The Complete Maus - Mrs. Davis

The Complete Maus
Art Spiegelman
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Holt Literature Unit 3
“How do you tell a tale?”
English 10
Unit 3
Goals Overview
• To read nonfiction (literary nonfiction)
• To read a graphic “novel” (literary nonfiction)
– view key scenes in multiple formats
• To recognize role of historical context in
literature (point of view, source material)
• To use MLA format in a research-based
• To research from multiple, reliable sources
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Common Core State Standards in
Art Spiegelman’s Maus
Key Ideas and Details
 10.RL.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
 10.RL.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
 10.RL.3 Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or
develop the theme.
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Common Core State Standards in
Art Spiegelman’s Maus
Craft and Structure
•10.RL.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
•10.RL.5 Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
•10.RL.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States,
drawing on a wide reading
of world literature.
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Common Core State Standards in
Art Spiegelman’s Maus
Integration of Knowledge and Ideas
•10.RL.7 Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is emphasized or
absent in each treatment
•10.RL.9 Analyze how an author draws on and transforms source
material in a specific work.
Range of Reading and Level of Text Complexity
•10.RL.10 By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at the high end
of the grades 9–10 text complexity band independently and
proficiently [without scaffolding].
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Common Core State Standards in
Art Spiegelman’s Maus
• 10.W.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines,
to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
• 10.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
• 10.W.10 To write routinely over extended time periods and for shorter time frames
for a range of tasks, purposes, and audiences.
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Common Core State Standards in
Art Spiegelman’s Maus
• 10. SL.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,
and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
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Common Core State Standards in
Art Spiegelman’s Maus
• 10.L.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• 10.L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• 10.L.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 9–10 reading and content, choosing
flexibly from a range of strategies. (Using context, language strategies, or
available print or online resources.)
• 10.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in
the text.
b. Analyze nuances in the meaning of words with similar denotations.
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Pre-Reading Activities
1. View The Political Dr. Seuss, a documentary
by Ron Lamothe. (84 min.)
2. View The Sneetches, a cartoon based on Dr.
Seuss’s book. (12 min. on Green Eggs and
Ham and Other Favorites DVD)
3. Discussion of authors using source material
and representing text in multiple formats
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Imagery & Character
• Sneetches (The Political Dr. Seuss) (~ 13 min.)
“Now we know who is who without a doubt.”
• 10.RL.9 Analyze how an author transforms source material in a
specific work.
• 10.SL.3 Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious
reasoning or
exaggerated or distorted evidence.
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• Imagery is _________________ (+1)
• Imagery in a graphic novel (biography) helps
tell the story as much as imagery in a short
story or poem does.
• Maus = _________ = ___________
• Predict what cats will represent
• Survey the book and consider what other
animals may represent
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Art Spiegelman - Author
• Art Spiegelman – the author and artist of this
graphic biography. To tell more would ruin the
story. (+1)
Other characters (a.k.a. real people) in order of
• Vladek Spiegelman (+1)
• Mala Spiegelman (+1)
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CAT Questions in Maus?!
• You will write three CAT questions (and answers) for each
chapter of Maus. The best advice is to write them during
class because you cannot lend the books overnight.
• This is exactly like your monthly Independent Reading Projects
• Your questions must be as individual as snowflakes and
your answers must be equally unique. Even if you “work
together,” your questions and answers cannot look or
sound alike.
• Your questions and answers assess that you read the entire
chapter, so make sure they cover the whole chapter. (Do
not ask yourself three questions about one small scene.)
