MAUS:

A Teacher’s Guide

Caitlin Chiller
Whitehall Public Schools 7-12 English Teacher
MATELA President-Elect
Publisher
[email protected]
Rationale:
My experience teaching Art Spielgelman’s Maus started my first year teaching at Frazer Schools on the
Ft. Peck Reservation in northeastern Montana. I wanted my students to have an engaging experience with
reading, a visual experience. I had read Maus in college and had found the black and white images compelling,
shocking, and whimsical, a transportation into a nightmarish landscape of survival. The themes of survival and
resilience stuck with me, as did the dynamic relationship between father and son as Spiegelman patiently
recorded his father’s stories. I immediately saw the parallels of oral tradition between my students’ culture in
Frazer and the Jewish story tradition. I saw the potential to teach students symbolism, metaphor and
personification without intimidating them with language. And, naively, I saw comics as a “simple” medium for
students to understand.
Over the course of the next seven years, teaching first in Frazer and then in Simms, I discovered that
nothing about Maus was simple, and that with every new class of students, I learned something new about
families, storytelling, war and generational trauma. I began to realize that this was a story less about the history
of the Holocaust as it was a story about fathers and sons, survival and forgiveness. What fascinated students
and I wasn’t the Holocaust itself, but the way some people survived and some did not. Through our careful
analysis of Speigelman’s starkly drawn black and white panels, a portrait emerges, not of heroes with
superpowers, but of men and women with flaws and weaknesses not unlike or own.
For this unit I have drawn from many sources and resources on the teaching of comics, the Holocaust,
and Maus specifically. I have taken student’s suggestions and worked and reworked these lessons into
something fluid and meaningful. I do not think this unit is the final iteration of my teaching, but I do think it is
worth sharing, if only to start a dialogue about visual literature like comics and their place in the classroom.
Standards:
9-10RL.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.
9-10RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over
the course of a text, (including those of American Indians), interact with other characters, and advance the plot
or develop the theme.
9-10RL.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.
9-10RL.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.
9-10RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
9-10SL.1 Initiate and participate effectively in a range of collaborative and culturally diverse 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.

Objectives:
 Identify and understand the use of metaphors and other figurative language in a variety of genres
 Understand and analyze the way symbols are used both verbally and visually to tell a story.
 Analyze and evaluate multiple perspectives presented about historical events.
 Synthesize the multiple themes present in the narrative to determine author’s purpose and audience.
 Listen and discuss with classmates the multiple perspectives and ideas present in Maus.
 Synthesize personal experience into symbolic cartoon
 Compare and contrast multiple artistic renditions of the Holocaust.
Calendar:
Day One Day Two Day Three Day Four Day Five
Discuss figurative Introduce Read aloud in class Read aloud What is
language and symbolism and Maus Prologue and Chapter 2 - The transgenerational
introduce Miloz comics as a Chapter One – Honeymoon - trauma and how can
Poem “A Song on medium using Questions for discuss it affect families?
the End of the Introduction to prologue and Spiegelman's use Read articles from
World” Questions Maus PowerPoint chapter one of symbols for Washington Post
for reading poetry. practical and and Toronto Globe
artistic and Mail
representation.
Day Six Day Seven Day Eight Day Nine Day Ten
Read aloud Discuss Ch. 2&3 Read aloud Read aloud Discuss Maus Ch. 4
Chapter 3 - Partnered activity Chapter 4 - The Chapter 5 - Mouse & 5 How does the
Prisoner of War - on visual Noose Tightens - Holes - discuss the conflict become
How does metaphors – discuss the effects effect of PTSD on more
Spiegelman create students review of the war over the relationship of complex? How are
visual metaphors the panels identify time on Vladek Vladek, Anja, and the characters
and similes? How examples of and Mala Artie. developing?
is visual figurative symbols, metaphor
language different and personification
from literary?
Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen
Read aloud Ch. 6 PTSD Review Maus and Introduce Finish cartoon and
and discuss Ch. 6 and Maus How discuss the overall Symbolism hand in at the end of
How does does Vladek effect of symbols project: Make a class.
Spiegelman show exhibit the in the story. Do we cartoon about
the effects of symptoms of feel less sympathy yourself using
historical trauma PTSD and how for the characters either paper and
on his does Artie respond because they are pen. The cartoon
family? What is to his "mice", "pigs" and should be a simple
the symbolic father? Write an "cats"? Does story with setting
significance of the imagined dialogue Spiegelman want and multiple
archway above between Artie and us to focus on the characters that
Auschwitz and Vladek in which emotional contains conflict
why does they discuss experience of the and resolution.
Spiegelman choose PTSD. war or something
to end the first part else?
of the story there?
Day Sixteen Day Seventeen Day Eighteen Day Nineteen Day Twenty
Read excerpt from Write a three to Revise and edit Final edits to Reflection and test
Suite Francaise, five paragraph compare/contrast compare/contrast over Maus
discuss. Which comparison and using peer review turn in at the end
story seems more contrast of class.
real? How are the of Maus and Suite
narrative Francaise.
techniques
different? Are the
experiences of the
people similar or
different?
Resources:

