How to Write a Good Journal Entry You are usually given a journal prompt turn that prompt into your topic sentence For example What do you know about the Holocaust Most of what Ive learned about the Holocaust came from our trip to the National Holocaust Museum for our eighth gra ID: 814681
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Slide1
Night
by
Elie
Wiesel
copyright 1958
Slide2How to Write a Good Journal Entry…
You are usually given a journal prompt …
turn that prompt into your topic sentence.
For example:
What do you know about the Holocaust?
Most of what I’ve learned about the Holocaust came from our trip to the National Holocaust Museum for our eighth grade field trip.
I know very little about the Holocaust.
I know I should know more about the Holocaust than I do, but I do know the main ideas.
Slide3How to Write a Good Journal Entry…
The second step involves supporting your topic sentence…
if you know, then clarify what you know.
Most of what I’ve learned about the Holocaust came from our trip to the National Holocaust Museum for our eighth grade field trip. During that trip, I learned that millions of not only Jews, but handicapped, foreigners, gypsies, and blacks were killed to cleanse Germany of undesirables. I learned that personal objects such as shoes and suitcases and hair was collected to feed the war machine. I also learned that the chances of survival (if you were labeled “undesirable”) were slim at best.
if you don’t know, then identify what you do know and clarify what you don’t know.
I know very little about the Holocaust. I know that it is a big part of history, but I don’t really understand why. I know that Jews and others were killed, but I don’t really understand why or who did it. I know I heard about gas chambers, but I don’t really understand how it all happened.
if you know a little bit, then identify what you know and what you don’t know.
I know I should know more about the Holocaust than I do, but I do know the main ideas. I know it was WWII. I know that Germany and its Allies systematically exterminated a lot of Jews and others. I know that many families lost all their possessions. I know this was a terrible time to be a German citizen. However, I don’t really understand how or how many people were killed. I also don’t really understand what role Israel and the whole Middle East crisis has to do with the Holocaust.
Slide4How to Write a Good Journal Entry…
Once the topic sentence and the details are furnished, then go back and see a big picture or summarize your findings into a lesson or result for your concluding sentence.
I learned this was a shameful time for Germany, but I also know that every country has such power-hungry leaders at some point in their histories even America.
Most of what I’ve learned about the Holocaust came from our trip to the National Holocaust Museum for our eighth grade field trip. During that trip, I learned that millions of not only Jews, but handicapped, foreigners, gypsies, and blacks were killed to cleanse Germany of undesirables. I learned that personal objects such as shoes and suitcases and hair was collected to feed the war machine. I also learned that the chances of survival (if you were labeled “undesirable”) were slim at best.
I know very little about the Holocaust. I know that it is a big part of history, but I don’t really understand why. I know that Jews and others were killed, but I don’t really understand why or who did it. I know I heard about gas chambers, but I don’t really understand how it all happened.
I do wonder exactly why teachers insist we learn about history all the time; it is not like our generation can do anything about it. I think that’s why I don’t like to learn about events like the Holocaust.
I guess I understand about the Holocaust itself, but I really don’t know how it impacts the world I live in.
I know I should know more about the Holocaust than I do, but I do know the main ideas. I know it was WWII. I know that Germany and its Allies systematically exterminated a lot of Jews and others. I know that many families lost all their possessions. I know this was a terrible time to be a German citizen. However, I don’t really understand how or how many people were killed. I also don’t really understand what role Israel and the whole Middle East crisis has to do with the Holocaust.
Slide5Journal 1: Intro.
What do you know about the Holocaust?
Go to background info.
Slide6Journal 2: Intro.
How did 250,000 German soldiers systematically kill 12 million prisoners?
Slide7Elie
Wiesel
1928-
Elie
Wiesel was born on September 30, 1928 in a rural, mountainous area called Transylvania. His hometown was
Sighet
, Hungary.Elie
Wiesel was the only son of four children in a closely knit, Jewish family.
Elie
Wiesel’s family was sent to a concentration camp, and obviously survived to write his memoir.
Slide8For ten years, he observed a self-imposed vow of silence and wrote nothing about his wartime experience.
