english i unit 2- night

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English I

Unit 2- NightUNIT TASKS

2.9- How does Elie Wiesel use his story to convey his theme? In memoirs, authors use their own, personal accounts of the world in order to share their life’s experiences, both negative and positive, in order to share the lessons that they have learned along the way with the world.

After reading Night by Elie Weisel, and other texts on The Holocaust, write a five (5) paragraph essay in which you relate how Elie’s experiences are used to support one of the themes in his book. Support your discussion with evidence from the text(s).

2.13- What responsibilities do we have to learn from history? What responsibilities do we have to learn from history? After reading Night and other texts, write informational/explanatory essay in which you explain why we have a responsibility to learn from history. Support your discussion with evidence from the text(s).

TABLE of CONTENTSWhere do my grades come from?

Night by Elie Wiesel

2.1-Holocaust Wordstorm

2.2-from Surviving Hitler

2.4-Occupation Compare Contrast

2.5-Concentration Camp Gallery Walk

2.6-“There Were Those” by Susan Dambroff

2.7-Holocaust Poetry

2.8-Oprah & Elie Weisel at Auschwitz Video Questions

Our Responsibility to History

2.10-Modern Genocide Research Project

2.11-Elie Wiesel Nobel Prize Acceptance Speech

2.12-White nationalist rally in Virginia leaves 3 dead, many injured

2.3-Bookmark Slips

1-3

4-6

7-9

10-12

Vocabulary

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Where do my grades come from?

In the table below, you will find the sixteen (16) skills that we will be working on in this packet. At the end of each activity, there will be a box with some, or all, of the skills listed below. Your grade comes from the scores (out of 5) you receive in each box. The scores, and their meanings, are listed at the bottom of this page. The assignment column lists the assignments that provide opportunities to prove your level of mastery for each skill.

Standard Description Assignment Score/5

R1CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2.2, 2.5, 2.6, 2.7, 2.10

R2CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme of a text and analyze how it develops over the course of the text, including how it is impacted by specific details; provide an objective summary of the text.

2.6, 2.7, 2.11

R3CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author decides to unfold their ideas, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

2.8, 2.10, 2.11

R7CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

2.2, 2.4, 2.5, 2.6, 2.7, 2.8, 2.10

R10CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.2, 2.6, 2.7, 2.10, 2.11

W2CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory essay to clearly examine and communicate complex ideas, concepts, and information through the effective selection, organization, and analysis of content.

2.9, 210, 2.11, 2.13

W2ACCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize your ideas, concepts, and information for your reader to make connections; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

2.9, 2.13

W2BCCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

2.9, 2.13

W2CCCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the major sections of the text and make the different ideas and concepts explored in your paper flow as one, cohesive, essay.

2.9, 2.13

W2D CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary when explaining your topic.

2.1, 2.9, 2.13

W2ECCSS.ELA-LITERACY.W.9-10.2.E Establish and maintain a formal style and objective tone.

2.9, 2.13

Standard

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http://www.corestandards.org/ELA-Literacy/RL/9-10/1/


http://www.corestandards.org/ELA-Literacy/RI/9-10/3/

http://www.corestandards.org/ELA-Literacy/RI/9-10/7/


http://www.corestandards.org/ELA-Literacy/W/9-10/2/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/b/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/c/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/d/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/e/

Where do my scores mean?

In the table below, you will find possible scores that you can get on each assignment. In the grey box at the end of each assignment, you will receive one of these scores and the key below tells you the meanings behind each score.

SL2CCSS.ELA-LITERACY.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally). Make sure you know each source is credible and accurate.

2.10

SL3CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

2.10

SL4CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically so your audience can follow your presentation that is appropriate to your purpose, audience, and task.

2.10

SL5CCSS.ELA-LITERACY.SL.9-10.5 Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest, when appropriate.

2.10

SL6CCSS.ELA-LITERACY.SL.9-10.6 Adapt your speech to demonstrate command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

2.10

Description Assignment Score/5Standard

Score Grade Meaning

5 A Task is 100% accurate and was completed with no assistance.

4 B Task is 100% completed, and required some assistance.

3 C Task is completed, mostly accurate, and may have required some assistance.

2 D Task is mostly completed, mostly accurate, and may have required some assistance.

1 F Task is not completed, not entirely accurate, and could not have been completed alone.

0 0 Not attempted/Blank/ Not enough to provide any indication of skill level.

