m a u sm a u s - vhec
TRANSCRIPT
M a u sM a u s
teacher’s guide
Frieda Miller Vancouver Holocaust Education Centre
a memoir of the holocaust
m a u s a memoir of the holocaust
teacher’s guideFrieda Miller and the
VancouVer holocaust education centre
MAUS: A MEMOIR OF THE HOLOCAUST / Teacher's GuideText: Frieda Miller, Education Coordinator, Vancouver Holocaust Education CentreEditing, Layout and Design: Graham sharpeResearch assistance: Daniel Fromowitz
Vancouver Holocaust Education Centre50 - 950 West 41st avenueVancouver, bc V5z 2n7604 · 264 · 0499 fax 604 · 264 · 0497
© 1998
Material may be reproduced in part or whole, in any print or electronic format for non-commercial purposes provided that the publisher and author are acknowledged.
IsBN 1-895754-29-1
Copyright to the editorial cartoons reproduced on pages 33-36 by Brian Gable, Bob Krieger, Bruce MacKinnon, and Malcolm Mayes remains with the artists.
The Exhibitionmaus: A Memoir of the HolocaustCurated by Natalia Indrimi and organized by La Centrale dell'arte, Rome-New York.
AcknowledgmentsWith special thanks to Brian Gable, Bob Krieger, Bruce MacKinnon, Malcolm Mayes for the permission to reproduce their work.
SponsorshipThis Teacher's Guide was made possible with the generous support of: Mordehai and Hana Wosk Family Fund for Education and through funding for the Maus project provided by: Benwell–atkins Ltd., British Columbia Teachers’ Federation, Canadian Race Relations Foundation, Lucien and Carole Lieberman, Community Liaison Branch – Ministry Responsible for Multiculturalism and Immigration British Columbia, united Way of the Lower Mainland, and VanCity.
I ntroduc t ion 1
about the Teacher ’s Guide 2ar t spiegelman 3
a Memoir of the Holocaust 4 Pre-War Jewish Life 6 Loss of Rights 7 Separation, Hiding, Deportation 8 The Workings of Auschwitz-Birkenau 9 Language of Deception 11 Resistance 14 Liberation and the Aftermath 15
Form and Genre 17M a u s as Metaphor 18 Metaphor by Design 19 Ethnic Metaphors 20 Controversies 21Charac ter study 23
a Comic Book about the Holocaust ? 26
Artistic Style 27 Artistic Process 29socia l Just ice Car toons 31 Editorial Cartoons 33
Glossar y 37Timel ine of the Holocaust 44Resources 47
social s tudies
language ar ts
visual ar ts
Historical record, memoir or comic book? maus defies easy definition. The two volume, Pulitzer Prize winning book by acclaimed graphic artist art spiegelman functions on three distinct yet seamless levels. It is the story of the Holocaust as seen through the eyes of the artist's father, Vladek; it is the story of the tortured relationship between the artist and his father; and finally it is the story of the relationship between the artist and his art.
spiegelman uses a unique cartoon style, characterizing humans as animals, to illustrate the disturbing story of his parents' Holocaust survival, his father's ongoing pain, its impact on family relationships and his own artistic struggle. as a character in his own work, spiegelman juxtaposes the minutiæ of day to day life with the magnitude of events surrounding the Holocaust. Beneath the apparent simplicity of maus' comic book format lies a serious and complex narrative derived from hours of personal interviews and historical research that included visits to auschwitz and other places in Poland.
maus first appeared in 1980 in art spiegelman's avant-garde magazine Raw. maus, a survivor's tale i: my father bleeds history was published in 1986 and maus, a sur-vivor's tale ii: and here my troubles began in 1991. The two volumes were awarded a Pulitzer Prize in 1992 with the creation of a special category to honour the originality of the work.
some critics contend that the comic book format is inappropriate for the subject mat-ter and demeans the enormity of the Holocaust experience. Others argue that the car-toon medium opens up the history to a new readership and that by neither trivializing nor sentimentalizing, Maus raises the comic book to a higher art form.
1
introduction
The guide has been organized into three classroom subject areas. Teachers who wish to borrow ideas across disciplines will find that the student materials are particularly easy to adapt to different teaching needs.
social studies
as a memoir of the Holocaust, History and social studies teachers will find that maus offers an opportunity to explore the history of the Holocaust through Vladek's experi-ences of: segregation, hiding and deportation, the workings and specialized language of auschwitz, resistance, liberation, and the aftermath of war.
language arts
as autobiography, expressed through the conversations between father and son, maus offers English teachers a unique opportunity to analyze form and explore char-acter development and the use of metaphor.
visual art
as a comic book which features the artist as one of the characters, maus offers art teachers an opportunity to explore style, the artistic process and contemporary car-tooning as it relates to issues of social justice.
please note:ReferencestothetwovolumesofmausaredenotedinthetextwithRomannumeralsfollowedbythepagenumber:page46inVolumeIIisindicatedas(II.46).
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about the teacher’s guide
ArtSpiegelmanwasbornin1948inStockholm,Sweden,thesonofAndzi(Anja)and Vladek Spiegelman. The family moved to Rego Park, New York in 1951.Spiegelmandemonstratedanearlyinterestincomicbooks.Popularhorrorcom-ics, Mad, underground comics, television, as well as pop and high art wereall formative influences. By adolescence, Spiegelman was seriously involvedin comic making. As Spiegelman tells us, the underground comic movementdevelopedinthe1960swhilehewasinjuniorhighschool:
"I met some people who later became, like myself, that first generation of underground cartoon-
ists – like Jay Lynch, Skip Williamson. We were all working for the same little magazines. They
were amateur self-produced magazines."(Dreifus,36)
Chaptersofmauswerefirstserialized in1980 inArtSpiegelman'savant-gardemagazineRaw.maus, a survivor's tale i: my father bleeds historywaspublishedin1986andmaus, a survivor's tale ii: and here my troubles beganin1991.ThetwovolumeswonaPulitzerPrizein1992withthecreationofaspecialcategorytohonour theoriginalityof thework.Theacclaimandpublicattention that fol-lowedthepublicationofmauscameasasurprisetoSpiegelman.
"One of the reasons I wasn't ready for the response to maus is that I was living in a world where
comics were being made seriously and taken seriously. So, to me, it was very natural."(Dreifus,36)
"There's a kind of shock in people's minds when they hear that this story is a comic strip
– 'Somebody did a comic strip about the Holocaust.’
Actually, that invests it with a certain lack of hubris. It's not an opera about the Holocaust; it's
something modest, it's a comic strip – a medium that has a history of being without pretensions
or aspirations to art. And perhaps if there can be no art about the Holocaust, then there may at
least be comic strips."(Dreifus,35)
Despite the acclaim, Spiegelman experienced angst and misgivings about hiswork.This self-doubt isexpressedboth in the text (I.16) and imagesofmaus,whereheisdiminishedinsize(II.2,II.46).
TodaySpiegelmanisacknowledgedasoneofthisgeneration'sforemostcomicartists. Co-founder and co-editor of Raw with his wife Françoise Mouly, theacclaimedmagazineofavant-gardecomixandgraphics,Spiegelmanhasbecomewidelyknownformausandhiscurrentworkasacoverartist,contributorandconsultingeditorfortheNew Yorkermagazine.
