Lesson 2 Night

8/17/2019 Lesson 2 Night

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Anne Mooney

Grade: 10, honorsGrade: 10, honors

Key Text: Night

Anne Mooney

Lesson 2

Finding Evidence in Night

Salem State University

School of Education

I. Setting the Stage: What are your measureable objectives and assessment?

A. Curriculum Framework Standards: Which MA Curriculum Frameworks address

your topic content and objectives?

B. Generative Topic: What is the focal concept or skill of the lesson?

Finding Evidence in Night

C. Measurable Objectives: What do you want students to know and be able to do?

o Students will be able to cite evidence from Night to support their assigned analysis

o Students will be able to understand the seminal ideas of the Holocaust and genocide and

how they relate to Night

D. End of Lesson Assessment: How are you going to assess student’s understanding?

o Students will share their evidence of Night for their assigned analysis with the class.

II.

Content of the Lesson

A. Content and Skills: What do you know about what you are planning to teach?

1. CLASSIFICATION: All cultures have categories to distinguish people into “us and them” by

ethnicity, race, religion, or nationality. The main preventive measure at this early stage is todevelop universalistic institutions that transcend ethnic or racial divisions, that actively promote

tolerance and understanding, and that promote classifications that transcend the divisions.2. SYMBOLIZATION: We give names or other symbols to the classifications. We name people

or distinguish them by colors or dress; and apply the symbols to members of groups.Classification and symbolization are universally human and do not necessarily result in genocide

unless they lead to dehumanization. When combined with hatred, symbols may be forced upon

unwilling members of pariah groups. To combat symbolization, hate symbols can be legallyforbidden (swastikas) as can hate speech. Group marking like gang clothing or tribal scarring can be outlawed, as well.

3. DISCRIMINATION: A dominant group uses law, custom, and political power to deny therights of other groups. The powerless group may not be accorded full civil rights or even

citizenship. Prevention against discrimination means full political empowerment and citizenshiprights for all groups in a society. Discrimination on the basis of nationality, ethnicity, race or

religion should be outlawed.


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4. DEHUMANIZATION: One group denies the humanity of the other group. Members of it are

equated with animals, vermin, insects or diseases. Dehumanization overcomes the normal humanrevulsion against murder. At this stage, hate propaganda in print and on hate radios is used to

vilify the victim group. In combating this dehumanization, incitement to genocide should not beconfused with protected speech. Genocidal societies lack constitutional protection for

countervailing speech, and should be treated differently than democracies. Local andinternational leaders should condemn the use of hate speech and make it culturally unacceptable.

5. ORGANIZATION: Genocide is always organized, usually by the state, often using militias to provide deniability of state responsibility. Sometimes organization is informal or decentralized(terrorist groups). Special army units or militias are often trained and armed. Plans are made for

genocidal killings.To combat this stage, membership in these militias should be outlawed. Theirleaders should be denied visas for foreign travel. The U.N. should impose arms embargoes on

governments and citizens of countries involved in genocidal massacres, and create commissionsto investigate violations

6. POLARIZATION: Extremists drive the groups apart. Hate groups broadcast polarizing propaganda. Laws may forbid intermarriage or social interaction. Extremist terrorism targets

moderates, intimidating and silencing the center. Moderates from the perpetrators’ own group aremost able to stop genocide, so are the first to be arrested and killed. Prevention may mean

security protection for moderate leaders or assistance to human rights groups. Assets ofextremists may be seized, and visas for international travel denied to them. Coups d’état by

extremists should be opposed by international sanctions.7. PREPARATION: National or perpetrator group leaders plan the “Final Solution” to the

targeted group “question.” They often use euphemisms to cloak their intentions, such as referringto their goals as “ethnic cleansing,” “purification,” or “counter-terrorism.” They build armies,

buy weapons and train their troops and militias. They indoctrinate the populace with fear of thevictim group. Leaders often claim that “if we don’t kill them, they will kill us.” Prevention of

preparation may include arms embargos and commissions to enforce them. It should include

prosecution of incitement and conspiracy to commit genocide, both crimes under Article 3 of theGenocide Convention.8. PERSECUTION: Victims are identified and separated out because of their ethnic or religious

identity. Death lists are drawn up. In state sponsored genocide, members of victim groups may be forced to wear identifying symbols. Their property is often expropriated. Sometimes they are

even segregated. Genocidal massacres begin. They are acts of genocide because theyintentionally destroy part of a group. At this stage, a Genocide Emergency must be declared.

