...losing grasp of it can greatly influence them. In Elie Wiesel’s novel, Night, he relives his experiences in which he’s compiled during the Holocaust that the German Nazis were held accountable for. On May 1944, towards the end of the Second World War, he at the age of fifteen, his family, and other Jews are forced by the Nazis to detach from their homes to attend their first concentration camp called Auschwitz. It was situated in Poland and his mother and youngest sister will die there while he and his father carry on their lives with the only priority of survival in their minds; little do they know, a dark future awaits them. It is in camp Buchenwald, located in Germany, to where Elie and his father transfer in the progressing years, that Nazi brutality becomes more conspicuous. This leaves him the last motive to remain alive, his father. As Elie continues to inhabit the surreal and agonizing environment with tortuous occurrences at every step, he finds it difficult to survive as an adolescent which leads to his quick transition into adulthood; thus leaving his state of innocence. Because of Elie’s loss of innocence, he is impacted by having his relationship with God suffer, being desensitized to deaths and atrocities, and reversing roles with his father. One way that Elie is impacted by his loss of innocence is his relationship with God suffers. God, though present, is prejudicial in Elie’s perspective. It appears to Elie as if God’s protection fails to liberate the Jews...
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...others and create a sense of unity. But the continuous agony inflicted by the Holocaust stripped the prisoners of their human compassion. Apathy replaced states of sympathy and empathy, and desensitization enveloped the camps. Elie Wiesel’s memoir Night shows how desensitization leads to a state of indifference towards violence enacted upon others through the use of man vs. society conflict, situational irony, and imagery. The consistent nature of the conflicts between a prisoner and the twisted society around them creates an indifference to the violence brought upon others. For instance, on the train...
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...The sparkle that once gleamed in my father’s eyes had transformed into a black endless pits of despair. Every ounce of fat and strength had fled the once lively body as my father slowly approached death. His eyes sealed shut and his breathing became labored as officers continually beat him to death. Life at concentration camps were a living hell. Elie Wiesel describes these horrific events through his marvelous biography, Night. As a young Jewish boy, Wiesel was taken from his lifelong home and dumped into the Aushwitz concentration camp. Later in Wiesel’s journey, he was transported to the Buchenwald work camp. Elie Wiesel experienced indescribable terror as he saw the worth of his life be downgraded to absolutely nothing. The Jews...
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...Arrishen Nanthakumar Ms. Mitchell ENG 4U0 7 November 2016 Night Essay Ellie Wiesel’s purpose of writing the night was to show the world the real horrors of the holocaust. Ellie successfully created an atmosphere in which the reader can achieve a heightened understanding of the horror of the holocaust. He uses literary devices, Diction and Syntax to show how it felt to be part of the holocaust. He wrote Night to not stay silent and bear witness to the holocaust. He used literary devices such as Alliteration, Foreshadowing and Irony to really make the reader feel like they were experiencing the same things Wiesel did in the holocaust. The author used Foreshadowing using Madame Schachter. She had visions of horrible things occurring outside...
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...I remember when my Expository Writing teacher began explaining to my class the difference between sympathy and empathy. Until that moment, I had never considered the difference, and as a result, I was lacking in the empathy department. Yet, even before that lecture, I had begun to realize that empathizing with people in need is an important part of humanity. The books I had been reading were influencing my ideologies and my perception of the world. In Ray Bradbury’s book, Fahrenheit 451, Montag stated “We need not to be left alone. We need to be really bothered once in a while. How long is it since you were really bothered? About something important, about something real?” An uneducated, unaware America is the most dangerous America that could exist, and I had fallen prey to it. Repeatedly authors like Ray Bradbury, George Orwell, and, more recently, Veronica Roth have warned us of the dangers of becoming indifferent. Yet, I allow myself to become indifferent. Why should I concern ourselves with someone else’s problem? As cliché as it may sound, the real world has real problems and the problems will not go away unless people, like me, to...
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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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