3
art spiegelman
maus is a memoir of one man's Holocaust experience. Like any eyewitnessaccount, Vladek's story is a partial view that enhances but does not replacehistorical knowledge. Vladek's personal account reflects his particular circum-stances,age,personalityandcountryoforigin.YethisunrelentinghonestyandunwaveringrecallprovidestudentswithmanyentrypointsintothestudyoftheHolocaustincluding:pre-warJewishlife;thelayoutandworkingsofAuschwitz;theeuphemisticlanguageparticulartoAuschwitz;survivalandresistance;libera-tionandtheaftermathofwar.
vladek as eyewitness
Vladek tells us why his eyewitness testimony is important by explaining thathisfirsthandknowledgeoftheHolocaustisdifferentfromhistoricallyacquiredknowledge.
discussion questions
Read the definition of crematoria provided in the glossary and compare it toVladek'sfirsthandexperiences(I.46,I.86,II.27,II.55,II.69-72,II.79).WhatdoyoulearnfromVladek'saccount that isdifferent fromahistoricaldefinition?Conversely,whatdetailsaremissingfromVladek'saccountthathistoricalresearchprovides?MemoirsandhistorybooksaretwowaysoflearningabouttheHolocaust.Whichprovides a greater sense of immediacy, an identification with the individualandwhy?Whatarethelimitationsofoneperson'smemoir?Howdofirsthandaccountshelpusunderstandthelargerhistory?
timeline activity
4
social studies
a memoir of the holocaust
Understandhowoneperson'sexperiencescanbothintersectanddeviatefromthe larger history. Plot the major events and dates in Vladek's life against thetimelineoftheHolocaustincludedintheappendix.
research extension
Students areencouraged tohear fromaHolocaust survivoror readother firsthandaccounts,diariesormemoirsoftheHolocaust(seebibliography).ComparethemtoVladek'sstoryinmaus.Forexample,ElieWiesel,likeVladek,wasalsointerned in Auschwitz and bears witness to the workings of Auschwitz, slavelabouranddeathmarches.UnlikeVladek,Wieselspeaksfromtheparticularvan-tagepointofayoungboyfromatraditionalandreligiouslyobservantHungarianfamily.
small group activity
Studentsaredivided intosmallgroupsandeachgroup isprovidedwithoneormoreof thefollowingstudydocuments.Eachgroupchoosesa recorderandareporter.Students read thematerials, thesuggestedexcerpts frommaus andanswerthequestions.Groupssharetheirfindingswiththeclass.
➢ pre-warJewishlife➢ thingsbegantochange➢ separation,hiding,deportation➢ workingsofAuschwitz-Birkenau➢ languageofAuschwitz➢ resistance➢ liberationandtheaftermathofwar
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social studies
Before1933Jewishfamilieslivedindiverse,vibrantcommunitiesacrossEurope.In Poland, where Vladek and Anja came from, there were 3.35 million Jews,representingtenpercentofthepopulation.Jewishcommunitieshadbeeninplacesincetheeleventhcentury.SomeoftheJewswerereligiouslyobservant,othersmoresecular.Some,particularlythosefromsmallervillages,spokeYiddish,oth-ersonlythelanguageoftheirnativeland.Dependingonwheretheylived,Jewsoften faced many restrictions. Others enjoyed greater freedoms and achievedsuccessasscholars,politicians,artistsandscientists.Notonlyweremillionsoflives lost in theHolocaust,entireJewishcommunitiesanda richculturewerelost.Todaytherearefewerthan4,000JewsremaininginPoland.
read vladek's account
➢ Anja'sfamilyI.15-22
➢ grandparentsI.86,I.116
discussion questions
Vladek presents Anja's large extended family, the Zylberbergs, in some detail.Whatdoeshetellyouaboutthem?Describetheirsocialandeconomicstatus?HowdotheZylberbergscomparetothedescriptionofpre-warJewishlifeabove?WhydoyouthinkVladek'saccountofhispre-warlifeisincludedinmaus?
student material
6
pre-war jewish life
TherestrictionofJewishrightsandtheremovalofJewsfrompubliclifewasagradualandsystematicprocess.The1933Anti-JewishLegislationandthe1935NurembergLawswerethefirst legalstepstobeenactedbytheNazis.TheselawsbarredJewsfromtheGermancivilservice.Basiccivilrightsandrightsofcitizenshipwereremoved.Jewswerenolongerpermittedtoholdjobsinpublicschools,thelawcourts,postoffices,railways,fireandpolicedepartments.Theywere forbidden to practice law or marry non-Jews. Children were forbiddentoattendpublic schools, visitparksandownpets. Jewswere forced towearyellowstarsofDavidinpublicandtheiridentificationpaperswerestampedwiththeletter"J"forJewaspartoftheprocessofidentifyingandisolatingthem.
read vladek's account
➢ swastikaappearsI.32
➢ pogromsinGermanyandPolandI.33,I.37
➢ invasionofPoland,VladekdraftedI.37-8,I.44,I.47-50
➢ restrictionsagainstJewsofSosnowiecI.65,I.75-76,I.78-79
➢ identificationofJewsI.62,I.71,I.80,I.83,I.88,I.90,I.106
➢ gradualsystematicchangeI.65,I.74,I.79
➢ aryanizationofJewishbusinessesI.33,I.76-77
fact finding questions
Describe the ways in which Vladek, Anja and their family were subjected todiscrimination.What rightswereremovedfirst?Howdoesmausmakeuseofimages to explain this process to readers? What did you learn from Vladek'stestimonyabouttheinitialstagesoftheHolocaust?
discussion questions
Whatroledidthese initial restrictionsplay intheoverallFinalSolution?Why isitimportanttounderstandtheseearlyrestrictionsandtheirgradualimplementa-tion?Whatlessonsdotheyholdforracismanddiscriminationtoday?
research extension
The Nuremberg Laws laid down the legal groundwork for restrictions againstJews.Whatwerethey,howweretheyenactedandwhy?Whobenefitedfromthem?
student material
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loss of rights
Kristallnacht,the"NightofBrokenGlass,"wasadefiningmomentinthehistoryoftheHolocaust.OnNovember9,1938,Jewishsynagogues,storesandhomesinGermanyandAustriawere lootedanddestroyed.Jewsweremurderedandthousandsweredeportedtoconcentrationcamps.NewsofthiseventspreadtoJewishcommunitiesacrossEurope.
Thosewhocould, tried toemigrate.Somemade thedifficultdecision tosendtheir children on "Kindertransports" to safety in other countries. Families whoremainedweredrivenintohiding,ghettosandconcentrationcamps.Tosurviveinhiding,Jewshadtoassumeotheridentities–changingtheirnamesandpass-ingasnon-Jews.Separatedfromtheirfamiliestheylivedinconstantdangerofdiscovery.
Childrensufferedfear,separation,disease,starvationanddeath.Olderchildren,whocould serve as slave labourers, had thebest chanceof survival.Only 1.1percentofJewishchildreninEuropealiveatthebeginningofthewar,survivedtoitsconclusion.
read vladek's account
➢ "actions,"round-upsanddeportationsI.78-80,I.86-91,I.109-111
➢ slavelabourI.106,I.116-7,II.67
➢ hidingI.110-113,I.121-125,II.80-88
➢ ghettosI.82,I.105,I.121-24
➢ liquidationI.112-115,I.121
➢ experiencesofchildrenI.81,I.90-1,I.107-109,I.121-123
discussion questions
VladekusesseveraltermstodescribethesystematicroundupanddeportationofJewstoconcentrationcamps.DrawupalistofthesewordsanduseVladek'sdescriptionsoftheeventstoexplaintheirmeaning.Compareyourfindingstothedefinitionsfoundintheglossary.
VladekandAnja'ssurvivaldependedontheirbeingabletoworkasslavelabour-ers,evadecaptureorgointohiding.WhatskillsdidVladekhavetoaccomplishthis?Whohelpedhim?
Vladekwas awitness to the liquidationof theSosnowiecghetto and thepar-ticularexperiencesofchildren.WhatstepsdidheandAnjataketokeepRichieusafe?Whatweretheobstaclesandriskstoplacingachildinhiding?Describetheliquidationprocessanditspurpose.
student material
8
separation, hiding, deportation
VladekwasawitnesstotheworkingsoftheconcentrationcampDachauandthedeathcampofAuschwitz-Birkenau.
