...Response to Threat In Elie Wiesel’s Night, the holocaust experience affects religious identity. Wiesel as a Jew born in Sighet, Romania in 1928 drew upon his personal holocaust experience. His original homeland Sighet was taken by the German army in the early 1944 and taken captive and sent to the Nazi work camps. The camp was not favorable to the Jewish; many were condemned and hanged as punishment. The prisoners endured pain and experienced both psychological and physical threats. The prisoner's responses were clear whether God existed in their suffering. In Wiesel’s Night, he expresses the physical and emotional threats and contends with the issue of God’s existence and God’s silence in the face of suffering, does God exist or not. Physical...
Words: 785 - Pages: 4
...Elie Wiesel’s Loss of Innocence There comes a time in one’s life where a tragic event results in the loss of innocence and an increase in knowledge. Unfortunately this is one of life’s few promises. Some experience this ablution a lot sooner than they should. In children who survived the holocaust in concentration camps, their innocence was taken as soon as their ordinary everyday life was imposed upon by the Nazis. In Elie Wiesel’s book Night, he describes himself as an innocent teenager, a child whose innocence was taken from him as the result of the nefariousness performed by the Nazis in World War Two. Elie and his family were transported to Birkenau where his family was torn apart, leaving him with his father, his sisters and his mother. Once they were separated, he began to slowly lose his innocence. Towards the end of 1941, in the small village of Sighet, Hungary, twelve-year-old Elie Wiesel spent most of his time studying the Talmud. Elie was one of four children born to his mother and father. Hilda was the eldest, then Bea, he was the third, and Tzipora was the youngest. The two eldest sisters helped the parents run the family store while Elie stayed home to study. Elie was very passionate about the theology of his religion, Judaism. He studied Talmud by day and by night he would go to the synagogue to pray. One of his main interests was Kabbalah which is an aspect of Jewish mysticism. Elie asked his father to find him a master to guide him in his...
Words: 2010 - Pages: 9
...Forgetting the dead and forgetting the tragic events that occurred during the Holocaust would be like killing them a second time. Elie Wiesel’s memoir Night and Delbos poem “Roll Call” both document and serve as a remembrance of the lives lost and the horrific events that occurred inside the concentration camps during the Holocaust. Wiesel and Delbo were both survivors of the Holocaust who documented their individual experiences and their time at Auschwitz. While both texts discuss their times as prisoners, they differ in their experiences and writing styles. Despite these differences, both texts serve as important evidence to the heinous and unforgiving crimes committed by the German Nazis. There are lots of different writing techniques authors...
Words: 567 - Pages: 3
...English 10 Rough Draft Essay In the novel Night by Elie Wiesel, the author uses symbolism, and metaphors to show the theme loss of faith. Both Elie and his father express signs that they have lost faith in the Jewish religion. This is important because religion is supposed to help people through hard times, and give them faith in the world around them. The first example of this is when all of the Jewish civilians are forced to wear the yellow Star of David. When Mr. Wiesel was asked what the community should do about being shamefully forced to wear the star. His response was rather nonchalant stating. “The yellow star? So what? It’s not lethal…” (11) This shows that Mr. Wiesel is not holding the offense to his religion in high regard, showing...
Words: 402 - Pages: 2
...The Psychology of Evil: Night "Nobody is ever just a refugee. Nobody is ever just a single thing. We dehumanize people when we reduce them to a single thing and this dehumanization is insidious and unconscious," said Chimamanda Adichie, a Nigerian novelist, and former refugee. As Adichie said, dehumanizing, being treated like animals, is a horrendous thing and it has happened in the past and continues to happen today. History is full of situations where victimizers abused their power resulting in deindividualized and dehumanized victims. Such as Elie Wiesel was not just prisoner A-7713, he was a human being as were others put into concentration camps and many who have been oppressed and dehumanized. In Philip Zimbardo’s experiment the guards dehumanized and deindividualized the prisoners (Zimbardo). In Night the prisoners were dehumanized when Dr. Mengele made them...
Words: 1993 - Pages: 8
...To the leader(s) and representatives of the Islamic Center of Bergen County, Hello! Our names are Courtney Ford and Brenna Peterson. We are both currently freshmen at Mahwah High School, and are writing this letter on behalf of our 9th grade Honors English class, in the hopes that you may be able to contribute to our unit on the themes of prejudice and discrimination and its presence in our society, from the past to the present day. In class, we are in the midst of discussing the aforementioned themes as a prelude to reading Elie Wiesel’s Night, in an effort to understand the effects prejudice and discrimination against a minority can have in local communities and in society as a whole. As such, we and our fellow classmates have been contacting...
Words: 256 - Pages: 2
...Nazi command during World War II. In Elie Wiesel’s memoir, Night, he states, “…in their early days of their accession to power, the Nazis in Germany set out to build a society in which there simply would be no room for Jews. Toward the end of their reign, their goal changed: they decided to leave behind a world in ruins in which Jews would seem never to have existed” (viii). The shock and horror does not lessen regardless of how many times a book or article is read or a movie watched about the Holocaust. Learning about the horrible, dark period from 1935 – 1945 is important in several ways. On one hand, it has been said we must learn about the past in order not to relive it. However, we are also told not to dwell in the past. When studying the Holocaust, both adages have truth. Chilling questions occur when learning about the Holocaust. They are questions that Elie Wiesel repeated in his acceptance speech for the Nobel Peace Prize in 1986. Wiesel says he remembers asking his father, “Who would allow such crimes to be committed? How could the world remain silent?” (118). Millions of Jews were killed by overwork, starvation, torture, and cold blooded murder just because they were a different race and religion. Wiesel urges readers not to forget. Wiesel states, “To forget would not be only dangerous but offensive; to forget the dead would be akin to killing them a second time”(xv). Wiesel later states, “What I do know is that there is ‘response’ in responsibility. When we speak of...
Words: 737 - Pages: 3
...hardships, insults; humans live to suffer. Elie Wiesel is an American Romanian-born Jewish writer and Holocaust survivor, who tells of his horrific tale in the novel, “Night.” Throughout the novel, Wiesel tells a journalistic story about suffering and death as he endures dreadful experiences in Nazi death camps. At one point in the story, Wiesel compares himself to Job, a character of the Bible who he feels he can relate to. At first, Wiesel fights the urge to reject God in his suffering which is an uncommon action when all hope is gone. Firstly, within the pages of the Bible reads a narrative story called, “The Book of Job.” In Job, there is a man who God allows to be directly attacked by Satan. He is an illustration of devotion as he is stripped of everything yet he remains devoted to God. By allowing Satan to attack Job, God testifies his faithfulness to him. Job was abundantly blessed by God. He had a wonderful family, a huge house, plenty of animals, and food on the table. Through...
Words: 682 - Pages: 3
...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...
Words: 5185 - Pages: 21
...___________________________ 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...
Words: 217937 - Pages: 872
