Download Unit Outline - DifferentiatedInstruction

Claire Gladney
Differentiated Instruction & Inclusion
878.501.71
Nonfiction & The Research Process
Night by Elie Wiesel
Lesson Outline, Technology Infusion, Differentiation, & Plans
Lesson Outline
Day
Day One*
Lesson Objective
Students will analyze background
information on the Holocaust in
order to explain the impact this
historical event had on literature
Day Two*
Students will extract textual
evidence in order to make a
generalization based on the
connotative meaning of the title of
the text.
Day Three*
Students compare an author’s
statements to a book cover in order
to make connections between nonprint text and themes
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Day Four*
Students will examine various
methods of propaganda in order to
explain how the Nazi party used
propaganda to influence
Europeans during WWII
Day Five*
Students will compose a timed SAT
essay response in order to explain
the impact of propaganda on a
group of people.
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Lesson Agenda
Drill (define research)
Mini Research Project
Present Findings
Exit Ticket
HW-Begin Ch 1
Drill
Connotation Mini Lesson
Ch 1 & Extracting Quotes
Written Response
Exit Ticket-Ch 1 Title
Composition
Fair & Just Non-Print Text HW
Drill
Connotation Mini Lesson
Analysis of Non-Print Text & Wiki
Discussion
Author’s Statements Article&
Wiki Discussion
HW-Ch 2
Drill
Persuasion Motivation
Define Propaganda
Gallery Walk
Written Propaganda
Media Clip
Thesis Statement & Outline
HW-HSA Style Q’s
Drill
Research Mini Lesson
Complete Essay Outline
Timed Essay Writing
Begin Ch 3
“What would you do?” Exit Ticket
Day Six
Students will compare and contrast
family relationships in order to
make connections to their own
lives.
Day Seven
Students will evaluate prisoner use
of survival strategies in order to
rate their effectiveness.
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Day Eight
Day Nine
Day Ten
Day Eleven
Day Twelve
Day Thirteen
Day Fourteen
Students will revise passages in
order to increase descriptive
language
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Drill
Research Mini Lesson
Read Ch 3
Chart Parent & Child Reactions
Journal Entry
HW-Read Ch 4
Drill
Research HSA style Q’s
Finish Ch 4 & Chart Survival
Strategies
Rate Strategies
1st Person Journal Response on
Wiki
HW-Ch 4 HSA Style Q’s
Drill
Review HW-Promethean Clickers
Read Ch 5
Descriptive Lang. WS
Exit Ticket
Students will evaluate character
Drill
emotional level in order to rank
Notes on Maslow’s
them on Maslow’s Hierarchy of
Analyze Quote and Rank
Needs.
Characters
 Dr. Maslow’s Analysis
 HW-Ch 6
Students will identify types of irony
 Drill
within the text in order to explain
 Irony Images
an author’s purpose.
 Read Ch 7
 Identify Irony
 Timed SAT Essay
 HW-Ch 8-9
Students will make connections
 Drill
between universal themes and the
 Greeting Cards Themes
text in order to compose a found
 Identify Text Themes
poem.
 Found Poem
 Post Poem on Wiki
Students will examine the cultural
 Drill
impact of Ghazal poems in order to
 Author’s Purpose Articles
compose an original Ghazal.
 Analyzing Ghazal Structure
 Group Ghazal
 Individual Ghazal
RESEARCH
RESEARCH
RESEARCH
RESEARCH
Day Fifteen
Day Sixteen
Day
Seventeen
RESEARCH
RESEARCH
RESEARCH
RESEARCH
RESEARCH
RESEARCH
Technology Infusion
Day
Day One
Day Two
Day Three
Day Four
Day Seven
Day Eight
Day Eleven
Day Thirteen
-Seventeen
Technology Infusion Techniques
Computers, Internet, BCPS Database: World Book Student
 Students use the World Book Student database to research one of four
given topics. Articles are differentiated based on student ability
Computers, Internet
 Students search the internet at home for images that demonstrate that the
world is either fair or unfair. They must print out their images and bring
them to class the following day for an online discussion on the class
wiki.
Computers, Internet, PBWorks Class Wiki
 In cooperative learning groups, students discuss images found by their
classmates. They post comments to discussion questions on the class
wiki.
 Students complete a webquest, searching for articles related to the
purpose of naming the text Night. Students post more discussions on the
class wiki related to the title and its connection to the book’s cover and
make predictions about possible themes.
I-Panel, Projector, DVD
 During gallery walk, students use I-panel to examine propaganda images
at one of the galleries
 Students watch media clip from The Boy in the Striped Pajamas that
demonstrates propaganda used by the Nazi’s during WWII.
Computers, Internet, PBWorks Class Wiki
 Students post 1st person journal entry on class wiki
 Differentiation Option: Students can record their journal entry using Flip
Cameras
Promethean Clickers
 Students respond to HSA style questions using the Promethean Activote
clickers
Computers, Internet, PBWorks Class Wiki
 Students post their found poems on the class wiki. They must analyze
two other peers’ poems and post comments.
Computers, Internet, BCPS Databases, Microsoft PhotoStory
 Students complete research on a topic related to the Holocaust for their
summative project.
 Particular students will create a photostory on their topic rather than a
written paper.
Differentiated Instruction
Day One
Day Two
Day Three
Day Four
Day Five
Day Seven
Day Eight
Day Ten
Day Eleven
Day Twelve
Day ThirteenSeventeen
Content: Students with lower reading levels are given the “Concentration
Camps” article which is written at a lower reading level.
Process: MP3 players with audio of the text are given to students who require
verbatim reading. Students can take the MP3 players home and will need to
return them at the end of the unit.
Process: IEP students who require the assistance are given a quote bank, word
bank, and sentence starter bank for their written response.
Product: Students with weaknesses in the area of writing are given the option
of recording their wiki responses and posting them as pod-casts.
Process: Use of MP3 players for HW
Process: Multiple learning styles addressed (visual, audio, kinesthetic) through
gallery walk and media clip. Use of graphic organizer for outline.
Process: Hands-on mini lesson on research. Sentence starters given to students
with services in the area of writing for their timed essay. Time and a half given
to students with extended time on their IEP
Product: Students have the option of recording their response using Flip
Cameras rather than a written response on the class wiki.
Process: Multiple learning styles addressed by infusing technology. Students
respond to HSA style questions by using the Promethean Activote clickers.
Process: Visual learning style addressed by using irony images rather than
taking notes on irony.