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http://www.corestandards.org/ELA-Literacy/SL/9-10/2/





http://www.corestandards.org/ELA-Literacy/L/9-10/

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A-B

C-D

E-F

G-H

I-JK-L

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2.1

W2D: Use precise language and domain-specific vocabulary when explaining your topic. ____/5

from Surviving Hitler

The following excerpt from Surviving Hitler: A Boy in the Nazi Death Camps by Andrea Warren tells the story of Jack, a young boy from Poland, a country on Germany’s western border. Poland was the first country that Hitler invaded and claimed for Nazi-Germany. This excerpt tells Jack’s experiences in the months leading up Poland’s war with Germany.

Rumors of War, 1939 Even when talk of war with Germany began in earnest, Jack thought of himself as Polish rather than Jewish. “We were full of patriotism,” Jack said. “We knew the Germans hated the Poles and wanted our land. Our attitude was, Let ‘em come! We’ll lick ‘em in a week.”

As the summer of 1939 wore on, more and more stories surfaced about Hitler’s hatred of Jews. Many German Jews tried to leave Germany, but had few places to go. Most countries were anti-Semitic— which mean they were prejudiced against Jews— and would not allow them in. Some countries, like the United States, had strict immigration quotas. Jack overheard his father telling his mother he was worried about what could happen to Jews in Poland, and perhaps they should move to Australia, one country where Jews could still go. But Australians allowed only one family member to enter the country initially. After six months, if that person had a job and could support the rest of the family, then they could come. Mama refused to consider doing this because of the required separation from Papa.

Jack knew that the year before, when Germany had forcibly expelled many Jewish citizens, dumping them in no-man’s-land between Germany and Poland, Papa had helped them, putting himself at great risk. He secretly brought a group of these poor people to Gydnia and

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Describe how the initial Nazi occupation of Poland affected the lives of Jewish families. Support your response with relevant and specific information from the text.

2.2

helped get them safely onto ships that would take them to freedom in other countries— countries that a short time later starting restricting immigration. Jack had thought his father was very brave to help the German Jews. He felt a thrill go down his spine every time he remembered what his father had done.

Then one day in June, his Hebrew teacher disappeared and Jack’s lessons stopped. The lessons had been difficult, and he was relieved he did not have to study anymore.

In August, city officials announced that schools would not open in the fall. Jack was elated. “I thought, Wow! Extra vacation, and a war coming. What could be better? My friends and I were thrilled. Every day we went to the docks to watch naval cadets training on the few ships that were Poland’s entire navy.

Though Jack had no way of knowing it, this ended his formal education, both religious and academic.

Compared to Hitler’s forces, the Polish military was primitive, consisting of a few airplanes, a few ships, and a small cavalry. Jack’s father had served in the army for two years and was clearly worried.

“Papa had a strong foreboding about the war.” Jack said.

When rumors began spreading that Germans were about to start a bombing campaign against Poland, Jack’s father feared Gdnyia (guh-din-ee-yah) would be a target. He decided that until danger had passed, his wife and children must go away and stay with his father, who lived in a small town three hundred miles away. He felt they would be safe there.

“But Papa,” Jack protested, “you must come, too.”

“I will. But for now, I will stay to close up the business and the house,” he replied. He held Jack’s hand tightly, and Jack never forgot his words. “You are my eldest son. I am counting on you to take care of our family.”

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GermanyPoland

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Describe how the initial Nazi occupation of Poland affected the lives of Jewish families. Support your response with relevant and specific information from the text.

R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

____/5R7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

____/5R10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

____/5

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COMPLETE BOOKMARK SLIPS 1 & 2pg. 29

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R7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

___/5

2.4

CONCENTRATION CAMP GALLERY WALKImage 1

What DETAILS do you notice?

What can you INFER?

What do you THINK?

What QUESTIONS do you have?

