StudySync Lesson Plan
Nobel Prize Acceptance Speech
Objectives
1.
Engage students in the language and main ideas of author Elie Wiesel's “Nobel Prize
Acceptance Speech” so that they are prepared to discuss and write about the speech.
2. Practice and reinforce the following Grade 9 -10 ELA Common Core Standards for reading
literature and informational text, writing, speaking/listening, and language:
READING: LITERATURE - RL.9-10.1-6, 8, 9, 10
READING: INFORMATIONAL TEXT - RI.9-10.1–6, 7, 8, 10
WRITING - W.9-10.1–10
SPEAKING/LISTENING - SL.9-10.1-2, 3, 5, 10
LANGUAGE - L.9-10.4, 5
Time
125 minutes (with up to an additional 130 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on Elie Wiesel's “Nobel Prize Acceptance Speech”
Overview
Holocaust survivor Elie Wiesel spent two years at the Birkenau, Auschwitz, and Buchenwald
concentration camps while he was a teenager. He has written many novels, including his most
famous work, Night, an autobiographical chronicle of his experiences in the death camps with his
father, who died weeks before the liberation. He is an orator and a social activist who advocates
on behalf on Jews and people throughout the world suffering from genocide and persecution. He
was awarded the Nobel Peace Prize in 1986 for his work, and his acceptance speech speaks out
against genocide, oppression, and persecution. Close examination of his “Nobel Prize
Acceptance Speech” will prepare students to consider Wiesel's ideas and advocacy, and to write
thoughtful, informed, and textually-rooted responses, consistent with the ELA Common Core
Standards for the high school grades.
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Lesson Plan: Nobel Prize Acceptance Speech
Background (15 minutes)
1.
Watch the Preview (SL.9-10.1–2). As a group, watch the video preview of the premium
lesson. Use the following questions to spur discussion following the preview:
a. Ask students whether they know the literal meaning of the term “holocaust.” Have
them look it up if they do not, and then discuss the meaning of this term as
applied to 20th century Europe. Ask students what they know about the Nazi
concentration camps of WWII. Where were they? Why were they built? What was
their ultimate purpose?
b. In 1986, Wiesel was awarded the Nobel Peace Prize. Ask students what they know
about the prize and its history. Do they know of other recipients of the Nobel
Peace Prize?
c. The preview includes a quote from Wiesel: “To remain silent and indifferent is the
greatest sin of all.” Ask students to interpret the meaning of this quote. Why are
silence and indifference such great sins? Consider the significance of this
assertion, especially in light of Wiesel's own experiences in the concentration
camps.
Extension (additional 20 minutes)
d. Write Creatively (W.9-10.2). Give students five minutes to write about the
following quote “To remain silent and indifferent is the greatest sin of all.” They
may write about why they agree with the quote, why they disagree, or they may
apply it to a social situation about which they are concerned.
e. Discuss (SL.9-10.1-2). The Holocaust has been depicted across nearly all artistic
mediums. Have students think about other representations they have seen (in
movies, in print, in photography, on TV, etc.). Discuss these other representations.
What lessons can we learn from this tragic event? Why do artists, writers, etc.,
continue to depict such a horrific and painful historical epoch?
Engaging the Text (75 minutes)
2. Read the Text (30 minutes)
a. Read and Annotate (RI.9-10.1-6). Have students read and annotate the excerpt
from Elie Wiesel's “Nobel Prize Acceptance Speech.” If your classroom has a
projector, consider reading and annotating the first couple of paragraphs as a
class, using the projector to model annotating skills. Then have students read the
rest individually, using the annotation tool to comment and ask questions. These
annotations will be visible to you after students submit their writing assignments
or beforehand if you use the “Mimic” function to access the students’ accounts.
b. Discuss Main Ideas (RI.9-10.1–3, 6; SL.9-10.1, 3). The purpose of acceptance
speeches such as this is usually to express a statement of purpose, or to impart
some kind of wisdom or lesson to an audience. With this in mind, what is Wiesel's
purpose? What lesson is he trying to impart to his audience? Discuss as a class
what Wiesel is trying to say in this acceptance speech. What is his message, his
purpose? Do you think the speech conveys the message successfully?
Extension (additional 20 minutes)
c. Listen and Discuss (SL.9-10.1–3, 5). As a class, listen to the audio reading of the
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Lesson Plan: Nobel Prize Acceptance Speech
text. Keep in mind, however, that the recorded version is not being delivered by
Wiesel himself, but by a professional reader. Ask students how hearing Wiesel
deliver the speech might be different from reading it or from hearing it read by a
professional reader.
d. Comprehend (RI.9-10.1–6; L.9-10.4–5). Have students complete the multiplechoice questions. Collect papers or discuss answers as a class.