Product: Students have the option of recording found poems on a podcast
rather than typing responses on the class wiki.
Product: Students with IEP’s will work in a cooperative learning group with an
instructional assistance or a co-teacher (depending on the class period). Students
will work together on composing a Ghazal rather than as individuals
Product: Students are broken into groups depending on writing ability and
processing ability. One group will compose a written paper for their summative
while the other group creates a photostory representation of their topic.
Background Information
Nonfiction & Research (Night)
Where are you now?
Students require background
Students have just completed
information regarding topics related
the drama unit and have
to the text.
finished their “Fair and Just
Unit of Study
Where have you been?
Where are you going?
Students will be reading Night by Elie
Wiesel and will be completing a
research project on the Holocaust.
World” essays. They have
taken a pre-assessment on
their knowledge of the
Holocaust
Class Demographics
Summative Assessment
Objective
Number of students: 24
Number of IEP students: 6
Number of 504 students: 1
Self Contained X Inclusion
Academic
Honors
G/T
Advanced Placement
AdvancePath Academy
FALS
Unit test with HSA style questions and an SAT timed writing essay. Students will also
complete a research project pertaining to the events, people, and literature from the
Holocaust.
Students will analyze background information on the Holocaust in order to explain the
impact this historical event had on literature.
Formative Assessment
Presentation of information and exit ticket
Differentiation
Prerequisite skills
Content: Lower reading level handouts for students with IEPs
Process: Student work with peer tutors/pairs to complete the task. Critical reading
questions are given to all students to check for comprehension and application of
knowledge.
Unit pre-assessment
Vocabulary
Nazism, Holocaust, Adolf Hitler, Concentration Camp, Auschwitz
Materials
Teacher materials: Powerpoint slides, laptop, projector, document camera, Student
World Book database
Student materials: Research handout, laptops
ENGLISH Lesson Procedure
Drill
HSA skill-modifiers
Processing Objective
Review objective and agenda with students.
Motivation
Lesson
Modeling
QuickWrite/PairShare/ClassShare: Compose an original definition of what
“research” means to them. Share with a partner. Compose a class definition for the
word “research”
Transition: Students check out laptops from the teacher. They are asked to sign in
and access the internet.
1. Show students how to access the proper BCPS database
2. Model how to use the search bar
3. Demonstrate using the Elie Wiesel example handout. Complete questions
together as a class.
Transition: Introduce each topic that will be presented
Guided Practice
Students work with a peer pair to research their given topic on the database. They
answer critical reading questions that apply to their given topic.
On-going assessment: completion of
Transition: Teacher models for students
critical reading questions
how to present their findings to the other
groups. Volunteers are selected
Independent Practice & Students present their findings to the class and the students engage in a student
Formative
lead discussion of interesting facts that they have found. Students with the same
topic add additional information that they find to be important. Students also
display an image from the database that they find relevant.
As other groups are sharing their findings, students are taking notes on the main
idea for each topic they did not research.
Transition: Introduce exit ticket
Formative Assessment
Students compose a written response to the following exit ticket prompt:
Based on the information you found in your research, and the information
presented by your classmates, explain the impact you think the Holocaust may
have had on literature. How might literature from this time period differ from our
literature today?
As a class we discuss students’ predictions and analysis. Teacher introduces the idea of
propaganda, which will be address on day four the of the unit.
Summary
Review objective and discuss how we came to our conclusions
Extension
Students will use the knowledge acquired during today’s lesson to assist them in
analyzing the text. Students begin reading CH 1 of the text for homework.
Name_____________________________________________________________Date________
Article Analysis Sheet
Topic: EXAMPLE Elie Wiesel
Directions: Follow the steps listed below to access your article. Read the article and
answer the following questions with your partner.
Step#1: Using your username and password, log onto your computer
Step#2: Double click the internet explorer icon on your desktop
Step#3: Click the tap at the top of the screen labeled “Students”
Step#4: Select the link “Click here for additional databases”
Step#5: Scroll down and select the World Book database
Step#6: Type in your topic in the Search bar. Select the first article on the list.
1. Who is Elie Wiesel? ___________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How is Wiesel using his experience as a prisoner during the Holocaust in a positive
way?_________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Discuss the main idea of this article:
______________________________________________________________________
______________________________________________________________________
4. List one fact you found interesting from this article: ___________________________
______________________________________________________________________
______________________________________________________________________
Name________________________________________________Date____________________
Article Analysis Sheet
Topic: Concentration Camp/Auschwitz
Directions: Follow the steps listed below to access your article. Read the article and
answer the following questions with your partner.
Step#1: Using your username and password, log onto your computer
Step#2: Double click the internet explorer icon on your desktop
Step#3: Click the tap at the top of the screen labeled “Students”
Step#4: Select the link “Click here for additional databases”
Step#5: Scroll down and select the World Book database
Step#6: Type in your topic in the Search bar. Select the first article on the list.
1. Define the term “concentration camp”: ____________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. List some reasons groups of people are sent to concentration camps: ____________________
______________________________________________________________________________
______________________________________________________________________________
3. When were the first Nazi concentration camps established? Who did they hold? __________
______________________________________________________________________________
______________________________________________________________________________
4. Concentration camps had different purposes. What were these purposes? _________________
______________________________________________________________________________
______________________________________________________________________________
5. Why did the U.S. establish internment camps in the 1940’s? Do you feel that it was ok for the
U.S. to set up these camps? Explain. ________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Describe other forms of concentration camps discussed in this article: __________________
______________________________________________________________________________
______________________________________________________________________________
7. What was Auschwitz and why was it established? How many people lost their lives?
(Auschwitz Article) _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. Discuss the main idea of your article: _____________________________________________
______________________________________________________________________________
9. List one interesting fact from your article: _________________________________________
______________________________________________________________________________
Group Presentations
Main Ideas
Directions: Record the main idea of each group’s article.
1. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name_____________________________________________________________Date________
____________
Article Analysis Sheet
Topic: Adolf Hitler
Directions: Follow the steps listed below to access your article. Read the article and
answer the following questions with your partner.
Step#1: Using your username and password, log onto your computer
Step#2: Double click the internet explorer icon on your desktop
Step#3: Click the tap at the top of the screen labeled “Students”
Step#4: Select the link “Click here for additional databases”
Step#5: Scroll down and select the World Book database
Step#6: Type in your topic in the Search bar. Select the first article on the list.
1. Who was Adolf Hitler?(introduction) _____________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Before Hitler rose to power, what was his viewpoint on government and their effectiveness?