Image 2


What can you INFER?

What do you THINK?


Image 3


What can you INFER?

What do you THINK?


Image 4


What can you INFER?

What do you THINK?


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COMPLETE BOOKMARK SLIPS 3 & 4pg. 29 & 30

2.5

Image 5


What can you INFER?

What do you THINK?


Image 6


What can you INFER?

What do you THINK?


Image 7


What can you INFER?

What do you THINK?


Image 8


What can you INFER?

What do you THINK?


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____/5

There were those By: Susan Dambroff (She is a special education teacher who has written many poems about the Holocaust)

There were those who escaped to the forests who crawled through the sewerswho jumped from the back of trains

There were thosewho smuggled messageswho smuggled dynamite inside breadloves inside matchboxesinside corpses

There were those who were shoemakers who put nails into the boots of German soldiers

There were thosewho wrote poetry who put on plays who taught the children

There were thosewho fed each other

1. What emotions does the poem evoke?

2. To the best of your ability, describe the meaning of the poem.

3. Look at the information about the author. How does the author’s biography help you understand the meaning of the poem?

4. Why do you think the author wrote the poem?

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COMPLETE BOOKMARK SLIPS 5, 6, & 7pg. 30 & 31

2.6

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2.7

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____/5R2: Determine a theme of a text and analyze how it develops over the course of the text, including how it is impacted by specific details; provide an objective summary of the text.



____/5

Oprah & Elie Weisel at Auschwitz Video QuestionsAs you watch this interview, provide short answers (complete sentences not necessary) for the questions below. For question # 20, however, please provide a more complete answer that includes what you got from watching this video.

1. Approximately how many people died in the Holocaust?

2. Who were “Aryans,” according to Hitler?

3. Who ran the concentration camps?

4. How large was Auschwitz (how many football fields?)?

5. What does Elie Weisel do each time he returns to Auschwitz?

6. What did Weisel think when he first arrived at Auschwitz?

7. What was ”selection”?

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COMPLETE BOOKMARK SLIPS 8 & 9pg. 31

2.8

8. How did the Nazis perfect the science of killing?

9. What did dying the gas chamber feel like?

10. Who had to burn the bodies of the dead in the concentration camps?

11. What different things (name at least 3) did the Nazi’s deprive the European Jews of?

12. What was the average lifespan for inmates at Auschwitz?

13. What does the sign over the gate at Auschwitz 1 say?

14. Why does Elie Weisel say he was the “wrong person” to have survived?

15. Why didn’t inmates cry when people died in the concentration camps?

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16. What did Dr. Joseph Mengele do in Auschwitz?

17. What was Zyklon B used for before the war?

18. What does Elie Weisel do with his anger over what happened to his friends and family members?

19. Why did the Nazis take the Jewish inmates’ hair?

20. LONG ANSWER RESPONSE (3-5 complete sentences): Reflect on what YOU, as a member of the next generation, must do to keep something like the Holocaust from happening again?

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COMPLETE BOOKMARK SLIPS 10, 11, & 12pg. 32

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R3: Analyze how the author decides to unfold their ideas, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


____/5

Modern Genocide Research ProjectPurpose:

To teach your classmates about an example of genocide that has occurred in the world since the Holocaust by working in a small group to create a 5-10 slide presentation that you will present to your classmates.

Schedule

Day 1: Choose genocide topic & conduct research to answer guiding questions (60 min)Day 2: Complete research & create presentation (60 min)Day 3: Presentations

Guidelines

• 5-10 slides long• Each slide has at least 3 bullet points (bullets NOT paragraphs)• Each slide must include at least 1relevant image• Information must be in your OWN WORDS (no direct quotations) • Include who, what, where, when, why• Each group member contributes equally (see group roles)• Include a slide at the end that lists the website sources that you used to create your presentation• Presentation is emailed to me (at [email protected]) by the day before the presentation

Research Topics

1. Democratic Republic of the Congo 2. Palestine vs. Israel 3. Khmer Rouge (Cambodia & China)4. Darfur, Sudan5. Bosnian Genocide6. Rwanda Genocide7. Iraq Civil war (Sunni vs. Shia)8. Tamil Tigers vs. Sri Lankan military9. The Rohingya in Myanmar10. The Nuer and other ethnic groups in South Sudan11. Christians and Yazidis in Iraq and Syria 12. Other (must be cleared by me)

Guiding Questions (complete on a separate document & submit with your presentation)1. What background information does your audience need to know to understand this conflict?

