Night by Elie Wiesel - Part 4 - – Identity and Indifference (pages 45-62)

To be indifferent—for whatever reason—is to deny not only the
validity of existence, but also its beauty. Betray, and you are a man;
torture your neighbor, you’re still a man. Evil is human, weakness is
human; indifference is not.
- Elie Wiesel, The Town Beyond the Wall

The opposite of good is not evil but indifference.

Consider the relationship between Eliezer and his father.

• How do the changes in his relationship with his father affect the way Eliezer sees himself as an individual? What is prompting these changes? What does Eliezer mean when he refers to his father as “his weak point”? Why has he come to view love as a weakness? Consider how the process of dehumanization affects Eliezer and his fellow prisoners.

Consider the daily life in the camp:

• Eliezer describes two hangings in this section. He tells the reader that he witnessed many others. Yet he chose to write only about these two. Why are these two hangings so important to him? How do they differ from the others? Why do you think Eliezer and the other prisoners respond so emotionally to the hanging of the child?

• Why do you think the Germans chose to hang a few prisoners in public at a time when they are murdering thousands each day in the crematoriums?

• When the young boy is hanged, a prisoner asks, “For God's sake, where is God?” Eliezer hears a voice answer, “Where He is? This is where–-hanging here on this gallows.…” What does this statement mean? Is it a statement of despair? Anger? Or hope? Discuss the meaning of the word resistance at Auschwitz.

• The word hunger takes on new meaning in this section of the book. What does the word mean to Eliezer? What other words have taken on new meaning in this section of the book?


Consider the idea of Resistance:

• What does the word resistance mean to you? Some insist that “armed resistance” is the only form of legitimate resistance. Others stress the idea that resistance requires organization. Still others argue that
resistance is more about the will to live and the power of hope than it is about either weapons or organization. Which view is closest to your own?



• Use your ideas about and definitions of resistance to decide whether
each of the following is an act of resistance:
—Eliezer’s refusal to let the dentist remove his gold crown
—Eliezer’s decision to give up the crown to protect his father
—The French girl’s decision to speak in German to Eliezer after he is beaten
—The prisoner’s choosing to die for soup
—The prisoners who attempted to stockpile weapons, for which they were later hanged

• In each act of resistance that you identified, who or what are the prisoners resisting?

• How does Wiesel try to help us understand why it is so difficult to judge those who “tried to play the executioner’s game”?

• Wiesel writes that he prefers to remember “the kindness and compassion” of his fellow prisoners rather than those who were cruel or violent. How does he describe both groups in this reading? Why does he view both as victims?

• What type of preparation does it take to plan such an act of resistance? To carry it out?

• Do you think the rebels thought they would succeed? If so, how? If not, why did they risk their lives for a hopeless endeavor?

• Some scholars believe that the right question to ask about resistance is not why there were not more such acts but why there were any at all. What do you think they mean by that statement? Do you agree?

Night by Elie Wiesel - Part 3

Part 3 – Initiation to Auschwitz (pages 21-43)

Important themes developed in this section include barriers to knowing, dehumanization, and the relationship between father and son. Explore the relationship between knowing, madness, and belief.

Consider the Dehumanization:

 Why does Madame Schächter scream? Why does she later become silent and withdrawn? How do people react the first time she screams? How do they respond when her screams continue?

 On page 27 it reads, “The cherished objects we had brought with us thus far were left behind in the train, and with them, at last, our illusions.” Explain what this means? Be sure to write about the emotional shift that has happened.

 How do the “veteran” prisoners respond when they discover the newcomers have never heard of Auschwitz? How do you account for their reaction?

 Just after they arrive at Birkenau, Eliezer and his father experience the horrors of the crematory,

Babies, Yes, I saw it – saw it with my own eyes…those children in the flames… (p.30)

Summarize how Eliezer’s physical, mental and emotional reaction to the event. How does the story change at this point in the book? How is Elieizer changed?

 Why don’t they tell the new arrivals what to expect?

 Why do you think the Germans take away the inmates’ personal belongings? Their clothing? Why do they cut off their hair? Tattoo a number on each person’s arm? How does Eliezer respond to the removal of his clothes and other belongings? To the shaving of his hair? The number tattooed on his arm? How do you account for these responses? What is the purpose of this?

 The word night takes on new meaning in this section of the book. Wiesel, in recounting the first night in the concentration camp says, “Never shall I forget that night, the first night in the camp, that has turned my life into one long night.…” What does it mean for a life to be turned into “one long night”? Explain the metaphor in relation to this novel. What has the word come to symbolize?

 Describe the relationship between Eliezer and his father.

 How does Eliezer respond when his father is beaten for the first time? How does that response affect the way he sees himself? What does he fear is happening to him?