(Years in Vienna)_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How was Hitler able to influence those in his political party and become powerful? (Birth of
the Nazi Party)________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Why did Hitler feel the Germans were a superior race? _______________________________
______________________________________________________________________________
______________________________________________________________________________
5. Hitler set up organizations for young people. What did these organizations do? Why do you
think Hitler established these organizations? (The New Order) ___________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. List a few of the nations Hitler and the Nazis conquered during WWII. Why do you think
Hitler had such a desire to take over these countries?(World War II) _______________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Discuss Hitler’s death. _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. Discuss the main idea of your article: _____________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. List one interesting fact from your article: _________________________________________
______________________________________________________________________________
______________________________________________________________________________
Group Presentations
Main Ideas
Directions: Record the main idea of each group’s article.
1. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Topic: _______________________________________
Main Idea:
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name________________________________________________Date____________________
Article Analysis Sheet
Topic: Holocaust
Directions: Follow the steps listed below to access your article. Read the article and
answer the following questions with your partner.
Step#1: Using your username and password, log onto your computer
Step#2: Double click the internet explorer icon on your desktop
Step#3: Click the tap at the top of the screen labeled “Students”
Step#4: Select the link “Click here for additional databases”
Step#5: Scroll down and select the World Book database
Step#6: Type in your topic in the Search bar. Select the first article on the list.
1. Define Holocaust: ____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. In addition to the Jews, list a few other groups of people killed by the Nazis. Why did Hitler
kill these people? _______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Describe what happened on the night of November 9, 1938. ___________________________
______________________________________________________________________________
______________________________________________________________________________
4. Describe where people of the Jewish faith were taken during the Holocaust and what happened
to them while they were there (the camps): ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Explain why the Jews did not try to fight back against the Nazis before and during the
Holocaust (resistance): ___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. How were those who committed war crimes punished? (Nuremberg Trials) _______________
______________________________________________________________________________
______________________________________________________________________________
7. Discuss the main idea of your article: _____________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. List one interesting fact from your article: _________________________________________
______________________________________________________________________________
______________________________________________________________________________
Group Presentations
Main Ideas
Directions: Record the main idea of each group’s article.
1. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name________________________________________________Date____________________
Article Analysis Sheet
Topic: Nazism
Directions: Follow the steps listed below to access your article. Read the article and
answer the following questions with your partner.
Step#1: Using your username and password, log onto your computer
Step#2: Double click the internet explorer icon on your desktop
Step#3: Click the tap at the top of the screen labeled “Students”
Step#4: Select the link “Click here for additional databases”
Step#5: Scroll down and select the World Book database
Step#6: Type in your topic in the Search bar. Select the first article on the list.
1. Define Nazism: ______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What groups of people did Nazism support? What groups were they against? ______________
______________________________________________________________________________
______________________________________________________________________________
3. Who was in charge of the Nazi Party (National Socialist German Worker’s Party) ? When did
he gain control of the party? ______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Why did the Nazi Party become popular so quickly? _________________________________
______________________________________________________________________________
______________________________________________________________________________
5. How were the Nazis able to establish a totalitarian state? ______________________________
______________________________________________________________________________
______________________________________________________________________________
6. When was the Nazi Party defeated? How many lives were taken by the Nazis during their
rule? _________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Discuss the main idea of this article: ______________________________________________
______________________________________________________________________________
8. Record one more interesting fact from your article to share with the class: ________________
______________________________________________________________________________
Group Presentations
Main Ideas
Directions: Record the main idea of each group’s article.
1. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Topic: _______________________________________
Main Idea: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Background Information
Nonfiction & Research (Night)
Where are you now?
Students have completed a day Students will analyze the
connotative meaning of the word
of research on topics
“night” and will discuss the
pertaining the text. They
author’s purpose for this title.
began reading Ch 1 for
Unit of Study
Where have you been?
Where are you going?
Students will be reading Night by Elie
Wiesel and will be completing a
research project on the Holocaust.
homework last night
Class Demographics
Summative Assessment
Number of students: 24
Number of IEP students: 6
Number of 504 students: 1
Self Contained X Inclusion
Academic
Honors
G/T
Advanced Placement
AdvancePath Academy
FALS
Unit test with HSA style questions and an SAT timed writing essay. Students will also
complete a research project pertaining to the events, people, and literature from the
Holocaust.
Objective
Students will extract textual evidence in order to make a generalization based on
the connotative meaning of the title of the text..
Formative Assessment
Short written response that uses textual evidence and support to discuss the purpose and
symbolic meaning of the text’s title
Differentiation
Process: Quote bank, word bank, sentences starters given to IEP students for written
response. MP3 players provided for students who require verbatim reading
Product: Shorter length for written response
Background information on the Holocaust
Prerequisite skills
Vocabulary
Materials
Teacher materials: text, powerpoint slides, projector, document camera
Student materials: connotation handout, text, written response handout
ENGLISH Lesson Procedure
Drill
HSA skill-Commas
Processing Objective
Review objective and agenda with students.
Motivation
Students compose three additional questions that they still have about the
Holocaust, our author, or related topics. We list the questions on chart paper that
will be displayed throughout the analysis or our text. We will answer as we go.
Transition: Students recap what they read last night for homework
Lesson
Modeling
Students are introduced to the definitions of connotation and denotation. Students
come up with many connotative meanings for given words with the teacher and
independently.
Transition: Share answers and discuss the possibility of words having both
positive and negative connotative meanings.
Guided Practice
As a class we popcorn read the rest of Ch 1, stopping from time to time to answer
critical reading questions. Once finished with Ch 1, the class will discuss the
possible connotative meanings for the word “night” and list the associations on the
board.
On-going assessment: completion of
Transition: Introduce written response
higher order questions. Students write prompt and go over directions
and then discuss as a class.
Independent Practice
Students will extract quotes from the text that relate to the connotative meanings
for the word “night” that the students came up with. The students must identify at
least four supporting quotes and list these in their quote bank on their written
response paper. At least two of these quotes must be used in their written response
as textual evidence to support their conclusions
Transition: Introduce the written portion of the assignment. Go over expectations
and review the SAT rubric that is used for short writing assignments.
Formative Assessment Using quotes that were identified, students will compose a written response
discussing the possible connotative meanings for the word “night.” Students then
must explain what they think is the author’s purpose for using this word as the title
of his text. Students can discuss symbolism, imagery, mood, and tone to help
express their ideas.