Immediately after assumingpoweronJanuary 30, 1933, theNazisestablishedcamps where they “concentrated” and imprisoned perceived enemies of thestateincludingpoliticalopponents,tradeunionists,Jehovah’sWitnesses,Gypsiesandhomosexuals.Thegeneralround-upofJewsbeganin1938.
Dachau was one of the first three concentration camps built. The barracks,gaschamber (whichwasneverused)andcrematoriumofDachaubecametheprototypeforlaterconcentrationcamps.Auschwitzwasestablishedin1940nearOswiecim, Poland and became an extermination camp in 1942. It contained alabour campand thesub-campBirkenau (alsoknownasAuschwitz II)with itsfour gas chambers. The Auschwitz gassings took place at Birkenau, as manyas6,000aday.Upto1.5millionJewishmen,womenandchildrenand100,000victimsfromotherethnicandculturalgroupswerekilledinthiscamp.Only7,650prisonerswerefoundaliveatliberation.
read vladek's account
student material
9
the workings of auschwitz-birkenau
Dachau➢ cattlecars/trainsII.85-88
➢ "Here,inDachau,mytroubles began"II.91-97
Birkenau➢ mapbackcoverVol.I&II,II.52,II.51
➢ trainsII.55
➢ gaschamberI.109,I.116,II.69-72
➢ crematoriaI.86,I.146,II.27,II.55,
II.69-72
Auschwitz➢ mapbackcoverVol.I&II,II.51
➢ foreshadowingI.78,I.86,I.88,I.107➢ deportationsI.114,I.121,I.146,
II.108
➢ arrivalinAuschwitzI.157,II.24-5
➢ rolecallII.50
➢ workII.36,II.47,II.53,II.60
➢ "organizing",tradingII.64,II.67,II.96
➢ resourcefulnessII.85,II.94
➢ hungerII.32,II.48-49,II.59,II.61,II.78,
II.86,II.91-94,II.111
➢ diseaseII.91-2,II.94-96
➢ brutalityII.50,II.57
discussion questions
Whatdoyou learnfromVladekaboutDachau,AuschwitzandBirkenau?Usingthemapsfoundinmaus,describethephysicallayoutofthecamps.
HowwasAuschwitz-BirkenauorganizedtoachievetheNazipurposeofthemasskillingsofJews,Gypsies,Poles,Homosexualsandothers?Considerthemove-mentofpeoplefromthetrainstoshowers,barracksandforcedlabourortothegaschambersandcrematoria.Whatjobswereperformedinthissystematicpro-cessbyguardsandprisoners?WhatjobsdidVladekperform?
DespitethecrueltyanddeprivationoflifeinAuschwitz-Birkenau,anundergroundculturedevelopedamongsttheprisonersthatincludedacommunicationnetwork.Describethephysicalandsocialconditionsofthecamps.Howwasatypicaldayorganized?Describesomeofthestrategiesthatimprovedprisoners'chancesofsurvivinginAuschwitz.HowdidVladekavoidselections?FromVladek'sdescrip-tionofhisrations,calculatethenumberofcaloriesheconsumeddaily.Howdoesthiscomparetothenumberofcaloriesyouconsumeonanaverageday?
research extension
Auschwitzissometimesreferredtoasa"factoryofdeath."TowhatextentisitaccuratetosaythatAuschwitzandtheHolocaustareessentiallymodernevents?What technologicalandorganizationaldevelopmentsof the20thcenturymadetheHolocaustpossible?
student material
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the workings of auschwitz-birkenau
BecauseAuschwitzseemedlikeanotherworld,ithassometimesbeenreferredtoas"PlanetAuschwitz."InmanywaysAuschwitzfunctionedasasociety,albeitaperverseone,removedfromtheworldandallsenseofnormalcyandjustice.Aspecialized languagearose todescribe thisdestructiveworld.Vladekmakesliberaluseofthislanguagethroughoutmaus.
read vladek's account
➢ actionI.111
➢ appelII.50,II.66
➢ kapoII.30-33,II.63
➢ liquidationI.112,I.114,I.121
➢ organizeII.64
➢ selection/selektionII.31-32,II.58-59,II.67
➢ SonderkommandoII.71,II.79
define the words
Workinpairsorsmallgroupstowritedefinitionsforeachofthefollowingwords.Compareyourdefinitionswithothers in theclass.Match theclass'definitionswiththeglossary.What isthedifferencebetweenthewords'actualmeanings(denotation)andtheiruseintheHolocaust(connotation)?Foranalternativeactiv-ity,cutuptheglossarysothatthewordsandtheirdefinitionsareseparated.Giveeachgroupasetandseewhichgroupcanbethefirsttomatchthewordsandtheirdefinitions.
student material
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language of deception
Action/ AktionAppel
AryanizationFinal Solution
Kapo
LiquidationOrganizeRoundup
Selection/ SelektionShower
Sonderkommando
discussion questions
WhichwordsdoyouthinkwerecoinedbytheNazisasalanguageofdeception,tomaskwhatwasreallygoingon?Whichwordsdoyouthinkmayhavebeencoinedbytheprisonersthemselves?WhichofthewordsdescribesomegeneralaspectoftheHolocaust?Whichofthewordsrefertotheconcentrationcampsinparticular?WhydoyouthinkSpiegelmankeptthesespecializedwordsinmausratherthanreplacethemwithonesmoreeasilyunderstood?Howdoesunderstandingthesewordscontributetoyourappreciationofthework?
On the gates to Dachau and Auschwitz were the words Arbeit Macht Frei,Germanfor"work will make you free."Whatdoyouthinktheintentofthismottowas?Howdoesitrelatetothelanguageofdeception?Doyouthinkthislanguageevolvedorwascreated,andwhy?
student material
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language of deception
action / aktionGerman word meaning "action" but used to refer to any non-military campaign. an aktion would be an operation undertaken for political or racial reasons. For example Aktion 14f13 was the code name for the murder of the dis-abled.
appelFrenchwordforrollcall.Processofforcing
concentrationcampprisonerstolineupout-
doorstobecounted,oftenforseveralhours
andunderallweatherconditions.
AryanizationTerm used to describe the confiscation of
Jewish-ownedbusinessesandtheirtransfer
toGermanownership.
FinalSolutionNazicodenamefortheplantodestroythe
JewsofEurope.
KapoPrisoner inchargeofagroupof inmates in
Naziconcentrationcamps.Theword "kapo"
comesfromtheItalian"capo"meaninghead
or chief. Kapos were often professional
criminals, former soldiers, foreign legion-
naires and other rough unskilled prisoners
whodirectedtheforcedlabourworkdetails
ofJewsinconcentrationcamps.Theywere
appointed by the SS work detail officers,
and they had equally cruel foremen assist-
ingthem.PrisonersoftenhadtobribeKapos
to avoid being beaten to death. To distin-
guishthemfromJewswearingyellowstars,
Kapos wore black arm bands with white
letteringontheirleftarms.
LiquidationTermusedbyNazisreferringtotheremov-
al and/or elimination of prisoners: the
liquidation of the Warsaw ghetto saw the
deportation of Jews to the concentration
camp Treblinka, where most were then
killed.
OrganizeWordusedbyAuschwitzprisoners to refer
to stealing and procuring food or other
necessitiesneededtosurvive.
RoundupTerm used to refer to the Nazi collection
of Jews and other victims for deportation,
labourormurder.
Selection/SelektionTermforchoosingwhomtokill.Theprocess
of choosing (selecting) victims for the gas
chambers by separating them from those
consideredfittowork.