A. Where did or is this conflict taking place in the world (region, country)?B. When did this conflict start? Is it still going on? C. Who was/is involved in this conflict?D. What is this conflict like for those who live in this region? E. Why did this conflict begin?

2. How is the conflict topic you researched similar to and/or different from the Holocaust?3. What was done (or, is being done) to stop this conflict?

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2.10

mailto:[email protected]

4. What would your group suggest that people do in order to make high-school-aged people aware of this conflict?

Presentation Outline (include the topic for each of the 5-10 slides you will include in your presentation)

Slide # 1: ____________________________________________________________________

Slide # 2: ____________________________________________________________________

Slide # 3: ____________________________________________________________________

Slide # 4: ____________________________________________________________________

Slide # 5: ____________________________________________________________________

Slide # 6: ____________________________________________________________________

Slide # 7: ____________________________________________________________________

Slide # 8: ____________________________________________________________________

Slide # 9: ____________________________________________________________________

Slide # 10: ___________________________________________________________________

Sources (record the 1-5 website sources you used to gather information for your presentation)

1. _________________________________________________________________________2. _________________________________________________________________________3. _________________________________________________________________________4. _________________________________________________________________________5. _________________________________________________________________________

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R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.____/5

R3: Analyze how the author decides to unfold their ideas, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.



____/5W2: Write informative/explanatory essay to clearly examine and communicate complex ideas, concepts, and information through the effective selection, organization, and analysis of content.

____/5SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally). Make sure you know each source is credible and accurate.

____/5SL3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

____/5SL4: Present information, findings, and supporting evidence clearly, concisely, and logically so your audience can follow your presentation that is appropriate to your purpose, audience, and task.

____/5SL5: Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest, when appropriate.

____/5SL6: Adapt your speech to demonstrate command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

____/5



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ELIE WIESEL NOBEL PRIZE ACCEPTANCE SPEECHElie Wiesel held his Acceptance Speech on 10 December 1986, in the Oslo City Hall, Norway.

It is with a profound sense of humility that I accept the honor you have chosen to bestow upon me. I know: your choice transcends me. This both frightens and pleases me.

It frightens me because I wonder: do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? ... I do not. That would be presumptuous. No one may speak for the dead, no one may interpret their mutilated dreams and visions.

It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified.

I remember: it happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.

I remember: he asked his father: "Can this be true?" This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent?

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?"

1. What answer does Elie come up with to his underlined question above? Why does he feel this way? __________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

2.11

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And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices.

And then I explained to him how naive we were, that the world did know and remain silent. And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men or women are persecuted because of their race, religion, or political views, that place must – at that moment – become the center of the universe.

Of course, since I am a Jew profoundly rooted in my peoples' memory and tradition, my first response is to Jewish fears, Jewish needs, Jewish crises. For I belong to a traumatized generation, one that experienced the abandonment and solitude of our people. It would be unnatural for me not to make Jewish priorities my own: Israel, Soviet Jewry, Jews in Arab lands ... But there are others as important to me. Apartheid is, in my view, as abhorrent as anti-Semitism. To me, Andrei Sakharov's isolation is as much of a disgrace as Josef Biegun's imprisonment. As is the denial of Solidarity and its leader Lech Walesa's right to dissent. And Nelson Mandela's interminable imprisonment.

There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, and political persecution, writers and poets, prisoners in so many lands governed by the Left and by the Right. Human rights are being violated on every

2. Who is the boy that he is talking to? What does he tell that boy that he has learned?___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

3. Even if you don’t know who the people/events he is talking about are, what point is Elie trying to make here? ________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

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continent. More people are oppressed than free. And then, too, there are the Palestinians to whose plight I am sensitive but whose methods I deplore. Violence and terrorism are not the answer.