Summary
Review objective. Students then create a title for Ch 1 based on events, characters, or
quotes from the text. Five students will share their titles and the class will vote on the best
one. The title with the most votes will be recorded and displayed in the room. This will be
an ongoing activity which encourages students to use strong words with deep connotative
meanings.
Extension
Fair and Just World Images HW- Students must go online and locate one image
that demonstrates that the world is either fair or unfair. They will bring these
images in and will use them as the basis of their online discussion tomorrow.
Name_________________________________________________________Date____________
Connotation & Denotation
Nonfiction & Research
Mini Lesson
Directions: Read the examples and definitions below. Determine the connotative
meaning of each of the following words. Discuss if it has a positive or negative
connotation.
Terms To Know:
Connotation: the associated or secondary meaning of a word or expression in addition to
its explicit or primary meaning
Denotation: the explicit or direct meaning or set of meanings of a word or expression
Examples:
Home: (Denotative meaning) a house, apartment, or other shelter that is the usual
residence of a person, family, or household.
(Connotative meaning) A place of warmth, comfort, and affection.
Morning: (Denotative meaning) the first part or period of the day, extending from
dawn, or from midnight, to noon.
(Connotative meaning) A fresh start, renewal, and second chance.
Independent Practice
Directions: Review the following examples and determine the connotations associated with
each term. The denotative meaning has been provided for you.
1. Malnourished: poorly or improperly nourished.__________________________
_____________________________________________________________________
2. Chubby: round and plump: __________________________________________
_____________________________________________________________________
3. Gray: of a color between white and black; having a neutral hue: _________________
______________________________________________________________________
4. Alone: separate, apart, or isolated from others_______________________________
______________________________________________________________________
5. Fiesta: any festival or festive celebration___________________________
______________________________________________________________________
Name_________________________________________________Date___________________
Unit: Nonfiction
Night by Elie Wiesel
Directions: After examining the word “night” and reading chapter one of our text, discuss
the possible symbolic meanings of the title Night. What might this title stand for? Why
do you think Wiesel chose this title for his book? Cite specific examples from the text to
help support your answer.
Step One: As a class, find quotes from chapter one that help support your answer.
Record those quotes in the box below
Step Two: Using at least two of your quotes, respond to the writing prompt.
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Name_________________________________________Date____________________________
Night
by Elie Wiesel
Nonfiction & Research Unit
Homework
Directions: Search the internet, newspapers, or magazines to find ONE image that demonstrates
that the world is either fair or unfair.
1. Find and print ONE image (or cut out image from newspaper or magazine)
2. Attach image to the back of this paper
3. Complete brief written response
4. DUE THURSDAY, NOVEMBER 11.
Use the TEACHER MODEL below to help you.
Explain whether your image
demonstrates if the world is fair or
unfair, and WHY.
This image demonstrates that the
world is an unfair place. This
picture is a representation of the
abuse that many children face in
some parts of Africa. They are
taken from their families at young
ages, drugged, beaten, and forced
to work as child soldiers. Children
should never have to face this type
of adversity, and have the right to
live a happy childhood, not one
filled with murder and crime.
This image demonstrates that the
world can be a fair place. Even
though there are many people in
need in our world, there are
organizations and opportunities
for people to try to change their
lives around. While times may get
though for many people, there are
always ways for someone to get
back on their feet. Charities,
churches, and other non-profit
organizations are specifically
built for this reason.
Nonfiction & Research (Night)
Where are you now?
Students will examine statements
Students have analyzed
made by the author of the text in
chapter one of Night in order
order to make connections between
to infer possible symbolic
purpose, themes, and non-print text.
meanings for the title.
Unit of Study
Where have you been?
Class Demographics
Summative Assessment
Where are you going?
Students continue reading Night by
Elie Wiesel and will be completing a
research project on the Holocaust.
Number of students: 24
Number of IEP students: 6
Number of 504 students: 1
Self Contained X Inclusion
Academic
Honors
G/T
Advanced Placement
AdvancePath Academy
FALS
Unit test with HSA style questions and an SAT timed writing essay. Students will also
complete a research project pertaining to the events, people, and literature from the
Holocaust.
Objective
Students compare an author’s statements to a book cover in order to make
connections between non-print text and themes
Formative Assessment
Post answers to discussion questions on a class wiki and engage in discussions on their
findings.
Differentiation
Process: Quote bank, word bank, sentences starters given to IEP students for written
response. MP3 players provided for students who require verbatim reading
Product: Shorter length for written response
Background information on the Holocaust , understanding of chapter 1 of the text,
personal conclusions about the title of the text, an understanding of the following
literary terms: connotation, theme, and purpose.
Prerequisite skills
Vocabulary
HSA Term: non-print text
Materials
Teacher materials: text, class wiki, computer, projector, document camera
Student materials: wiki passwords, computer, images hw, text
Background Information
ENGLISH Lesson Procedure
Drill
HSA skill-Commas
Processing Objective
Review objective and agenda with students.
Motivation
Students are place into groups. The images that they found last night for
homework are mixed up and distributed throughout other groups. Students
examine the images and discuss what they demonstrate about the world.
Transition: Students are assigned laptop computers. They are asked to log on and
access the internet.
Lesson
Modeling
Guided Practice
Independent Practice
Students take notes on theme and the class makes predictions on possible
universal themes that they think they will see in the play.
Transition: Students are given directions for the wiki discussions and webquest
Students go on a webquest, searching for articles where Elie Wiesel discusses the
true meaning of the title of his text.
On-going assessment: Students are
Transition: Students are asked to log on
given an allotted time to complete
to the class wiki.
their webquest. We come back
together as a class to discuss their
findings.
Given an allotted time, students must answer a number of higher level thinking
questions on the class wiki. These questions connect to their non-print text
analysis, their webquest on the author’s purpose, the cover of the text, and what
this image might show us about possible themes displayed in the text.
1. Describe the images your group was present. Explain what you think these
images show us about the world we live in.
2. During your webquest you were asked to locate articles that discuss why
Wiesel named his book Night. Discuss your findings.
3. Make connections between the cover of the text and the title of the text.
Based on this image, what possible themes do you think will be displayed
throughout the text? Why do you feel this way?
4. If you were to do a Google images search on images that would represent
the text, what would you search for? Explain.
Transition: Students are asked to verbally share some of their responses after the
given writing time.
Formative Assessment Students must respond to two posts made by their classmates. Their discussion can
include questions that they have for their peer, additional ideas that relate to their
peers post, or comments on the effectiveness of their peers’ responses.