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Comprehension CATs
• Theme (an overall message communicated through the details)
• Summary (summaries need an overarching topic sentence
followed by details from the beginning, middle, and end of the
scene you summarize)
• Inference (an educated guess – usually about characterization)
• Prediction (an educated guess about the future)
• Vocabulary (vocabulary is a comprehension skill; a vocabulary
short answer question would explain why the author uses a specific
word, defines the word, and includes two details from the text as
contextual support for the definition)
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Analysis CATs
• Text features/literary elements (text features are
headings and other formatting in a book; in this book they are
often the drawings but also include photographs and famous
quotations) + (literary elements are any literary terms that can
be used to analyze the text such as irony)
• Compare and/or contrast (analyze substantial
similarities or differences between certain elements in the
• Cause and effect (analyze the relationship between
cause and effect by thinking about a cause or effects; focus on
one cause-effect relationship and support it thoroughly)
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Thinking Critically CATs
(Judgment Questions)
• Author’s purpose (infer why the author included certain
details; keep in mind that this is nonfiction, so he didn’t “make
things happen” the way fiction authors do)
• Evaluate character’s reasoning (judge any words or
actions of a character)
• Draw conclusion/extend beyond text to
compare/generalize for overall importance (drawing
conclusions is “bigger thinking” than making simple inferences;
extending beyond text means comparing to other books, movies,
etc. while still including sufficient details from this text; generalizing
is making a general statement based on details in the text)
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Holocaust Literary Review
• What stories, plays, and/or books that are set
during the Holocaust have you read?
• What made those characters memorable?
• What information about this time period do
you remember from history class?
• This background information will be useful as
we start reading Maus.
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Research-Based Maus Projects
Common Core Standards for Writing & Research:
• 10.W.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject
under investigation.
• 10.W.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in
answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
[Modern Language Association (MLA) format]
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Research-Based Maus Projects
Common Core Standards for Speaking & Listening:
• 10.SL.2 Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
• 10.SL.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line
of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
• 10.SL.5 Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
• 10.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
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Research Options & Due Dates
Due dates will be announced; add them to your assignment calendars.
Historical Context 1930 – 1945 (military dates/events)
Historical Context 1930 – 1945 (political & news dates/events)
Popular culture context of 1930-1945 (music, dance moves)
Popular culture context of 1930-1945 (movies, celebrities)
Popular culture context of 1930-1945 (inventions, fashions)
Jewish holidays & traditional foods for holidays
Nazis, S.S., Hitler Youth, symbols, uniforms, definitions, etc.
Nazi propaganda (definition/purpose; methods; examples; Leni Riefenstahl; Olympics)
Nazification; rise of Nazi party (and violence used during rise); Kristallnacht
Ghettos (with pictures)
Death Camps – especially Auschwitz & Birkenau
Resistance to Nazis
Rescue and Liberation (of camps)
Aftermath of WWII (war crimes trials)
Jewish recovery after war (social, emotional, financial) emigration/refugees, displacement
United States Holocaust Museum in Washington, D.C.
Map Guru – running map of the journeys and photos of locations in text (Europe and U.S.)
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MLA Format in Research
• 10.W.8 requires that students in tenth grade
demonstrate thoughtful, accurate research. This
means you will:
 Gather information from digital and print resources.
 Assess that the resources are useful and reliable.
 Avoid plagiarism (copying ideas and/or words).
 Cite your sources (quoted and paraphrased) using
MLA parenthetical citations and works cited pages.
 Refer to the faux research document as a quick guide.
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• > Maus
• Webquest links for top five search results on
Art Spiegelman
– Evaluate each site
– Practice paraphrasing
– Practice quoting
– Practice parenthetical and works cited citations
for several sources
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Databases at LHS & Sno-Isle Library
• Gather information from digital and print
 Assess that the resources are useful and reliable.
 Visit ProQuest and the Sno-Isle databases.
 Reliable resources tend to come from published
journals, magazines, and books.
 Reliable websites tend to be online publications
of journals, magazines, and books.
 They are not blogs, student projects, and wikipedia.
Evaluate the resources you use!
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DVD of Maus : MetaMaus
The DVD of Maus allows us to read the text even
more interactively:
Screen sized page view
Author’s sketches
Author’s notes on drafting
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Prologue & “The Sheik” ch I.1
• Content Goal- to learn about Vladek’s life
before the war and to write CATs (+1)
• Language Goal- to learn modes of reading
comic books (top to bottom, left to right
within strip) and to discuss euphemism (+1)
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Pronunciation “Word Wall”
Sosnowiec – Saws-no-vee-etz
Czestochowa- Chest-o-kova
Anja – pronounce the “j” like a “y” = on-ya
Richieu – pronounce like “re-shoe”
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Prologue & “The Sheik” ch I.1
• New characters:
Artie (Art)
Françoise (France-wahz) = Art’s wife
Lucia Greenberg
Anja (Anna) Zylberberg
Mr. & Mrs. Zylberberg
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Prologue & “The Sheik” ch I.1
• Warm-up elaboration journal
What would it be like to be locked-up together, without food, for a week?
