Unifying Concept: Complexity of Heroism
Overview: The two graphic novels, Maus I and Maus II by Art Spiegelman are a biographic memoir of his father’s experiences during World War II and the Holocaust in particular. The use of the graphic novel as literature opens up the world of reading for students who otherwise don’t enjoy reading, or find reading difficult. The graphic images not only provide more visual stimulation, but convey the author’s intentions through words, panels, and the art of expression. By telling a very personal story, Art Spiegelman also uses his art as political and historical commentary which gives the readers a more personal connection to the horrific events that millions of people experienced. Students will gain a clearer and more personal look into the Holocaust and how ordinary people often make the most extraordinary heroes, and how the power of the human spirit creates the will to survive. Students will tap into their own personal experiences and be able to make connections through independent thought, and collaboration with peers.
Purposes:
To learn how to read a graphic novel as literature and art, as well as political and historical commentary.
To understand why Art Spiegelman would use an alternate form of literature in order to convey a very personal account of the Holocaust.
To work collaboratively to read, understand, and synthesize knowledge learned from reading and researching information.
To internalize the idea of the human will to survive and how good can come from horror.
To be able to determine what heroism is and why we need heroes in order to keep going in the face of great opposition.
Enduring Understandings:
- Literature and informational texts provide us with varying types of heroism and what heroism can mean to us. Different types of texts can teach us about the facets of heroism and who determines the qualities that define a ‘hero’.
- By reading about different points of view, we are able to then decide on our own POV, and write arguments to defend that viewpoint.
- What are the consequences to heroism?
- Why do people look to heroic figures for guidance?
- How do heroes differ from culture to culture?
Target Standards are emphasized every quarter and used in formal assessment to evaluate student mastery
Highly-Leveraged1are the most essential for students to learn because they have endurance (knowledge and skills are relevant throughout a student's lifetime); leverage (knowledge and skills are used across multiple content areas); and essentiality (knowledge and skills are necessary for success in future courses or grade levels).
10.RI.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.RI.2 Determine a central idea of a text and analyze 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.W.2 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
10.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Supportingare related standards that support the highly-leveraged standards in and across grade levels.
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.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9– 10.)
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, and 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.
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.
Constant Standards are addressed routinely every quarter.
10.RL.1,10
10.RI. 10
10.W. 4,6,10
10.SL.6
10.L.2,6
Selected Reading of Complex Text:
Extended Texts:
Maus I and Maus II, Art Spiegelman / Short Texts:
Biographical text and video on Art Spiegelman
Video clips for ‘heroism’
Short story guide
Articles for ‘heroism’:
Additional Instructional Resources
”'MetaMaus': The Story Behind Spiegelman's Classic”, National Public Radio
Maus: A Teacher’s Guide, by Caitlin Chiller
Performance Assessments
Formative:
- Narrative about Heroism
- Socratic Seminar participation
- Written response after reading
- Fishbowl Discussion participation
- Close Reading of articles
- During reading strategy activities
- Informational writing assignment
- School City assessment
1This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA.
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