Summary
Review objective. Students can share any interesting information they read from their
peers posts and responses with the rest of the class
Extension
Read Ch 2 of the text for homework. Students who require verbatim reading can
use their MP3 player.
ENGLISH Lesson Procedure
Drill
Processing Objective
Motivation
HSA skill-commas. Students must match comma usage within a sentence to comma usage
rules (they will see this process and these rules on benchmarks, short cycles, and the
HSA).
Review objective and agenda with students. Discuss with students how the gallery walk
and group propaganda analysis will help with their essay planning.
QuickWrite/PairShare: Describe methods used by politicians and businesses that
persuade the general public. Students are given 1 minute to list as many methods
as possible, then share with a person in their group. Class briefly discusses
methods as a whole
Transition: Define propaganda and Anti-Semitism for students.
Lesson
Modeling
Students participate in a gallery walk. Images of propaganda will be posted around
the room by different groups. Students will need to determine the intended
audience and intended purpose for each propaganda group.
4. Anti-Semitic
5. Supporting Hitler
6. Joining/Supporting the Nazi Army
7. Being a “Good” German
8. Children
Transition: Groups share their findings. As a class we confirm the purpose and
audience for each “gallery”
Guided Practice
Each group analyzes a different propaganda article. Students will use a soapstone
handout to analyze the article.
On-going assessment: soapstone
Transition: Groups share their findings
and we discuss the different forms and
methods of propaganda that was used.
Students view a media clip
demonstrating propaganda used by Nazi
troops to manipulate other soldiers.
Independent Practice & After working with group members on analyzing written propaganda, students
Formative
answer a synthesis question independently regarding the types of propaganda that
Hitler would have used to target them and others similar to them.
As we know, Hitler’s propaganda department tried to appeal to a number of
different groups of Germans in order to convince them to support the Nazi party.
Imagine you are a German during the time of Hitler’s reign. You do not support
the Nazi party and their actions yet. How might Hitler and his propaganda
department try to appeal to you?
*Things to think about: your age, your gender, your future aspirations, your
religion, your education*
Transition: Share responses. Introduce writing assignment.
Formative Assessment
Students compose a thesis statement and an outline for an essay based on the
following prompt:
Think carefully about the issue presented in the following excerpt and the
assignment below.
Propaganda can be defined as ideas, facts, or allegations spread deliberately to further
one's cause or to damage an opposing cause. The people who spread propaganda do so
by appealing to people’s emotion, reason, and morals. Propaganda has been used by
politicians, business, and leaders to help further their agendas.
Assignment: Compose a well organized essay addressing the role of Nazi propaganda
during WWII. How did Hitler and his propaganda department use propaganda to
manipulate the people of Germany? In what ways did propaganda help Hitler come to and
maintain power? Also, explain how Hitler’s use of Anti-Semitic propaganda convinced the
people of Germany that intolerance to Jews was acceptable. Describe the methods Hitler
used and how he appealed to his people.
Summary
Review objective and share some student built thesis statements. Introduce homework.
Extension
Students will draft their essay the following day in class. For homework, students will
answer HSA style questions based on an example student draft essay. The stems are
similar to those they will see on an upcoming benchmark. Students must also read Ch2 of
the novel.
Name___________________________________________Date__________________________
Night
by Elie Wiesel
Nonfiction & Research
Propaganda
Gallery Walk
Directions: In the space provided below, examine each of the galleries representing Nazi
propaganda from WWII. You must describe each image, determine the intended audience,
and discuss the purpose of each set of images.
Gallery #1
Description
Audience
Purpose
Gallery #2
Description
Audience
Purpose
Gallery #3
Description
Audience
Purpose
Gallery #4
Description
Audience
Purpose
Gallery #5
Description
Audience
Purpose
“The Jew: The inciter of war, the prolonger of
war.”
“Long live Germany”
Movie poster advertising the movie S.A. Mann Brand (The
Storm Trooper), a movie about military events from the point
of view of the Nazi Party.
“Don’t give. Sacrifice.”
“Before: Unemployment, hopelessness, desolation, strikes,
lockouts. Today: Work, joy, discipline, camaraderie. Give the
Führer (Hitler) your vote!”
“Support the assistance program for mothers and
children.”
“Führer, we will follow you.”
“Germany is Free!!”
“Infantry: The Queen of the Services”
“Get the Jewish warmongers out of Europe”
“Work as hard for victory as we fight!”
“Enlist Now! Especially You!”
“Shame on you, chatterer! The enemy is
listening. Silence is your duty.”
The headlines say "Jews are our misfortune"
and "How the Jew cheats."
From a child’s Anti-Semitic book. The sign
reads "Jews are not wanted here." Germany,
1936.
German Girl’s League: “Join Today!”
An Aryan compared to a Jew
Portraying a Jewish man as a swindler and
thief.
Nazi propaganda photo depicts friendship
between an "Aryan" and a black woman that
was taken pre-WWII. The caption states: "The
result! A loss of racial pride."
Hitler kindly greets a small child.
A Nazi propaganda poster encourages healthy
Germans to raise a large family. The caption, in
German, reads: "Healthy Parents have Healthy
Children."
Movie poster for the Nazi Anti-Semitic hate movie, The Eternal
Jew. “Just like the Jews among mankind, rats represent the very
essence of malicious and subterranean destruction."
German Propaganda Poster for the Hitler Youth Organization
Nazi pseudo-science proclaimed the "Aryan race" to be the
superior, culture producing race. Of the Aryans, the fair
Nordic type was considered best.
“One people. One government. One leader.”
http://www.calvin.edu/academic/cas/gpa/story2.htm
Background: This story comes from Der Giftpilz, an anti-Semitic children’s book published by
Julius Streicher, the publisher of Der Stürmer. He was executed as a war criminal in 1946. This
summary and partial translation is taken from a 1938 publication issued by the “Friends of
Europe” in London, an organization to which I have not been able to find a successor to request
permission to reprint.
The Poisonous Mushroom
A mother and her young boy are gathering mushrooms in the German forest. The boy finds some
poisonous ones. The mother explains that there are good mushrooms and poisonous ones, and, as
they go home, says:
“Look, Franz, human beings in this world are like the mushrooms in the forest. There are good
mushrooms and there are good people. There are poisonous, bad mushrooms and there are bad
people. And we have to be on our guard against bad people just as we have to be on guard
against poisonous mushrooms. Do you understand that?”