ShowerLanguage of deception for the gas cham-
ber.
SonderkommandoGerman word meaning, "special comman-
do."TheSonderkommandowasaunitofSS
soldiersgivenaspecialdutyorassignment
suchashelpingthemobilekillingsquads.It
isalso thenamegiventoJewishprisoners
assigned toworkat thegaschambersand
crematoria. At Auschwitz-Birkenau these
Jewish Sonderkommando were replaced
every few months and put to death them-
selves.
student material
13
glossary
Despitetheextremedangerto life,Vladekrecountsseveral instancesofresis-tancethatoccurredunderNazioccupationandintheconcentrationcamps.Someweresmallactsofpersonalaltruismandsacrifice,othersheroismonagreaterscale.Resistancetoinjusticetookmanyformsincludingthephysical,psychologi-calandspiritual.Someactsofresistancewereplanned,othersmorespontane-ous.
read vladek's account
➢ Anja'sresistanceI.27-8
➢ spiritualresistanceI.54
➢ falseidentitycardsI.78
➢ altruismI.53,II.33-35,II.56,II.59➢ obstaclestoresistanceII.73
➢ SonderkommandoresistanceII.79
➢ PolishrescuersI.81,I.136-139,1.141-148
discussion questions
Vladek's account illustrates some altruistic acts and sacrifices. Describe theseusingexamplesfromthetext.
DescribetheconditionsatAuschwitzthatmaderesistancedifficultifnotimpos-sible.InwhatwaymightasmallactsuchasthesharingoffoodbeconsideredtobeanactofheroisminAuschwitz?JewswhoparticipatedinreligiouspracticedidsoindefianceofNaziorders.Inwhatwaywasmaintainingaspiritual lifeaformofresistance?
DescribetheSonderkommandouprisingofOctober7,1944anditssignificance.VladekidentifiesafewactsofaltruismandrescuebyPolishChristians.Whatcantheseexamplesteachusaboutthehumanresponsetomoralcrisis?
research extension
ResearchotherexamplesofJewishresistancetotheHolocaust, including:theWarsawGhettouprising; the rebellionat theSobibordeathcamp;andJewishpartisanactivity.
Asmallnumberofnon-JewsperformedheroicdeedsandrescuedJewsduringthe Holocaust. Some of these individuals, such as Oskar Schindler and RaoulWallenberg, are well known. Many others are known only to the individualsthey rescued.Researchsomeaccountsof rescuers.Canwemakegeneraliza-
student material
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resistance
ForsurvivorsoftheHolocaust,liberationwasthegradualprocessofreclaimingidentities, searching for family, and finding countries that would accept them.The luckyones founda relativealive.Manydidnot.Withnowhereelse togotheydrifted throughEuropeandendedup inDisplacedPersonsCamps.Manywaited years for the nations which had defeated Germany to determine theirfate.SomelanguishedinEuropeuntil1950–morethanfiveyearsafterthewar.Most countrieshadvery restrictive immigration lawsbarring Jews fromentry.TherewereveryfewchoicesopentoJewishrefugees.Canadawasoneofthefirsttoopenitsdoors.
Many Displaced Persons Camps were housed in former labour or concentra-tioncamps.Nutrition,sanitaryconditionsandaccommodationswereoftenpoor.Despitethis,camp lifewasoftenculturally richand includedmarriages,births,schools,clubs,trainingandemployment.BasicnecessitieswereprovidedbytheUnitedNationsRehabilitationandReliefAgency,theInternationalRedCrossandotherwelfareorganizations.
liberation
➢ GermanretreatII.69
➢ deathmarchII.80-88
➢ exchangedasaprisonerofwarII.97
➢ falseliberationII.105-108
➢ guardsrunawayII.109
➢ foodII.111
aftermath of war
➢ SwedenII.123
➢ displacedpersonscampsII.129,II.31
➢ searchforfamilyII.131,II.133,II.136
➢ dangersofreturninghomeII.131-132
➢ returntoPolandII.135
➢ aidorganizationsII.134
discussion questions
Auschwitz-BirkenauandmanyoftheotherconcentrationcampswereinPoland.AstheRussianArmyapproached,theGermansretreated,force-marchingtheirprisonerstowardsGermany.Whyweretheseevacuationscalled"deathmarches"andhowdidVladeksurvive?
student material
15
liberation and the aftermath
Liberation did not come to Vladek in a single defining moment. Describe thestagesofhisliberation,thedangersandtheset-backs.
Liberationdidnotbringan immediateend tosurvivors'hardships.MapVladekandAnja'sroutethroughEuropeintheirsearchforfamilyandahome.WhycouldVladekandAnjanotremaininPoland?
research extension
Whoweretheliberators?Interviewmembersofyourfamilyorcommunitywhoservedasamemberofoneoftheliberationforcesabouttheirexperiences.
What was Canada's response to those seeking refuge, during and after theHolocaust? Research Canadian immigration policies towards various ethnicgroupsduringthefirsthalfofthiscentury.
student material
16
liberation and the aftermath
maushasgeneratedmuchdebateastoitsliteraryform.EventhePulitzerPrizecommitteeestablishedaspecialcategorytohonour thework.maushasbeencategorizedvariouslyasacartoon,graphicnovel,memoir(Vladek's),autobiogra-phy (ArtSpiegelman's),oralhistoryandallegory.Somethinkof itasaworkoffiction,othersasnon-fiction.
Spiegelman recounts an amusing anecdote about his efforts to have maus removedfromtheNew York Times Book Review'sfictionlist,sayingthat"DavidDuke[theformerleaderoftheKuKluxKlan]wouldbequitehappytoreadthatwhathappened tohis fatherwas fiction" (Blume,1997). In response,oneof thebook revieweditorsquipped that if he rangSpiegelman'sdoorbell andagiantmouseanswered,thenhewouldplacemausonthenon-fictionlist.
Spiegelman'suseof thecomicbookhasbeenhighlycontroversial,withsomesuggesting that the form demeans the gravity of the Holocaust experience.Othersargue that to thecontrary,maushaselevated thecomicbook formtonewandseriousheights.
analysis of form
Studentschooseoneofthepossibleformsorgenre'sattributedtomauslistedbelow,andfindaworkingdefinitionofthatform.Studentswriteanargumentforclassifyingmausaccordingtothatform.Studentspresenttheirargumentsintheformofaclassdebate.Afterhearingallthepresentations,theclassagreesonacollectiveclassificationofmaus.Studentsdiscusshowtheclassificationcanchangereaders'perceptionofthework.
➢ comicbook➢ graphicnovel➢ memoir➢ autobiography➢ oralhistory➢ allegory➢ fiction➢ non-fiction
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language arts
form and genre
Nopartofthecomicbookstylehasevokedmorediscussionthanmaus'useoftheanimalmetaphor.Central to themetaphor isSpiegelman'sdecisionto rep-resentGermansascats,Jewsasmice,andPolesaspigs.Thismetaphor isavehicleforrenderingtheenormityoftheHolocaustinacontainedform.
Studentsexaminetheuseofmetaphorbyreadingthefollowingstudentmateri-alsincludingtheexcerptsfrommausandansweringthequestions.Studentsareencouragedtosupporttheirargumentswithreferencestomaus.
➢ metaphorbydesign➢ ethnicmetaphors➢ controversies
18
language arts
maus as metaphor
maus isclearly intendedasametaphor.Readersarecontinuallyremindedthattheanimalsaretobethoughtofashumanandthattheanimalsinmausthinkofthemselvesashuman.
