse. What do you believe was their reasoning? 5. As the Jews were deported from their homes and taken to the concentration camps, they were put through the selection process. Some were sent to the left and some were sent to the right. Certain death would follow for the elderly, the very young and the infirm, and those who were deemed healthy enough to work would be given a place in the camps. Some people who study the Holocaust have said that it didn’t matter which line the Jew was sent to, his fate was the same. What do you think this means? Which line would you have wanted to be in, and why? 6. Throughout the novel, we hear of people who are losing their connections with friends and relatives, even their fathers, because they are thinking only of themselves and their own survival. “No one paid attention [to the men crushed, trampled underfoot, dying]…. Sons abandoned the remains of their fathers without a tear.” How is it possible that these people could live with themselves and the hopelessness of this situation? How would you justify your actions if you had conducted yourself in this way? How would you have been able to absolve yourself of the guilt you would ultimately have felt? 7. Place yourself in Elie’s position. From early on, he knew there was a possibility that he would not live to adulthood. If you knew you might die young, how would you cope with knowing that you were going to die and never experience living on © 2013 Secondary Solutions 78 Night Literature Guide 2006 Marion Wiesel Translation Name Period your own, going to college, being married and having your own children, etc.? What “coping mechanisms” would you employ if you found yourself in this situation? ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  8. Watch the documentary Auschwitz: Inside the Nazi State. Using the form on page 49, take notes on the movie, adding to it notes from your reading of Night. Referring to your notes, write an essay, comparing and contrasting the novel with the movie. Note similarities and differences, writing your reaction to the persons involved and the action in both the novel and the movie. Do you have a preference for either the novel or the movie? Why? Explain in detail, citing examples from each. 9. Analyze the cynicism of the expression “Arbeit Macht Frei” (Work Makes [You] Free) above the gates at the entrance to Auschwitz. Is the expression truly ironic, or is there truth in the statement for those at Auschwitz? 10. Write about what you would have done in the same situation if you had been one of the characters in Night. Specifically, how would you have handled Idek or Franek or the Kapos carrying clubs and sticks? What do you believe you might have said or done to make your experience at Auschwitz a little less problematic than the life experienced by Elie? 11. Write a journal from Elie’s father’s point of view about what happened in the novel. A minimum of ten entries should be included in your journal. Entries should focus on major events from the novel and how he responds to each event. Remember, you are Elie’s father while you are writing in this journal, so keep your writing in character. Since he dies, you must decide how you are going to finish the journal after his death. You will need to be creative. Finally, design a unique cover for the journal depicting one of the most memorable scenes from the novel. 12. Explain how the statement, “It isn’t how long you’ve got that matters, it’s what you do with the time you have,” relates to the novel, Night. In your opinion, how could the prisoners have made best use of this maxim? © 2013 Secondary Solutions 79 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Teacher Guide Notes for the Teacher As mentioned on page 5, not all activities and worksheets in this guide must be used. They are here to help you, so you do not have to do all the work. A few notes about this guide: • Page numbers listed in this Literature Guide refer to Night, by Elie Wiesel, published by Hill and Wang, a division of Farrar, Straus, and Giroux, 2006 Marion Wiesel translation. • Elie Wiesel does not number his chapters in the novel, Night. For the sake of efficiency, I have taken the liberty of assigning a number to each new “section”—where the writing starts to what looks like the end of a chapter. A look at the Table of Contents should help you understand what I have done. There are five Parts in this Literature Guide. Each part is either a section or a group of sections. The Literature Guide is broken up into parts in an attempt to make the number of pages in each “cluster of study” more uniform. Part One includes Sections 1-2. Part Two includes only Section 3. Part Three includes only Section 4. Part Four includes Sections 5-6. Lastly, Part Five includes Sections 7-9. All materials are clearly marked by Part and Section, and page numbers are also included for clarity. • Wiesel speaks of his father, whose name was Shlomo. Night, (the 1982 Stella Rodway translation) is the only publication I found in which his name was spelled with a “C.” Throughout my research for this Literature Guide, every resource available spelled his name “Shlomo.” This 2006 Marion Wiesel translation of Night has spelled his name Shlomo, as