Making It Visual for ELL Students: Teaching History Using Maus

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Making It Visual for ELL Students: Teaching History Using Maus

Description:

Through the graphic novel "Maus", students begin to learn the important historical lessons of the Holocaust. The lesson is appropriate for English-language learners and reluctant readers.

Education Levels:

9, 10, 11, 12

Subject:

World History, Reading

Resource Type:

Lesson plan

Fee Status:

Free

Beneficiary:

Limited English proficiency (LEP) students, English as a second language (ESL) students

Online provider:

ReadWriteThink

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Keywords:

Reluctant readers, English-language learners, Second World War, Holocaust, World War II

Mediator:

Secondary school teachers

Publisher:

ReadWriteThink

Contributor:

Martha Atwell, Christian W. Chun

Is Part Of:

http://www.readwritethink.org/lessons/index.asp

Language:

English

Subjects/Topics

P21 Subject:

Language Arts, English, History

Learning Outcomes:

Learning Outcomes:

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Key Ideas and Details

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.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literature

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literature

Craft and Structure

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Key Ideas and Details

2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Text Types and Purposes

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Text Types and Purposes

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Text Types and Purposes

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

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.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

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.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Speaking and Listening Standards

Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Exact Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Speaking and Listening Standards

Comprehension and Collaboration

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.

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.

This data provided by the Achievement Standards Network

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