Inexplaining theoriginsofmaus,Spiegelman tellsofhavingseenoldcatandmicecartoonsandoldracistcartoons,whichspawnedanideaforacomicstripabout racism in America that would be called "The Ku Klux Katz." However,Spiegelmanchangedhismind,realizingthathecouldusethecatandmicemeta-phorwithasubjectmuchclosertohisownpast–theHolocaust(fromSpiegelman’s
The Complete mauscd-rom).
read excerpts
➢ SpiegelmanawareofhisownmetaphorII.41,II.43
➢ AnjastartledbyarealratI.147
➢ psychiatrist'srealcatanddogII.43
discussion questions
HowdoesSpiegelmanremindreadersthatmausistoreadasametaphor?Whydoyouthinkhedoesthis?
research extension
Comparemaus'useoftheextendedmetaphorwithanotherliteraryworksuchasGeorgeOrwell'sAnimal FarmorAesop'sFables.
student material
19
metaphor by design
Thecentralmetaphorofmaus,inwhichGermansarerepresentedascats,Jewsasmice,andPolesaspigs,isnotasstraightforwardasitseems.mausplayswithideasofethnicidentityandhowthoseidentitiescanbehiddenormasked.OnlytherepresentationofJewsasmiceremainsconstant.Jewsaremicewhetherthey are Polish, French or American. Yet other ethnic or national groups areportrayedwithsomevariations.
read excerpts
➢ African-AmericansII.98-100
➢ anordinaryGermansoldierII.54
➢ GermanciviliansII.130
➢ German-JewishchildrenII.131
➢ Art'swife,FrançoiseII.11-12
➢ maskingJewishidentityI.64,I.125,I.136-141,I.149
➢ Spiegelman'sidentityII.41
discussion questions
HowareAfrican-Americansrepresentedandwhy?Whatvisualelementisusedto distinguish ordinary Germans from Nazis? How is this same element usedtoconvey themixed identityofGerman-Jewishchildren?Explain thedilemmaSpiegelmanfaces in trying to findananimalmetaphor to representhisFrenchwife who has converted to Judaism? Why do you think Spiegelman drawshimselfasahumanwithamousemask?WhatdoVladekandAnjadotopassas non-Jews and how is this conveyed visually? What does this suggest toyouaboutthenotionofethnicidentity?Howaremasksafittingwaytoconveypeople'sperceptionofraceorethnicidentity?
WhydoyouthinkSpiegelmanusedanimalsinsteadofhumanstotellthestory?Doyouthinktheanimalmetaphoriseffective,ordoyouthinktheanimalmeta-phordiminishestheenormityoftheHolocaust?
research extension
TheclassificationofpeopleaccordingtotheirethnicidentitieswascentraltoNazipolicy.ResearchNaziracialideology,eugenicsandthetheoryofamasterrace.Explain how these beliefs were implemented during the Holocaust. ConsiderNazipropagandaandlegislation.
student material
20
ethnic metaphors
maus'useofmetaphor raises thecontroversial issueof raceand thedangersofidentifyingpeoplebyrace.SomepeoplehaveobjectedtothemicemetaphorbecauseofitsassociationwithNazipropagandawhichportrayedJewsasvermin,andPolesparticularlyhavefoundthepigmetaphorobjectionable.
race
Because we think of cats, pigs, dogs and frogs as different species, readersmightconclude thatdifferentnationalitiessuchasGermans,Poles,AmericansandFrencharedistinctraces.Inrealityeachofthesecountriesispopulatedbypeopleofdifferentracesandethnicbackgrounds.
SomecriticssaythattheanimalmetaphorplaysintotheNaziideologyofJewsasarace.Hitlerwrotethat"TheJewsareundoubtedlyarace,buttheyarenothuman"(preface,maus,Vol.I).Infact,Judaismisnotarace,itisareligion.PeopleofanyracecanbeJewish.
Nazismusedracetosegregatepeopleandcreatethedistinctionbetweenamas-terAryanraceandtheinferiorSlavicraces,likethePoleswhoweretobeusedasslaves.JewsandGypsieswereconsideredtobesub-humanandtargetedfordeath.Recentgeneticresearchhasquestionedthewholeideaofrace.Researchfindingsshowfewgeneticdifferencesamongstpeople.
vermin
NazipropagandaportrayedJewsasvermin. "Mickey Mouse is the most miserable ideal ever revealed. ... Healthy emotions tell every
independentyoungmanandeveryhonorableyouththatthedirtyandfilth-coveredvermin,the
greatestbacteriacarrierintheanimalkingdom,cannotbetheidealtypeofanimal....Awaywith
JewishbrutalizationofthePeople!DownwithMickeyMouse!WeartheSwastikaCross!"(from
aGermannewspaperarticle,mid-1930s,reproducedintheprefacetomaus,vol.II)
Spiegelman created the mice metaphor intentionally, knowing about the Naziassociation of Jews as vermin and that their method of “extermination” wasthroughtheuseofacommonpesticide–ZyklonB. "I foundthat inafilmcalledThe Eternal Jew,aracistdocumentarymadebyaguynamed
Hippler,there'sshotsofoldJewishmenmillingaroundinaghetto,cuttoaswarmofratsina
sewer,andsayingthattheJewsaretheratsofmankind,carryingtheirdiseasethroughoutthe
world."(fromSpiegelman’sThe Complete mauscd-rom)
student material
21
controversies
poles as pigs
SomePoleshavefoundthepigmetaphortobeoffensive.SpiegelmanrelatesaconversationhehadwithamemberofthePolishpress: "[APolishpressattaché]said, 'Doyourealizethat it isaterrible insulttocallaPoleapig?
It'sworse than itevensounds inEnglish.Doyou realize that theGermanscalledusschwein
[pigs]?'SoIsaid,'Yeah,andtheGermanscalledusvermin.Thesearen'tmymetaphors.These
areHitler's.'Andthatgaveuscommonground.Ipointedoutthat,inthebook,thereareJews
whoactadmirably-buttherearemanyJewsinthebookwhodon't.Thesearejustpeoplewearing
masks.AndthesameistrueofthePoles.TherearesomePoleswhosavedmyparents'livesand
whowereverykind,andthereweresomewhowereswine."(Dreifus,37)
discussion questions
Whydoyouthinkthemiceandpigmetaphorsmightbecontroversial?DoyouthinkthatmausplaysintothehandsoftheNaziideologyofJewsasverminordoyouthinkthatitrefutesit?Explain.WhatreasonsdoesSpiegelmangiveforusingthesemetaphors?
HowdidtheNazi ideologyofJewsasaracecontributetothe"FinalSolution"?HowwasNaziracialideologyusedagainstGypsiesandPoles?HowareethnicandreligiousdifferencesbeingusedtodayintheFormerYugoslaviaandRwanda?
Doyou think it is appropriate todesignatepeopleby race?A recentCanadiancensus question asked people to identify themselves according to race. Thisinformation is commonly used to measure racial discrimination and to studyincomedifferencesbetweenethnicgroupsanditscauses.Doyouthinkpeopleshouldbe categorizedby race?Whendo you think itwouldbe appropriateorinappropriate?
student material
22
controversies
As a work of literature, maus' strength lies in its honest and unsentimentaldepictionofthecharactersandtheiremotions.Atthesametimethenarrativeiscomplex,forwhoistellingthestoryafterall?ThestoryisVladek's,andtoldbyVladek,butthenreportedtousbySpiegelman.Towhatextent isthenarrativecloudedbythelayersofinterpretationorbythedifferentstorieswhichVladekorArtmightwishtotell?Bystudyingtherelationshipbetweencharacters,studentscangainanawarenessoftherichnessandcomplexityofmaus.
Students choose one of the characters for a character study. They read therelatedexcerptsandquestionsandwriteananalysis.Studentsareencouragedtosupporttheirargumentsbyusingquotesfrommausandrelevantportionsofthecomicstrip.
readers' theatre
Select a portion of maus that explores the relationship between two of thecharacters.Doadramaticreadingoftheexcerpt.Propsmaybeused.Followingthe readers' theatre, students paraphrase the scene in their own words anddiscusstheirinterpretationsoftheevent,charactersandemotions.