well. Because in my research I found his son’s name spelled only with the “S,” on the biography page, page 9, his son’s name is spelled “Shlomo.” • In Part Four, Section 5, Wiesel speaks of having an infection in his foot for which he goes into surgery. Other sources have documented his injury as a knee injury. Some have said that he may have deliberately misrepresented the injury to distance himself somewhat from the reality of the situation. • Do not feel that you must adhere too strictly to the directions. For example, in Standards Focus: Figurative Language, on pages 28-29, in questions 11 and 12, the students are directed to find two examples on their own of any of the given types of figurative language. If they are having trouble finding examples, or if you would just like to give them more freedom, you may certainly have them find examples from other sections in the novel. Similarly, on pages 34-35 and 44, the directions tell the students to find quotations from Section 3 to complete the activity. You do not have to adhere strictly to this; you may want to let them look in other parts of the book for their quotes, or you may even wish to do the exercise during a different section. You will find that Part IV (Sections 5-6) has several good examples that students can use to “find and use” supporting quotations for the activities on pp. 34-35 and 44. • On page 41 of the novel, there is mention of an iron door with the inscription over it, “Work is Liberty.” It is actually inscribed with the German words, “Arbeit Macht Frei,” (ar-bite mockt fry) which means literally, “work makes free.” The cover of your Literature Guide has a picture of the gates of Auschwitz with the inscription overhead. It is important that the students see this image and understand the phrase. • Two versions of the Final Exam are provided for your convenience. Choose the one that fits your style and/or the style of your students. It is not necessary to administer both exams. The Multiple Choice Version is suitable to use with an answer sheet such as Scantron. • Visit http://www.tolerance.org/kit/one-survivor-remembers to download the free educational kit for teachers, entitled “One Survivor Remembers.” Consider using the film you will receive in the compare/contrast activity on page 49 of this Literature Guide. © 2013 Secondary Solutions 80 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Sample Agenda Week One Day One: Begin to introduce the themes of the novel by choosing an activity or activities from the Pre-Reading Ideas and Activities on pages 6-7 to be completed prior to, or in the early stages of, reading the novel. Read one or both: Historical Background: Hitler and other Important Persons of the Holocaust, pp. 8-10 and/or Auschwitz Concentration Camp, pp. 1112. Day Two: Read Author Biography: Elie Wiesel and answer the corresponding questions, pp. 13-14. Pass out Anticipation/Reaction Guide—Before Reading, pp. 15-16, and have students work individually on p. 15. After everyone is finished, begin a class discussion. After about five minutes, have students get into small groups and continue the discussion, paying attention to what others feel and think. After everyone has had a chance to share, have students return to their seats and finish page 16 on their own. Day Three: Go over Anticipation/Reaction Guide Reflection as a class. Introduce Holocaust Terminology and Vocabulary List, pp. 17-20. If students are to find their own definitions for the Vocabulary, decide if you want them to find the definitions for all words now, or for each section as you get to it. Give students time in class to begin. Assign a due date. Day Four: Go over Standards Focus: Note-Taking and Summarizing Sample, p. 25. Begin reading Part One of the novel, (Night, pp.3-28). Allow students a little extra time to practice using Note-Taking and Summarizing, p. 26 to help them familiarize themselves with the organizer. Day Five: Introduce Comprehension Check, p. 27. Explain to students how they should be answering the questions. Continue reading Part One of the novel. Give students time at the end of the period to work on Comprehension Check. Week Two Day One: If students did not finish reading Part One and doing Comprehension Check, allow time now. Teach and assign Figurative Language, pp. 28-29. If time allows, teach and assign Assessment Preparation: Synonyms, pp. 30-31. Remind students of tomorrow’s quiz on Part One and associated vocabulary. Assign Night Crossword: Vocabulary Review, Sections 1-2, p. 54 for homework, if desired. Day Two: Administer Quiz: Part One (Sections 1-2), p. 59, and Vocabulary Quiz, p. 60. As students finish, have them finish Synonyms, pp. 30-31. Begin reading Part Two of the novel, (Night, pp. 29-46), completing Standards Focus: Note-Taking and Summarizing, p. 32, as you read. Day Three: Finish reading Part Two. Distribute Comprehension Check, p. 33 and give students time to work. Have students finish at home. Day Four: Explain and assign Standards Focus: Response to Literature, Finding Supporting Quotations, pp. 34-35. Allow students the entire period to work on this. Day Five: Introduce Assessment Preparation: Vocabulary Extension, pp. 36-37. As students finish, have them complete