[…]

There is much to be done, there is much that can be done. One person – a Raoul Wallenberg, an Albert Schweitzer, one person of integrity, can make a difference, a difference of life and death. As long as one dissident is in prison, our freedom will not be true. As long as one child is hungry, our lives will be filled with anguish and shame. What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs.

This is what I say to the young Jewish boy wondering what I have done with his years. It is in his name that I speak to you and that I express to you my deepest gratitude. No one is as capable of gratitude as one who has emerged from the kingdom of night. We know that every moment is a moment of grace, every hour an offering; not to share them would mean to betray them. Our lives no longer belong to us alone; they belong to all those who need us desperately

[…]

4. What does Elie mean when he says that, “the quality of our freedom depends on theirs?” ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

5. What does Elie feel that we have a responsibility to do? How is this also a responsibility to learn from history? __________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

6. Summarize the thesis of Elie’s speech. Do you agree with him or not? Why/Why not? ______________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________

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R2: Determine a theme of a text and analyze how it develops over the course of the text, including how it is impacted by specific details; provide an objective summary of the text.

____/5R3: Analyze how the author decides to unfold their ideas, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


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White nationalist rally in Virginia leaves 3 dead, many injuredBy Associated Press, adapted by Newsela staff08/15/2017

CHARLOTTESVILLE, Virginia — Chaos hit Charlottesville, Virginia on Saturday at a white supremacist rally. White supremacists have the wrong and hateful belief that white people are better than people of other races. The violent day left three dead and dozens injured.

Protesters Came To Save A Statue

The chaos started because of what is believed to be the largest group of white nationalists to come together in a decade. White nationalists believe that races should be separated. They came to the city to rally against plans to remove a statue of Robert E. Lee, a general for the South, or the Confederacy, which was fighting to keep slavery during the Civil War.

Hundreds came to protest against the group. There were violent clashes between both groups. The governor of Virginia declared a state of emergency, and police ordered people out while helicopters circled overhead.

A Car Crash, Followed By Fighting

Peaceful protesters marched against the white supremacists downtown, carrying signs that read "black lives matter" and "love." Meanwhile, a Dodge Challenger car drove into a crowd of these marchers and hit another car.

The car injured several people and killed 32-year-old Heather Heyer as she crossed the street.

The driver was 20-year-old James Alex Fields Jr. He was charged with second-degree murder and other crimes.

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2.12

His arrest ended hours of unrest. Hundreds of people fought, threw water bottles and unleashed chemical sprays. Some people came ready for a fight. Videos that spread around the world on social media showed people beating each other.

A Country Divided

Virginia Governor Terry McAuliffe and Charlottesville Mayor Michael Signer, both Democrats, blamed the anger in American politics and the white supremacists who came from out of town into their city. Charlottesville is home to Monticello, Thomas Jefferson's plantation where he owned slaves, and the University of Virginia.

"There is a very sad and regrettable coarseness in our politics that we've all seen too much of today," Signer said at a press conference. "Our opponents have become our enemies, debate has become intimidation."

Some of the people protesting the statue removal said they were there because of President Donald Trump. Many of those people supported what Trump was saying when he was running for president. During the presidential campaign, Trump said a number of things about people of color, immigrants and women. Many people found his words to be hateful.

Trump Condemns "Violence On Many Sides"

President Trump spoke out against the violence in a tweet Saturday, followed by a press conference. He called for "a swift restoration of law and order."

"We condemn in the strongest possible terms this [shocking] display of hatred, bigotry and violence on many sides," he said.

The "on many sides" ending of his statement drew criticism. Critics said he failed to speak out against white supremacy and seemed to make the side of those who came to protest racism, and the side of the white supremacists, seem equally wrong. Reverend Jesse Jackson, a leading civil rights activist, noted that Trump for years questioned whether President Barack Obama was an American citizen. Many people found Trump's questioning of Obama's citizenship to be racist.

"A Very Dangerous Place Right Now"

"We are in a very dangerous place right now," Jackson said. Governor McAuliffe said at Saturday's press conference that he spoke to Trump on the phone, and insisted that the president must work to combat hate.