“Yes, mother,” Franz replies. “I understand that in dealing with bad people trouble may arise,
just as when one eats a poisonous mushroom. One may even die!”
“And do you know, too, who these bad men are, these poisonous mushrooms of mankind?” the
mother continued.
Franz slaps his chest in pride:
“Of course I know, mother! They are the Jews! Our teacher has often told us about them.”
The mother praises her boy for his intelligence, and goes on to explain the different kinds of
“poisonous” Jews: the Jewish pedlar, the Jewish cattle-dealer, the Kosher butcher, the Jewish
doctor, the baptised Jew, and so on.
“However they disguise themselves, or however friendly they try to be, affirming a thousand
times their good intentions to us, one must not believe them. Jews they are and Jews they remain.
For our Volk they are poison.”
“Like the poisonous mushroom!” says Franz.
“Yes, my child! Just as a single poisonous mushrooms can kill a whole family, so a solitary Jew
can destroy a whole village, a whole city, even an entire Volk.”
Franz has understood.
“Tell me, mother, do all non-Jews know that the Jew is as dangerous as a poisonous mushroom?”
Mother shakes her head.
“Unfortunately not, my child. There are millions of non-Jews who do not yet know the Jews. So
we have to enlighten people and warn them against the Jews. Our young people, too, must be
warned. Our boys and girls must learn to know the Jew. They must learn that the Jew is the most
dangerous poison-mushroom in existence. Just as poisonous mushrooms spring up everywhere,
so the Jew is found in every country in the world. Just as poisonous mushrooms often lead to the
most dreadful calamity, so the Jew is the cause of misery and distress, illness and death.”
The author then concludes this story by pointing the moral:
German youth must learn to recognise the Jewish poison-mushroom. They must learn what a
danger the Jew is for the German Volk and for the whole world. They must learn that the Jewish
problem involves the destiny of us all.
“The following tales tell the truth about the Jewish poison-mushroom. They show the many
shapes the Jew assumes. They show the depravity and baseness of the Jewish race. They show
the Jew for what he really is:
The Devil in human form.
Hitler on Propaganda
In chapter six of Mein Kampf (a book written by Hitler), Hitler reviewed the use of propaganda
during World War I. In the course of his criticism of the German effort, he included comments
on the function of propaganda in general. His statements offer insight into the methods used by
the Nazi Party.
Source: Adolf Hitler, Mein Kampf,translated by Ralph Manheim. Boston: Houghton Mifflin
Company, 1943. http://fcit.usf.edu/holocaust/people/DocPropa.htm
The function of propaganda does not lie in the scientific training of the individual, but in calling
the masses' attention to certain facts, processes, necessities, etc., whose significance is thus for
the first time placed within their field of vision.
..................
All propaganda must be popular and its intellectual level must be adjusted to the most limited
intelligence among those it is addressed to. Consequently, the greater the mass it is intended to
reach, the lower its purely intellectual level will have to be. But if, as in propaganda for sticking
out a war, the aim is to influence a whole people, we must avoid excessive intellectual demands
on our public, and too much caution cannot be extended in this direction.
The more modest its intellectual ballast, the more exclusively it takes into consideration the
emotions of the masses, the more effective it will be. And this is the best proof of the soundness
or unsoundness of a propaganda campaign, and not success pleasing a few scholars or young
aesthetes.
The art of propaganda lies in understanding the emotional ideas of the great masses and finding,
through a psychologically correct form, the way to the attention and thence to the heart of the
broad masses. The fact that our bright boys do not understand this merely shows how mentally
lazy and conceited they are.
Once understood how necessary it is for propaganda in be adjusted to the broad mass, the
following rule results:
It is a mistake to make propaganda many-sided, like scientific instruction, for instance.
The receptivity of the great masses is very limited, their intelligence is small, but their power of
forgetting is enormous. In consequence of these facts, all effective propaganda must be limited to
a very few points and must harp on these in slogans until the last member of the public
understands what you want him to understand by your slogan. As soon as you sacrifice this
slogan and try to be many-sided, the effect will piddle away, for the crowd can neither digest nor
retain the material offered. In this way the result is weakened and in the end entirely cancelled
out.
Thus we see that propaganda must follow a simple line and correspondingly the basic tactics
must be psychologically sound.
..................
What, for example, would we say about a poster that was supposed to advertise a new soap and
that described other soaps as 'good'?
We would only shake our heads.
Exactly the same applies to political advertising.
The function of propaganda is, for example, not to weigh and ponder the rights of different
people, but exclusively to emphasize the one right which it has set out to argue for. Its task is not
to make an objective study of the truth, in so far as it favors the enemy, and then set it before the
masses with academic fairness; its task is to serve our own right, always and unflinchingly.
Background: This striking little book uses a clearly religious metaphor: It is a “German
Catechism” for the instruction of young Germans. It goes through the 25 program points of the
Nazi Party, and introduces the leaders of the party as well. I here translate the section on race.
This pamphlet was apparently widely used in the schools.
The source: Werner May, Deutscher National-Katechismus 2nd edition (Breslau: Verlag von
Heinrich Handel, 1934), pp. 22-26.
The German National Catechism
3. Of Race and People (Volk)
What is a race? A group of living creatures is a race when its individual members share the
same appearance and genetic inheritance.
What do I understand under “appearance and genetic inheritance”? Physical characteristics
that are passed along: the color of the skin, the shape of the skull, and particularly facial features
(shape of the nose, mouth, lips), etc.
What are the major races? White, black, and yellow.
To which race do Europe’s peoples belong? The peoples of Europe do not belong to a
particular race, but are rather a racial mixture. Our German people is comprised primarily of six
races.
And what are they? The Nordic, the Pfalzish (fälische), the Western (westliche) the East Baltic
(ostbaltische), the Ostic (ostische), and the Dinarish (dinarische) races.
How can one tell that peoples are racially related? First, from their languages, in which many
words are the same or similar. A racial relationship is also evident in the same or similar cultural
products, sagas, legends and customs.
What were and are the particular characteristics of the Nordic race? Courage, bravery,
creative ability and desire, loyalty.
The German people is, along with the English, Danish, Norwegian, and Swedish, the most
racially pure of the European peoples. With regards to the purity of language, the Scandinavian
peoples are in first place.
Its Gothic script is particularly lovely, and it should be maintained.
Which race must the National Socialist race fight against? The Jewish race.
Why? The goal of the Jew is to make himself the ruler of humanity. Wherever he comes, he
destroys works of culture. He is not a creative spirit, rather a destructive spirit.