3. Watch SyncTV (20 minutes)
a. Watch (RI.9-10.7) Either watch the SyncTV discussion associated with Elie Wiesel's
“Nobel Prize Acceptance Speech “ as a class or ask students to watch it on their
individual computers.
b. Focus (RI.9-10.1-6; SL.9-10.1, 3) In the portion of the episode from 3:30-4:20, the
SyncTV students discuss the meaning and implications of Wiesel's statement,
"Neutrality helps the oppressor, never the victim." Ask students what they think
Wiesel means by this? Have students consider the implications in their own lives.
c. Focus (RI.9-10.1, 6, 8; SL.9-10.1, 3) From 5:00-5:50 the students discuss the shared
responsibilities we have to stand up against oppression. What are our
responsibilities? What stands in the way of these responsibilities?
d. Focus (RI.9-10.1, 6, 8; SL.9-10.1, 3) At 9:35-10:00, the SyncTV students discuss
Wiesel's statement, “One person of integrity can make a difference, a difference
of life or death.” Ask students whether they agree with this statement, and
challenge them to explain why or why not?
e. Discuss (RI.9-10.1–6, 8; SL.9-10.1–3). After watching the model discussion, ask the
class which ideas from the SyncTV episode stood out the most for them. Divide
students into small groups (3-4 students). Ask each group to discuss one of the
following questions:
i.
What is the Kingdom of Night? Why do you think Wiesel uses this
figurative term, instead of just calling it “the Holocaust”?
ii.
What circumstances do you think allowed the Holocaust to take
place? What stopped people from speaking out or from blocking
people from being shipped to forced labor and death camps? What
other forms of persecution were taking place at the time?
iii.
Could an event as horrific and unimaginable as the Holocaust
happen today? Explain your answer.
iv.
Why does Wiesel equate remaining silent with enabling
oppression? Why are people so often afraid or simply uninterested
in taking a stand on behalf of something that's right? Is remaining
silent just as bad as oppressing and persecuting someone?
v.
When do we have a responsibility to stand up against oppression,
and when do we draw the line? Is there a line? Do we have a moral
obligation to speak out against oppression--no matter the cost?
vi.
Who are some other famous historical figures who have "made a
difference"? How did they achieve this? What lessons do they have
to teach to the rest of us?
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Lesson Plan: Nobel Prize Acceptance Speech
Extension (additional 30 minutes)
f.
Write (W.9-10.1–2, 4–6, 8–9). A famous and oft-repeated maxim: “Those who do
not learn from the past are doomed to repeat it.” In an essay response, discuss
the meaning of this maxim and its relevance in our lives today. What can we learn
from the past? Why are we doomed to repeat it if we don't learn? Give examples,
both from history and from our lives today.
4. Think (10 minutes)
a. Respond (W.9-10.1, 4, 9). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework.
5. Write (45 minutes)
a. Discuss (SL.9-10.10). Read the prompt you have chosen for students, and then
solicit questions regarding the prompt or the assignment expectations. Be sure
you are clear about the assignment expectations and inform students about which
rubric will be used to evaluate their work.
b. Organize (RI.9-10.1–5, 10; W.9-10.1–2, 5). Ask students to go back and annotate
the text with the prompt in mind. They should organize their thoughts and the
points they’ll address in their writing as they make annotations. This is a good
place for students to apply outlining or other organizational tools they have
learned.
c. Write (W.9-10.1–2, 4–6, 9–10). Have students go through the writing process of
planning, drafting, revising, editing, and publishing their writing responses.
d. Review (W.9-10.4–6). Use the StudySync “Review” feature to have students
complete one to two evaluations of their peers’ work based on your chosen
review rubric. Have students look at and reflect upon the peer evaluations of their
own writing. What might you do differently in a revision? How might you
strengthen the writing and the ideas?
Extension (additional 60 minutes)
e. Write (W.9-10.1–2, 4–6, 9–10). For homework, have students write an essay using
one of the prompts you did not choose to do in class. Students should publish
their responses online.
f.
Write (W.9-10.1–2, 4–6, 9; RI.9-10.1–6, 8). Research and read the speech/poem
entitled “First They Came...” by Martin Niemoller (1946). Write an essay response
comparing this statement to Wiesel's “Nobel Prize Acceptance Speech.” How are
the underlying messages similar? What are the different methods employed by
these speeches to get their similar messages across?
g. Write Creatively (W.9-10.3, 4-6). Ask students to write a narrative about a time
someone stood up to something they felt was wrong. Their narrative may be
based on a real or imagined situation. Invite students to share their narratives
either by reading aloud or posting them online.
