Introduction
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The Holocaust. One of the darkest and most tragic periods of world history. It is also one of the most controversial. As hard as it is to believe, there are some groups of people who believe that it never did happen, or the accounts are greatly exaggerated. Maus: A Survivor's Tale Book One, My Father Bleeds History is a true account of the attempted genocide told in graphic novel format. As a class, we will read the book and complete the four tasks, while learning about the Holocaust itself and using our detective skills to discover how a graphic novel can contain the same literary elements as a book.
Essential Questions:
1. Is it possible to tell a story based upon historical events just as well using a graphic novel verses a traditional novel?
2. How does the decoding of literary elements and themes present in a work about an historical event help to better understand not only those involved but the situations themselves?
3. How much influence does it take before the ideas of a few become so strong that they are practiced by many - even when morals and ethics would say they are wrong?
4. How does the importance of memory and remembrance play a role with the format of a biographical graphic novel like Maus?
Task
•Over the course of the next four weeks, you will complete four tasks; three small ones, and one large one.
•The three smaller ones will not only help you with the larger one, but will actually be combined into the final project, so that you are technically working towards the final project a little bit at a time, and those parts evaluated prior to being added to the last project.
•Tasks:
1. Metaphors workshop: Due Friday of the first week, you will answer in a reading journal style questions about extended metaphors and provide examples from your first read-through of the novel Maus.
2. Propaganda Project: Propaganda was used extensively by all nations and groups of people participating in WWII to promote political and social ideas. Your job will be to choose one from the internet, and using skills learned from critical reading and knowledge of history, explain what it is you feel the poster is trying to say.
3. Newspaper column/ interview: John Green has Letters featured in his Crash Course videos, which build into the topic he is discussing. You’re assigned to choose an individual involved with the Holocaust, and write an imagined letter to them about how you feel about them and their actions. (Adolf Hitler and Ann Frank are not choices, as they are obvious ones... please find other notable individuals.)
4. John Green Crash Course video presentation: In the final week of the Unit, you will be giving Crash Course-style presentations to the class. They are to be no more than twelve minute, no less than eight. Refer to the included rubric and explanation for detailed instructions.
Process
The next four weeks are going to be busy, so plan accordingly. As stated, the smaller projects will help and be included in the final large one. You will have decided your topic of choice by Friday of the first week; after that, you cannot change your mind. Many of these resources will be covered in class, but are listed here for you to refer back to.
Reading Schedule
Week One: Read through the ENTIRE book. No need to look for close details, just the jist and points that stand out to you.
Week Two: Chapters 1-3 in detail. Here is where you need to play close attention to dialog and images.
Week Three: Chapters 4-5. Continuation of the previous week.
Week Four: Chapter Six
Resources for Week One
General Resources:
https://www.youtube.com/watch?v=Q78COTwT7nE (Crash Course video)
http://www.getgraphic.org/teachers.php (Choose and view the Power Point Presentation)
http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.pdf
Task One Resources:
http://voorheestsd.schoolwires.com/cms/lib/NJ01000237/Centricity/Domain…
http://www2.d125.org/~dargentar/Maus%20As%20Fable.pdf
Resources for Week Two
General Resources:
http://www.biography.com/people/rudolph-valentino-9514591
https://www.youtube.com/watch?v=DxkgOpDtx7k
http://www.perseus.tufts.edu/Herakles/stables.html
Resources for Task Two:
http://www.nationalww2museum.org/learn/education/for-students/ww2-histo…
http://www.pbs.org/wgbh/amex/goebbels/peopleevents/e_propaganda.html
Above are two sites with readings about propaganda. After reading them, go online and use the Images option from Google to look-up WWII propaganda. There are literally dozens of options. Feel free to choose Allies or Axis powers. Just be sure if it is in a foreign language to look up a translation to make sure it fits with your topic.
Resources for Week Three
General Resources:
http://www.holocaustcenter.org/holocaust-badges
http://www.jewishvirtuallibrary.org/jsource/Holocaust/lostart.html
http://www.nytimes.com/2015/03/31/arts/design/the-story-behind-woman-in…;
http://listverse.com/2008/11/06/10-people-who-saved-jews-during-world-w…
http://holocaust.hklaw.com/essays/2000/20007.htm
Resources for Task Three:
See all other resources, looking for names of people to look up. You may also choose one from a site you find on your own. Anyone EXCEPT for Hitler and Anne Frank are options for this Task. Just make sure you can relate it back to your chosen topic.
Resources for Week Four
General Resources:
https://www.youtube.com/watch?v=VuP0SExoojQ
http://www.nybooks.com/daily/2011/10/20/why-mice/
Evaluation
As stated at the beginning of this unit, each of the first three Tasks will be evaluated prior to their inclusion to Task Four. By doing this, you will be sure of the strengths of these parts, and can therefore better focus of the rest. Please see the following rubrics for how to complete each of these tasks.