How is that evident?The work of Aryan peoples shows a true creative spirit. The Jew is mostly
a merchant, as he was for millennia in the past. There are no Jewish construction workers in
Germany, no smiths, no Jewish miners or seamen. Nearly all major inventions were made by
Aryans.
How has the Jew subjugated the peoples?
With money. He lent them money and made them pay interest. Thousands and thousands of
Germans have been made wretched by the Jews and been reduced to poverty. Farmers whose
land had been in the family for more than 100 years were driven from their land because they
could not pay the interest.
What happened to those farmers?
They had to move to the cities. Torn from the land to which they belonged, robbed of their labor
that gave their lives purpose and meaning, they fell victim to poverty and misery. Worn down,
their souls crushed, they accepted Jewish doctrines that denied the Fatherland and opposed all
that was nationalistic. Their strength and ability faded. The Jew had reached his goal.
What other guilt does the Jew bear?
While the German people were fighting a life and death battle during the World War, the Jew
incited people at home and seduced them into treason. The November Revolution of 1918 that
brought about Germany’s collapse was the work of the Jew.
In countless newspapers in Germany and abroad, he brought everything German into the mud,
slandering us and inciting our enemies even more than they already were. His lackeys in leading
positions in the Reich persecuted the National Socialist movement, bringing the fighters for a
new Germany before judges and throwing them into prison.
He corrupted Germans through bad books, and mocked true literature and German music,
replacing it with ungermanic music. Everywhere, his influence was destructive.
What is racial defilement?
Forgetting our spirit and our blood. A careless disregard of our nature and a contempt for our
blood. No German man may take a Jewish woman as his wife, and no German girl may marry a
Jew. Those who do that exclude themselves from the community of the German people.
What must the National Socialist movement do?
Adolf Hitler said: “Care must be taken, at least in our nation, that the deadliest enemy (the Jew)
is recognized, and that the battle against him is seen as the shining symbol of a brighter day that
will also show other peoples the path to the salvation of fighting Aryan humanity.”
Which European people disregards the racial question?
France. It has accepted large numbers of blacks into its army. It has given them the same
political rights as the whites. Thus it can happen that black officers command whites. Blacks and
Moroccans fought against Germany in the World War. After the war, blacks raped German
women and girls in the Rhineland.
Germans — never forget that!
Background: Hanns Oberlindober, the author of this collection of letters, was an early Nazi who
headed the Nazi organization for wounded veterans. This book was first published in 1939, and
seems to have sold well. I’m working from the third printing, which brought the print run to
55,000. This letter is an example of how Nazi anti-Semitism was presented to a foreign audience,
though since it was printed in Germany, it was also part of the domestic campaign against the
Jews.
The source: Hanns Oberlindober, Ein Vaterland, das allen gehört! Briefe an Zeitgenossen aus
zwölf Kampfjahren (Munich: Zentralverlag der NSDAP, 1940), pp. 152-167.
The “Decent” Jew
A Letter to an Englishman, 1937
Dear Mr. Smith !
Well, Baron R. came to you to ask for help, did he? He described himself as a “good German”
and as a “decent Jew.” He fled from the “Nazi hell.” He is an émigré (a person who left the
country and was rumored to be exiled).
You ask me what you should do with this interesting baron. I reply: Please read the following
letter to him, and he will stop asking you for help. And if you pass this letter on to the public,
you will do your English people a valuable service. It is both an accusation and a rejection.
I am a “good German” and a “decent Jew”! Only a Jew has the insolence to make such a claim. I
answer it only to reach the public and finally dispatch the absurd notion of the “decent Jew.” The
fable of the “decent Jew” is not a German fable that has been handed down by our people and
therefore something with educational value, but rather it is a shameless lie designed to lull the
host people to sleep and appeal to hysterical weaklings.
This Jewish method has undoubtedly had some success in the past, and also works today in
countries and peoples with democratic foundations that have given themselves over to Jewish
control. However, outside of a tiny group of intellectual know-it-alls, no reasonable person in
Germany would want to say “decent” and “Jew” in the same breath.
To the German mind, decency demands absolute selflessness.
A “good German” works hard and joyfully to serve his people. For him, “making something” has
always been a more important result of his creative strength than “making money.” The good
German values each creation, each discovery, as a service to the German people’s community
that is more valuable to him than the possibility of making money. The best German is not he
who makes the most money, but rather he who is of greatest service to his people. I doubt that
one can translate this sentence into Hebrew, since it goes far beyond any Jewish understanding.
And you think you can be a “good German”! True, you do speak German, just as your racial
comrades in other countries speak English, French, Spanish, and Polish, but you are no more a
German than they are Englishmen, Frenchmen, Spaniards, or Poles, since Jews are a foreign
body in every people.
You Jews must think your host peoples are stupid! You have always done your duty as a citizen,
you claim, punctually paying your not insubstantial taxes, probably because it could not be
avoided even after you had taken advantages of all the deductions and loopholes. You have done
much good, and carefully recorded every bit of it in order to demand repayment. You have made
contributions to maintain historic castles and palaces, and can prove it by letters of thanks from
the appropriate officials. And you also have medals from various minor nobles to prove your
decency.
Inge's visit to a Jewish doctor
Inge is sick. For several days she has had a light fever and a headache. But Inge did not
want to go to the doctor. “Why go to the doctor for such a trifle?” she said again and again when
her mother suggested it. Finally her mother insisted.
“March! Go to Doctor Bernstein and let him examine you!” her mother ordered.
“Why Doctor Bernstein? He is a Jew! And no real German girl goes to a Jew,” Inge
replied. Her mother laughed.
“Don't talk nonsense! Jewish doctors are all right. They are always chattering nonsense
about it at your League Of German Girls meetings. What do those girls know about it?”
Inge protested. “Mother, you can say what you want, but you can't slander the League of
German Girls. You should know that we League of German Girls understand the Jewish question
better than many of our parents. Our Girls' Leader gives a short talk about the Jews nearly every
week. Just recently she said: A German may not go to a Jewish doctor! Particularly not a
German girl! Because the Jews want to destroy the German people. Many girls who went
to a Jewish doctor for healing found instead sickness and shame! That's what our Girls'
Leader said, Mother. And she's right!”
Her mother grew impatient. “You always think you know more than the grown ups. What
you said just isn't true. Look, Inge. I know Doctor Bernstein well. He is a fine doctor.”