In 1955, at the urging of the Catholic writer Francois Mauriac (see Foreword of book), he set down his memories in Yiddish, in a 900-page work entitled
Un die welt hot
geshvign
, “
And the world kept silent.”
Wiesel compressed the work into a 127-page Night, but several years passed before he was able to find a publisher for the French or English versions of the work.
Slide9Wiesel still writes his books in French, his wife Marion often collaborates with him on their English translation.
He makes his home in New York City.
Teaching has always been central to
Elie
Wiesel's work. Since 1976, he has been the Andrew W. Mellon Professor in the Humanities at Boston University, where he
is an honorary university
professor
. He is a member of the faculty in the
department
of
religion,
as well
as,
the
department
of
philosophy
.
Slide10In 1986, he was awarded the Nobel Peace Prize for his efforts toward peace.
Slide11In 1992, Wiesel was awarded the
Ellis
Island Medal of Honor.
Slide12March 2009
The press released that along with many others, Wiesel lost millions in the Bernard
Madoff
scandal.
Slide13Concept 1: Baby Steps
Slide14Most people want it . . .
Everybody needs some of it . . .
Some people will do anything for it . . .
Power
Slide15people are pushed just right
,
the result is usually cooperation
allposters.com
if people are pushed too little, the result is that nothing is accomplished
Lesson about Baby Steps
if people are pushed too hard, the result is rebellion
Slide16Journal 3: Chapter 1
Explain how baby steps worked to get the Jews on the train.
Collect 3 journals
Slide171. Foreign Jews
expelled
6. Synagogues closed,
but Jews
allowed to worship at home
2. Fascist party takes Hungary
through
elections
4. A
nti
-Semitic incidents
3. German
t
roops enter
the country
7. Jewish leaders “questioned and/or arrested”
8. Jews are confined and
curfewed
9. Jews unable
to own property;
v
aluables are confiscated
10. Jews needed to register and wear arm bands (yellow stars or blue stars with white bands)
11. Jews were denied access to public places (only certain grocers, streets, bakers,
tailers
, etc.)
12. Jews were forced to hurry up and wait
to be
herded into large ghettos (certain streets)
13. Jews were forced to hurry up and wait to be moved into small ghettos
5
. German troops enter
Sighet
14.
Jews were forced to march to the synagogue (double time) and wait
15.
Jews were systemically deported
16. Jews were
systemically loaded into cattle cars of a train
Slide18Chapter 1 concept
During
vocab review and author background information, strategically move students by promoting to better seats, stand up and take notes, sit on the floor, in the hall, and then send someone to the office for a one hour detention. Who willingly cooperates? Who rebels? Who does nothing
?
Slide19Missed Chances
o
pportunity
to go to Palestine
Hungarian
friend came to warn them
Family maid offers them a place in the country
Slide20Journal 4: Chapter 2
Explain how the Germans divided the Jews in order to conquer them. Use the scene in the cattle car as an example.
collect journal
Slide21Concept 2: Psychological Games
Slide22Chapter 2 concept
Pack
‘
em
in. 80 students per cattle car 25’ x 10’.
Half
of that 40 students in a 12 x 5’ area.
Half that 20 students in a 6x 2.5’ area.
See how it feels. Then discuss the 3 days and 3 nights.
Then note the mind games that are impacting these victims.
These are called psychological games and they impact how we react (if we let them
…
)
For Example:
Pavlov
’
s Dog
A natural instinct that correlates an action with a reaction;
for example when a bell rang the dog got fed,
when the bell rang the dog started to salivate anticipating his food
when the dog heard bells, he expected food
Slide23Other psychological
g
ames
that impacted prisoner behaviors
False Hope
Degradation
Fear
Sensory Overload
Divide and Conquer
Take Away and Return
Slide24The behavior of kidnap victims who, over time, become sympathetic to their captors. The name derives from a 1973 hostage incident in Stockholm, Sweden. At the end of six days of captivity in a bank, several kidnap victims actually resisted rescue attempts, and afterwards refused to testify against their captors.
Captives begin to identify with their captors initially as a defensive mechanism, out of fear of violence. Small acts of kindness by the captor are magnified, since finding perspective in a hostage situation is by definition impossible. Rescue attempts are also seen as a threat, since it's likely the captive would be injured during such attempts
.