Trump said he agreed with McAuliffe "that the hate and the division must stop and must stop right now."

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Attorney General Jeff Sessions announced that federal authorities will pursue a civil rights investigation into the car crash.

"The violence and deaths in Charlottesville strike at the heart of American law and justice," Sessions wrote. "When such actions arise from racial bigotry and hatred, they betray our core values and cannot be tolerated."

Largest Gathering Of White Supremacists In 10 Years

Oren Segal directs the Anti-Defamation League's Center on Extremism. He said several white supremacist groups gathered in Charlottesville.

"We anticipated this event being the largest white supremacist gathering in over a decade," Segal said. "Unfortunately, it appears to have become the most violent as well."

In addition to Fields, at least three more men were arrested in connection with the protests.

Two State Police Officers Killed

Just as the city seemed to be quieting down, a Virginia State Police helicopter crashed into the woods just outside the city.

Both troopers onboard, Lieutenant H. Jay Cullen and Berke M.M. Bates, were killed. Police said the helicopter had been sent to the violent protests in the city. The city has been caught up in protests and heated discussion since the city decided to remove the statue of Robert E. Lee.

"We Cannot Let Them Define Our Future"

The mayor of Charlottesville said the white supremacist groups who came into his city to spread hate "are on the losing side of history."

"Tomorrow will come and we will emerge," he said, "I can promise you, stronger than ever."

Mayor Jim Gray of Lexington, Kentucky, hinted that the white supremacists might get the opposite of what they had hoped for.

Mayor Gray announced on Twitter that he would work to remove the Confederate monument at his county's courthouse.

"Today's events in Virginia remind us that we must bring our country together by condemning violence, white supremacists and Nazi hate groups," he wrote. "We cannot let them define our future."

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BOOKMARK SLIP #1

Pages 1-10

1. Summarize Moishe’s experience of being taken away from Sighet.

2. Describe how people (including Eliezer) reacted to Moishe when he tells them about his experience.

3. Explain why it is so important to Moishe that people believe him.

BOOKMARK SLIP #2

Pages 11-22

4. Explain why some people saw the “ghettoization” of Sighet as a good thing.

5. Interpret what Eliezer means when he writes, ‘The ghetto was ruled by neither German nor Jew; it was ruled by delusion” (pg. 12).

6. Describe Eliezer and each of his family member’s reactions to being marched away from their home for the last time.

BOOKMARK SLIP #3

Pages 23-28

7. Explain how the Nazis systematically moved Jews from Sighet out of Hungary. List some of the tactics they used to make sure that all of their prisoners arrived at their destination without anything of value.

8. Describe how people react to Mrs. Schächter’s outburst and explain why they react this way.

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2.3

9. Suggest why nobody had ever heard the name “Auschwitz” before and explain why that would be so significant to someone reading this book today.

BOOKMARK SLIP #4

Pages 29-39

10. Explain the importance of the “eight simple, short words” Eliezer hears once they arrive in Birkenau (pg. 29).

11. Consider the moment (on pg. 31) when inmates bring up the idea of revolting and explain why the group does not go through with this idea.

12. Describe what Eliezer and his father see at the “crematorium” and explain the effect it has on each of them.

13. On page 34, in your own words, list the things that Eliezer will never forget about that first night in the concentration camps

14. How does Elie feel about himself after his father is struck by the guard?

BOOKMARK SLIP #5

Pages 40-46

15. Explain why Eliezer calls the young Pole’s words “the first human words” on page 41.

16. Infer why Eliezer may have felt it necessary to describe the way the German girls and soldiers interacted as the prisoners were led past a town on their way to Buna.

BOOKMARK SLIP #6

Pages 47-61

17. Why are Elie and his father placed with the musicians? Why does Hans say that he should consider himself “lucky?”

18. What are two reasons that Elie is happy that the dentist is sentenced to death?

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19. How does Elie eventually lose his tooth?