Online

Berube, Kevin. “The intergenerational trauma of First Nations still runs deep”. Toronto Globe and Mail. Feb.
16. 2015. Web. http://www.theglobeandmail.com/life/health-and-fitness/health-advisor/the-intergenerational-
trauma-of-first-nations-still-runs-deep/article23013789/

Chicago Humanities Festival. “Lesson Plan: Maus”. Edited by Christopher Swanson. 2001. Web.
http://resources.mhs.vic.edu.au/maus/downloads/ComicBookLessonPlan.pdf

Taylor, Adam. “The trauma of World War II might outlast its survivors”. The Washington Post. Aug. 7. 2015.
Web. https://www.washingtonpost.com/news/worldviews/wp/2015/08/07/the-trauma-of-world-war-ii-might-
outlast-its-survivors/

Troller, George Stefan “Art Spiegelman’s Maus”. Arena: BBC. 1987. Film. Web. https://youtu.be/s4LIkbkSeN4

Veterans Administration. “Helping a Family Member Who Has PTSD”. U.S. Department of Veterans Affairs.
Aug. 13. 2015. Web. http://www.ptsd.va.gov/public/family/helping-family-member.asp

Print

Miloz, Czelaw. “A Song for the End of the World”. Collected Poems of Czelaw Miloz. 1990. Ecco. Print.

Némirovsky, Irène. Suite Française. 1997. Vintage: Reprint Edition. Print.

Lesson Plan Handouts:

Terms for Reading Maus:
Comic Book Technical and Literary Terms

Bleed: The image extends to the edge of the page.

Detailed: The drawing is specific, places and faces are unique and recognizable in other
panels.

Frames: The lines around the panels.

Gutters: The spaces between the frames.

Panel: The defined area of action.

Rough: The drawing is generalized, places and faces are generic.

Voice Balloon: The space in a panel reserved for speech.

Streaks suggest fast movement, or velocity.

A drop of sweat on a characters forehead might suggest fear or pressure.

Jagged voice balloons mean anger, or a raised voice, yelling.

Black squiggles over a character’s head suggest simmering anger.

Places named in Maus

Sosnowiec ( So·snow·vee·its)

Zawiercie (Zav·wert·cee)

Częstochowa (Ches·ta·ho·va)

Auschwitz (Aw·sh·wits)
Name ___________________________ Date __________________
Answer using complete sentences, showing evidence for your answers with cited page numbers from the book.

Reading Maus The Prologue & Chapter 1

What is your first impression of Vladek Spiegelman? His remarks about friends?

What has happened to Artie’s mother? How do you think that might affect his relationship with his father?

On page 12 we see a close-up of Vladek as he pedals his exercise bicycle. What is the meaning of the numbers
tattooed on his wrist? How does this single image manage to convey information that might occupy paragraphs
of text?
Name _______________________________________ Date _______________
Answer using complete sentences, showing evidence for your answers with cited page numbers from the book.

Reading Maus Chapter 2 & 3

What does Vladek see while traveling through Czechoslovakia?

Why does the artist place a swastika in the background of the panels that depict the plight of Jews in Hitler's
Germany (p. 33)? Why, on page 125, is the road that Vladek and Anja travel on their way back to Sosnowiec
also shaped like a swastika?

Why was Vladek's father so reluctant to let him serve in the Polish army? What means did he use to keep him
out?

How does Vladek arrange to be reunited with his wife and son? What visual device does Spiegelman use to
show him disguising himself as a Polish Gentile?
Name __________________________________________ Date _____________
Answer using complete sentences, showing evidence for your answers with cited page numbers from the book.

Reading Maus Chapter 4 & 5

During the brutal mass arrest depicted on page 80, Vladek is framed by a panel shaped like a Jewish star. How
does this device express his situation at that moment?