Standards Focus: Response to Literature, Finding Supporting Quotations, pp. 34-35. Tell them to keep their work in a safe place for future use, or collect their papers to be used during the reading of Part Four. Remind students of next day’s quiz on Part Two and associated vocabulary. Assign Night Crossword: Vocabulary Review, Sections 3-4, p. 55 for homework, if desired. © 2013 Secondary Solutions 81 Night Literature Guide 2006 Marion Wiesel Translation Name Period Week Three Day One: Administer Quiz: Part Two (Section 3), p. 61, and Vocabulary Quiz, p. 62. When all students have finished the Quiz, begin reading Part Three, (Night, pp. 47-65) providing Note-Taking and Summarizing sheets, p. 38, for use during reading. Day Two: Finish reading Part Three, and complete Comprehension Check, p. 39. If time allows, explain and assign Standards Focus: Denotation and Connotation, p. 40. Day Three: Finish any work from Day Two, and then assign Assessment Preparation: Vocabulary in Context, p. 42. Day Four: Administer Quiz: Part Three (Section 4), p. 63, and Vocabulary Quiz, p. 64. When all students have finished, hand out Note-Taking and Summarizing sheets, p. 43, to be used as you begin reading Part Four, (Night, pp. 66-97). Day Five: Continue reading Part Four of Night. Distribute Comprehension Check, p. 44. Allow students about ten minutes near the end of the period to begin working on it. ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Week Four Day One: (If you need to order in advance to receive a movie for the Compare/Contrast activity, p. 50, now is the time to do that. You will need it in about one week. You will also need dictionaries with etymology information in them, so if you don’t have them, make arrangements to have one available for each student next week.) Finish reading Part Four. Finish Comprehension Check questions, p. 44. Day Two: Explain and assign Response to Literature: Using Supporting Quotations, p. 45. Return or have students get out Response to Literature: Finding Supporting Quotations, pp. 34-35, which was completed during the reading of Part Two. Allow students the rest of the period to work on their paragraphs. Day Three: Finish Response to Literature: Using Supporting Quotations, p. 45. About fifteen minutes before the end of class or when all students have finished their paragraphs, explain and assign Assessment Preparation: Analogies, pp. 46-47. Remind students of tomorrow’s quiz on Part Four and associated vocabulary. Assign Night Crossword: Vocabulary Review, Sections 5-9, pp. 56-57 for homework, if desired. Day Four: Administer Quiz: Part Four (Sections 5-6), p. 65, and Vocabulary Quiz, p. 66. When all students have finished the quiz, distribute Note-Taking and Summarizing sheets, p. 48, and begin reading Part Five, (Night, pp. 98-115). Day Five: Continue reading Part Five, working on Note-Taking and Summarizing sheets, p. 48, as you read. Assign Comprehension Check questions, p. 49. Week Five Day One: Finish reading the novel. When you have finished the Comprehension Check questions, p. 49, supply each student with an appropriate dictionary, and then teach and assign Assessment Preparation: Word Origins—Etymology, pp. 51-52, to be completed in class. Remind students of tomorrow’s quiz on Part Five and related vocabulary. Day Two: Administer Quiz: Part Five (Sections 7-9), p. 67, and Vocabulary Quiz, p. 68). When all students have finished, explain and assign an activity from Post-Reading Ideas and Alternative Assessment, pp. 76-77, and/or a writing activity from Essay/Writing Ideas, pp. 78-79. Assign students a due date. Assign Night Crossword: Final Exam Review, p. 58 for homework, if desired. Remind students of tomorrow’s Final Exam. As a reminder, there are two different versions of the Final Exam from which to choose. You may want to give some of your students a challenge, while allowing others more choices. You decide which version each student should take, but you will only need to administer one Final to each student. © 2013 Secondary Solutions 82 Night Literature Guide 2006 Marion Wiesel Translation Name Period Day Three: Administer Final Exam, pp. 69-71, or Final Exam: Multiple Choice Version, pp. 72-75. Allow students the entire period to work on the Exam, but if you like, when a student finishes early, allow him/her to work quietly on his/her Post-Reading or Essay/Writing activities for the rest of the period. Day Four: Distribute and explain Standards Focus: Comprehension and Analysis, Compare and Contrast, p. 50. View the movie you have chosen as your example for follow-up, and have students take notes as appropriate, while watching the movie in class. Day Five: Give students time to prepare their Compare and Contrast essays during class. If students finish early, give them time in class to work on their Post-Reading activities or Essay/Writing activities. ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Week Six Day One: Give students time in class to work on their Post-Reading activities or Essay/Writing activities, if needed. If students are finished with their projects, have them begin their classroom presentations. Day Two: Continue class presentations. Day Three: Finish class presentations. © 2013 Secondary Solutions 83 Night Literature Guide 2006 Marion Wiesel Translation Name Period Night ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Summary of the Novel Section I (Pp. 3-22) Wiesel relates the story of Moishe the Beadle, the caretaker at the Hasidic Synagogue. He became Wiesel’s mentor, and under him he studied the Talmud and delved into the world of Jewish mysticism through the Cabbala. Then one day, all foreign Jews were expelled, and Moishe the Beadle was among them. The Jews had been taken to Polish territory, where the Gestapo had murdered all of them, except Moishe. He had miraculously escaped the mass murder by pretending he was dead, after only having been shot in the leg. He returned to Sighet to tell his story, but no one wanted to believe him, thinking he was just trying to get sympathy or that he had gone mad. [Perhaps it is because of the reaction of the people of Sighet to the story told by Moishe the Beadle that Wiesel refused to tell his story for over ten years after liberation.] Wiesel asked his father to sell out and move to Palestine. He refused, saying he was too old to start all over again. The people of Sighet didn’t believe that Hitler would get as far as their town, figuring the Nazis would stay in Budapest. They seemed to be living in denial. Rights were taken away from the Jews under pain of death, and soon they were moved into the ghettos, living in deplorable conditions. Wiesel describes the suffering of the Jews as they are deported from the ghetto to the concentration camp. Section II (Pp. 23-28) Elie and his family are taken away in a cattle car among eighty people, with little water, a few loaves of bread, and no room to sit down. They are told to give up all valuables or be shot. Mrs. Schächter is aboard and has gone mad. She was separated from her husband and two eldest sons by accident. She continually calls out about fire and flames and smoke, screaming and wailing, upsetting everyone in the cattle car. To silence her, some of the deportees begin to strike her with blows that could have killed her. They arrive at Auschwitz where they will stay. As the train stops, Mrs. Schächter screams once again to look out the windows. This time, there truly are flames and smoke coming out of a chimney into a black sky, and an abominable odor to accompany it. Her vision was foretelling. Section III (Pp. 29-46) They depart the train, leaving all their possessions behind. Immediately, selection begins, “Men to the left! Women to the right!” Elie is able to stay with his father, and a prisoner tells him to say he is eighteen, rather than his real age of fifteen, and his father is told to say he is forty, not fifty years old. Some of the prisoners begin to expound the realities of the camp, telling them that they are about to be burned, frizzled away, turned to ashes. They want to revolt, but do not. Dr. Mengele does further selection, choosing those who are strong enough to work, and disposing of the others. To his ultimate horror, Elie witnesses babies being taken to a ditch, used for target practice, and burned. There is a larger ditch for adults nearby. The prisoners are forced to march past the ditches, and Elie believes he will be forced into the ditch to burn to death, so he tells his father that he will go for the electric wires, rather than suffer in that way. They get within two steps of the pits, and they are ordered to turn left away from them and are safe. They are taken to their barracks where they are processed, going to the barber, disinfection, showering, receiving ill-fitting clothing, getting tattooed, all at breakneck speeds, and while being beaten at the whim of those in charge. Already they are tormented by hunger and thirst. A friend of the family comes looking for them to seek information about his wife and children. Elie lies to him, saying that they are alive and well. Then he receives real news, and he is not heard from again. Elie and his father speculate about the condition of Elie’s mother and sister, and each tries to assuage the worries of the other. © 2013 Secondary Solutions 84 Night Literature Guide 2006 Marion Wiesel Translation Name Period Section IV (Pp. 47-65) They move on to Buna, another Concentration Camp. Elie is asked to give up his shoes in exchange for a good unit or an extra ration of bread. He refuses, but loses his shoes anyway, in exchange for nothing. They are sent for medical exams and to the dentist who is looking, not for teeth in need of repair, but for gold crowns. Elie befriends Yossi and Tibi, two brothers attached to their group and whose parents were exterminated at Birkenau. Again, Elie is summoned to the dentist for extraction of his gold crown. He makes up a story to hold the dentist off from taking his tooth, and is given permission to leave. Elie is given a job at a warehouse, where he befriends a French girl who speaks no German—Elie speaks no French. Idek, a Kapo, is taken with a bout of frenzy, and takes to beating Elie. The French girl then speaks to Elie in near-perfect German. [Years later, he meets her in the Metro and they spend the whole evening reminiscing. She was Jewish, but passed for Aryan, and that is how she survived.] The foreman, Franek, tells Elie to give him his gold