When you are thinking about themes, connections, or and ancillary meaning for your MAUS articles, consider the following ideas. Not all of these themes show up in every chapter, nor do all provide the same breadth and depth of possible source material, but you might find these helpful.

• History of Jews in Poland (particularly why so many immigrated there and their relationship with the Poles)
• History of Jews–pre WWII in Europe
• European ethno/cultural centrism
• Effect of surviving tragedy:
  • survivor’s guilt
  • psychological trauma
  • parents who survived and their relationships with children
  • communities of holocaust/mass tragedy survivors (911 comes to mind)
• Late adulthood second marriage–reasons for, effects on adult children
• Nazi propaganda
• Prison economies
• Maslow’s hierarchy of needs
• Zionism
• Jew-Black relations in the US
• Antisemitism in Europe and the US
• Freudian and Jungian psychology, especially childhood regression,
• Postpartem depression
• Effects of parent suicide on children
• The Stanford Prison Experiment
• Masks
• Day Labor in prison
• Media portrayals of tragedy
• Survivor’s entitlement
• German companies still profiting off WWII era practices, German companies which came to influence due to WWII war effort
• Nazi experiments on Jews/America’s experiments on Blacks
• Nazi concentration camps/America’s concentration camps–particularly treatment of Japanese and German immigrants during WWII
• Right of return
• Holocaust Memorabilia
• Jewish cultural/ethnic identity

Also, even if your visual analysis essay grade appears in the grade book, I won’t be able to email you your marked copy until next week, so please hold of on asking for them.
Mr. C

In class:

• Turn in Setting Story
• SSR 6 (Setting)

Homework:

• None

In Class:

• “Girl” Timed Write, group rubric creation, and peer evaluation

Homework:

• MAUS 1: 1-2 Moderator Demo on Monday
  • Read, Visually Analyze, and Annotate the Text
  • Print copies of my discussion questions and prepare for discussion
  • Read, annotate, and prepare to discuss my article
  • Find, cut, and bring your own article
• Moderation begins Tuesday.

In Class:

• Peer Review Setting 2nd Draft

Homework:

• Final Draft of Setting Story Due Wednesday
• SSR Wednesday–bring a book.

In Class:

• Wrap up Understanding Comics
• Comics in the classroom synthesis packet
• MAUS cover visual analysis
• Check out MAUS
• Turn in Visual Hard copy if necessary

Homework:

• MAUS chapters 1-2 for Monday, Bring your own cut articles for discussion.

In Class:

• Peer Review Rough Draft of Setting Story

Homework:

• 2nd Draft of Setting Story Due Tuesday
• Final Draft of Setting Story Due Wednesday (SSR Wednesday)

In Class:

• Discuss Moderator Assignment
• Discuss Cutting Articles
• Understanding Comics

Homework:

• Visual Analysis Essay Due Tuesday by class time
• Don’t forget to include a copy of the visual and your author’s letter

MAUS Moderation Starts next Monday

In Class:

• Setting Review
• Sympathetic 3rd person narrator and figurative language practice
• Poetry Reading

Homework:

• Setting Story Rough Draft Due Monday, 2nd Draft Due Tuesday, Final Draft Due Wednesday

In Class:

• Pushing Socratic Discussions Further–Yards after Catch.
• Discuss (briefly) Synthesis and Moderator Units

Homework:

• Visual Analysis and Author Letter due to Turnitin.com Tuesday
• I want a copy of your visual. You may attach an e copy within your document or give me a hard copy Tuesday
• For Monday: Cut the “Car Chip” article down to an essential 250-350 words which preserve Smith’s purpose and adequately presents and defends Smith’s most essential claim. (article on AP Lang page if you need another copy)

In Class:

• SSR 5

Homework:

• Final Draft of Poems Due Friday
• Rough Draft of Setting Story Due Monday
• Second Draft of Setting Story Due Tuesday
• Final Draft of Setting Story Due Wednesday (SSR in Class Wednesday)