Transcript Baby Steps if people are pushed too hard, the result is

Night
by Elie Wiesel
copyright 1958
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 I’ve learned about the
Holocaust
came from
tripabout
to thethe
I know I should
knowour
more
National
Holocaust
Museum
for
our
Holocaust
than
I
do,
but
I
do
know
I know very little about the Holocaust.the
eighth
main grade
ideas.field trip.
How to Write a Good Journal Entry…
The second step involves supporting your topic
sentence…
if you know a little bit, then identify what you know and
if you know,
then clarify what you know.
if you
what
you don’t
don’t know,
know. then identify what you do
know and clarify what you don’t know.
Most of what I’ve learned about the Holocaust came from our trip to
I know I should know more about the Holocaust than I do, but I
theI National
Holocaust
Museum
for our eighth
grade
field
trip.
During
know
very
little
about
the
Holocaust.
I
know
that
it
is
a
big
do know the main ideas. I know it was WWII. I know that
thatpart
trip,ofI history,
learned but
thatI millions
of not
only Jews,why.
but handicapped,
don’t
really
understand
I knowa that
Germany and its Allies systematically exterminated
lot of
foreigners,
and blacks
wereIkilled
to cleanse
Germany
of
JewsJews
andgypsies,
others
were
understand
why
and
others.
Ikilled,
knowbut
that don’t
many really
families
lost all their
undesirables.
I learned
that
personal
objects
such as shoes
and
or who
did it.
I know
I heard
about
gas chambers,
don’t
possessions.
I know
this was
a terrible
time to but
be aI German
suitcases
and hair washow
collected
to feed the war machine. I also
reallycitizen.
understand
it
all
happened.
However, I don’t really understand how or how many
learned that the chances of survival (if you were labeled
people were killed. I also don’t really understand what role
“undesirable”) were slim at best.
Israel and the whole Middle East crisis has to do with the
Holocaust.
How 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.
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what
I’ve
learned
the
Holocaust
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National
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know
very
I should
little
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knowabout
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know
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it is aour
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do
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know
the
but I
Holocaust
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for our
eighth
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fieldJews
trip.
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that
trip,
IAllies
learned
don’t
main
really
ideas.
understand
I know
it was
why.
WWII.
I know
I that
know
thatand
Germany
others
and
were
itskilled,
butthat
I don’t
millions
of
not only exterminated
Jews,
handicapped,
foreigners,
gypsies,
blacks
were
really
systematically
understand
why but
or who
did
a lotit.ofI know
Jews
and
I heard
others.
about
I know
gasand
chambers,
that
many
but I
killed
to cleanse
Germany
of
undesirables.
I learned
that
personal
objects
don’t
families
reallylost
understand
all their possessions.
how
it all happened.
I know
this was
a terrible
time
to besuch
a as
shoesGerman
and suitcases
hair wasI don’t
collected
tounderstand
feed the war
machine.
also learned
citizen.and
However,
really
how
or how Imany
people
that the
chances
survival
you were
labeledwhat
“undesirable”)
slim
at best.
were
killed. of
I also
don’t(ifreally
understand
role Israel were
and the
whole
Middle East crisis has to do with the Holocaust.
I learned
this was
a shameful
time forinsist
Germany,
but about
I also know
I do wonder
exactly
why teachers
we learn
historythat
all
every
such
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thecountry
isunderstand
not
likepower-hungry
ourabout
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can doatanything
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I really
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learnIabout
know
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live in.events like the Holocaust.
Journal 1: Intro.
What do you know about the Holocaust?
Go to background info.
Journal 2: Intro.
How did 250,000 German soldiers
systematically kill 12 million prisoners?
Elie Wiesel
1928Elie 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.
For 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.
Wiesel 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.
In 1986, he was awarded the Nobel Peace Prize for his efforts
toward peace.
In 1992, Wiesel was awarded the Ellis
Island Medal of Honor.
March 2009
The press released that along with
many others, Wiesel lost millions in
the Bernard Madoff scandal.
Concept 1: Baby Steps
Most people want it . . .
Everybody needs some of it . . .
Some people will do anything for it . . .
Lesson about Baby Steps
if people are pushed too little, the result is
that nothing is accomplished
if people are pushed too hard,
the result is rebellion
people are pushed just right,
the result is usually cooperation
allposters.com
Journal 3: Chapter 1
Explain how baby steps worked to get
the Jews on the train.