Stockholm Syndrome
Slide25Journal 5: Chapter 3
Describe some of the horrors of Auschwitz.
Write Skip it in your journal and move on to journal #6
Slide26Journal 6: chapter 4
Describe some horrors of Buna,
the work camp
Slide27Concept 3: Maslow’s Hierarchy
Slide28Maslow’s
Hierarchy
Slide29Physical Needs-
food, shelter, water
Security Needs-
need for protection from
physical injury:
cold
,
illness
, beatings, intimidation,
etc.
Social Needs-
friends, activities, happiness
Ego Needs-
self-respect, self-esteem, pride of accomplishments
Self-Actualization-
altruism, giving back because you have something to give
Slide30After all the hammering on a person, the individual is more concerned with the need for safety and food and shelter than service hours.
The result is …
No one prisoner trusted the other enough and actually cared enough to cooperate in order to overtake the guards and save themselves.
Slide31The result is not just applicable to the Jews of the Holocaust. It is also
applicable to beaten and abused individuals.
The result is the same. Victims are unwilling and unable to help themselves or contribute to society.
Slide32Journal 7: chapter 5-6
Explain why
Elie
is angry with his father and “deserves” the punishment he got.
Explain why
Elie
Slide33Journal 8: Chapters 7-9
Identify and describe how some psychological games are being used in these chapters.
Slide34Concept 4: The Five Stages of Grief
Slide35Frequently compared to a journey, grief involves many stages that must be traveled before life can continue to be lived.
Slide36Elizabeth
Kubler
-Ross
1969 landmark book on the human psychology of grieving
Slide37Denial
“I feel fine.“
"This can't be happening, not to me."
Denial is usually only a temporary defense for the individual. This feeling is generally replaced with heightened awareness of situations and individuals that will be left behind after death.
[1]
Slide38Anger
"How can this happen to me?"
"Who is to blame?"
Once in the second stage, the individual recognizes that denial cannot continue. Because of anger, the person is very difficult to care for due to misplaced feelings of rage and envy. Any individual that symbolizes life or energy is subject to projected resentment and jealousy.
[1] "Why me? It's not fair!"
Slide39Bargaining
"Just let me live to see my children graduate.”
"I'll do anything for a few more years."
"
I will give my life savings if..."
The third stage involves the hope that the individual can somehow postpone or delay death. Usually, the negotiation for an extended life is made with a higher power in exchange for a reformed lifestyle. Psychologically, the person is saying, "I understand I will die, but if I could just have more time..."
[1]
Slide40Depression
"I'm so sad, why bother with anything?"
"I'm going to die . . .
What's the point?"
"I miss my loved one, why go on?"During the fourth stage, the dying person begins to understand the certainty of death. Because of this, the individual may become silent, refuse visitors and spend much of the time crying and grieving. This process allows the dying person to disconnect oneself from things of love and affection. It is not recommended to attempt to cheer an individual up that is in this stage. It is an important time for grieving that must be processed.
[1]
Slide41"It's going to be okay."
"I can't fight it, I may as well prepare for it."
This final stage comes with peace and understanding of the death that is approaching. Generally, the person in the fifth stage will want to be left alone. Additionally, feelings and physical pain may be non-existent. This stage has also been described as the end of the dying struggle.
[1]
Acceptance
Slide42Slide43Slide44Journal 9: Chapters 8-9
Provide examples for the following:
Who reacted with sympathy? Explain.
Who reacted with empathy? Explain.
Who reacted with apathy?
Explain.
Slide45Journal 10: Chapters 1-9
What did you learn from
Elie
Wiesel’s novel,
Night
? Please provide at least 3 lessons.
Slide46Co
ncept 5: Defining a Theme
Slide47Definition of a theme:
-the message an author sends with his/her story
the main idea of a narrative
-not just a topic, but an idea
The more universal the theme, the more lasting the literature.
Slide48Example 1 from
Romeo and Juliet
In Shakespeare’s play,
Romeo and Juliet,
ironically love does not always bring happiness.
The subject/topic is . . .
The theme is . . .
love.
Love can hurt.
The thesis is . . .