 Why do Elizer and his father lie to his cousin? What would be the purpose or benefit of such a lie?

What did you find surprising or difficult to understand in this section of the book?

Night - Part 2: Identity

Night by Elie Wiesel
(The guiding questions for the novel were largely inspired by those found in the Night Study Guide published by Facing History and Ourselves, http://www.facinghistory.org/resources/publications/night)

Part 2 – Defining Identity (pages 1-20)

Explore the factors that shape Eliezer’s identity.

Consider Eliezer and his family –
Write a paragraph that addresses the following points:
• Describe Eliezer and his family.
• How does he spend his time?
• Who does he relate to most readily? Why?
• Explain Eliezer’s family’s place in the Jewish community. Be sure to address his father’s role within that community.
• List other details that seem important from this section.

Consider Moshe the Beadle –
Write a paragraph that addresses the following points:
• How does Eliezer describe Moshe the Beadle?
• Why do you think Elie Wiesel begins Night with the story of Moshe the Beadle?
• Why do most people ignore the story Moshe the Beadle wants to tell?
• Why do you think they refuse to believe Moshe when he returns to Sighet?
• Do you think people really believe that Moshe is lying to them?
• What is the difference between saying that someone is lying and saying that you cannot believe what he or she is saying?
• Why is it so important to Moshe that he be believed?
• What lessons does the narrator seem to learn from Moshe’s experiences in telling his own story?

Consider the Craft o f the Writing –
Write a paragraph that addresses the following points:
• Why do you think Elie Wiesel tells his story in the first person perspective? If Night were written in the third person, would it be more or less believable?
• The word night is a key word in this section of the book. What does the word mean early in the first chapter? How does the meaning change as the story progresses?
• The narrator from time to time breaks away from the story to tell the
• reader about something that happened later or to ask a question.
• Why do you think he has chosen to do so? How is he preparing you for the rest of the story?

Our Study of Night by Elie Wiesel, Part 1 - Introduction

THEY CAME FIRST for the Communists,
and I didn’t speak up because I wasn’t a Communist.
THEN THEY CAME for the Jews,
and I didn’t speak up because I wasn’t a Jew.
THEN THEY CAME for the trade unionists,
and I didn’t speak up because I wasn’t a trade unionist.
THEN THEY CAME for the Catholics,
and I didn’t speak up because I was a Protestant.
THEN THEY CAME for me,
and by that time no one was left to speak up.

- Martin Niemoeller, a Lutheran minister

Part 1 – The Role of Tenacity, Resiliency and Hope – Child Survivors and the Need to Be Heard

We will begin the unit with stories of the Children of the Holocaust. Most of the stories are those about children who survived the Holocaust. Some are stories about how children died. Each student will be given a story and a form to create short summaries, as well as their answers to the over-arching questions about their experiences.

We will begin with a discussion over the following points:

Pre- Reading:
1. What elements do children need to succeed (e.g., good home, loving parents, stable environment, praise to build self-esteem)?
2. What are some vital physical components and emotional components?
3. What might be the immediate consequences of depriving children of these elements?
4. What might some of the long-term consequences be?


Children of the Holocaust Activity:

Each person in the class has been given a story about a child who experienced the Holocaust. There is some duplication. You need to read the story you were given and then visit with other people in the class about the stories they have. You need to write a very brief summary for at least 5 survivors and 2 children who perished. The children are:
Ursula Adler
Anne Berkovitz
Harry Bibring
Helga Carden
Anna
Alex Groth
Hedy
Kayla
Alfred Ament
Augusta Feldhorn
Jacqueline Morgenstern
Bronislaw Honig
Eva and Abraham Beem
Carlos D’Angeli

We will then have the following discussion:
• Despite differences in age, what features did most of the children have in common?
• How did each child attempt to cope with his or her circumstances and the problems he or she faced?
• Does being hidden away from one's family make a difference in how each child coped?
• What do you think was crucial to the survival of each child?
• What similarities did you see between the stories of the children who did not survive?

The stories and an adapted form of the questions came from the following web sites:
http://www.adl.org/children_holocaust/teach_after6.asp
http://holocaust-children.tripod.com/

A Short Introduction to the novel, the author and his Nobel Peace Prize:
I will tell the students a bit about Elie Weisel and his experience, including the process of writing the novel. Then we will read his acceptance speech for his Nobel Peace Prize. It can be found at:
http://www.eliewieselfoundation.org/nobelprizespeech.aspx

Then we discuss:
 Why did Mr. Weisel feel the need to tell his story?
 According to him, what does neutrality do?
 What does Mr.Weisel call us to do?
 What do you think is the main message of this speech?