Collect 3 journals
1. Foreign Jews expelled
2. Fascist party takes Hungary through elections
3. German troops enter the country
4. Anti-Semitic incidents
5. German troops enter Sighet
6. Synagogues closed, but Jews allowed to worship at home
7. Jewish leaders “questioned and/or arrested”
8. Jews are confined and curfewed
9. Jews unable to own property; valuables 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
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
Chapter 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?
Missed Chances
opportunity to go to Palestine
Hungarian friend came to warn them
Family maid offers them a place in the country
Journal 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
Concept 2: Psychological Games
Chapter 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
Other psychological games
that impacted prisoner behaviors
Fear
Degradation
False Hope
Sensory Overload
Take Away and Return
Divide and Conquer
Stockholm Syndrome
The 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.
Journal 5: Chapter 3
WriteDescribe
Skip it insome
your of
journal
the horrors
and move
of on
toAuschwitz.
journal #6
Journal 6: chapter 4
Describe some horrors of Buna,
the work camp
Concept 3: Maslow’s Hierarchy
Self-Actualizationaltruism,
giving
back because
Social
Needsyou
have something
to give
Security
NeedsEgo
Needsfriends,
activities,
happiness
need
for protection
from physical
self-respect,
self-esteem,
pride
injury:ofcold,
illness, beatings,
accomplishments
intimidation, etc.
Physical Needsfood, shelter, water
After 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.
The 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.
Journal 7: chapter 5-6
Explain why Elie is angry with his father
and “deserves” the punishment he got.
Explain why Elie
Journal 8: Chapters 7-9
Identify and describe how some
psychological games are being used in
these chapters.
Concept 4: The Five Stages of Grief
Frequently compared to a journey, grief involves
many stages that must be traveled before life can
continue to be lived.
Elizabeth Kubler-Ross
1969 landmark book on
the human psychology of
grieving
Denial
“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]
Anger
"Who is to blame?"
"Why me? It's not fair!"
"How can this happen to me?"
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]
Bargaining
"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]
Depression
"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]
"It's going to be
okay."
Acceptance
"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]
Journal 9: Chapters 8-9
Provide examples for the following:
Who reacted with sympathy? Explain.
Who reacted with empathy? Explain.
Who reacted with apathy? Explain.
Journal 10: Chapters 1-9
What did you learn from Elie Wiesel’s
novel, Night? Please provide at least 3
lessons.
Concept 5: Defining a Theme
Definition 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.
Example 1 from Romeo and Juliet
The subject/topic is . . .
love.
The theme is . . .
Love can hurt.
The thesis is . . .
In Shakespeare’s play, Romeo and Juliet, ironically love does
not always bring happiness.
Example 2 from Romeo and Juliet
The subject/topic is . . .
appearances.
The theme is . . .
Reality is not always what it appears.
The thesis is . . .
In Shakespeare’s play, Romeo and Juliet, reality is not
always what it appears.
Example 4 from Huck Finn
The subject/topic is . . .
journey
The theme is . . .
The journey through life is filled with
crossroads, detours, and pot holes.
The thesis 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
Worksheet 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:
Ignorance
Theme:
Ignorance is used by many of
the characters to protect
themselves from having to
face the realities of the war.
Thesis:
Many characters prefer to
remain ignorant in order to
protect themselves from the
horrors of the real world.
Good Topics
Weak Topics
war
killing babies
power of faith
surviving
missed chances
Rules for a good theme:
•must be universal
•must be provable
•must be accurate
•must be throughout the piece of literature
Concept 6: Proving a theme
Because 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
3. explanation that connects the examples to the theme
and the theme to the thesis
Sometimes ignorance is bliss.
Can this idea transcend time and place? YES!
Example 1:
Is this statement accurate to the intent
YES!
Example
4:
of the story?
Can I actually
prove this statement
Example
2:
using examples from the story?
Example 3:
YES!
Is this concept illustrated throughout
the story?
YES!
Sometimes ignorance is bliss.
Early in the story
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
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.
Sometimes ignorance is bliss.
middle of the story
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.
late in the story
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.
Concept 7: Supporting Your Examples
Ignorance is used by many people to protect
be universal
themselvesNeeds
from theto
horrors
of the real world.
Example 1:
Example 4:
Example 2:
Example 3:
Sometimes ignorance is bliss.
Example 1: Elie’s family/community ignored the story told
by Moche of the atrocities inflicted by the German forces.
“Moche had changed. There was no longer any joy in his
eyes. He no longer sang. He{ no longer talked to me of God
. . . only of what he had seen. People
or the cabbala, but
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).
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.
