...During the Holocaust, over 6,000,000 people were killed; most of them were Jews. “Night” by Elie Wiesel explains Elie’s point of view throughout the Holocaust. It begins with everything being normal in Sighet, Transylvania, and shifts to his hardships in three concentration camps, the first of which is Auschwitz. Elie Wiesel is a Holocaust survivor who grew up to write over forty-five books. He even won the Nobel Peace Prize for his book “Night.” In the novel “Night” by Elie Wiesel, the main character, Elie, was effected by the events in the book by losing his faith in God, affecting him psychologically, and by losing faith in humanity. To start off, Elie Wiesel gradually lost his faith in God throughout “Night”. At the beginning of the book, he was studying the Zohar with Moishe the Beadle. During that time, he writes, “Thus began my initiation. Together we would read, over and over again, the same page of the Zohar… And in the...
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...Anyone can give up, it's the easiest thing in the world to do. But to hold it together when everyone else would understand if you fell apart, that's true strength. Elie Wiesel’s Night, is the story of his experience through one of the most catastrophic events in history, the Holocaust. In the book we get to see his experience through his eyes. The lose of his family members and friends. Throughout the story, we start to see Elie progressively change chapter to chapter. Elie went through the most horrible times of his live. Even though he knew giving up would be easier, and feeling as if there was nothing to live for. He did the only thing he could do, survive. After being taken to the camp, Elie was striped from his religion, and his faith....
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...In the New York Times bestseller MIDNIGHT by SISTER SOULJAH. Midnight is the main character. African born Midnight is the son of a wealthy Islamic African family. Midnight’s family empire was attacked in Africa, so he was forced to move to America with his mother. They came to America without their riches and to lay low, to go underground, to go slow. They wanted to rebuild and regain their strength and plan a purpose. This story takes place in the projects located in Brooklyn New York. At fourteen Midnight became a citizen of the United States. At that same time he was locked up in juvenile detention, then to prison. Midnight was taught at a young age that every man should work and provide for the family. His dads’ last words to him was “Son, take care of your mother and sister, guard them and protect them with your life”. As they got settled in to the United States ways, they began to work and make a living. After living in the projects for a while, they have never once visited any place outside of their hood they have lived in. They finally got a chance to do so when his mother’s clients organized a bus trip to a farm in upstate New York. At this farm they were able to pick apples and fresh vegetable. This was something exciting for his little sister because she has never seen anything like the country side....
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...Fiction, Between Inner Life and Collective Memory. A Methodological Reflection. François-Xavier Lavenne, Virginie Renard, François Tollet1 Introduction In the writing of their fictional works, novelists often have to reflect on the functioning of memory, for memory lies at the heart both of inner life and of human experience in general. It is indeed in the works of writers such as Marcel Proust or Jorge Luis Borges that the best exemplifications of the subjective experience of memory are to be found. However, from a strictly mnemonic point of view, literature provides more than a means of reflecting on memory: it is also the site of the rebirth and construction of individual and collective memories, which can then serve as a foundation for the writing of fictional works. Creative writing has a meiotic function and is as such a powerful tool capable of rescuing memories from oblivion and bringing them back to life, thus reconciling the past with the present. The present article seeks to bring to bear new perspectives on the relationship between a novelist’s personal memories, collective memory, and the fictional narratives partially inspired by these two types of memory. In the first section we briefly examine the distinction traditionally made between individual memory and collective memory, which we then try to reconcile so as to arrive at an approach to the mnemonic phenomenon that best fits the needs of literary scholars. In the second section we challenge the conventional...
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...MAED Capstone EDU 695 Ethel Stanford Instructor Kathleen Lunsford December 6, 2014 MAED Capstone Title | Holocaust Web Quest: Evaluation and Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible...
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...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...
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