Would you remain friends afterward? Elaborate on this topic in ten or
more sentences. (+10)
• Vocabulary (+4)
• euphemism –
• holocaust- mass murder and/or destruction- which is why “The
Holocaust” was named
• dowry- a gift from father-in-law to son-in-law meant to keep his
daughter in a certain standard of living
• hosiery- socks and stockings
• Chapter One - MetaMaus
• Page 14 & 15 audio clips
• CAT questions (+9) – ask yourself a C, A, and T question then write
your answer according the standards we have set. See next slide [email protected] E.E. Davis
Generally you will need to write at least three sentences
(four sentences for a summary).
• Theme
• Author’s purpose
• Summary
• Evaluate character’s
• Inference
• Extend beyond text to: draw
• Prediction
conclusion, make thoughtful
• Vocabulary
generalization, or compare
to other text/situations
Restate the question in
• Text features/literary
the answer and include
two text-based details
• Compare and/or contrast
per answer. One should
• Cause and effect
be a quote and both
must be MLA cited.
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“The Honeymoon” ch I.2
• Content Goal- to focus on family and imagery
• Language Goal- to develop CAT questions that
show deep understanding of the text
(fyi: 3 kilos = 6.6 lbs. and 39 kilos = 86 lbs.)
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“The Honeymoon” ch I.2
• Warm-up elaboration journal
There are many types of prejudice including racism. What are
your experiences with prejudice? (+10)
• Vocabulary (+5)
• pogrom = riot and destruction targeted at a specific group
(racial, ethnic, etc.)
• anti-Semitic = anti-Jewish
• hemorrhaging = uncontrolled bleeding
• sanitarium = mental hospital
• seamstress = a woman who sews women’s clothing
• CAT questions (+9)
• Chapter Two – MetaMaus
– Vladek’s audio clips
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“Prisoner of War” ch I.3
• Content Goal- to empathize with Vladek’s
feelings as a prisoner of war and write CATs.
• Language Goal- to read for understanding and
think critically to analyze the text
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“Prisoner of War” ch I.3
• Warm-up elaboration journal options (+10):
Write a journal pretending you are writing it from a jail cell. What are your
feelings and worries?
-orHow far would you go to avoid being drafted? Or would you willingly be
drafted? Either way, explain your feelings.
• Vocabulary (+4)
• torah = first five books of the Hebrew scripture (old Testament)
• Reich = the German state from 1933-1945
• Gestapo = Nazi party’s secret police
• er verblutete – (air vair blue teh teh) German phrase meaning “he
bled to death”
• CAT questions (+9)
• Chapter Three - MetaMaus
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“The Noose Tightens” ch I.4
• Content Goal- to comprehend and analyze the
conflict in the book in relation to what we
know happened in “this story’s future”
• Language Goal- to analyze conflict and think
critically while reading a book with text
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“The Noose Tightens” ch I.4
• Warm-up elaboration journal (+10)
• They say money can’t buy you happiness, but what
can it get you?
• Vocabulary (+4)
• convalescent = a person recovering from illness
• Aryan = an authentic, original Indo-European
descendant (non-Jewish, non-African, non-Asian)
• S.S. = armed division of the Nazi party (Nazi police)
• schlep = carry a cumbersome load/distance
• CAT questions (+9)
• Chapter Four - MetaMaus
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“Mouse Holes” ch I.5
• Content Goal- to understand the conflict
between Vladek and Artie based on more
background information.
