Nonfiction & the Research Process

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 Lesson Objective Lesson Agenda Day One* Students will analyze background  Drill (define research) information on the Holocaust in  Mini Research Project order to explain the impact this  Present Findings historical event had on literature  Exit Ticket  HW-Begin Ch 1 Day Two* Students will extract textual  Drill evidence in order to make a  Connotation Mini Lesson generalization based on the  Ch 1 & Extracting Quotes connotative meaning of the title of  Written Response the text.  Exit Ticket-Ch 1 Title Composition  Fair & Just Non-Print Text HW Day Three* Students compare an author’s  Drill statements to a book cover in order  Connotation Mini Lesson to make connections between non-  Analysis of Non-Print Text & print text and themes Wiki Discussion  Author’s Statements Article& Wiki Discussion  HW-Ch 2 Day Four* Students will examine various  Drill methods of propaganda in order to  Persuasion Motivation explain how the Nazi party used  Define Propaganda propaganda to influence  Gallery Walk Europeans during WWII  Written Propaganda  Media Clip  Thesis Statement & Outline  HW-HSA Style Q’s Day Five* Students will compose a timed SAT  Drill essay response in order to explain  Research Mini Lesson the impact of propaganda on a  Complete Essay Outline group of people.  Timed Essay Writing  Begin Ch 3  “What would you do?” Exit Ticket Day Six Students will compare and contrast  Drill family relationships in order to  Research Mini Lesson make connections to their own  Read Ch 3 lives.  Chart Parent & Child Reactions  Journal Entry  HW-Read Ch 4 Day Seven Students will evaluate prisoner use  Drill of survival strategies in order to  Research HSA style Q’s rate their effectiveness.  Finish Ch 4 & Chart Survival Strategies  Rate Strategies  1st Person Journal Response on Wiki  HW-Ch 4 HSA Style Q’s

Day Eight Students will revise passages in  Drill order to increase descriptive  Review HW-Promethean Clickers language  Read Ch 5  Descriptive Lang. WS  Exit Ticket Day Nine 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 Day Ten 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 Day Eleven 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 Day Twelve 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 Day Thirteen RESEARCH RESEARCH Day Fourteen RESEARCH RESEARCH Day Fifteen RESEARCH RESEARCH Day Sixteen RESEARCH RESEARCH Day RESEARCH RESEARCH Seventeen

Technology Infusion Day Technology Infusion Techniques Day One 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 Day Two 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. Day Three 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. Day Four 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. Day Seven 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 Day Eight Promethean Clickers  Students respond to HSA style questions using the Promethean Activote clickers Day Eleven Computers, Internet, PBWorks Class Wiki  Students post their found poems on the class wiki. They must analyze two other peers’ poems and post comments. Day Thirteen Computers, Internet, BCPS Databases, Microsoft PhotoStory -Seventeen  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 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. Day Two Process: IEP students who require the assistance are given a quote bank, word bank, and sentence starter bank for their written response. Day Three 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 Day Four Process: Multiple learning styles addressed (visual, audio, kinesthetic) through gallery walk and media clip. Use of graphic organizer for outline. Day Five 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 Day Seven Product: Students have the option of recording their response using Flip Cameras rather than a written response on the class wiki. Day Eight Process: Multiple learning styles addressed by infusing technology. Students respond to HSA style questions by using the Promethean Activote clickers. Day Ten Process: Visual learning style addressed by using irony images rather than taking notes on irony. Day Eleven Product: Students have the option of recording found poems on a podcast rather than typing responses on the class wiki. Day Twelve 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 Day Thirteen- Product: Students are broken into groups depending on writing ability and Seventeen 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 Unit of Study Nonfiction & Research (Night) Where have you been? Where are you now? Where are you going? Students have just completed Students require background Students will be reading Night by Elie the drama unit and have information regarding topics related Wiesel and will be completing a finished their “Fair and Just to the text. research project on the Holocaust. World” essays. They have taken a pre-assessment on their knowledge of the Holocaust Class Demographics 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 Summative Assessment 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 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 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. Prerequisite skills 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 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. Lesson Modeling 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 Unit of Study Nonfiction & Research (Night) Where have you been? Where are you now? Where are you going? Students have completed a day Students will analyze the Students will be reading Night by Elie of research on topics connotative meaning of the word Wiesel and will be completing a pertaining the text. They “night” and will discuss the research project on the Holocaust. began reading Ch 1 for author’s purpose for this title. homework last night Class Demographics 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 Summative Assessment 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

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. ______

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.

Background Information Unit of Study Nonfiction & Research (Night) Where have you been? Where are you now? Where are you going? Students have analyzed Students will examine statements Students continue reading Night by chapter one of Night in order made by the author of the text in Elie Wiesel and will be completing a to infer possible symbolic order to make connections between research project on the Holocaust. meanings for the title. purpose, themes, and non-print text. Class Demographics 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 Summative Assessment 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 Prerequisite skills 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. Vocabulary HSA Term: non-print text

Materials Teacher materials: text, class wiki, computer, projector, document camera Student materials: wiki passwords, computer, images hw, text

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 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 Guided Practice 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. Independent Practice 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 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). Processing Objective Review objective and agenda with students. Discuss with students how the gallery walk and group propaganda analysis will help with their essay planning.

Motivation 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.”

INCLUDEPICTURE "http://www.calvin.edu/academic/cas/gpa/posters/freude.jpg" \* MERGEFORMATINET

“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 1. (Who is the speaker? What role does this speaker play in the holocaust?)

2. Occasion 2. (What is the time and place? What is the Geographic or Historic intersection at which this source was produced?)

3. Audience 3. (Who are the readers to whom this document is directed? Why is this the targeted audience?)

4. Purpose 4. (Why was this written? What goal did the author have in mind?)

5. Subject 5. (Summarize the general topic, content, and idea of the Text)

6. Tone 6. (Describe the speaker’s attitude toward the subject. How do you know this?) Directions: Answer the following question based on your knowledge of propaganda used by the Nazi’s during WWII.

*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.

Thesis Statement

Topic: Nazi Propaganda Assertion: Hitler used propaganda in Germany to influence the people of his country Focal Points: ______+ ______+ ______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.