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Lesson Plan: Nobel Prize Acceptance Speech
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
plight (n.) - The struggle of a person or group esp in a very difficult situation
2. dissident (n.) - Someone who openly disagrees with person(s) in a position of power
3. stifle (v.) - To stop yourself or someone else from expressing something
4. bestow (v.) - To give something to someone, esp an honor or title
5. naive (adj.) - Possessing a lack of experiential knowledge that can usually only be gained
through having said experiences
6. accomplice (n.) - A person who, while not committing the crime itself, assists those doing
something wrong or illegal
7. persecution (n.) - The act of oppressing or treating people cruelly based on their
background or religion
8. humility (n.) - The quality of being humble, of not thinking you are better than others
Reading Comprehension Questions
1.
According to Wiesel, who does this great honor belong to?
a. the Jewish people as a whole
b. Holocaust survivors
c. both a and b
d. neither a nor b
2. The young Jewish boy in paragraph 4 can be taken to be
a. Wiesel as a boy
b. Wiesel's father
c. Wiesel's son
d. we don't know
3. Wiesel's term "Kingdom of Night" refers to
a. the Holocaust
b. a place without electricity
c. the Nazi government
d. the Jewish people
4. In paragraph 6, Wiesel states: “And now the boy is turning to me. ‘Tell me,’ he asks, ‘what
have you done with my future, what have you done with your life?’ This is an imagined
conversation between
a. Wiesel and his father
b. a boy Wiesel met recently
c. the Nobel Prize committee and Wiesel
d. the boy Wiesel and the adult Wiesel
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Lesson Plan: Nobel Prize Acceptance Speech
5. Who does Wiesel mention as having made a difference in the struggle against oppression
and persecution?
a. Martin Luther King, Jr.
b. Raoul Wallenberg
c. Albert Schweitzer
d. all of the above
6. “And then I explain to him how naive we were...” In this sentence, we refers to
a. the Nobel Prize committee
b. the human race
c. the German people
d. none of the above
7. Which of the following words best describes the tone of Wiesel's speech?
a. vindictive
b. uncertain
c. inspirational
d. confrontational
8. According to Wiesel’s speech, why is it important to take a stand?
a. Because neutrality helps the oppressor
b. Because nothing will change if we remain silent
c. Because borders are irrelevant when lives are at stake
d. all of the above
9. Which of the following images does Wiesel use to evoke the horror of the Holocaust?
a. a gas chamber
b. a sealed cattle car
c. a Nazi officer
d. all of the above
10. In paragraph 5, why is the boy so shocked?
a. He thinks such horrors could only occur in the past.
b. He thinks the Nazis were friends of the Jews.
c. He thinks they should not be forced to endure such atrocities.
d. He thought the allied forces would have rescued them.
Answer Key
1. C
2. A
3. A
4. D
5. D
6. B
7. C
8. D
9. B
10. A
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Lesson Plan: Nobel Prize Acceptance Speech
Further Assignments 1.
Have students read Elie Wiesel's Night. Ask students to keep a reading journal as they
read the novel, and then to write a report on the major themes of the novel. What lessons
can the novel can impart today? (RL.9-10.1–6, 10)
2. The Holocaust is hardly the only instance of state-sponsored genocide in the past
hundred years. Have students research another incident and write a report about it. What
elements and facets do all instances of genocide and mass extermination have in
common? (W.9-10.7-10)
3. Suggest that students read another seminal work of Holocaust literature. Some to
consider: Anne Frank's The Diary of Anne Frank; Art Spiegelman's Maus; Primo Levi's
Survival in Auschwitz; Tadeusz Borowski's This Way for the Gas, Ladies and Gentlemen;
or Etty Hilliseum's An Interrupted Life. (RL.9-10.1–6, 10)
4. The horrors of the Holocaust are continually revisited and explored in modern film. To
expand students' breadth of knowledge, have them watch one or more films* about this
event. Suggestions: Schindler's List, Life is Beautiful, The Pianist, The Boy in the Striped
Pajamas, Europa Europa, Judgment at Nuremberg, or Shoah.
*These films may contain disturbing imagery and content. Teachers should exercise their
own best judgment. (RL.9-10.8–9; RI.9-10.7)
5. How are Nobel Prizes awarded? What are the different categories? Who is in charge of
selecting and bestowing these honors? Who is the honor named after? As a homework
assignment, have students research either the Nobel Peace Prize or the Nobel Prizes
generally. (W.9-10.7–8)
6. You may wish to explore the letter “h” in this selection with students who are learning
English pronunciation. Write humility, honor, happened, night, ghetto, history, how, and
other words that contain or start with the letter “h.” Review pronunciation, pointing out
that the “h” in honor is silent, while it is voiced in humility. Encourage students to make a
list or booklet of words starting with or including the letter “h.” They can circle the letter
when it is voiced and cross it out when it is silent. Suggest they consult English-proficient
students for advice when they are not sure whether the “h” is silent or not. (ELL)
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Lesson Plan: Nobel Prize Acceptance Speech