TEACHING NIGHT AND THE HOLOCAUST WITH THE

COMMON CORECHRIS ELLINGER, PETER WHITE

MOUNTLAKE TERRACE HIGH SCHOOL – GO HAWKS!

EDMONDS SCHOOL DISTRICT

MINI C.V.

• CHRIS ELLINGER• 13 YEARS @MTHS

• DUAL ENDORSEMENT (ENGLISH & S.S.)

• HUMANITIES 10 AND HUMANITIES 10 HONORS

• WORLD HISTORY/WORLD LITERATURE / AP EUROPEAN HISTORY

• NBCT – AYA HISTORY

• TEACHING A HOLOCAUST UNIT WITH NIGHT FOR 9 YEARS

• ELLINGERC@EDMONDS.WEDNET.EDU

• PETER WHITE• 11 YEARS @MTHS (16 YRS.

BEFORE THAT – TOO MANY LOCATIONS TO MENTION)

• ENGLISH ENDORSEMENT

• ENGLISH 10 AND ENGLISH 10 HONORS

• WORLD LITERATURE

• NBCT – AYA ENGLISH

• TEACHING A HOLOCAUST UNIT WITH NIGHT FOR 11 YEARS

• WHITEPE@EDMONDS.WEDNET.EDU

TODAY’S PURPOSE

• OUR QUESTION: • HOW CAN WE INCORPORATE THE COMMON CORE INTO OUR

RESPECTIVE UNITS OF STUDY FOR NIGHT AND THE HOLOCAUST?

• CHALLENGES: • TIME OF UNIT

• CURRICULUM (ENGLISH VERSUS HUMANITIES)

OUR PROCESS• SUMMARY OF OUR NARRATION TOGETHER

• PETER WILL FOCUS ON THE NOVEL AND PROVIDE HIS INSIGHT AROUND THE FOLLOWING IDEAS:

• HOW TO USE THE COMMON CORE WEBSITE FOR YOUR TEACHING PURPOSES

• THE USE OF COMPLEX CHARACTERS IN NIGHT (CHARACTERIZATION)

• THE USE OF SYMBOLISM IN NIGHT

• ANALYZING DIFFERENT ARTISTIC MEDIUMS (NIGHT TO SCHINDLER’S LIST)

• CHRIS WILL FOCUS ON THE POTENTIAL HISTORICAL CONNECTIONS TO THE HOLOCAUST

• USING PRIMARY SOURCES TO ANALYZE THE HISTORY OF ANTI-SEMITISM

• USING DIARIES AS A TEACHING TOOL

• GENOCIDE BEYOND THE HOLOCAUST AND MODERN CONNECTIONS

• DISCLAIMERS • THESE ARE NOT COMPLETE “UNITS OF STUDY” FROM START TO FINISH

PETER’S PARTALIGNING YOUR CURRICULUM TO THE COMMON CORE

ALIGNING YOUR CURRICULUM TO THE COMMON CORE

• NARROW YOUR FOCUS

• WHAT ARE YOU ALREADY DOING THAT FITS?

ALIGNING YOUR CURRICULUM TO THE COMMON CORE

• GO TO HTTP://WWW.CORESTANDARDS.ORG/ELA-LITERACY

• BROWSE THROUGH WHATEVER APPLIES AND SELECT WHATEVER MENU ITEMS FIT YOUR TARGET GOALS:• ENGLISH LANGUAGE ARTS STANDARDS » READING: LITERATURE

» GRADE 9-10

• ENGLISH LANGUAGE ARTS STANDARDS » WRITING » GRADE 9-10

CCSS.ELA-LITERACY.RL.9-10.3ANALYZE HOW COMPLEX CHARACTERS (E.G., THOSE WITH MULTIPLE OR CONFLICTING MOTIVATIONS) DEVELOP OVER THE COURSE OF A TEXT, INTERACT WITH OTHER CHARACTERS, AND ADVANCE THE PLOT OR DEVELOP THE THEME.

• CAN’T BEAT MOSHE THE BEADLE FOR TEACHING CHARACTERIZATION IN NIGHT.

• PICTURE: EZRIEL, CLERK OF THE JEWISH SYNAGOGUE IN BIELSKO-BIALA, SOUTH EAST POLAND, 1927; OPEN SOURCE

ALIGNING YOUR CURRICULUM TO THE COMMON CORE

• LOOK AT THE PRODUCTS YOU ARE ALREADY PRODUCING AND YOUR METHODS OF ASSESSING THEM.• PRODUCT:

• WHAT CAN I KEEP?

• WHAT SHOULD I LET GO?