““The Budapest radio announced that the Fascist party had come
into power. Horthy [leader of Hungary]
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. . .. .. .
(Wiesel 6-7)
But not for long. Optimism soon revived.”“(Wiesel
6-7)
Sometimes 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.
Franek, 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)
‘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).
Sometimes, 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.
Sometimes, ignorance is bliss.
Example 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.
“That evening, the labor units came back from the work yards. Roll
“A“Freed
few days more
and
we hands
should allof
have
started
to scream
too.
But weto
had
from
the
the
barbers,
we
began
call.
Weabegan
faces,
to seek
information,
to
reached
station.to
. . look
. The for
trainfamiliar
did not start
up again.
The
afternoon passed
wander
in
the
crowd,
meeting
friends
and
question
thethe
veteran
about
which
labor
unit was
the
best,
slowly. Then
wagon prisoners
doors slid open.
Two
men were
allowed
to get
down
to
acquaintances.
These
filled
with
fetch
water.
they came
they
told us
that,
inus
exchange
for a gold
which
block When
one should
tryback,
tomeetings
get
into.
The
prisoners
all joy—
agreed
watch,
had discovered
thatcamp.
this
wasYou
the
lastalive.’”
stop.
would
be getting
saying,
‘Buna’s
a very good
can
standWe
it.(Wiesel
The important
yes,they
joy—’thank
God!
You’re
still
33) out
of here.
There
labor camp. to
Conditions
were good.
not be
thing
is not
to was
get atransferred
the building
unit.’Families
. . . Wewould
followed
split up. Only the young people would go to work in the factories. The old men
our
. . . This
was
. . .The
‘You’re
lucky,ofson,’
andkapo,
the invalids
would
bethe
keptorchestra
occupied inblock.
the fields.
barometer
smiled
Hans.
‘You’ve
landed
in a good
unit.
. . .’”24).
(Wiesel 47)
confidence
soared.
. . . We
gave thanks
to God.”
(Wiesel
Sometimes, ignorance is bliss.
Example 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.
“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?’
. . .if he wanted to
The gypsy looked him up and down slowly, from head to foot. As
convince himself that this man addressing him was really a creature of flesh and
. . .if he had suddenly woken up
bone, a living being with a body and a belly. Then, as
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).
Concept 5: Organizing Your Ideas Into a
Paper
Attention getter
Thesis
Main point #1
Main point #2
Main point #3
Main point #4
Main point #5
Main point #6
Restatement of the thesis
Final comments
Attention getter
Thesis
Main point #1
Main point #2
Main point #3
Main point #4
Main point #5
Main point #6
Restatement of the thesis
Final comments
Attention getter
Thesis
Main point #1
Main point #2
Main point #3
Restatement of the thesis
Final comments
Author,
Main point #1
transition:
information:
citation:
explanation:
Main point #2
transition:
information:
citation:
explanation:
Main point #3
explanation:
information:
citation:
transition:
text title,
theme
Compose a thesis statement . . . (NOT a theme)
Elie Wiesel
Identify the author
Night
Identify the text
Identify the “point” of your research
Sample:
Ignorance is used by many people to
protect themselves from the horrors of
the real world.
In Elie Wiesel’s novel Night, ignorance is used
by many people to protect themselves from
the horrors of the real world.
Insert thesis here
Main point #1
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
Main point #2
citation:
information:
explanation:
transition:
explanation:
information:
citation:
transition:
Main point #3
From 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 citation
Insert your quotation
Explain how your quotation and example proves your thesis
Insert a transition to set up your next example
Choose your best
thesis statement . . . and place it here.
Insert your third example : set your scene and identify what happened
Explain how your quotation and example proves your thesis
Insert your quotation
Insert your citation
Insert a transition to set up your next example
Review 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
From this outline begin paragraphing your essay using the
five point paragraph format.
Attention getter
Thesis
Main point #1
Main point #2
Main point #3
Main point #4
Main point #5
Main point #6
Restatement of the thesis
Final comments
In Elie Wiesel’s novel Night, ignorance was used to defer the
unbearable realities of war.
I.
Early 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.’”
B. Wiesel pages 5-6
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
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.
In Elie Wiesel’s novel Night, ignorance was used to defer the
unbearable realities of war.
II.
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.
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.”
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.
In Elie Wiesel’s novel Night, ignorance was used to defer the
unbearable realities of war.
III.
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.
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. . .’”
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.
Journal 11: Chapter 9
Explain
In Elie Wiesel’s novel Night, ignorance was used to defer the
unbearable realities of war.
IV.
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.
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. . .’”
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.