Slide49Example 2 from
Romeo and Juliet
The theme is . . .
The thesis is . . .
Th
e subject/topic is . . .
appearances.
Reality is not always what it appears.
In Shakespeare’s play,
Romeo and Juliet,
reality is not
always what it appears.
Slide50Example 4
from
Huck Finn
The subject/topic is .
. .
The theme is
. . .
In
Mark Twain’s novel,
The Adventures of Huckleberry Finn
, Huck’s journey down the Mississippi mirrors the journey through life with its crossroads, detours, and pot holes
journey
The
journey through life is filled with crossroads, detours, and pot holes.
The thesis is
. . .
Slide51Worksheet for chapters 4-6
Identify
three possible themes to be developed.
For each theme, list three scenes/examples from the story that support your stated theme.
Subject:
Theme:
Ignorance
Thesis:
Ignorance is used by many of the characters to protect themselves from having to face the realities of the war.
Many characters prefer to remain ignorant in order to protect themselves from the horrors of the real world.
Slide52war
Good Topics
Weak Topics
killing babies
power of faith
surviving
missed chances
Slide53Rules for a good theme:
must be universal
must be provable
must be accurate
must be throughout the piece of literature
Slide54Assign worksheet 1
Slide55Co
ncept 6: Proving a theme
Slide56Because themes are so debatable and because there really is not right or wrong answer, the quality of the idea is determined by:
1. application of rules to the theme
2. quality of the proof to support/prove your theme
explanation that connects the examples to the theme
and the theme to the thesis
Slide57Sometimes ignorance is bliss.
Can this idea transcend time and place?
Is this statement accurate to the intent of the story?
Can I actually prove this statement using examples from the story?
Is this concept illustrated throughout the story?
YES!
YES!
YES!
YES!
Example 1:
Example 2:
Example 3:
Example 4:
Slide58Example 2: Elie’s
family didn’t pay much attention to the atrocities of war being reported on the radio. Instead, they focused on the courtesy of the Germans in their community and felt very comfortable.
Example 1:
Elie’s
family/community ignored the story told by Moche of the atrocities inflicted by the German forces. By deluding themselves, they were able to live more blissfully.
Early in the story
Early in the story
Sometimes ignorance is bliss.
Slide59middle of the story
late in the story
Sometimes ignorance is bliss.
Example 3:While
Elie
and his father were in Buna,
Elie chose to believe that Franek would actually hold up his end of their deal. Elie wanted to believe this because it was the only way he could feel good about giving up his tooth.
Example 4: Elie wanted to believe that his father would survive. If
Elie
admitted that his father was dying, then he had to deal with it, and that would hurt. By ignoring it, somewhat, he was able to achieve a little peace.
Slide60Assign worksheet
2
Slide61Co
ncept 7: Supporting Your Examples
Slide62Example 1:
Example 2:
Example 3:
Example 4:
Ignorance is used by many people to protect themselves from the horrors of the real world.
Needs to be universal
Slide63Example 1: Elie’s
family/community ignored the story told by
Moche
of the atrocities inflicted by the German forces.
Sometimes ignorance is bliss.
“Moche had changed. There was no longer any joy in his eyes. He no longer sang. He no longer talked to me of God or the cabbala, but only of what he had seen. People refused not only to believe his stories, but even to listen to them. ‘He’s just trying to make us pity him. What an imagination he has!’ they said. Or even: ‘Poor fellow. He’s gone mad.’. . . I didn’t believe him myself.” (Wiesel 4-5).
Edit it even more!
{
[or] . . .
. . .
Slide64“The Budapest radio announced that the Fascist party had come into power. Horthy [leader of Hungary] had been forced to ask one of the leader of the
Nyilas
party to form a new government. Still this was not enough to worry us. . . .
Berovitz
. . . Returned from the capital, . . . ‘The Jews in Budapest are living in an atmosphere of fear and terror.’ The news spread like wildfire through Sighet. . . . But not for long. Optimism soon revived.” (Wiesel 6-7)
“
“‘
‘
. . .
. . .
(Wiesel 6-7)
[leader of Hungary]
Sometimes ignorance is bliss.
