1. 4.1
We will learn about the symbolism of butterflies and gain an awareness of one of the concentration camps, Terezin.
We will determine our own individual rationales for studying the Holocaust and ‘such depressing subject matter’.
We will learn about art as a form of protest and civil disobedience.
We will study a poem and emulate its structure and content by synthesizing our own ideas about social injustices.

2. Night | Chapter 1 Housekeeping Finals Overview Grades and Missing Work
Mock Trial Make-Up’s/Alternatives
Grade Concern s
Graduation Announcements/Humor Me
The Butterfly
Review its symbolism
Collect
Why?
Such depressing subject matter
“It’s not my history”
GoogleEarth
Terezin and Sighet
Night | Chapter 1
Free Write and Discussion
Protest & Civil Disobedience
Literature as a form of protest art
“First they came…”
REMINDERS:
Grades should be up to date; review yours for any errors/missing work and come see me.
Pursue additional work now posted on the website if you are concerned about your grade.
HOMEWORK:
None

3. housekeeping Finals Schedule 3 ½ more weeks! Grades and Missing Work
You can do this! You’re almost there.
Grades and Missing Work
Mock Trial Make-Up’s and Alternatives
Mock Trial, Jury Questionnaires, and A Doll’s House extra credit
Make-up Work and first round of free-writes
Additional work to pursue has been posted
Grade Concern s
Graduation Announcements/Humor Me
Finals Schedule

4. Your butterfly
Now, it’s your turn to create something that embodies what Friedman was speaking to in his poem and that will function as a visual memorial to victims of The Holocaust.
Whatever you believe to be at the core of Friedman’s poem and your child’s poem—be it hope, despair, regret, longing, gratitude, a variety of all these concepts, or something else entirely--make sure that your interpretation shows that.
You will create this piece of art in the shape of a butterfly using whatever medium(s) you choose; it will need to be the size of a full piece of paper. I will have templates available for you if you need them.
Due today, cut out. (2A, 2B, 3B)
Add your name, class period, and the title of your poem to one of the wings.
As the roster comes around, add the title of your child’s poem next to your name.

5. Such depressing subject matter
We’ve briefly discussed our own background knowledge of the Holocaust, but WHY do we need to teach it, learn it, and hold it as part of our understanding of the world?
Read the preface for the 25th Anniversary Edition of Night and the Foreword; consider this question along with what we’ve been discussing.
Turn to a neighbor and discuss your own response to the question and to address what you just read.
Then, choose one word or a phrase that exemplifies your WHY for reading this novel, for studying this content despite its “such depressing subject matter”.
Record your word (or phrase) on the Star of David poster at the front of the classroom.

7. Night | Chapter 1
Turn to your K-W-L page. During today’s reading, if you have questions or subject matter is addressed that you want to know more about, record your questions in your W(ant to know) column.
Simply follow along as I read aloud to you.
Sighet, Transylvania

8. Free write & Discussion: Chapter 1
The Nazis' program of persecution against the Jewish people in Sighet was carried out in gradual steps (p. 9). First, the German officers moved into private homes. They closed the synagogues. They arrested leaders of the Jewish community, forbade the Jews from owning any valuables under penalty of death, and forced them to wear the Star of David on their clothes. Jews no longer had the right to frequent restaurants, to travel by train, to attend synagogue, or to be on the streets after 6 o'clock in the evening. Then, they were forced to leave their homes and move into designated ghettos. And from the ghettos, the Jews were deported to the concentration camps. How do you think the Jews felt as the persecution escalated? Why do you think they followed the Germans' rules? Should they have stood up? Would you have reacted differently?
Early in the book, after Moishe the Beadle escapes his execution, no one, not even Eliezer, believes his tales (p. 7). Even when the Germans arrive in Sighet and move all the Jews into ghettos, the Jewish townspeople seem to ignore or suppress their fears. "Most people thought that we would remain in the ghetto until the end of the war, until the arrival of the Red Army. Afterward everything would be as before" (p. 12). What might be the reasons for the townspeople's widespread denial of the evidence facing them?
Choose one of the questions to respond to in your notebook. Support your response with textual evidence and be prepared to share your response in discussion.

9. Protest & Civil disobedience
1. Create an association web for anything that you think, know, feel or associate with protest or civil disobedience.
2. Turn to a neighbor and discuss the following questions:
Is there a place in the world for protest and civil disobedience?
Under what circumstances?
Why does protest and civil disobedience typically have a negative connotation?
If you choose NOT to engage in protest or civil disobedience (e.g. choose NOT to take action) does your non-choice still count as an action with consequences?
Which choice do you believe is more ‘dangerous’?

10. Silence and indifference is the greatest of all sins.
First they came…
Read the poem, “First They Came…”
Background on Martin Niemoller & “First They Came…”
Is this a piece of literary protest?
Share modernized version by Lichfield
Next, consider what groups you’ve observed the persecution of and by whom.
Create your own modernized version of this poem, mimicking its structure, but changing its content to reflect your own views of social injustices.
Silence and indifference is the greatest of all sins.
-Elie Wiesel