What happened to Vladek's father? What does the scene on pages 90-91 suggest about the ways in which some
Jews died and others survived?

Describe the strategies that Vladek used to conceal Anja and himself during the liquidation of the ghetto. How
did the Germans flush them from hiding?

How did Vladek care for Anja after the destruction of the Srodula ghetto? Contrast his behavior toward his first
wife, during the worst years of the war, with the way he now treats Mala.
Name _______________________________________ Date _______________
Answer using complete sentences, showing evidence for your answers with cited page numbers from the book.

Reading Maus Chapter 6

On page 136 Vladek says that he was able to pass for a member of the Gestapo but that Anja's appearance was
more Jewish. What visual device does Spiegelman use to show the difference between them?

Given the fact that the Spiegelmans are "mice," what is the significance of the panels on page 147, in which
Vladek and Anja's hiding place turns out to be infested with rats? Why might the author have portrayed this
incident?

Why does Artie call his father a murderer? Is he justified? Who else has he called a murderer, and why?
Name____________________________________________Date_________________
Answer in complete sentences. Cite the page number of Maus or Suite Française to support your answer.

Comparing Escape
Compare and contrast the flight scenes in Maus (chapter 5 & 6) with the excerpt from Suite Française. Write
one handwritten page in your neatest penmanship. You must site page numbers from Maus or Suite
Française to support your answers. Do not answer the following questions directly in your response. Instead,
use them to guide you in your analysis. Feel free to include other comparisons you think are relevant.

How is the Parisian flight different from Vladek and Anja’s flight in Poland? How is it similar?

How do the supporting characters in Suite Française treat the Michauds?

How do the supporting characters in Maus treat Vladek and Anja?

Why do you think the differences in treatment exist?

Be sure to organize your analysis with an introduction, thesis statement, transition sentences, and a conclusion.
 Creating a Symbolic Cartoon
Due _______________

In Maus, Art Spiegelman turned his parents into mice escaping from vicious and sly cats during World War II. His mice
became symbols for the Jewish plight, his cats symbols of Nazi aggression.
Audience: You’ve been asked by the independent comic book publisher, Krazy Art Inc., to produce a comic similar to
Maus about your own life. Before they front you all the cash for a full-length book they want to see a six panel sample of
what you can do.
Purpose: To explore personal symbols and better understand how symbolism works on the literal and figurative
levels. Your goal with this assignment isn’t to draw a beautiful cartoon, but to create your own symbolic world on paper.
Measure for Success: Write a six-panel cartoon about an animal that you feel best symbolizes you on a sheet of art
paper. The cartoon should have a complete story line with or without supporting characters or dialogue. Use the comic
book conventions we discussed before we began Maus to correctly convey your emotions. Your cartoon’s story line
should reinforce your choice of animal, and should represent something true about yourself.
I will look for the following to grade you:
 A symbolic animal that represents you
 A clear story line that fits into six panels
 Completeness of symbolism
 Attention to detail and clarity
 Creativity
 PTSD & Maus
How does Vladek exhibit the symptoms of PTSD and how does Artie respond to his father? Write an imagined
dialogue between Artie and Vladek in which they discuss PTSD. Use the VA guide to talking about PTSD with
family members as a resource.
Name_______________________________________Date_______________________
Answer using complete sentences.
Maus Quiz

1. Art Spiegelman uses animals to tell his father’s story of the Holocaust. Give reasons why certain
animals were chosen to represent the various groups in the story.

a. Mice (Jews)
b. Cats (Nazis)
c. Pigs (Poles)

2. Why does Vladek tell Artie his story?

A. He’s angry at Artie for smoking
B. It’s Jewish tradition to tell stories from one generation to the next.
C. Artie blackmails his father with guilt over his remarriage.
D. Vladek wants to make money from the sale of Maus.

3. What was Vladek’s life like before the war?

A. He was broke all the time because German bullies beat him up.
B. He lived in a shoe with an old woman
C. He was a young, successful businessman.
D. Vladek lived in New York and drew comic books for a living.

4. List three (3) instances of Jewish persecution by the Nazis in Maus.

5. What happens to Vladek and Anja’s son Richieu?

6. What are the pigs masks a symbol of?

7. What happened to Artie’s mother?

8. Why does Artie call his father a “Murderer” at the end of the first book?

9. How are Vladek & Anja captured at the end of Maus I?