Shakespeare's MacBeth - Act II

Act II Scene i:
1. At the beginning of this act, Macbeth is speaking with Banquo. Macbeth tells Banquo he wants to ask for his loyalty. What is Banquo’s response?


* Why is this response significant?
(Hint: How might it make Macbeth feel? How might Macbeth respond to that feeling?)

2. Summarize what Macbeth reveals in his soliloquy at the end of IIi.
(Hint: What does his grapple with? What points does he go over? What has he resolved by the end of the “dagger” soliloquy?)

3. Explain the importance of the tolling bell at the end of II i.


* Owls & Crickets = It was believed that owls hooting meant that someone was going to die and that when crickets made noise, a murder had occurred. They also believed that the devil took the form of an owl in order to speak to witches.
* There is a disjunction between talk and action, how Lady Macbeth talked about her ability to kill her own child, and her lack of action to kill King Duncan because he looked like her father.
* When Macbeth feels like he can’t say “Amen” it shows how he is separated from God. This connects to how earlier in time, it was thought that God appointed kings. Macbeth has violated political, ethical and moral boundaries by killing the king. He has also usurped God’s power by trying to make himself king.
Nature =
* Sleep - Macbeth’s inability to sleep shows his guilt.
* Water – Macbeth says an ocean of water cannot cleanse him, while Lady Macbeth thinks she only needs a little water to clean away her guilt.

Act II Scene ii

4. What has Lady Macbeth done during this scene?

5. What has kept Lady Macbeth from killing King Duncan?

 Explain how this is an example of the disjunction between talk and action.
(Hint: What did she say she would do to her own child in Act I?)

6. What is the importance of “Amen” in this scene?

 Who says it? How does Macbeth react to this?

 What does this tell us about Macbeth?


7. Macbeth violates three boundaries when he kills King Duncan. Explain the ramifications of the King’s murder in the following arenas:
- Political =

- Ethical =


- Moral =


8. Fill in the chart below by describing their reaction and quoting from the text to support your analysis:
Macbeth’s Reaction to the Murder Lady Macbeth’s Reaction to the Murder


9. Explain how the inability to sleep shows Macbeth’s guilt.

10. What advice does Lady Macbeth give Macbeth at the end of the scene?

11. Complete the chart below:
Macbeth & Water: Lady Macbeth & Water:


Explanation: Explanation:


Quote from the play: Quote from the play:




Act II Scene iii

12. What is the purpose of the porter’s long speech at the beginning of this scene?

 The porter’s comments about drinking parallel Macbeth’s indecision about following the witches’ prophecy. Explain this:


13. Who enters the castle?

14. Fill in the following chart:
Character: His/Her Reaction to the Murder of King Duncan:
Macduff

Macbeth

Lady Macbeth

Malcolm

Donalbain

Banquo
(Hint: What does Banquo suspect?)
Lennox

15. What action of Macbeth reflect a further deterioration of his moral character? How can that be used to make a prediction about his actions in the future?

Notes:
The porter’s comments about drinking parallel Macbeth’s indecision about following the witches’ prophecy. He has a desire to be king, but the inability to follow thought. It is interesting that Malcolm leaves for since he would now be king. He would rather leave, than rule. Malcolm suspects that someone, other than the servants, killed the King, since the servants did not have a motive for killing him. However, he knows that if he were killed, Macbeth would then be crowned as the king. Malcolm believes that his gives Macbeth a motive for killing.
Banquo is quiet amongst the chaos of the scene. He suspect Macbeth might be the murder. He is still being loyal to the King. This makes him an honorable character. This may be in part because he is a tribute to James I, who is supposed to be a descendant in Banquo’s family of kings.

Act II Scene iv

16. Shakespeare often uses references to the weather and strange occurrences to create an ominous mood. Give examples of this from this scene:





17. Ross and Old Man talk about how terrible it is at this time due to the death of King Duncan and how the Heavens have turned their back on the world. This is shown through several examples of unnatural disorder. Complete the chart below that offers examples of this disorder and what it symbolizes:
Nature – How it is upset/disordered: What it symbolizes:
Horses

Falcons

Weather



18. Who is under suspicion for the murder of King Duncan? Does this make sense?


19. Who will be King now?


20. Explain the following quote:
“God’s benison go with you, and with those that would make good of bad and friends of foes!”
(II iv 52)

Notes =
 Macduff plays up the chaos and disorder that come as a result of regicide. Earlier, Lady Macbeth wished for darkness, but we note here how the darkness has not covered up the bad deeds.

 The falcon being murdered by the a lesser bird is a metaphor for how Macbeth has killed King Duncan. The natural order of things is disjointed.