Example 2:
Elie’s
family didn’t pay much attention to the atrocities of war being reported on the radio. Instead, they focused on the courtesy of the Germans in their community and felt very comfortable.
Slide65Sometimes ignorance is bliss.
While
Elie
and his father were in Buna,
Elie’s father wanted to believe that a
kapo would actually hold up his end of their deal. He needed to believe this because it was the only way he could feel deal with having his son blackmailed.
Slide66Franek, the foreman, one day noticed the gold-crowned tooth in my mouth.
“Give me your crown, kid.”
I told him it was impossible, that I could not eat without it.”
…I found another answer; the crown had been put down on a list after the medical inspection. This could bring trouble on us both. “If you don’t give me your crown, you’ll pay for it even more.”
This sympathetic, intelligent youth was suddenly no longer the same person. His eyes gleamed with desire. I told him I had to ask my father’s advice. … When I spoke to my father about it, he turned pale, was silent and long while, and then said: “No, son, you mustn’t do it.”“He’ll take it out on us!”He won’t dare.”But alas Frank knew where to touch me; he knew my weak point. My father had never done military service, and he never succeeded in marching in step. Here, every time we moved from one place to another in a body, we marched in strict rhythm. This was Franek’s chance to torment my father, and to thrash him savagely every day. . . . I decided to give my father lessons, to teach him to change step, and to keep to the rhythm. We began to do exercises in front of our block. . . . But my father’s progress was still inadequate, . . . We could not stand any more. We had to give in. When the day came, Franek burst into wild laughter.
“I knew it, I knew quite well I would win.” . . . That same evening in the lavatory, the dentist from Warsaw pull out my crowned tooth, with the aid of a rusty spoon. . . . A fortnight later, all the Poles were transferred to another camp. I had lost my tooth for nothing.” (52-4)
Slide67‘No, son, you mustn’t do it.’
‘He’ll take it out on us!’
‘He won’t dare.’
But alas Frank . . . knew my weak point. My father had never done military service . . . This was Franek’s chance to torment my father . . . . We began to do exercises in front of our block. . . . But my father’s progress was still inadequate, . . . We could not stand any more. We had to give in. . . . Franek burst into wild laughter.
‘I knew it, I knew quite well I would win.’ . . . That same evening in the lavatory, the dentist . . . pull out my crowned tooth, with . . . a rusty spoon. . . . A fortnight later, all the Poles were transferred to another camp. I had lost my tooth for nothing.” (Wiesel 52-4).
Slide68Sometimes, ignorance is bliss.
Example 4:
Elie
wanted to believe that his father would survive. If
Elie
admitted that his father was dying, then he had to deal with it, and that would hurt. By ignoring it, somewhat, he was able to achieve a little peace.
Slide69Example 5: Even after they were deported,
Elie’s
family/community ignored the truth about the concentration camps; instead focusing on which units were good ones.
“A few days more and we should all have started to scream too. But we had reached a station. . . . The train did not start up again. The afternoon passed slowly. Then the wagon doors slid open. Two men were allowed to get down to fetch water. When they came back, they told us that, in exchange for a gold watch, they had discovered that this was the last stop. We would be getting out of here. There was a labor camp. Conditions were good. Families would not be split up. Only the young people would go to work in the factories. The old men and the invalids would be kept occupied in the fields. The barometer of confidence soared. . . . We gave thanks to God.” (Wiesel 24).
“Freed from the hands of the barbers, we began to wander in the crowd, meeting friends and acquaintances. These meetings filled us with joy—yes, joy—’thank God! You’re still alive.’” (Wiesel 33)
Sometimes, ignorance is bliss.
“That evening, the labor units came back from the work yards. Roll call. We began to look for familiar faces, to seek information, to question the veteran prisoners about which labor unit was the best, which block one should try to get into. The prisoners all agreed saying, ‘Buna’s a very good camp. You can stand it. The important thing is not to get transferred to the building unit.’ . . . We followed our
kapo
, . . . This was the orchestra block. . . . ‘You’re lucky, son,’ smiled Hans. ‘You’ve landed in a good unit. . . .’” (Wiesel 47)
Slide70Example 6: Elie
chose to ignore his father as he was being beaten, so he didn’t have to deal with the pain of seeing his father broken.