“But he is a Jew! And the Jews are our deadly enemies,” Inge replied.
Now her mother became really angry. “That's enough, you naughty child! Go to Doctor
Bernstein right now! If you don't, I'll teach you how to obey me!” Her mother screamed and
raised her hand. Inge did not want to be disobedient, so she went. Went to the Jewish doctor
Bernstein!
Inge sits in the waiting room of the Jewish doctor. She had to wait a long time. She leafs
through the magazines that are on the table. But she is much too nervous to be able to read more
than a few sentences. Again and again she thinks back on the conversation with her mother. And
again and again she recalls the warning of her League of German Girls' Leader: A German may
not go to a Jewish doctor! Particularly a German girl! Many girls who went to a Jewish doctor
for healing found instead sickness and shame!
As Inge entered the waiting room, she had had a strange experience. From the examination room
of the doctor
came crying. She heard the voice of a girl: “Doctor! Doctor! Leave me alone!” Then she heard
the scornful laugh of a man. Then all was suddenly silent. Breathlessly Inge had listened. “What
does all that mean?” she asked herself, and her heart beat faster. Once again she thought of the
warnings of her League of German Girls' Leader.
Inge has been waiting for an hour. Again she picks up the magazines and tries to read.
Then the door opens. Inge looks up. The Jew appears. A cry comes from Inge's mouth. In terror
she lets the newspaper drop.
Terrified, she jumps up. Her eyes stare in the face of the Jewish doctor. And this face is the face
of the Devil. In
the middle of this devilish face sits an enormous crooked nose. Behind the glasses glare two
criminal eyes. And
a grin runs across the protruding lips. A grin that wants to say: Now I have you at last, little
German girl! The Jew comes toward her. His fat fingers grasp for her. But now Inge has
recovered. Before the Jew can grab
her she hits the fat face of the Jew doctor. Then a leap to the door. Breathlessly Inge runs down
the steps.
Breathlessly she dashes out of the Jew house.
In tears she returns home. Her mother is shocked to see her child. “For God's sake, Inge!
What happened?”
It is a long time before the child can say anything. Finally Inge tells about her experience
with the Jew doctor. Her mother listens in horror. And when Inge finishes her story, her mother
lowers her head in shame.
“Inge, I shouldn't have sent you to a Jewish doctor. When you left I regretted it. I couldn't relax. I
wanted to call
you back. I suspected suddenly that you were right. I suspected that something would happen to
you. But
everything came out all right, thank God!” Her mother moans, and tries to conceal her tears.
Gradually Inge calms down. She laughs again. “Mother, you've done a lot for me. Thank
you. But you have to promise me something: about the League Of German Girls ...”
Her mother doesn't let her finish. “I know what you want to say, Inge. I promise. I'm
finding that one can learn even from you children.”
Inge nods. “You're right, Mother. We League of German Girls, we know what we want,
even if we are not always understood. Mother, you taught me many sayings. Today I want to
give you one to learn.” And slowly and significantly Inge says: “The Devil, it was he
Who sent the Jew doctor to Germany.
Like a devil he defiles
The German woman, Germany's honour.
The German people, they'll not be sound
Unless very soon the way is found
To German healing, German ways,
To German doctors in future days.”
Name________________________________________________Date____________________
Directions: Analyze your article using the SOAPstone reading strategy.
1. Speaker
(Who is the speaker? What
role does this speaker play
in the holocaust?)
1.
2. Occasion
(What is the time and place?
What is the Geographic or
2.
Historic intersection at which
this source was produced?)
3. Audience
(Who are the readers to
whom this document is
directed? Why is this the
targeted audience?)
3.
4. Purpose
(Why was this written? What
goal did the author have in
mind?)
4.
5. Subject
(Summarize the general
topic, content, and idea of the
Text)
5.
6. Tone
(Describe the speaker’s
attitude toward the subject.
How do you know this?)
6.
Directions: Answer the following question based on your knowledge of propaganda used by
the Nazi’s during WWII.
As we know, Hitler’s propaganda department tried to appeal to a number of different
groups of Germans in order to convince them to support the Nazi party. Imagine you are a
German during the time of Hitler’s reign. You do not support the Nazi party and their
actions yet. How might Hitler and his propaganda department try to appeal to you?
*Things to think about: your age, your gender, your future aspirations, your religion,
your education*
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name__________________________________________Date___________________________
Night
by Elie Wiesel
Propaganda
Directions: Using the graphic organizer below, create an outline for an essay discussing
persuasion and propaganda.
Essay Prompt
Think carefully about the issue presented in the following excerpt and the assignment below.
Propaganda can be defined as ideas, facts, or allegations spread deliberately to further one's cause or to
damage an opposing cause. The people who spread propaganda do so by appealing to people’s emotion,
reason, and morals. Propaganda has been used by politicians, business, and leaders to help further their
agendas.
Assignment: Compose a well organized essay addressing the role of Nazi propaganda during WWII. How
did Hitler and his propaganda department use propaganda to manipulate the people of Germany? In what
ways did propaganda help Hitler come to and maintain power? Also, explain how Hitler’s use of AntiSemitic propaganda convinced the people of Germany that intolerance to Jews was acceptable. Describe
the methods Hitler used and how he appealed to his people.
Thesis Statement
Topic: Nazi Propaganda
Assertion: Hitler used propaganda
Focal Points:
in Germany to influence the people of his country
___________________________ + _________________________ + ________________________
Thesis Statement:
________________________________________________________________________________
________________________________________________________________________________
__________________
Essay Outline
I.
Introduction:
a. Get the reader's attention by asking a leading question; relay something enticing
about the subject in a manner that commands attention. Start with a related quote,
alluring description, or narration.
b. Thesis Statement
II.
Body paragraph-Focal Point: __________________________________________
a. Supporting Evidence:
________________________________________________________________
b. Supporting Evidence:
________________________________________________________________
c. Supporting Evidence:
________________________________________________________________
III.
Body Paragraph-Focal Point: _________________________________________
a. Supporting Evidence:
________________________________________________________________
b. Supporting Evidence:
________________________________________________________________
c. Supporting Evidence:
________________________________________________________________
IV.
Body Paragraph-Focal Point: _________________________________________
a. Supporting Evidence:
________________________________________________________________
b. Supporting Evidence:
________________________________________________________________
c. Supporting Evidence:
________________________________________________________________
V.
Conclusion:
a. Reemphasize your thesis in a fresh way, showing how your have achieved your
purpose. Make a memorable final statement.