crown. Elie refuses, so Franek begins to torment Elie’s father. Elie tells him that if he will leave his father alone, he will give him the tooth. Because he made Franek wait, Franek made him give him a ration of bread as well as his tooth. Elie accidentally sees Idek in a compromising position with a girl, and Idek makes an example of him, beating him with a whip in front of everyone. One Sunday, air raid sirens begin to wail, and a man takes advantage of it by trying to steal some soup. He ends up dead. A week later the gallows is set up in the assembly place to punish a young man who stole during the alert. Everyone is forced to march past his newly hanged body, looking him full in the face. Three other prisoners are sentenced to hang, one of them a 13-year-old pipel. The child dies slowly, not weighing enough to bring about his quick demise. “That night the soup tasted like corpses.” Section V (Pp. 66-84) The eve of Rosh Hashanah, the last night of the year…. Would it be their last day? Elie begins to strongly reject his God, believing that He would protect them from this Hell if He really cared. At the service, everyone recites the Kaddish, the prayer for the dead. Yom Kippur—should they fast? They fast every day! And as a “New Year’s gift” the SS treats them to another selection. How would Elie’s father survive? He had aged so much. The selection begins, and it is a race for life. The boys run around to help the color return to their cheeks, and check with each other to see if they have been written down by Dr. Mengele. Everyone is told not to worry, that all of them are safe. Several days later, those whose numbers had been taken are told to stay behind at the camp when the others move out. Elie’s father is among them. He gives his knife and spoon to Elie, telling him he no longer will need it. Elie will not take “his inheritance.” They march outside the gates, leaving his father behind. He worries all day about him, and when they return that afternoon, somehow he is still alive! In January, Elie’s foot swells, and he goes to the hospital, where they tell him he needs surgery. He is warned by a patient there, “the faceless one,” that he should not stay there, that they will just exterminate him if he is not well. Elie doesn’t trust the man, but heeds his message. Meanwhile, Elie undergoes minor surgery for infection in his foot. Just two days later, they are forced to evacuate because the Red Army is on their heels. “The faceless one” tells him to get out, that all the patients in the hospital will be finished off on the spot and sent to the crematory. Elie decides to go along with those evacuating. [Elie learns after the war that those who stayed behind in the hospital were quite simply liberated by the Russians two days after the evacuation.] Section VI (Pp. 85-97) The march begins, and the prisoners are forced to run as fast as their legs can carry them. Those who could not keep up were to be shot. Men fall down, crying, some are shot, and Elie’s foot is a spurt of red flame. He wills himself not to feel anything. Their legs move mechanically as they pass the 42-mile mark. They are allowed to rest, and go to an old dilapidated brick factory, where hundreds of prisoners try to crowd in the door. Men are crushed, trampled underfoot, dying, and no one pays any ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  © 2013 Secondary Solutions 85 Night Literature Guide 2006 Marion Wiesel Translation Name Period attention. Elie imagines himself a corpse in just a matter of hours. To sleep would mean to die. Rabbi Eliahu comes in looking for his son, whom he lost track of on the run. Elie remembers seeing him run to the front away from his father, letting the distance between them grow. A terrible thought occurs to Elie—he had wanted to get rid of his father to improve his chances of survival. Elie is horrified! How could he do that? On their arrival at Gleiwitz, they are installed in barracks, where they are just a mass of bodies. Men are lying atop one another, and again, crushing and suffocating each other. Juliek and his violin are at the bottom of the heap and somehow manage to get out. Juliek plays his violin to the dying men, and in the morning, Elie finds the violin smashed and Juliek dead. Another selection, and Elie’s father is sent to the left! Elie runs to his father and an SS guard shouts after him, and in the confusion, he is able to bring his father back to the right, saving him once again. They are forced to leave the camp and forbidden to even bend down as they wait for the train to take them away. Hours later a train of cattle wagons with no roofs arrives and embarkation complete, the journey begins. Section VII (Pp. 98-103) On the train again, bodies are slumped against one another, as Elie tries to distinguish those who are still alive from those who are gone. The train stops in a deserted field, and the prisoners are ordered to throw out all the corpses. Elie’s father is mistaken for dead, and as Elie tries to waken him, he has to fight the others so he will not be expelled from the train. Some Germans take pleasure in throwing bits of bread into the train and there is a stampede for it, with men fighting each other to the death for a mouthful. One