Task One Rubric
Task 1. a
file:///C:/Users/Katie%20Naeyaert/Documents/Rubrics;%20Finished%20and%20Templets/Your%20Rubric_%20Collaborative%20Work%20Skills%20_%20Task%20One%20__A___%20Metaphor%20Workshop.html
Task 1. b
file:///C:/Users/Katie%20Naeyaert/Documents/Rubrics;%20Finished%20and%20Templets/Your%20Rubric_%20Persuasive%20Essay%20_%20Task%20One%20__B___%20Maus%20Metaphor%20Essay.html
Task Two Rubric
file:///C:/Users/Katie%20Naeyaert/Documents/Rubrics;%20Finished%20and%20Templets/Your%20Rubric_%206+1%20Trait%20Writing%20Model%20_%20Task%20Three_%20WWII%20Propaganda%20Project.html
Task Three Rubric
file:///C:/Users/Katie%20Naeyaert/Documents/Rubrics;%20Finished%20and%20Templets/Your%20Rubric_%20Letter-Writing%20_%20Task%20Three_%20Open%20Letter%20Crash%20Course%20Style.html
Task Four Rubric
file:///C:/Users/Katie%20Naeyaert/Documents/Rubrics;%20Finished%20and%20Templets/Your%20Rubric_%20Newscast%20-%20Presentation%20and%20Planning%20_%20Task%20Four_%20Crash%20Course%20Presintation.html
Conclusion
So now we have reached the end of this unit. Has it not been a long four weeks? The book Maus is the first of two books, which, if you are so inclined, you may locate and read on your own the second one. Obviously, Vladek survived to tell his story. Art knew the importance of understanding the past, and how it teaches many lessons. Yes, he may have chosen to publish it in a more unusual format, but maybe, this was the best way. As you read, there were very likely several images that stayed with you. Made you reflect. Made you think. Next time you are in a situation where an older individual is telling you about their life, don't disregard it as "old people stuff". Listen. Learn. Maybe you will come away with some kernel of knowledge that will help later on in life.
Credits
References
10 People Who Saved Jews Durning World War Two . (2008, November 6). Retrieved from List Verse : http://listverse.com/2008/11/06/10-people-who-saved-jews-during-world-w…
Cohenmarch, \. P. (2015 , March 30 ). The Story Behind "Woman in Gold" Nazi Art Theives One Painting's Return . Retrieved from New York Times : http://www.nytimes.com/2015/03/31/arts/design/the-story-behind-woman-in…
Freedom Writers - Holocaust Scene. (2013, October 13). Retrieved from You Tube : https://www.youtube.com/watch?v=DxkgOpDtx7k
Graphic Novel Resources for Educators . (n.d.). Retrieved from Get Graphic : http://www.getgraphic.org/teachers.php
Green, J. (2012, October 2012 ). Crash Course HIstory: Word War Two. Retrieved from https://www.youtube.com/watch?v=Q78COTwT7nE
Holocaust Badges. (n.d.). Retrieved from Holocaust Memorial Center: http://www.holocaustcenter.org/holocaust-badges
Holocaust Restitution: Recovering Stolen Art . (2014). Retrieved from Jewish Virtual Library : http://www.jewishvirtuallibrary.org/jsource/Holocaust/lostart.html
How to Read a Graphic Novel . (n.d.). Retrieved from Get Graphic : http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.pdf
Maus as Fable . (n.d.). Retrieved from http://www2.d125.org/~dargentar/Maus%20As%20Fable.pdf
neuIlaryRheinKlange. (2010, July 21). Arnold Schönberg - A Survivor from Warsaw Op. 46. Retrieved from Your Tube : https://www.youtube.com/watch?v=VuP0SExoojQ
Propaganda Posters at a Glance . (n.d.). Retrieved from The National WWII Musuem : http://www.nationalww2museum.org/learn/education/for-students/ww2-histo…
Pryzbylkowski. (n.d.). Extended Metaphor Poem Examples . Retrieved from PRYZBYLKOWSKI
Rudolph Valentino . (n.d.). Retrieved from Bio: http://www.biography.com/people/rudolph-valentino-9514591
Spiegelman, A. (1973). Maus: A Survivor's Tale; My Father Bleeds History . New York City : Raw Books and Graphics .
Spiegelman, A. (2011, October 20 ). Why Mice . Retrieved from New York Review of Books : http://www.nybooks.com/daily/2011/10/20/why-mice/
The Augean Stables Hercules Cleans Up . (n.d.). Retrieved from Perseus Tufts: http://www.perseus.tufts.edu/Herakles/stables.html
The Monuments Men . (n.d.). Retrieved from The Monuments Men : http://www.monumentsmen.com/
World War Two Propaganda . (n.d.). Retrieved from PBS: http://www.pbs.org/wgbh/amex/goebbels/peopleevents/e_propaganda.html
Yen, J. (n.d.). Hiding from the Holocaust . Retrieved from Holocaust Rememberence Project : http://holocaust.hklaw.com/essays/2000/20007.htm