ALIGNING YOUR CURRICULUM TO THE COMMON CORE

• ASSESSMENT:• HOW DO I NEED TO ALTER MY ASSESSMENT

METHODS?• THE 4-POINT SCALE

• VARIOUS ONLINE GRADEBOOKS

• ACTIVE GRADE

•MASTERY CONNECT

A WORD ON LANGUAGE

• THIS IS NOT KID-FRIENDLY LANGUAGE:

• CCSS.ELA-LITERACY.RL.9-10.1CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

THE WHOLE TAMALE: THE GPT-ANALYSIS ESSAYPHOTOGRAPH: ALAMY, CAPTURED FROM HTTP://WWW.THEGUARDIAN.COM/EDUCATION/2013/APR/25/STUDENT-ADVICE-PROCRASTINATION-ESSAY-DEADLINE, 3/11/14

NIGHT AND SCHINDLER’S LIST

• ACADEMIC FINAL IN MY CLASS:

• “HOW DO THE AUTHOR OF NIGHT AND THE DIRECTOR OF SCHINDLER’S LIST USE CHARACTERIZATION OR SYMBOLS TO ACHIEVE THEIR PURPOSE IN CREATING THE NOVEL AND FILM?”

CCSS.ELA-LITERACY.RL.9-10.7ANALYZE THE REPRESENTATION OF A SUBJECT OR A KEY SCENE IN TWO DIFFERENT ARTISTIC MEDIUMS, INCLUDING WHAT IS EMPHASIZED OR ABSENT IN EACH TREATMENT (E.G., AUDEN'S "MUSEE DES BEAUX ARTS" AND BREUGHEL'S LANDSCAPE WITH THE FALL OF ICARUS).

WHY THESE TWO WORKS?• CHARACTERIZATION:

• WIESEL DEPICTS ELIE’S TRAGIC DECLINE: “FROM THE DEPTHS OF THE MIRROR, A CORPSE GAZED BACK AT ME. THE LOOK IN HIS EYES, AS THEY STARED INTO MINE, HAS NEVER LEFT ME.”

• SPIELBERG DEPICTS SCHINDLER’S MAGNIFICENT RISING.

• SYMBOLS:

• WIESEL’S USE OF “FIRE” AND “NIGHT.”

• SPIELBERG’S USE OF BLACK AND WHITE, THE CANDLE FLAME, AND OPENING AND CLOSING WITH COLOR.

HISTORY OF ANTI-SEMITISM: WHY THE JEWISH PEOPLE?

• CCSS.ELA-LITERACY.RH.9-10.2DETERMINE THE CENTRAL IDEAS OR INFORMATION OF A PRIMARY OR SECONDARY SOURCE; PROVIDE AN ACCURATE SUMMARY OF HOW KEY EVENTS OR IDEAS DEVELOP OVER THE COURSE OF THE TEXT

• CCSS.ELA-LITERACY.RH.9-10.1CITE SPECIFIC TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF PRIMARY AND SECONDARY SOURCES, ATTENDING TO SUCH FEATURES AS THE DATE AND ORIGIN OF THE INFORMATION.

HISTORY OF ANTI-SEMITISM – DBQ POSSIBILITIES

• TWO GREAT SOURCES:

• DBQ FROM THE FOUNDATION FOR THE RIGHTEOUS – COPYRIGHT ISSUES (EMAIL ME FOR A COPY)

• HTTP://MANDELPROJECT.US/NORTON.HTM

• EDUCATOR CREATED RESOURCES SPONSORED BY THE USHMM

• PROMPT: ANALYZE VARIOUS EUROPEANS’ ATTITUDES ABOUT AND TREATMENT OF JEWS FROM THE SIXTEENTH THROUGH THE EIGHTEENTH CENTURY (MANDEL PROJECT)

• ESSENTIAL Q’S:

• WHAT ARE THE KEY IDEOLOGICAL DIFFERENCES BETWEEN ANTI-JUDAISM AND THE ANTI-SEMITISM THAT EMERGED IN THE 19TH CENTURY?

• WHAT WERE SOME OF THE MYTHS, IMAGES, AND STEREOTYPES OF ANTI-JUDAISM AND ANTI-SEMITISM?

• HOW DID THE RISE OF NATIONALISM AND THE EMERGENCE OF SOCIAL DARWINISM CONTRIBUTE TO THE DEVELOPMENT OF MODERN ANTI-SEMITISM?