man manages to get some bread for himself and his son, but his son throws himself upon his father to take it from him. The father dies, the son gets the bread, and soon two others take the bread from him, killing him. Elie is nearly strangled to death, but Meir Katz helps his father rescue him. Moaning is everywhere. Hundreds of cries rise up simultaneously, feeling the end is upon them. Only a dozen of the one hundred on the train make it out alive. Section VIII (Pp. 104-112) Buchenwald. A hot shower and some rest. But hundreds of prisoners crowd around there. Elie’s father begs him to leave him to rest in the snow; he can’t go on. There are corpses lying about who also wanted just to rest. An alert— everyone is moved into the barracks. To sleep is all that matters, and when Elie awakens, he thinks of his father, on the brink of death, as he has abandoned him. He goes to look for him, hoping he will not find him, so that he can save his strength to struggle for his own survival. Immediately, he feels ashamed of himself—ashamed forever. When he finds him he brings him some coffee, but he has had nothing to eat, because they “should die soon anyway.” His father grows weaker day by day, until Elie finally asks for a doctor to help him. He will not. Some others hit his father and take his bread. He begs for some water, and an officer quiets him with a violent blow to the head. Next morning, his father has been removed, having died during the night. Section IX (Pp. 113-115) After his father’s death, Elie is transferred to the children’s block, and he has but one desire—to eat. An order is sent over the loudspeakers—All Jews to the assembly place. Ten blocks of deportees would be evacuated each day. Every day several thousand prisoners left the camp never to return. By April 10, there were still about 20,000 left in camp, who were all going to be evacuated at once. Afterward, they would blow up the camp. The sirens went off and they returned to the blocks. The “resistance” took charge of running the camp, and at 6:00 p.m. the first American tank stood at the gates of Buchenwald. [Just after liberation, Elie, stricken with food poisoning, spent two weeks in the hospital, hovering between life and death.] ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  © 2013 Secondary Solutions 86 Night Literature Guide 2006 Marion Wiesel Translation Name Period Sample Project Rubric ©Secondary  Solutions   All  Rights  Reserved.   SAMPLE  ONLY.   NOT  FOR  USE  OR  SALE.   PLEASE  PURCHASE  FULL  VERSION  FOR  ACCESS.  Category Required Elements Score of 4 Score of 3 Score of 2 Score of 1 Includes all required elements as stated in the directions/ instructions. Includes all but one of the required elements as stated in the directions/ instructions. Missing more than one of the required elements, as stated in the directions/ instructions. Several required elements are missing from the project. All pictures, photographs, drawings, diagrams, graphs, etc. are related to the topic and enhance the understanding and enjoyment. Some graphics/ illustrations are used and are relevant, enhancing the project. Few, if any graphics/ illustrations are used, and/or detract from the project and/or are not relevant to the topic. No graphics/ illustrations are used, and/or are unrelated, distracting and/or inappropriate. Exceptionally clever and unique; approach and presentation enhance the project. Clever at times; thoughtfully and uniquely presented. A few original touches enhance the project. Shows little creativity, originality, and/or effort. Exceptionally attractive and particularly neat in design and layout. Attractive and neat in design and layout. Acceptably attractive, but may be messy at times and/or show lack of organization. Distractingly messy or very poorly designed. It is not attractive and does not show pride in work. No grammatical/ mechanical mistakes in the project. A few grammatical/ mechanical mistakes. Mistakes are not distracting. Several grammatical/ mechanical mistakes. Mistakes are distracting. Many grammatical/ mechanical mistakes throughout the project. Project was clearly not proofread. All sources are properly and thoroughly cited; the maximum number/ types of sources are used to complete the project. The minimum number/types of sources are present and are cited properly. Number/types of sources are below the minimum and/or citations are not formatted properly. Project does not cite sources. Engaging, provocative, and captures the interest of the audience. Work clearly shows sense of pride and exceptional effort. Well done and interesting; is presented in a unique manner and is well organized. Work shows pride and good effort. At times interesting and clever, and organized in a logical manner. Work shows some pride and effort. Not organized effectively, not easy to follow, and does not keep the reader/ audience interested. Shows little or no pride or effort in work. SCORE _____ Graphics/ Illustrations SCORE _____ Creativity SCORE _____ Neatness/ Attractiveness SCORE _____ Grammar SCORE _____ Citation of Sources SCORE _____ Overall Effectiveness SCORE _____ © 2013 Secondary Solutions 87 Night Literature Guide 2006 Marion Wiesel Translation
© Copyright 2024 Paperzz
