Night
Critical thinking lessons
Collaborative photo essay, classroom morality
debate, and journal prompts
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NIGHT - Class Photo essay
**Assign students to bring a photo of the Holocaust to school. Sources may include a reputable
Internet site, encyclopedia, history book, etc.
Pre-writing activity: Students share their pictures in duos/triads, then answer the following
questions:
Describe what is happening in your picture. Are you more affected seeing these
images than reading or hearing about the Holocaust? Why? Who do you think took these pictures?
Why were they taken?
Activity: As a class, students will create a chronological photo essay of the Holocaust and relative
events.
1) Tape a piece of butcher paper or posterboard to the front wall. [Butcher/banner paper works
well, as you have more flexibility on size]
2) Arrange photos so all are visible. This can be done by individually taping them to a side wall,
laying them on a table, or arranging desks in a circle and having each student hold it up, in turn.
3) As a class, develop a rough chronological order for the pictures. This usually results in a
discussion; encourage all students to participate, using their outside knowledge of historical
events and critical thinking skills.
4) Once the class agrees on an order for the pictures, decide how to present them on paper. Some
options include a clockwise circle (signifying the clock ticking); horizontally (as in a timeline);
diagrammed with lines (linking cause and effect) etc. Vote, if necessary.
5) Tape pictures to the poster.
6) Homework assignment: “Perspective paper”: Students choose one of the photographs and write
a one-paged paper from the perspective of someone else (i.e. the subject in the photograph;
subject’s son or daughter; subject’s ghost; the photographer; a spectator walking by, etc.). Use
descriptive language, vivid imagery, and a strong emotional response.
NIGHT - Journal prompts
“In Germany they first came for the Communists, and I didn’t speak up because I wasn’t a Communist.
Then they came for the Jews, and I didn’t speak up because I wasn’t a Jew. Then they came for the
trade unionists, and I didn’t speak up because I wasn’t a trade unionist. Then they came for the
Catholics, and I didn’t speak up because I was a Protestant. Then they came for me—and by that time
no one was left to speak up.” -- Pastor Martin Niemoller
What are the qualities a world leader should possess? Explain your answer, and rank them in
importance.
If you had only 10 minute to gather the belongings you could physically carry, never to return to your
home, what would you pack? Explain your choices.
Describe an incident when you stood up and spoke out, even though it may have felt uncomfortable.
Is there a time when you wished you would have taken a stand?
We are more similar than we are different. Agree or disagree? Explain.
Suppose you were told by someone in authority (parent, teacher, cop, etc.) to commit an act you
knew was immoral and wrong. How would you react? What if your life was on the line?
Think of the relationship you have with your father/mother/uncle/close relative. How has it changed
over time?
What symbols are most important to you? Are there any symbols that evoke strong emotion—love,
fear, rage, etc.?
In your opinion, are people basically good? Or are people evil? Or is our morality shaped by our
environment, upbringing, and experiences?
What is your definition of a hero/heroine? Describe someone who is heroic in your eyes.
What are ten things you can do to improve your school/community/world? Explain the importance
and impact of what you chose.
Describe a situation when you felt trapped. How did you cope? Was anyone able to help you?
What are your feelings about religion? Can you believe in God and not be religious?
NIGHT - Classroom Debate
Hitler and his henchmen have been called deranged, fanatical. The brutal SS killers, however, were often
not. Before becoming involved in the Nazi movement, the majority were what we consider ordinary
people. This poses a few questions about human nature: Are people, by nature, good? Or are they
basically evil? Or is their morality shaped by their environment and experiences?
Tomorrow we will debate this topic. Using concrete examples, you will need to choose one of three
sides:
1) People are basically good;
2) 2) People are basically evil; or
3) 3) People’s morals depend on their environment and experiences.
Your homework: Decide which side best represents your opinion. Think of at least 3 concrete examples
(historical events, anecdotes, etc.) that support your claim. You do not need to write these down, but
come prepared to participate. You will not receive full credit for participating if you do not present your
thoughtful perspective, so speak up! Share your thoughts!
Night Novel Study 4
NIGHT – Credits
Night
by Elie Wiesel
Paperback, First Printing Edition, 120 pages
Published January 16th 2006 by Hill & Wang
Photos in this product are from:
New York Public Library Public Digital Collection
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