The Holocaust

Maus I is so amazing. What a powerful ending! This addresses the question that was asked during the multicultural lesson asking us if we think that sensitive issues should be presented. I would still have to agree with what I said earlier on my paper: "We do not ignore these issues! I think that to ignore them is to forget, or act as though they didn't happen and this is NOT OK. The horrible things that have and do happen such as rape, racism, and the use of the "" word are reality..." The ending of Maus, when Artie states, "You burned them?...You-you murderer! How the hell could you do such a thing!!...Murderer," he is saying that his father has killed his mother's life by erasing everything that she wrote about her experiences. It is as though his mother's pain and suffering and the time that she took to write about them were worthless. Artie couldn't believe his father would do such a thing. It is the same thing when we refuse to weigh the heaviness of such a delicate topic. Yes, the Holocaust is a touchy topic that can produce such strong emotions, but at the same time it is packed with such sorrow and well, heaviness. I definitely would love to use this graphic novel in my classroom. I think it provides for a great representation of the importance of writing about the Holocaust. Perhaps I could pair it with Night, and examine how both texts work to portray the same importance/ goal.

I am really glad that we were able to read "A Lesson from the Holocaust: Bystander to Advocate in the Classroom." This article has made me look at the Holocaust, and other sensitive subjects, in a new light. I have had many lessons on the Holocaust, yet I was still surprised at how my emotions can create such a stronger connection to the literature that I read. In presenting this topic, one key is to allow yourself, as the teacher, to be vulnerable. This is not as easy as it seems. I am being the group leader for this article, and I have found myself asking "How are the students (you guys!) going to respond to me?" and "Are you going to be able to/ willing to make strong emotional connections as well?" I shall wait and see!...

I definitely agree in that we need to take several steps away from apathy and many towards empathy. In doing this, a greater understanding and appreciation will arise between our students and literature. Also, if we are examples of these emotional connections within our writing, our students will be encouraged to do the same in their writing. 

Some of the methods that we have looked at so far, that I would like to implement in my classroom would be literature circles, graphic novels, reflective writing, and using images. Literature circles are so beneficial in that they provide for independent work as well as group work. Students are able to read independently and then get in groups to discuss their reading (there are other options of doing lit circles, this just being one of them!). Also, student choice is a key factor in this method, which I like. I think that students are more apt to engage in something that they have some sort of say over... Graphic novels allow students to know that there are other options for reading and writing, than novels. I don't think that we should get ride of the novel genre altogether, but I would like to add some graphic novels into my classroom. These incorporate visual aids as well as written words, which as a combination assist in understanding... I really like the idea of reflective writing, which has come up in a few of my blogs. I think that writing needs to be valued over speaking/discussion, sometimes. For instance, in "A Lesson" the author said that she offered her vulnerable writing and then asked the class a question. The students were speechless. She decided that that moment would be better suited for writing, rather than verbal discussion. I also like that with writing, those who are more shy or less willing to voice their thoughts, are able to do so easier on paper than not... Using images can be a powerful asset to teaching. They can be used for a plethora of things as well. I am fascinated with the idea of presenting pictures, then asking students to narrate the picture. Also, something that may be interesting is to have students act out the picture (like act a certain way that the person looks like they'd act, or have a picture from a certain scene in a piece of literature that your students have read and have them act this out.). Adding these methods and approaches to teaching would be interesting as well. Maybe have one literature circle focus on a graphic novel that has minimal words, then have each group perform the novel as some sort of drama? Hmmm...