Humanitarian assistance should be organized by the U.N. and private relief groups for theinevitable tide of refugees to come.

9. EXTERMINATION: begins, and quickly becomes the mass killing legally called “genocide.”It is “extermination” to the killers because they do not believe their victims to be fully human.

Sometimes the genocide results in revenge killings by groups against each other. At this stage,only rapid and overwhelming armed intervention can stop genocide. Real safe areas or refugee

escape corridors should be established with heavily armed international protection. It is time torecognize that the international responsibility to protect transcends the narrow interests of

individual nation states.10. DENIAL: is the final stage that lasts throughout and always follows a genocide. It is among

the surest indicators of further genocidal massacres. The perpetrators of genocide dig up themass graves, burn the bodies, try to cover up the evidence and intimidate the witnesses. They


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Key Text: Night

deny that they committed any crimes, and often blame what happened on the victims. They block

investigations of the crimes, and continue to govern until driven from power by force, when theyflee into exile. The response to denial is punishment by an international tribunal or national

courts. But with the political will to arrest and prosecute them, some may be brought to justice.

Google books can be used to look up words in a text; this is useful for the memory assignedanalysis.

B. Rationale: Why teach the lesson?

Frey and Fisher, in their article, "A Formative Assessment System for Writing

Improvement,” say that teachers should create a formative assessment system that leads up to

a summative assessment. The formative assessment system that they suggest is not merely

different formative assessment each day to test student knowledge, but rather formative

assessments created with the overall unit’s purpose in mind in order to teach and train the

skills that students will need to do well on the summative assessment. Furthermore, they say,

“formative assessment is a process, not any particular test” (67). This lesson provides

students with a formative assessment that will directly prepare them for their summative

assessment. By completing this formative assessment, students will demonstrate where they

are making any errors, and therefore, the teacher can determine where to proceed with

teaching and if she needs to reteach (perhaps in a different way).

III. Knowledge of Students: Why does knowing your students matter?

o There are 29 students in the class, including: 16 females and 13 males. Three of the

students are on 504s for anxiety related issues.

o The students are allowed to work in groups, which helps the students with anxiety feel

more comfortable with any work they are doing. Furthermore, in groups, the teacher

checks in with these students to make sure they are doing okay (especially considering

the heaviness of the topic).

IV. Preparation for the Procedures:

Materials: What materials, resources, and technology will you need?

o Teacher will have extra copies of “Ten Stage of Genocide” handout for students who

were absent.

o Computers will be provided in order to use Google Books.

Sequence of Teaching-Procedures

A. Beginning of the Lesson: How will you immediately engage all of your students in the

content? (10 minutes)

o Students will share the dialectical journals they did for homework in pairs and then

groups of 3-4.


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B. Middle of Lesson: What are your students doing (e.g., speaking, writing, drawing,

performing, documenting, observing) to explore the content? (45 minutes)

o In groups, students will find evidence from chapter 1 of Night that either 1) finds

evidence that demonstrates the stages of genocide or 2) finds evidence that demonstrates

and emphasizes the importance of memory. Groups will be given either option 1 or 2 by

the teacher. Groups with option 2 are told they may use computers to use Google Booksand search for the following words: memory, remember, forget/ forgotten.

C. Extension and Enrichment Activities during Class Time: How will you extend the

learning of students who finish tasks early?

o If students finish early they should review their vocabulary they did for homework with

their group to check definitions, sentences, and parts of speech.

D. End of Lesson: How will you help all students process the experience? (18 minutes)

o Students will share their group work (either option 1 or 2), telling the class the specific

evidence they found and explaining how that evidence demonstrates either option. Therest of the class will take notes on each groups’ presentation.


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Appendix A Supplementary Materials: Handouts


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Figure A.1: Ten Stages of Genocide Handout


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Key Text: Night

Documents

Lesson 2 Night