Cross Curricular Collaboration Utilizing Maus by Art Spiegelman

ELA Unit Plan

Andrea Birdsong University of Missouri

This unit plan is designed to be taught in congruence with the American/World History Unit Plan utilizing
Maus.

Missouri ELA GLEs

1A Grades 11/12: Conduct research to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; gather multiple
relevant, credible sources, print and digital; integrate information using a standard citation
system.

Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.

1C Grades 11/12: Interpret visual elements of a text including those from different media and
draw conclusions from them (when applicable).

Respond thoughtfully to diverse perspectives including those presented in diverse media;

synthesize claims made on all sides of an issue, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the evidence and reasoning
presented.

1D Grades 11/12: Explain two or more central/main ideas in a text, analyze their development
throughout the text, and relate the central ideas to human nature and the world; provide an
objective and concise summary of the text.

2A Grades 11/12: Evaluate how an author's choices to structure specific parts of a text
contribute to a text's overall meaning and its aesthetic impact.

2D Grades 11/12: Evaluate an author's argument and reasoning for effectiveness, validity,
logic, credibility, and relevance of the evidence.

3A Grades 11/12: Analyze the representation of a subject in two different artistic mediums,
including what is emphasized or absent in each treatment.

3B Grades 11/12: Synthesize information from two or more texts about similar ideas/topics to
articulate the complexity of the issue.

3C Grades 11/12: Evaluate how an author's work reflects his or her historical/cultural
perspective.
Duration
Pre-reading: Scott McCloud Understanding Comics 2 Days
Reading of Maus 10 Days
YouTube documentary 1 Day
Read and Discuss: Transgenerational transmission of trauma and resilience: a
qualitative study with Brazilian offspring of Holocaust 2-3 Days
Class time to work on final project 5 Days
Outside of Class Work Days (week days only) 5 Days
Total In Class Days Utilized 21-22 days in class, 5 days outside of class, 26-27 days
total

Objectives
Students will analyze and discuss how the imagery used in Maus contributes to the text
and the overall interpretation of the material by that of the viewer/reader.
Students will debate the implications of classifying Maus as both fiction and non-fiction
and by developing a rationale or argument for both points of view.
Students will analyze how an authors perspective of their work influences how they
communicate their ideas to the reader.
Students will utilize multiple sources to create a final composition that incorporates the
various themes, perspectives and topics discussed in Maus.
Students will compare and contrast the empirical research on transgenerational effects
of the Holocaust and how this concept is discussed or illustrated within Maus.
Students will demonstrate the ability to synthesize and demonstrate learned information
through creative endeavors.

Resources
Maus by Art Spiegelman
Selected Pieces of Understanding Comics by Scott McCloud
YouTube Documentary: Arena: Art Spiegelmans Maus (1987)
(https://www.youtube.com/watch?v=s4LIkbkSeN4)
Research Article: Transgenerational transmission of trauma and resilience: a qualitative
study with Brazilian offspring of Holocaust survivors
(https://bmcpsychiatry.biomedcentral.com/articles/10.1186/1471-244X-12-134)

Materials
Notebook/Small Binder and Paper Projector
Writing Utensil Printer
Computer Lab/Chrome Books

Activities/Procedures
Days 1-2: Students will utilize McClouds Understanding Comics as precursory resource
to understanding various elements of graphic novels as preparation for further visually
understanding and interpreting Maus. In small groups, students will dissect how
guttering, use of line, framing, etc. contribute to the interpretation of imagery and text
from selections of Maus prior to reading the text as a whole.
 Days 3-12 (In Class): Students take notes during the reading of Maus in class regarding
thoughts on themes, characters, graphic novel elements, dialogue, etc. Students will
use these notes as a resource/part of their final assessment project.

Day 13 (In Class): Students will take notes while viewing Arena: Art Spiegelmans Maus
(1987). Students will use these notes as a resource/part of their final assessment
project.

Day 14: For the first 20 minutes of class as individuals, students will write down their
thoughts on the following statements: Maus has been listed as both fiction and non-
fiction literature. Discuss your thoughts and arguments for both points of view. Utilizing
the remainder of the hour, students will discuss as their thoughts regarding the
classifications of Maus with the instructor serving as the facilitator.

Day 15-17 (In Class): Day 15, students will read Transgenerational transmission of
trauma and resilience: a qualitative study with Brazilian offspring of Holocaust and take
notes to be used as part of a small group discussion prior to a class discussion. Day 16,
students will break into small groups to discuss what they read in Transgenerational
transmission of trauma and resilience: a qualitative study with Brazilian offspring of
Holocaust. As a group, students will come to a general consensus and write a summary
of their interpretation of what they read and how this concept of transgenerational
transmission can be found in Maus. Day 17, groups will present and discuss their
various summaries, analyzing commonalities and differences.

