INCLUDED IN THIS UNIT ON MAUS II ARE THE FOLLOWING:
➢ Nine pages of teacher notes – some of these notes are my own but others are from the Jewish Virtual Library, The Holocaust Encyclopedia, and from the United States Holocaust Memorial Museum.
➢ Information on how I use the text in my classroom.
➢ An example of a Mind Map using Maus (one of my assignments) along with a chapter of Nietzsche’s Thus Spoke Zarathustra. The assignment is explained on the next page.
➢ A multiple-choice test with 20 questions, answers, and page numbers.
➢ Ten essay and/or discussion questions with several sub-questions.
➢ The essay questions encourage Higher Order Thinking/Critical Reasoning – many require outside research.
➢ The zip file contains the test and questions as separate PDF units.
➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/ comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).
If you're interested in this unit you may also be interested in the following:
My combined unit on Maus I and II:
MAUS I and II
My unit on The Boy in the Striped Pajamas:
The Boy in the Striped Pajamas: THREE UNITS COMBINED
Common Core Standards covered:
CCSS.ELA-Literacy.RL.8.1; 9-10.1; 11-12.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.4; 9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.9-10.1: W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2: 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.7 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.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
I teach MAUS I AND II as TEXTURE TEXTS or CONTEXT TEXTS usually alongside THE REPUBLIC and THE DROWNED AND THE SAVED. It is an excellent story to use when studying philosophical concepts including, but not limited to, the following: morality, ethics, compassion, memory, and the Holocaust.
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Copyright © 2013, jellycat-in-the-snow productions
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keywords: differentiated learning; Bloom’s Taxonomy; Maus, ELA; the Holocaust; political philosophy; ethics; Maus I
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