23
language arts
character study
vladek
Vladekwasonceadashingyoungman, resourcefulanddaring (I.12-16, II.33). Inmaushe isportrayedasanagingand inpoorhealth.Describesomeof thesechanges using examples from the text. How do you think Vladek's Holocaustexperienceshavecontributedtothekindofpersonhebecame?
Vladek is sometimes portrayed in a negative light and at other times moresympathetically.CompareVladek'saltruismtowardsMandelbauminAuschwitz(II.33-34) with his prejudice towards an African-American hitch-hiker (II.98-100).DescribeVladek'scharacter–hisstrengthsandweaknesses.Findothercontrast-ingexamplestosupportyourargumentandexplainhowtheseexamplesaffectyourattitudetowardshim.
ArtportraysVladekasaninconsideratefather,emotionallydemandingandguiltinducing(I.67-69,I.96-7,II.13,II.77).Whatotherexamplescanyoufindthatsupportthisview?DescribeVladek'srelationshipwithAnjaandhissecondwifeMala(I.11,
I.104,I.130-134)?
Vladekispresentedassomeonewhohoardsfood,rustynailsandtriestoreturnopenedboxesofcerealtothestore(I.98,I.116,I.132).Artsaysthat"insomeways[Vladek]didn'tsurvive"(II.90).WhatdoesArtmeanbythis?Findotherexamplesofhoarding.WhydoyouthinkVladekwouldcarefullykeepcalendarsfrom1965(1.93) and yet throw out Anja's diaries (I.158-159)? What are the physical andpsychologicaleffectsoftheHolocaustonVladek?
student material
24
character study
art
Talking about the past gives Art a reason to talk to his father. Art's self-por-trait is a realistic one. He presents himself as sarcastic, bitter and ambivalenttowardshisfather.FindexamplesofArt'sfeelingsforVladek.WhydoyouthinkArtrespondssobadlytohisfather?ArtbreaksapromisetoVladeknottousesomeofVladek'smoreprivatememories(I.23).Whatdoyouthinkofthisbrokenpromise?
Artfearsthathehasreducedhisfather,notonlytoamouse,buttoarat,a"racistcaricature"whoreusesteabagsandhoardswoodenmatches.DoyouthinkitisimportantthatVladekbeportrayedwithsuchhonesty?Howdoesitcontributetotheliterarymeritofmaus?CanyoufindcontrastingexamplesofArt'scompas-sionforhisfather.
TheHolocausthadlastingeffects,notonlyonsurvivors,butalsoonthechildrenofsurvivors,often referred toas theSecondGeneration.Art, likemanyof theSecond Generation, is plagued by guilt (I.100-103, II.120), fears (II.16) and anger(I.84,I.158-159).ArtgrewupwiththeghostofhisbrotherRichieuwhodiedintheHolocaust(II.15,II.136).ExplainArt'sfeelingsandfears.WhyisArtsoangrywithhisfatherforhavingdestroyedAnja'sdiaries?Explainthe ironyofArtsprayinginsectswithpesticideintheCatskills(II.74).
anja
Anja isamoredifficultcharactertoasses,becauseunlikeArtandVladek,Anjadoes not really speak for herself. Anja is created from memory. Compare thesimilaritiesanddifferencesbetweenArtandVladek'srelationshipswithAnja.DoArtandVladekspeakaboutorpresentAnjadifferently?Ifso,whatdoesthistellusaboutherhusbandandson?HowdoesAnja'smemory,orlackofit(asherdia-riesweredestroyed(1.158-159)),affecttherelationshipbetweenArtandVladek?Howmight thestoryofmaushavechanged ifArtcouldhave interviewedhismotheraswellashisfather?
student material
25
character study
Spiegelmansharesthemakingofmauswithhisreaders.Asaresult,readersarecontinuallyremindedofthefactthatmaus isacomicbookandthattheartist,isacharacterinhisownwork.Theartist'sprocess(I.132-133,II.11,II.16),andtheresponseofreaders(II.41-42)aretransparentfeaturesofthenarrative.
Asanartform,comicbookscanbeextremelyvariedinstyleandcontent.mausmakesuseofadeceptivelysimplestylebutistheresultofalengthyandinvolvedprocessthatincludedfortyhoursoftapedinterviews,firsthandhistoricalresearchandmucheditingandreworking.
Studentscangainanappreciationofmaus'understatedstyleandanunderstand-ingofthecomplex,artisticprocessbyreadingthefollowingstudentmaterialandrespondingtothequestions.
student material
➢ artisticstyle➢ artisticprocess
AsacomicbookabouttheHolocaust,maushasgeneratedsomecontroversy.AskstudentstodiscusswhethertheythinkmausdemeanstheHolocaustexpe-rience or to the contrary, elevates the comic book form and informs a wideraudienceaboutthehistory?Studentsshouldsupporttheirideaswithquotesandillustrationsfromthetext.
26
visual arts
a comic book about the holocaust ?
simplicity
The style of maus is deceptively simple. Unlike colourful mainstream comics,maususesonlyblackandwhite.Thereare fewdetailsand fewfacialexpres-sions.Mice facesareexpressedsimplywithdots foreyesandshort lines formouthsandeyebrows.Sometimes,facialshadowsareusedtoconveyemotions(II.78).Onlydifferencesinclothingdistinguishesonemousefromanother.Despitethis,eachcharacterisclearlyrecognizable.Thesimplicityofmausmakesiteasytoreadbothintermsoftextandimages.
Incontrast,Spiegelman'searlierwork,Prisoner on the Hell Planet(I.99-103)isverydifferentinstyle.Inthis"comicwithinacomic"hismother'ssuicideispowerfullydrawn,withhumanfacesdepictingafullrangeofexpression.
frames
Renownedcomicbookartist,WillEisnercallscomics"sequentialart," referringinparttothewayeachframefollowstheother.maus'useofframesisatradi-tionalone.Fewdrawingsbreakoutof theirbordersand the frameshelpkeeptheHolocaustseparatefromthepresent.Anexceptiontothis,wherepastandpresentmeetcanbefoundinthedrawingoftheAuschwitzhangingspresentedsimultaneouslywithadrivethroughtheCatskills (II.79).Othervariationsincludetheuseofaframewithinaframe(I.74,II.81),variedsizesofframes,andasingleimagedrawnthroughmultipleframes(II.116).
flashbacks
mausmakesuseofmanyflashbacksandflashforwardstotell thestory inanalternating fashion. At one point Vladek is shown looking back in time at hisyoungerself (I.74, I.115).Althoughextremelyeffective,maus'useofflashbacksandflashforwardsisnotnew.Studentswillbeaccustomedtointerpretingthesetimeshiftsfromtheirexperiencewithothercomicbooks,filmandtelevision.
student material
27
artistic style
diagrams, charts, maps and photos
Auniquefeatureofmausisitsuseofinformationaldrawings.Thesediagrams,charts,mapsandphotosprovideconcretesupport forVladek'sstory.Theyarealmostakindofdocumentaryevidenceforthehistory.Thesespecialdrawingsenhancereaders'understandingofpeople,placesandeventsbyaddingarich-nessofdetailstoanotherwisesimplestyle.
discussion questions
Compare the soft, rounded curves of the mice faces with the sharp, angularedgesofthecatfaces.
Prisoner on the Hell Planetandmausareverydifferentintheirlengthandsubjectmatter.Whichdoyoufindmorepowerfuloreffective?Doyouidentifyorempa-thizemorewiththecharacterswhentheyaredrawnasanimalsorashumans?Doyou thinkyouwould relate toVladekasmuchhadhebeendrawn realisti-cally?