Days 18-22: Students will have 5 days in class to work on final projects in class. See
project outline for details.

Days 23-27 (Outside of Class): Students will have 5 days (plus any weekends) to work
on their final project outside of class. Final projects will be due one week from the last
day of in class work time.

Assessment
Formative: Notes, In Class Discussion, and Group Work Students will be required to take
notes on any and all reading materials in class. These notes should be kept in a notebook as a
continuous written piece to be turned in with their final project at the conclusion of the unit. A
rubric outlining the expectations for notes will be given prior to the start of the unit. In Class
Discussion will be evaluated on participation at the teachers discretion. Group work will be
evaluated as a whole it is up to the instructor as to whether group work will be evaluated on an
individual basis or on the concluding presentation as a whole.

Summative: Final project Students will be afforded the opportunity to demonstrate their
understanding, interpretation, and synthesis of unit material through the utilization of a medium
of their choice. Project options include:

- An artistic composition that illustrates the various thematic elements presented in the
unit through a medium of their choice. Accompanying this composition will be a one-
 and-a-half to two-page double-spaced artist statement and explanation of their artwork,
citing the material from which they garnered influence in standard MLA format. Sources
should be included in MLA format as a separate page. Other constraints for the
composition the composition should be no less than 18 x 24 inches in size utilizing a
media or mediums of choice.

- A minimum 4-page double-spaced paper that analyzes Maus through a variety of lenses
the choice of the author to write the piece as a graphic novel rather than as a standard
piece of literature, how the residual effects of surviving the Holocaust effected the
various characters of Maus, including the author, and finally, the students detailed
opinion and justification as to whether Maus should be deemed a work of fiction or non-
fiction. Any material from the various readings should be cited using MLA standards.
Sources should be included in MLA format as a separate page.

- A tri-fold mini-museum that explores Maus. A summary of Maus, a history of the

Holocaust using resources from class AND outside resources, and a timeline of the
Holocaust in relation to World War II that includes the various events
discussed/outlined/illustrated in Maus. All research materials should be cited using MLA
standards. Sources should be included as their own section taking up no more than a
5x7 section of the presentation board.

- A summarizing video-media composition, no less than five minutes and no more than 10
discussing or evaluating Maus as a literary piece through the lens of plot design
(exposition, rising action, climax, falling action, resolution).
 Cross Curricular Collaboration Utilizing Maus by Art Spiegelman
American/World History Unit Plan
Andrea Birdsong University of Missouri

This unit plan is designed to be taught in congruence/with reference to the material covered in the ELA
Unit Plan utilizing Maus.

Missouri Social Studies GLEs

History: Continuity and Change
1.1A Create and use tools to analyze a chronological sequence of related events in world
history.

1.1B Explain connections between historical context and peoples perspectives at the time
in world history.

1.4A Trace the significant events and developments of WWII.

1.4C Describe critical developments and turning points in WWII including major battles.

1.5A Trace the origins, and relationships among the world wars, revolutions, and global
conflicts of twentieth century to determine their impacts on the world today.

1.5B Analyze world-wide imperialism in the late nineteenth and twentieth centuries to
determine its causes and consequences.

3.1A Create and use maps and other graphic representations in order to explain
relationships and reveal patterns or trends in United States history c.1870-2010.

History: Peoples, Groups, Culture

1.5A Using a world history lens, describe how peoples perspectives shaped the
sources/artifacts they created.

Duration
The duration of this unit is undefined and relies primarily on the pieces in which the instructor
chooses to analyze. For example, The Monuments Men and Woman in Gold would require at
least three class periods, with time on the third day for possible class discussion. Other
features of this instructional unit rely heavily on the time allowed in class or time in which the
instructor assigns for out of class work (such as for primary project creation time).

Objectives
Students will demonstrate the ability to synthesize and demonstrate learned information
through creative endeavors.
Students will utilize multiple and varying resources to understand the events and
imagery of WWII.
Students will study visual media of WWII and apply the ideas and themes expressed in
modern day creative interpretations.
Students will utilize a design perspective to examine how creativity and design effected
various aspects of WWII.
 Students will analyze and compare and contrast the graphic novel Maus to other
classroom text resources to develop a biographical and factual picture of the events
and occurrences of WWII.