HISTORY OF ANTI-SEMITISM – DBQ EXAMPLE (MANDEL) • 16TH CENTURY WOODCUT SHOWING FRANKFURT’S CRESCENT SHAPED

‘JEW STREET’ ESTABLISHED IN 1492 AND LOCATED OUTSIDE CITY WALLS • ETCHING SHOWING EXPULSION

OF THE JEWS FROM FRANKFURT AFTER RIOTS IN ‘JEW STREET’ AUGUST 23, 1614 “1380 PERSONS YOUNG AND OLD WERE COUNTED AT THE EXIT OF THE GATE”

• CONNECTIONS: CONTINUITY OVER TIME, WHY RECORDED AS HISTORY, USE OF THE GHETTO

• TREATMENT: INDIVIDUALLY, AP, OVER TIME, INDIVIDUAL STUDENT, GROUP, CLASS, ALL AGES

HISTORY OF ANTI-SEMITISM – DBQ EXAMPLE (JFR) • CONCERNING THE JEWS AND THEIR LIES,

1543

• WHAT SHALL WE CHRISTIANS DO WITH THIS REJECTED AND CONDEMNED PEOPLE, THE JEWS? SINCE THEY LIVE AMONG US, WE DARE NOT TOLERATE THEIR CONDUCT, NOW THAT WE ARE AWARE OF THEIR LYING AND REVILING AND BLASPHEMING. IF WE DO, WE BECOME SHARERS IN THEIR LIES, CURSING AND BLASPHEMY. THUS WE CANNOT EXTINGUISH THE UNQUENCHABLE FIRE OF DIVINE WRATH, OF WHICH THE PROPHETS SPEAK, NOR CAN WE CONVERT THE JEWS. WITH PRAYER AND THE FEAR OF GOD WE MUST PRACTICE A SHARP MERCY TO SEE WHETHER WE MIGHT SAVE AT LEAST A FEW FROM THE GLOWING FLAMES. WE DARE NOT AVENGE OURSELVES. VENGEANCE A THOUSAND TIMES WORSE THAN WE COULD WISH THEM ALREADY HAS THEM BY THE THROAT. I SHALL GIVE YOU MY SINCERE ADVICE:

• FIRST TO SET FIRE TO THEIR SYNAGOGUES OR SCHOOLS AND TO BURY AND COVER WITH DIRT WHATEVER WILL NOT BURN, SO THAT NO MAN WILL EVER AGAIN SEE A STONE OR CINDER OF THEM

• SECOND, I ADVISE THAT THEIR HOUSES ALSO BE RAZED AND DESTROYED.

• THIRD, I ADVISE THAT ALL THEIR PRAYER BOOKS AND TALMUDIC WRITINGS, IN WHICH SUCH IDOLATRY, LIES, CURSING AND BLASPHEMY ARE TAUGHT, BE TAKEN FROM THEM.

• CONNECTIONS: WHO IS THE SOURCE, TONE OF THE DOCUMENT

THE USE OF DIARIES IN THE CLASSROOM

• CCSS.ELA-LITERACY.RH.9-10.4DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING VOCABULARY DESCRIBING POLITICAL, SOCIAL, OR ECONOMIC ASPECTS OF HISTORY/SOCIAL SCIENCE.

• CCSS.ELA-LITERACY.RH.9-10.5ANALYZE HOW A TEXT USES STRUCTURE TO EMPHASIZE KEY POINTS OR ADVANCE AN EXPLANATION OR ANALYSIS.

• CCSS.ELA-LITERACY.RH.9-10.6COMPARE THE POINT OF VIEW OF TWO OR MORE AUTHORS FOR HOW THEY TREAT THE SAME OR SIMILAR TOPICS, INCLUDING WHICH DETAILS THEY INCLUDE AND EMPHASIZE IN THEIR RESPECTIVE ACCOUNTS

DIARY EXCERPT: FROM SALVAGED PAGES, ALEXANDRA ZAPRUDER

• DIARY OF KLAUS LANGER (ESSEN, GERMANY)

• DECEMBER 19, 1938

• “REGARDING THE EMIGRATION OF MY PARENTS, I HAVE THE FOLLOWING TO REPORT. FIRST CAME TWO REFUSALS FROM ARGENTINA FOR LACK OF LETTERS OF CREDIT. THE RICH UNCLE IN AMERICA IS UNABLE TO ASSUME SUCH A FINANCIAL RESPONSIBILITY. WE DON’T HAVE AN AFFIDAVIT FOR THE U.S. INDIA REQUIRES FIRM EMPLOYMENT THERE OR A CONTRACT. FATHER IS NOW TRYING TO MAKE CONNECTIONS IN INDIA TO OBTAIN A CONTRACT.” HE ALSO WROTE TO PERU AND HE WAS TOLD TO GO TO THE URUGUAYAN CONSULATE. ALLEGEDLY THE DOMINICAN REPUBLIC WOULD TAKE TEN THOUSAND JEWS AND PROVIDE THEM WITH VISAS. HOWEVER, NOTHING FURTHER IS KNOWN ABOUT THAT. IT PROBABLY MAKES NO SENSE TO TURN TO THEM. HOWEVER, WITH A DOMINICAN REPUBLIC VISA IT IS POSSIBLE TO GET A HALF-YEAR VISA FOR PALESTINE…”