Sometimes, ignorance is bliss.
“My father was suddenly seized with colic. He got up and went toward the gypsy, asking politely, in German: ‘Excuse me, can you tell me where the lavatories are?’ The gypsy looked him up and down slowly, from head to foot. As if he wanted to convince himself that this man addressing him was really a creature of flesh and bone, a living being with a body and a belly. Then, as if he had suddenly woken up from a heavy doze, he dealt my father such a clout that he fell to the ground, crawling back to his place on all fours. I did not move. What had happened to me? My father had just been struck, before my very eyes, and I had not flickered an eyelid. I looked on and said nothing.” (Wiesel 37).
. . .
. . .
Slide71Assign worksheet 3
Slide72Concept 5: Organizing Your Ideas Into
a Paper
Slide73Attention
getter
Main
point #1
Restatement
of the thesis
introduction
Body
conclus
ion
Thesis
Main
point #2
Main
point #3
Main
point #4
Main
point #5
Main
point #6
Final
comments
Slide74Attention
getter
Main
point #1
Restatement
of the thesis
introduction
Body
conclus
ion
Thesis
Main
point #2
Main
point #3
Main
point #4
Main
point #5
Main
point #6
Final
comments
1
2
3
4
5
The five-point (paragraph)
Essay
Slide75Attention
getter
Main
point #1
Restatement
of the thesis
introduction
Body
conclus
ion
Thesis
Main
point #2
Main
point #3
Final
comments
Slide76Body
information:
citation:
explanation:
transition:
information:
citation:
explanation:
transition:
explanation:
information:
citation:
transition:
Thesis-
Author,
text title,
theme
Main
point #1
Main
point #2
Main
point #3
Slide77Compose a thesis statement . . . (NOT a theme)
Identify the author
Sample:
In
Elie
Wiesel’s novel Night, ignorance is used by many people to protect themselves from the horrors of the real world.
Identify the textIdentify the “point” of your research
Ignorance is used by many people to protect themselves from the horrors of the real world.
Elie
Wiesel
Night
Slide78Main
point #1
Body
Main
point #2
Main
point #3
information: facts, charts, graphs, quotations, percentages,
examples, anecdotes (short narratives), etc.
citation: identify the source of the information
explanation: explain the point of your information or explain the
connection of the information to your thesis, etc.
transition: connect your first example to your next
information:
citation:
explanation:
transition:
explanation:
information:
citation:
transition:
Insert thesis here
Slide79From your brainstorming, choose your best theme and compose a thesis statement . . . and place it here.
Insert your first example : set your scene and identify what happened
Insert your quotation
Insert your citation
Explain how your quotation and example proves your thesis
Insert a transition to set up your next example
Insert your second example : set your scene and identify what happened
Insert your quotation
Insert your citation
Explain how your quotation and example proves your thesis
Insert a transition to set up your next example
Slide80Choose your best
thesis
statement . . . and place it here.
Insert your third example : set your scene and identify what happened
Insert your quotation
Insert your citation
Explain how your quotation and example proves your thesis
Insert a transition to set up your next exampleReview your main points
Add your final comments – see hand out for ideas
Go back up to your introduction
Add your attention getter – see hand out for ideas
Slide81From this outline begin paragraphing your essay using the five point paragraph format.
Slide82Attention
getter
Main
point #1
Restatement
of the thesis
introduction
Body
conclus
ion
Thesis
Main
point #2
Main
point #3
Main
point #4
Main
point #5
Main
point #6
Final
comments
1
2
3
4
5
The five-point (paragraph)
Essay
Slide83Early in chapter one,
Elie’s
family didn’t pay much attention to the atrocities of war being reported on the radio. Instead, they only paid attention to the nice Germans in their community.
A. “The London radio, which we listened to every evening, gave us heartening news: the
daily bombardment of Germany, Stalingrad; preparation for the second front. And we, the Jews of Sighet, were waiting for better days, which would not be long in coming. . . . People said: ‘The Russian army’s making gigantic strides forward . .