Howdoestheuseofframeshelptoconveyasenseoftime?
Whatstylistictechniquesareusedtomovethereaderbetweenflashbacksandflashforwards?
How do diagrams, charts, maps and photos act as documentary evidence oftheHolocaust?Whatdoyoulearnfromthem?WhydoyouthinkArtandVladekincludetheminthenarrative?Whatfunctiondotheyserve?
student material
28
artistic style
➢ mapofPolandI.60,backcoverVol.I,
II.84
➢ mapofconcentrationcampback
covervol.II,II.51
➢ mapofdeathmarchII.84
➢ mapofRegoParkandthe Catskillsbackcoversvol.I&II
➢ familyphotographsII.5,II.134
➢ drawingsofphotographsI.17,
II.114-116
➢ magnifieddrawingofliceII.91
➢ diagramonshoerepairII.60
➢ diagramsofhidingplacesI.86,
I.110,I.112
➢ diagramoftheworkdonebyslavelabourI.56
➢ diagramsofthecrematoriaII.70
➢ chartshowingexchangevaluesofgoodsinAuschwitzII.64
➢ document–NaziproclamationI.82
➢ document–passportmarkedwitha"J"1.90
➢ timelineII.68
➢ acomicwithinacomicI.99-103
interviews
Spiegelmanrecordedmorethanfortyhoursoftapedinterviewswithhisfather.BecauseSpiegelmanwasnot trainedtocollectoralhistories, these interviewswere conducted over a long period of time and are often highly personal innature.
"Ihavenobackgroundperseinoralhistory.LongaftertheinterviewIdidwithmyfatherIfound
abookonoralhistory, read itand foundout thatmaybe Ihadgoneabout it inanunorthodox
way....mausgrewoutofacomicstripIdidin1971.Athreepagestripbasedonstoriesofmy
father'sandmother's that I recalledbeing told inchildhood.When I finished the1971strip, I
wasprettymuchestrangedfrommyfather.Iwentbacktohimandshowedhimthestripasan
excusetorenewcontactwithhim.Someoftheinformationhegavemeatthatpointmademe
actuallygobackandreworkthethreepagestrip.Andthatledmetotapehisexperiencesinmore
fulldetail,andIspentaboutfourdayswithhimtalkingintoareel-to-reelclunkytaperecorder."(Smith,1987)
Spiegelman'sintendedtotellhisfather'sstory"thewayitreallyhappened"(I.23).Howevertheinterviewsreflectthetroubledrelationshipbetweenfatherandson.ForexampleVladekwantstotalkabouttheglaucomainhis lefteye,whileArtwants tocontinue tohearabout theHolocaust.Spiegelmanexpresses frustra-tionwithhisfather'sdigressions,tothepointofyellingathimtocontinue(II.47).Healsoresortstobribery,promisingtoputupthestormwindowsifVladektellshimmoreaboutAnja(II.103).Theprocessseemstobeadifficultandemotionallydrainingoneforbothofthem: Art:I'm-uh-sorryImadeyoutalksomuch,pop.
Vladek:So,nevermind,darling.Alwaysit'sapleasurewhenyouvisit(II.117).
student material
29
artistic process
research
Spiegelmanresearchedhisparents'storybyvisitingPolandandtheconcentra-tioncampAuschwitz-Birkenau.
"Thecrewhelpedmefindmyparents'houseinSosnowiec.Wefoundpeoplewhoremembered
myfamily.InAuschwitz,wewereabletohookupwiththecuratorofthevisualarchivesofthe
museum,andhehelpedmefindthepicturesIneededformyvisualreconstruction....Thefirst
timeIwent,wewenttoAuschwitzI,whichiswheremyfatherwasincarcerated.Andthatlooks
fairlybenigninsomebizarreway.It'spaved.It'sgottrees.Sointhatfirsttrip,Ispentalotoftime
inAuschwitzI,whichwasarathersanitizedplace,setuplikeamuseumoraworld'sfairdisplay.
Andthatkeptitatapeculiardistance...[Birkenau]stretchedasfarastheeyecouldseeinany
givendirection.Andtheninthebackistherubbleofwherethekillingapparatuswas.Wewalked
inanditwasnearingduskwhenwefoundBirkenau.Andthatwasfrightening.Itwasoneofthe
onlyplacesI'veeverwalkedwhereonereallydoesbelieveinghosts.Itfeltlikeeverystepwas
walkingonashes."(Dreifus,37)
layout
Spiegelman used a lengthy process to complete each page. Starting with hisfather'stapedmemories,Spiegelmanselectedthemost importantscenesandscrapsofdialogue,whichhetheneditedtofittherestrictionsofacomic-strip.Spiegelmanbeganwithatinylayoutofeachpage,followedbyafull-sizetrialonaplasticmastergrid.Spiegelmanreworkedeachpanelmanytimes,paringdownthedialogueandtracingandretracingthecontoursofeachdrawingwithmulti-colouredinks.Spiegelmancontinuedtoeditevensomeofhisfinalversionswithwhite-outorpasted-indialogue.
student drawing activity
History isoften left tohistorians.Butordinarypeople,whohave lived throughmomentoushistoricaleventshavemuch tocontribute toourunderstandingofhistory.Interviewamemberofyourfamilyorcommunityabouttheirmemoriesof the Holocaust, World War II or other recent historical events. Record theirexperiences and discuss any related photographs and documents that theymayhave.Dolibraryresearchforbackgroundinformationandsupportingvisualdocumentation.Select themost importantevents anddialogue.Edit to fit thelimitationsofacomicstrip.Doaroughlayoutofeachpagebeforedoingthefinaldrawings.
student material
30
artistic process
Issuesofsocialjusticehavelongbeenthesubjectmatterofgraphicartistsandcartoonists.Thoughnot the firstof itskind,maushelped to legitimizegraphicnovelsandintroducedanewformofliteraryexpressiontoageneralreadership.Italsointroducedamoreserioustopictoareadershipthatmaynothavesoughtitoutotherwise.Othergraphicnovelsconcernedwithhistoricaleventsorissuesofsocialjusticeinclude:KeijiNakazawa's Barefoot Genwhichrecordsthetesti-monyofachildsurvivorofthebombingofHiroshima;JackJackson'sComanche MoonaboutNativeAmericandisplacement;JacquesTardi'saccountoftheFirstWorldWar inThe War of the Trenches;andRaymondBrigg'sWhen the Wind Blowsaboutanuclearattack.
Onadailybasis,newspapereditorialcartoonistsoftenuseironyandsatireasaweaponagainstdiscriminationandracismwherevertheyfindit,beitinCanadaorontheworldstage.Byrespondingwithimmediacytocurrentissuesandeventscartoonistschallengeustoexamineourownethicalandmoralvalues.
Students examine the selection of Canadian editorial cartoons found in thestudentmaterial:➢ BrianGable,The Globe and Mail➢ BobKrieger,The Province➢ BruceMacKinnon,The Halifax Herald➢ MalcolmMayes,The Edmonton Journal
discussion questions
Describeyourfirstreactiontoeachcartoon.Wasitoneofamusement,annoy-ance,understandingorpuzzlement?Didyouagreewiththeintentofthecartoon?Explainwhyyoureactedinthewaythatyoudid.Whatpurposecansuchcartoonsserve?
Comparethestylesofthefourcartoonsintermsoftheiruseofrealism,details,backgroundsanduseofexaggeration.Howdoestheartist'sstylecontributetothemessageofthecartoon?
written response
Writeabriefexplanationofeachcartoonasyouwouldforayoungersiblingorfriend.Setthestagebyexplainingtheeventorissuebeingportrayed.Explaintheintendedironyandyourreactiontoit.
