Web Quest:

Elie Wiesel’s Night:

Religious Bigotry:

Can It Happen Again?

Ms. Berger-10^th Grade ELA

George Westinghouse High School

EBerger10@schools.nyc.gov

INTRODUCTION

Background Info:

Night is a work by Elie Wiesel about his experience with his father in the Nazi German concentration camps at Auschwitz and Buchenwald in 1944–1945. Wiesel writes about the death of God and his own increasing disgust with humanity, reflected in the inversion of the father-child relationship as his father declines to a helpless state and Wiesel becomes his resentful teenage caregiver. "If only I could get rid of this dead weight ... Immediately I felt ashamed of myself, ashamed forever." In Night, everything is inverted, every value destroyed. "Here there are no fathers, no brothers, no friends," a Kapo tells him. "Everyone lives and dies for himself alone.”

“Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust…Never.”

Bigotry-the state of mind of a bigot: someone who, as a result of their prejudices, treats other people with hatred, contempt, and intolerance on the basis of a person's race, gender, sexual orientation, gender identity, national origin, religion, language, socioeconomic status, or other status.

TASK

In order to complete this task you will do the following:

Using all of the sources given to you in this web quest, write a 750-word argument in which you:

· Introduce a precise claim that evaluates the policy.

· Cite strong and thorough textual evidence to support analysis of what the texts say explicitly as well as inferences drawn from the texts, including determining where the text leaves matters uncertain.

· Analyze and critique an example from all texts that illustrates your claim.

· Analyze and refute an alternative interpretation by using all texts (i.e. counterclaim)

· Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which you are writing.

· Provide a concluding paragraph that follows from and supports the argument you present.

PROCESS:

Along with the information from Night by Elie Wiesel, follow the Global History Public Policy Analyst (AHPPA) 4 step process in order to write your essay:

1. Identify the problem

2. Gather Evidence

3. What Are the Causes?

4. Evaluating the Policy

In order to complete this task you will do the following:

Class Handouts/Graphic Organizers

· Research PBT: Handout 1: Organizer

· Research PBT: Handout 2: Outline and Counterclaim

· Research PBT: Handout 3: Textual Evidence=Quotes

RESOURCES

Night by Elie Wiesel

The following websites can be used for completing the PPA worksheets: 2. Gathering Evidence 3. Identifying Causes for the Social Problem, “Hate crimes and worsening human rights violations for Jews, as seen under the Nazis:”

· TIPS Website for better understanding each of the 6 steps of the Public Policy Analyst

· This Website gives a brief history to and causes for Jewish racism and the holocaust

· Website on Nazi Propaganda Posters

· Propaganda Posters

· The most notorious Nazi anti-Semitic, propaganda newspaper called Der Sturmer (The Attacker)

· http://www.ushmm.org/wlc/en/article.php?ModuleId=10005274

· http://www.holocaustresearchproject.org/holoprelude/nazprop.html

Evaluation:

You will be judged on the quality of your PERFORMANCE BASED TASK (ALIGNED TO THE COMMON CORE STANDARDS). The rubric below has been created to give you a clear understanding of what is expected. 

CCSS Argumentative Writing Rubric – Grades 11-12: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

	Exemplary – 4	Proficient – 3	Developing – 2	Beginning - 1
Text Type & Purposes	Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that expertly establishes clear relationships among claim(s), counterclaims, reasons, and evidence.	Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.	Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.	Introduce basic claims, and fail to distinguish the claims from alternate or opposing claims, and exhibit a lack of organization that does not establish relationships among claims, counterclaims, reasons, and evidence.
	Develop sophisticated claim(s) and counterclaims fairly, supplying ample evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.	Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.	Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.	Put for weak claims and may not include counterclaims, supplying very limited evidence for each in a manner that does not anticipate the audience’s knowledge level and concerns.
	Use sophisticated words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.	Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.	Unevenly use words, phrases, and clauses to link the major sections of the text, attempt to create cohesion, and clarify the relationships between claims, and reasons and evidence, and between claims and counterclaims.	Do not use words, phrases, or clauses to link the major sections of the text, lack cohesion, and not clarify the relationships between claims, and reasons and evidence, and between claims and counter claims.
	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.	Establish but fail to maintain a formal style and objective tone while unevenly attending to the norms and conventions of the discipline.	Fail to establish a formal style and/or objective tone and neglect to attend to the norms and conventions of the discipline.
	Provide a polished concluding statement or section that follows flawlessly from and supports the argument presented.	Provide a concluding statement or section that follows from and supports the argument presented.	Provide a weak concluding statement or section that may not follow from or support the argument presented.	Fail to provide a concluding statement or section or provide one that is wholly unconnected to the argument presented.
	Produce exceedingly clear and coherent writing in which the development, organization, and style are perfect to task, purpose, and audience.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	Produce writing in which the development, organization, and style are basically or unevenly appropriate to task, purpose, and audience.	Produce writing which lacks development, organization, and style which may be inappropriate to task, purpose, and audience.
Production & Distribution of Writing	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on skillfully addressing what is most significant for a specific purpose and audience.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.	Unevenly develop and strengthen writing by missing a step in the revision process, focusing on addressing what may not be significant for a specific purpose and audience.	Neglect to develop and strengthen writing by not partaking in the revision process.

CONCLUSION:

COMMON CORE STANDARDS:

-Conduct short research based on focused question demonstrating understanding of subject under investigation

-Gather relevant information from multiple print and digital sources and integrate information while avoiding plagiarism.

-Draw evidence from literary or informational texts to support analysis, reflection and research.

-Write routinely over extended time frames

-Integrate and evaluate information presented in diverse media and formats, including visually and orally -Evaluate a speaker’s point of view, reasoning and use of evidence