Hitler won’t be able to do us any harm, even if he wants to.’”In Elie
Wiesel’s novel Night, ignorance was used to defer the unbearable realities of war. B. Wiesel pages 5-6
E. In these scenes, the people of Sighet chose to remain ignorant so they didn’t have to deal with what was really happening and what was coming their way.
F. The people of
Sighet
not only ignored the radio broadcast, they ignored the facts in
front of their faces.
C. “The Budapest radio announced that the Fascist party had come into power. Horthy
[leader of Hungary] had been forced to ask one of the leader of the
Nyilas
party to form a new government. Still this was not enough to worry us. . . .
Berovitz
. . . returned from the capital, . . . ‘The Jews in Budapest are living in an atmosphere of fear and terror.’ The news spread like wildfire through
Sighet
. . . . But not for long. Optimism soon revived.”
D. Wiesel pages 7-8
Slide84II. Also very early in the novel,
Elie’s
family and community ignored the story told by
Moche of the atrocities inflicted by the German forces.
In Elie Wiesel’s novel Night
, ignorance was used to defer the unbearable realities of war. B. Wiesel pages 4-5 C. In this scene, the friends of
Moche seemed almost afraid to believe him because that would mean that they would have to do something, anything, and it was so much easier for them to go on with life and pretend that the horrors would not come to their town.
D. The people of Sighet tried to ignore the realities of war for as long as they possibly could, yet when they did awaken, it was too late. They were already imprisoned in a concentration; however, they did not stop being ignorant. So, they focused on which
of the concentration camps were the best and which units within their camp was best.
A. “
Moche
had changed. There was no longer any joy in his eyes. He no longer sang. He no longer talked to me of God or the cabbala, but only of what he had seen. People refused not only to believe his stories, but even to listen to them. ‘He’s just trying to make us pity him. What an imagination he has!’ they said. Or even: ‘Poor fellow. He’s gone mad.’. . . I didn’t believe him myself.”
Slide85III. Even after they were deported,
Elie’s
family and community ignored the truth about the concentration camps, instead focusing on which units were good ones.
In
Elie Wiesel’s novel Night, ignorance was used to defer the unbearable realities of war.
B. Wiesel page 47 C. In this scene, the prisoners remained optimistic about their futures, and they saw that there were ways to survive even if that meant ignoring the realities of war and
searching for that way to survive. D. The people of Sighet tried to ignore the realities of war for as long as they possibly
could, yet when they did awaken, it was too late. They were already imprisoned in a concentration; however, they did not stop being ignorant. So, they focused on which of the concentration camps were the best and which units within their camp was best.
A. “That evening, the labor units came back from the work yards. Roll call. We began to look for familiar faces, to seek information, to question the veteran prisoners about which labor unit was the best, which block one should try to get into. The prisoners all agreed saying, ‘Buna’s a very good camp. You can stand it. The important thing is not to get transferred to the building unit.’ . . . We followed our
kapo
, . . . This was the orchestra block. . . . ‘You’re lucky, son,’ smiled Hans. ‘You’ve landed in a good unit. . .’”
Slide86Journal 11: Chapter 9
Explain
Slide87IV.
Elie
chose to ignore his father as he was being beaten, so he didn’t have to deal with the pain of seeing his father broken.
In
Elie Wiesel’s novel Night, ignorance was used to defer the unbearable realities of war.
B. Wiesel page 33 C. In this scene, Elie deliberately chooses to ignore the fact that his father has been beaten
in order to handle the situation. I think he is in denial in order to protect himself from anger that would only cause more problems especially in a concentration camp. D. In many situations, the prisoners of the concentration camps used ignorance to protect
themselves from the harsh realities of war. A. “My father was suddenly seized with colic. He got up and went toward the gypsy, asking politely, in German: ‘Excuse me, can you tell me where the lavatories are?’ The gypsy looked him up and down slowly, from head to foot. As if he wanted to convince himself that this man addressing him was really a creature of flesh and bone, a living being with a body and a belly. Then, as if he had suddenly woken up from a heavy doze, he dealt my father such a clout that he fell to the ground, crawling back to his place on all fours. I did not move. What had happened to me? My father had just been struck, before my very eyes, and I had not flickered an eyelid. I looked on and said nothing.” That evening, landed in a good unit. . .’”
Slide88