20. Recall who Eliezer feels anger toward when Idek is beating his father and explain the significance of this moment.

21. Describe Eliezer’s feelings toward the Americans bombing the concentration camps.

BOOKMARK SLIP #7

Pages 62-73

22. Why do you think that Elie’s soup “tasted better than ever” after the hanging?

23. Why did Elie feel differently about how the soup tasted after the second hanging?

24. Describe Eliezer’s evolving feelings toward God over the course of his imprisonment in the camp.

BOOKMARK SLIP #8

Pages 74-84

25. Interpret the significance of Eliezer’s “faceless neighbor” in the infirmary saying, “I have more faith in Hitler than in anyone else” (p. 81).

26. Explain the irony of Eliezer and his father’s decision to leave the infirmary before the evacuation.

27. Why did the Nazis feel the need to evacuate the camp?

BOOKMARK SLIP #9

Pages 85-94

28. Explain what Rabbi Eliahu’s son does and why this affects Eliezer so strongly.

29. Explain how this experience ties in to one of the major themes from Night that we have been tracking

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BOOKMARK SLIP #10

Pages 95-103

30. Describe what happens when a worker throws a piece of bread into Eliezer’s transport wagon AND describe the parallel situation he witnesses later in his life. Based on these experiences, judge the motive behind the actions of the “charitable” givers.

31. On page 102, Eliezer mentions his age (16), Suggest why he may have chosen to do this. Support your answer with evidence.

BOOKMARK SLIP #11

Pages 104-112

32. Interpret what Eliezer means when he says he was “no longer arguing with him but with Death itself” (p. 105).

33. Explain what “test” Eliezer fails to pass in Buchenwald.

34. What does Elie mean when he says “Free at last” at the bottom of page 112? How do you think that this reaction made him feel?

BOOKMARK SLIP #12

Pages 113-115

35. Describe how Eliezer reacts to life without his father.

36. Explain the significance of Eliezer’s statement: “The look in his eyes as he gazed at me has never left me” (p. 115).

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____/5

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Night Vocabulary 1. ANECDOTES: (n) short, humorous stories 2. APATHY: (n) lack of emotion or feeling

3. BEREAVED: (v) left alone by death

4. BLANDISHMENTS: (n) coaxing by flattery

5. CONSTRAINT: (n) restrictions

6. CONTAGION: (n) a harmful influence

7. CONVALESCENT: (adj) returning to health after an illness

8. CONVOY: (n) a group of vehicles traveling together

9. DEPORTEES: (n) those being expelled from a country

10. DEPRIVE: (v) to take something away from

11. DEVOID: (adj) completely lacking or empty

12. DREGS (n) the least desirable portions

13. ELAPSED: (v. passed

14. EMACIATED: (adj) made thin due to starvation

15. EMIGRATION: (v) leaving one area to settle in another

16. ENCUMBERED: (v) hindered; restricted

17. EVACUATION: (n) withdrawing troops or civilians

18. FEEBLE: (adj) lacking strength, weak

19. FRENZY: (n) violent mental agitation or wild excitement

20. HERMETICALLY: (adj) sealed against the entry or escape of air

21. INSIGNIFICANT: (adj) trivial; not important

22. LAMENTATION: (n) grief; mourning

23. LATTER: (n) second of two

24. LIVID: (adj) ashen; pallid

25. LUCIDITY: (n) clear understanding

26. MELANCHOLY: (adj) sadness; depression

27. MONOCLE: (n) an eyeglass for one eye

28. NOTORIOUS: (adj) known unfavorably

29. PESTILENTIAL: (adj) likely to cause an epidemic disease

30. PLAINTIVE: (n) expressing sorrow

31. PROFOUNDLY: (adj) absolutely; in an unqualified way

32. PROVISIONS (n) necessary supplies, such as food

33. RAUCOUS (adj) boisterous and disorderly

34. RECESSES (n) remote, secret places

35. RELENTLESSLY (adv) steadily; persistently

36. SABOTAGE (v) treacherous action to defeat a cause

37. SURNAME (n) family name

38. TETHER (v) the limit of one's resources or endurance

39. THRASH (v) beat; hit

40. TORMENT (v) to cause physical pain or mental anguish

41. TREATISE (n) written discussion of a topic

42. VITALITY vigor; energy

43. VOID emptiness

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english i unit 2- night

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