Literary
Maus by Art Spiegelman
Course textbook

Film Resources
The Woman in Gold (film)
The Monuments Men (film)
The Ghost Army (PBS documentary)

Visual Resources
Rosie the Riveter, Norman Rockwell, 1943
(http://collection.crystalbridges.org/objects/585/rosie-the-
riveter;jsessionid=4B6B4403ABE8C02F8A50AA6C12579129?ctx=752eb77d-d230-
49d5-b989-79d649862c26&idx=1)
I Want You, James Montgomery Flagg, date unknown (https://s-media-cache-
ak0.pinimg.com/originals/6f/5f/48/6f5f48735ed61a83bd4c75038ae6e80f.jpg)
Behind Any Forces: The Jew, artist and date unknown
(http://worldwartwo.filminspector.com/2016/01/german-propaganda-posters.html)
Jap, Youre Next, James Montgomery Flagg, date unknown (http://historum.com/history-
help/22344-questionnaire-about-wwii-propaganda-help-ya-ll-research-paper-
purposes.html)
Loose Talk, Howard Scott, 1942
(https://cdn.tutsplus.com/vector/uploads/legacy/articles/2010/inspir_propagandaposters/
closedfortheduration.jpg)

Materials
Notebook (including course notes from ELA course study on Maus)
Writing Utensils
Computers/Chrome Books
Projector
Printer

Activities/Procedures
Utilizing Maus as the primary resource, students will examine the various events of WWII and
the Holocaust through the perspective of the Jewish people. Compare and contrast the events
as they are described in Maus with that of the academic approach of the course textbook.

- Creating and Connecting As individual and as a class, students will create a

collaborative timeline of events of World War II with special concentration on the
establishment of the Nazi regime as the ruling party of the German government, the
Holocaust, and the Holocaust as it was discussed in Maus.
As individuals, students will:
 o Utilize notes taken throughout the reading of Maus in their ELA coursework to
create a timeline of events for the graphic novel
o Utilize notes taken throughout various class assignments regarding important
events of World War II in regards to the Nazi regime as the ruling party of the
German government and the resulting events known today as the Holocaust

As a class, students will:

o Create an informational and illustrative timeline that includes:
The rise of Nazi regime as the ruling party of the German government
and the resulting events of World War II as they pertain to the Holocaust,
from pre-WWII to the liberation of the camps
the Holocaust events as they occurred to the various characters and were
illustrated in Maus
o Students will be assigned generalized time periods for which they will contribute
to the time line (such as pre-war Europe, 1937-1939, 1940-1942, 1943-1945,
and/or specific big events: Pearl Harbor, D-Day, VE-Day, the Bombings of
Nagasaki and Hiroshima, the Western Front, the Easter Front, etc.)
Student contributions will include: factual information regarding key
battles and other major events, imagery such as artwork, historic photos,
maps, etc.
Facts should be brief in nature (no more than a few sentences or
paragraph per occurrence) and illustrations should be clearly printed and
in color. Mounting on a colored or black paper is recommended.
ALL ITEMS should include specific dates other relevant information such
as artists name for works of art (when available), title of composition, etc.
Elements from Maus should include printed versions of the illustrated
frames (for example, when the Jews are sent to the ghettos, these frames
from Maus would be included alongside of the historical imagery and
other factual information.
All contributions must include source citations in MLA format.

Art Integration: Arts Role in WWII

- With reference and relation to Maus and Art History:
o The Monuments Men and/or The Woman in Gold
Obviously both are not necessary but offer different perspectives. The
Monuments Men illustrates the in-the-moment story of property and art
reclamation by the United States where The Woman in Gold illustrates
the modern day approach to reclamation on behalf a Jewish woman who
escaped (and her family who did not) to the United States and is going
after her home country of Austria to reclaim what was taken from her
family during the war.
Project Possibilities Degenerate Art (Entartete Kunst)
o https://en.wikipedia.org/wiki/Degenerate_art
o http://www.bbc.com/news/magazine-24819441
o https://www.britannica.com/art/degenerate-art
o Students create a curated show of various art works,
pieces of literature, architectural styles, musical pieces,
 etc. that were banned/destroyed during WWII and the Nazi
Regime. For each item/work covered, students would
have a visual representation of the work, the artist
(whether studio artist, composer, architect, etc.) as well as
a one page summary explaining:
Why the work was considered degenerate
The factual information (who, what, when, where,
how)
Their opinion as to their feeling towards the work.
o All works would be assembled into a modern day
Degenerate Art showing, giving the gallery exhibition a
new meaning and interpretation.