• CONNECTIONS – AGE LEVEL (14), FAILURE OF THE U.S. TO ACT (EVIAN CONFERENCE), TONE, BUREAUCRACIES, RESEARCH IMMIGRATION POLICIES, TIMING WITHIN THE HOLOCAUST, COMPARISON TO OTHER DIARIES

GENOCIDE BEYOND GERMANY – MODERN CONNECTIONS AND PREVENTION

• CCSS.ELA-LITERACY.SL.9-10.3EVALUATE A SPEAKER'S POINT OF VIEW, REASONING, AND USE OF EVIDENCE AND RHETORIC, IDENTIFYING ANY FALLACIOUS REASONING OR EXAGGERATED OR DISTORTED EVIDENCE.

• CCSS.ELA-LITERACY.SL.9-10.4PRESENT INFORMATION, FINDINGS, AND SUPPORTING EVIDENCE CLEARLY, CONCISELY, AND LOGICALLY SUCH THAT LISTENERS CAN FOLLOW THE LINE OF REASONING AND THE ORGANIZATION, DEVELOPMENT, SUBSTANCE, AND STYLE ARE APPROPRIATE TO PURPOSE, AUDIENCE, AND TASK.

GENOCIDE BEYOND GERMANY – MODERN CONNECTIONS AND PREVENTION • THE POWER OF DO – THIS UNIT BEGS FOR CIVIC ENGAGEMENT

OF SOME SORT

• GENOCIDE RESEARCH AND PRESENTATION

• THE 8 STAGES OF GENOCIDE (GREAT RESOURCES AT GENOCIDEWATCH.ORG)

• GROUPS ASSIGNED ONE OF THE HISTORICAL (NON-GERMAN) ACTS OF GENOCIDE (REFERENCE MATERIALS AVAILABLE AT HISTORY PLACE.COM – GENOCIDE IN THE 20TH CENTURY)

• RESEARCH AND PRESENT THE APPLICATION OF THE 8 STAGES TO THE HISTORICAL EXAMPLES

• EXPLICIT FOCUS ON DENIAL

• HOW TO PREVENT – TAKE ACTION COMPONENT

GENOCIDE BEYOND GERMANY – THE POWER OF DO

• THE POWER OF DO – EACH STUDENT MUST ENGAGE IN SOME FORM OF CIVIC AWARENESS

• CONTACT A CREDIBLE AGENCY, MAKE A PLEDGE, CONTACT A POLICY MAKER, ETC.

• OTHER IDEAS: (FROM THE USHMM)

• LEARN MORE, JOIN A COMMUNITY, CONTACT MEDIA, POLICY MAKERS, GET INVOLVED IN THE COMMUNITY, SUPPORT EDUCATION AND RELIEF

• OUR GRAND IDEA

• SET UP A PANEL OF SPEAKERS FROM VARIOUS COMMUNITIES TO SPEAK TO STUDENTS

• CAMBODIA, HOLOCAUST, ARMENIA, BOSNIA, RWANDA, DARFUR…

SOURCES AND SITES• US HOLOCAUST MUSEUM HTTP://WWW.USHMM.ORG/

• YAD VASHEM HTTP://WWW.YADVASHEM.ORG/

• JEWISH VIRTUAL LIBRARY HTTP://WWW.JEWISHVIRTUALLIBRARY.ORG/

• TEACHERS GUIDE TO THE HOLOCAUST HTTP://FCIT.USF.EDU/HOLOCAUST/DEFAULT.HTM

• HOLOCAUST CURRICULUM HTTP://HOLOCAUST.UMD.UMICH.EDU/LUL/INDEX.HTML

• HISTORY PLACE (GENOCIDE RESEARCH) HTTP://WWW.HISTORYPLACE.COM/

• 8 STAGES OF GENOCIDE HTTP://WWW.GENOCIDEWATCH.ORG/

• LITERATURE OF THE HOLOCAUST HTTP://WWW.WRITING.UPENN.EDU/~AFILREIS/HOLOCAUST/HOLHOME.HTML

• DBQ AND OTHER RESOURCES HTTP://MANDELPROJECT.US/INDEX.HTML