• Language Goal- to analyze the visuals in Artie’s
old comic and understand his emotional
position in this book
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“Mouse Holes” ch I.5
• Warm-up elaboration journal
This chapter includes foul language. Why might Art
Spiegelman use swear words in this book? What is his
purpose? (+10)
• Vocabulary (+4)
neurotic = anxious and/or obsessive thoughts
liquidate = to sell off stock for money or space for new
condolences = expressions of sympathy
illustrious = renowned and famous
• CAT questions (+9)
• Chapter Five - MetaMaus
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“Mouse Trap” ch I.6
Mala said, “It’s an important book. People who don’t
usually read such stories will be interested” (135).
• Content Goal- to recognize visual and conflict ironies in
the chapter and to discuss the context that creates
certain stereotypes
• Language Goal- to analyze while reading the text (+2)
• Motonowa
• Kawka
• Szopienice
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“Mouse Trap” ch I.6
• Warm-up elaboration journal
How long do you think you could sneak around the area
before you were caught? Where could you hide? Where
could you get food and other necessities? (+10)
• Vocabulary (+3)
• pragmatic = practical (not idealistic)
• senile = loss of mental capacity due to age
• governess = a live-in teacher/nanny for the children
• CAT questions (+9)
• Chapter Six - MetaMaus
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“Mauschwitz” ch II.1
• Content Goal- To examine main themes in the
chapter, to analyze and think critically about
literary structure of the text.
• Language Goal- To analyze the text features
while actively reading the chapter (+2)
• Group __ presentations
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“Mauschwitz” ch II.1
• Warm-up elaboration journal (+10)
Take a look at the text features at the start of Maus II (p. 164167). Each feature is very important, but why? What do you
imagine is Art’s purpose of including any of the text features
at the start of Maus II?
• Vocabulary (+3)
• bungalow = a one story cottage
• reproach = to blame or discredit
• distorted = twisted or misshapen
• CAT questions (+9)
• Chapter One - MetaMaus
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“Auschwitz (time flies)” ch II.2
• Content Goal- To consider the content of
chapter two and draw conclusions about why
Artie would have writer’s block
• Language Goal- To read carefully and make
connections with the characters’ emotions
and decision-making (+2)
• Group __ presentations
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“Auschwitz (time flies)” ch II.2
• Warm-up elaboration journal (+10)
How would you feel being required (not just asked and
allowed to elaborate with fiction) to share your deepest,
darkest feelings on paper?
• Vocabulary (+4)
cathartic = when emotions are purified/resolved
exploited = to have been unfairly used
munitions = ammunition
quarantine = a separate facility for sick/ill people
• CAT questions (+9)
• Chapter Two - MetaMaus
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Davis 44
“…and here my troubles began” ch II.3
• Content Goal- To draw conclusions about why
Vladek is so “lucky” in the camp and about his
• Language Goal- To read the text and visuals to
draw conclusions about Vladek’s character
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“…and here my troubles began” ch II.3
• Warm-up elaboration journal (+10)
Describe a time you recognized someone was
being hypocritical.
• Vocabulary (+2)
• typhus = a severe disease transferred by body lice
• civilian = citizens who are not in the military
• CAT questions (+9)
• Chapter Three - MetaMaus
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“Saved” ch II.4
• Content Goal- To analyze the choices of dogs,
cats, mice, and pigs as the main animals in this
• Language Goal- to read patiently considering
the agony it must have been for Vladek to be
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“Saved” ch II.4
• Warm-up elaboration journal (+10)
Describe what you have been determined to earn,
achieve, or accomplish.
• Vocabulary (+4)
Wehrmacht = “Defend-Power” Nazi military forces
liberation = being freed/liberated
valise = suitcase
cache = hiding place
• CAT questions (+9)
• Chapter Four - MetaMaus
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“The Second Honeymoon” ch II.5
• Content Goal- to compare the resolutions of
the two stories
• Language Goal- To notice the additional
animals depicted and consider what they
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“The Second Honeymoon” ch II.5
• Warm-up elaboration journal (+10)
How can sad endings also be happy?
• Vocabulary (+4)
listless = melancholy (lacking spirit)
relapse = recurrence of symptoms; back-sliding
gentile = non-Jewish
displaced = expelled from/forced to flee homeland
cats = feline creatures
• CAT questions (+9)
• Chapter Five - MetaMaus
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