- With Reference to War by Design

o The Ghost War
A unique aspect of WWII that analyzes war strategy through the lens of
the artist. The Ghost Army explores how a unit of set designers, sound
professionals and visual artists were recruited and assisted in major
victories over Axis powers during WWII.

o Propaganda
War through the lens of advertising/marketing and graphic design.
Propaganda played a key role of conveying perspective and manipulating
attitudes of the general public in regards to their patriotism and duty
during WWII.
Rosie the Riveter, Norman Rockwell, 1943
(http://collection.crystalbridges.org/objects/585/rosie-the-
riveter;jsessionid=4B6B4403ABE8C02F8A50AA6C12579129?ctx
=752eb77d-d230-49d5-b989-79d649862c26&idx=1)
I Want You, James Montgomery Flagg, date unknown (https://s-
media-cache-
ak0.pinimg.com/originals/6f/5f/48/6f5f48735ed61a83bd4c75038ae
6e80f.jpg)
Behind Any Forces: The Jew, artist and date unknown
(http://worldwartwo.filminspector.com/2016/01/german-
propaganda-posters.html)
Jap, Youre Next, James Montgomery Flagg, date unknown
(http://historum.com/history-help/22344-questionnaire-about-wwii-
propaganda-help-ya-ll-research-paper-purposes.html)
Loose Talk, Howard Scott, 1942
(https://cdn.tutsplus.com/vector/uploads/legacy/articles/2010/inspir
_propagandaposters/closedfortheduration.jpg)

As Introductory Activities
VTS Visual Thinking Strategies
o Class discussion analyzing propaganda imagery and its
possible interpretations by students.
 What is going on in this image?
What do you see that makes you say that?
What more can we find?
o When used as an introduction, students connect to
imagery prior to discussing the factual details of the usage
of propaganda throughout WWII.

See, Think, Wonder Inquiry through Writing

o Similar to VTS, See, Think, Wonder, helps students to
develop a connection to the imagery and its possibilities
and interpretations
What do you see?
What do you think about the imagery?
What do questions do you have about the imagery?

As a Project/Exemplars
o Students utilize their knowledge regarding propaganda themes of
WWII as they apply to todays society.
Themes to consider patriotism, military service,
relationships/associations, race issues, loyalty, imminent
danger, women in the work place, etc.
Projects could be completed in a traditional
studio format or digitally utilizing a program
such as Photoshop.
Compositions should be a minimum of 16 x 20
o Mind maps and/or inspiration boards
are recommended for helping
student to create rough drafts of
their final composition ideas.

o A Study of Symbols in small groups, students will create a presentation that

investigates and analyzes the use and origins of various symbols/images and
their appropriations throughout World War II and the Holocaust. Symbols/images
will include: the Swastika, the Star of David, the image of Uncle Sam, the image
of Rosie the Riveter, the Hammer and Sickle, Rising Sun
 Student/small group presentation/project possibilities
Graphic Novel/SANs
o Utilizing the graphic novel format, students create a
storyboard and SAN (sequential art narrative) to illustrate
the information gathered regarding the groups symbol
from origin to application during WWII to usage of the
image in todays society.
o This style of project will build on their content knowledge
from ELA regarding Plot Sequence as well as the
application of their research for this course.
o This style of assignment would work best when utilizing
only one symbol/image per group/individual
The benefit of utilizing this as a group project is that
students could each work with their strengths the
fact finders, the writer, the illustrator, the presenter,
etc.
If a student or students is/are not confident
in their art making abilities by hand, there
are several online resources that could
assist them in their graphic novel layouts
such as Canva and Pixton.
Mini-museums and Curation Presentation
o Student(s) work in pairs or in groups to create a mini-
museum tri-fold presentation that visually illustrates the
development of a symbol. Museums would include the
meaning of origin, the usage during WWII (which could be
possibly be the same with some of the symbols/images)
and how the symbol changed after the war or is currently
interpreted today.
Illustrative elements are key, showing the various
applications/usages of the imagery.
Accompanying short, summaries of
information for imagery
A timeline illustrating the life span of the symbol
Infographs
o Utilizing digital media such as Photoshop, students work
individually to create informative and illustrative infographs
regarding their assigned symbol. Infographs would include
would include the meaning of origin, the usage during
WWII (which could be possibly be the same with some of
 the symbols/images) and how the symbol changed after
the war or is currently interpreted today.

Assessment
Formative Participation in VTS and other class conversations/writings/notes

Summative the following assignments (detailed above) would be utilized as summative

evaluations of learning. Rubrics would be handed out to students at the introduction of each to
serve as a guide of expectations for the students.
- Collaborative Timeline
- Propaganda Compositions
- A Study of Symbols (SANs/Mini-Museums/Infographs)
- Degenerate Art (Entartete Kunst) Exhibition