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LITERATURE



In recognition of the 55th anniversary of the publication of Night by Elie Wiesel, Echoes and Reflections’ Deborah Batiste, Project Director for the Anti-Defamation League, and Shani Lourie, Director of the Pedagogical Division of the International School for Holocaust Studies at Yad Vashem, share their expert strategies for teaching this memoir.

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With years of classroom teaching, educator training, and curriculum development experience, Batiste and Lourie highlight elements of the Echoes and Reflections Teacher’s Resource Guide that support students’ contextual and historical understanding of Night.

Providing Context with Echoes and Reflections Resources

“I recommend getting a sense of what students already know prior to reading Night, and use Echoes and Reflections resources to help fill in the gaps,” Batiste says. “Whenever possible the teacher can then add necessary context.”

Night, which begins in 1941, portrays a town where life was continuing much as it always had, relatively undisturbed by the Holocaust or the war, which had begun two years prior with the German invasion of Poland. “In March of 1944, when Hungary was invaded and Wiesel’s experiences began, the war was actually almost over and approximately 5 million Jews had already been murdered by the Nazis and their collaborators,” Batiste says. “Yet, when the Jews of Sighet are round up it is a shock.” Batiste recommends using the Echoes and Reflections timeline to help students understand the chronology of events. She adds that such an understanding gives deeper meaning to Wiesel’s words, “The beloved objects that we had carried with us from place to place were now left behind in the wagon and, with them, finally our illusions.”

Lourie agrees with the importance of providing context. “Early in the book Wiesel talks about Jews being targeted, being sent to the ghettos, being sent away… We have to raise the question of ‘Why? What was it like in the world at the time?” Both Batiste and Lurie highlight Echoes and Reflections Lesson 2: Antisemitism, which is designed to help teachers translate abstract ideas (e.g., antisemitism, propaganda, stereotypes, scapegoating) into active learning experiences. This context offers students the tools to create a framework for processing and organizing difficult information. In particular, the Summary of Antisemitism helps introduce a basic understanding of the context and ideology behind the Holocaust. “The memoir offers Wiesel’s account. It is also important to have a broad sense of what happened,” Lourie says.

Later in the text, Wiesel describes his experience in the spring of 1944 when his parents’ home was absorbed into the ghetto in Sighet and extended family members came to live with them. Building on the exploration of antisemitism and Nazi racial policies, Lesson 4: The Ghettos, offers educators resources to discuss the larger context of the “Ghettos in Europe” and offers a comparison with the larger ghettos in Lodz and Warsaw that were in existence for longer.

In addition, Batiste recommends utilizing Reflect and Respond to encourage student to consider the way ghettos marked the end of freedom for Jews. Integrating testimony offers additional insight. She highlights Joseph Morton who describes the experience of living in the Lodz ghetto in Poland, and shares that in the several years he spent in Lodz, he lived in a constant state of fear.

The “Final Solution” and Auschwitz

Night raises profound questions for students,” Batiste notes. “I dig deeply into Lesson 5: The “Final Solution” with educators and together we think through how it connects with Night. Teachers always have wonderful ideas about how these resources can enhance their teaching and encourage students to think in complex ways about the ideas presented.”

Lesson 5: The “Final Solution” offers historical information and personal stories from survivors of the Nazi extermination camps. An excerpt from Night and the accompanying resources in the Teacher’s Resource Guide, ask students to consider why families were forcibly separated. Testimony from survivors offer additional insight and include Ellis Lewin, who describes his arrival at Auschwitz, and Abraham Bomba, who describes his first moments in Treblinka.

“I always show the Auschwitz Album,” Batiste notes. The photographs provide a visual reference for the selection process that Wiesel describes in Night. In his book, Wiesel says, “I could not believe that human beings were being burned in our times; the world would never tolerate such crimes,” to which his father responds, “The world? The world is not interested in us…”

Lourie recommends doing a deep read of this passage and supporting students in considering how the world responded and the idea of responsibility as discussed in Lesson 9: Perpetrators, Collaborators, and Bystanders. “What made it possible for people to live?” she asks, “In 1944 what did the world know? What did the world do? I have found that art, like Thou Shall Not Kill, is helpful in deepening students learning and promotes critical thinking. Consider moral questions: What is the foundation of morals? What the artist is saying in this piece is everything is crushed. If the Holocaust crushed it, what is left?”

“The book ends when Elie sees himself in the mirror. What happens after? How does one reconstruct life?” Lourie asks. She recommends referencing Lesson 8: Survivors and Liberators and discussing returning to life and what it means to be a survivor with students. Batiste emphasizes Anton Mason’s testimony as a powerful conclusion for a lesson on Night. Also a survivor from Sighet, Mason describes the day he was liberated and that the first person he talked to was Elie Wiesel. In his testimony he says, “We are free but how will we live our lives without our families?”

Preparing to Teach Night?

Register for an Echoes and Reflections professional development program that focuses on materials and instructional strategies that prepare teachers to effectively teach Elie Wiesel’s Night. Our Night programs also provide additional background on the memoir that teachers can integrate into their instruction.

Deborah Batiste is the Echoes and Reflections Project Director at the Anti-Defamation League (ADL). She resides in Ocean Pines, MD and has facilitated professional development programs for Echoes and Reflections across the United States since 2005. Shani Lourie has been at Yad Vashem since 2002 and is currently the Director of the Pedagogical Division of the International School for Holocaust Studies.



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