31
visual arts
social justice cartoons
cartooning activity
Selectacurrentorhistoricalissueoreventfromanewspaper,socialstudiestext,novelormemoirthatinterestsyou.Describethesocialinjusticefoundinthesitu-ation. Identify thevictims,oppressorsandmoraldilemma.Chooseastyle thatbestsuitsyourpurposesanddrawacartoonthatchallengestheviewertothinkmorecloselyaboutyoursubject.Shareyourcartoonswithclassmates.
Measure how well the intent of your cartoon has been conveyed to fellowstudents. Working in pairs or small groups, read each other's cartoons. Writeasingleworddescribingyour initialreactiontoeachcartoon.Writeasentencewhichexplainsyourunderstandingofeachcartoon'ssocialjusticeissueormoraldilemma.
32
visual arts
student material
33
editorial cartoons
©B
rian
Gab
le
student material
34
editorial cartoons
©B
obK
riege
r
student material
35
editorial cartoons
©B
ruce
Mac
Kin
non
student material
36
editorial cartoons
©M
alco
lmM
ayes
Action / AktionGermanwordmeaning"action"butusedtorefertoanynon-militarycampaign.AnAktionwould
beanoperationundertakenforpoliticalorracialreasons.ForexampleAktion 14f13wasthecode
nameforthemurderofthedisabled.
Anti-SemitismOppositionorhatredofJews.Asaterm,itcameintowide-spreaduseinthe1870’s.Subsequently,
ithascometodenotehatredofJews,inallofitsformsthroughouthistory.
AppelFrenchwordforrollcall.Processofforcingconcentrationcampprisonerstolineupoutdoorsto
becounted,oftenforseveralhoursandunderallweatherconditions.
AryanOriginallyalinguistictermreferringtotheIndo-Europeangroupoflanguages.Beforetheendof
thenineteenthcentury,thetermhadtakenonracialdefinitions,oftenreferringtopeoplewhose
ancestorswerenorthernEuropeanandthus"purer"than"lesser"races.TheNazisviewedJews
andothernon-AryanssuchasGypsiesandPolesaseitherinferiororsubhuman.
AryanizationTermusedtodescribetheconfiscationofJewish-ownedbusinessesandtheirtransfertoGerman
ownership.
AuschwitzA concentration camp established in 1940 near Oswiecim, Poland. In 1942, it became an
exterminationcamp.Itcontainedalabourcamp,thedeathcampBirkenau,andtheslavelabour
camp,Buna-Monowitz.Upto1.5millionJewishmen,womenandchildrenweremurderedinthis
campand100,000victimsfromotherethnicandculturalgroups.Only7,650werefoundaliveat
liberation.
BirkenauThesub-campofAuschwitzwithfourgaschambers,alsoknownasAuschwitzII.TheAuschwitz
gassingstookplacehere–asmanyas6,000aday.
Cattle CarJewsweremostoftentransportedtoconcentrationcampsbytraininfreightcars–sometimes
referredtoascattlecars.Thecarswerepackedtightandsealedoff,andpassengershadnofood
orwater.Manypeopleinsidethecars,especiallytheoldandveryyoung,diedbeforethetrain
reacheditsdestination.
37
glossary
Concentration CampsImmediatelyafterassumingpoweronJanuary30,1933,theNazisestablishedcampswherethey
“concentrated”and imprisonedperceivedenemiesof thestate.EnemiesofNazism included:
actual and potential political opponents including; Communists, Socialists, Monarchists, trade
unionist, Jehovah’s Witnesses, Gypsies, homosexuals and others deemed “anti-social.” The
general round-up of Jews did not begin until 1938. Before then, only Jews who fit the other
categorieswereinternedinthecamps.Thefirstthreecampswere:Dachau,Buchenwald,and
Sachsenhausen.
CrematoriumBuildinginaconcentrationcampcontaininglargebrickovenswherecorpses,includingthosewho
hadbeengassedtodeath,wereburned.Vladek refers to thecrematoriumas "ovens."Jewish
prisoners,calledSonderkommando,wereassignedtoworkinthecrematoriumforafewmonths,
untiltheywerekilledandreplacedbyotherprisoners.
DachauOneofthefirstconcentrationcamps,itopenedinMarch1933asaprisonforpoliticalopponents
oftheNaziregime.Although,Dachaudidnothaveapoisongas,massexterminationprogram,
therewere31,591registereddeathsoutof206,206registeredprisoners.Thetotalnumberof
non-registereddeathsisnotknown.ThecampwasliberatedonApril29,1945.
Death MarchInretreatingfromAlliedsoldiersattheendofthewar,Nazisforcedlargenumbersofprisoners
to march long distances under heavy guard and under intolerable conditions. Approximately a
quarterofamillionprisonersweremurderedorotherwisediedonthesemarchesbetweenthe
summerof1944andtheendofthewar.
DeportationPartof theNaziprogram to removeJews fromGermany,and increase livingspace forethnic
Germans. Initiallyaneffort to ridGerman-held landofJews,deportationeventuallybecamea
meanstodeliverJewstoconcentrationcampsandimplementtheFinalSolution.
Displaced PersonsAfterthewar,refugeeswhonolongerhadfamiliesorhomestoreturnto.Theyfacedeconomic
deprivationandfearedreprisalsorevendeathiftheyreturnedtotheirprewarhomes.Immediately
afterthewaritwasestimatedthattherewerebetween1.5millionand2milliondisplacedper-
sonsincluding200,000Jews,mainlyfromEasternEurope.
DysenteryOftenleadingtodeathduringtheHolocaust,dysentryisadiseasecausinganinflammationofthe
intestinesandseverediarrhea.Itcanbecausedbyvariousbacterial,viral,orparasiticinfections,
andismostoftenpassedbycontaminatedwater.
38
glossary
EinsatzgruppenNazimobilekillingunitsmadeofupmenfromtheSSSecurityPoliceandothervolunteers,oper-
ating inGerman-occupied territoriesduringWorldWar II.TheEinsatzgruppenwasused in the
invasionsofAustria,Czechoslovakia,Polandand,mostbrutally,Russia.Theirvictims,primarily
Jewswereexecutedbyshootingandwereburied inmassgravesfromwhichtheywere later
exhumedandburned.
Final SolutionNazicodenamefortheplantodestroytheJewsofEurope.
GasThe Nazis used poison gas to kill large numbers of victims. Among the different gases used,
ZyklonBwasoneofthemostefficientanddeadly.
Gas ChamberUnderground room where victims were gassed. Prisoners were told that they were showers
intended for sanitationpurposes.Aftergassing thebodiesof thevictimswerebrought to the
crematorium.
GestapoApoliticalpoliceunitestablishedin1933.ItsofficialnamewasGeheimeStaatspolizeiorsecret
statepolice.TheGestapoactedabovethelawandwerenotoriousfortheirbrutality.
GhettoTheghettowasasectionof thecitywhereall Jews from thesurroundingareaswere forced
to live.Surroundedbybarbedwireorwalls, theghettoswereoftensealed topreventpeople
fromenteringor leaving.Establishedmostly inEasternEurope,ghettoswerecharacterizedby
overcrowding, starvation and forced labour. All were eventually destroyed as the Jews were
deportedtodeathcamps.
Graphic NovelDifferentiated from an ordinary comic book in its length and that it tends to deal with more
seriousissuesandisaimedatmorematurereaders.
Hitler, AdolfNaziparty leader from1921to1945.HebecametheGermanChancelloronJanuary30,1933
andPresidentonAugust2,1934.Hecommittedsuicide inhisBerlinbunkeronApril30,1945
followingGermany’sdefeatbytheAlliedpowers.
39
glossary
Holocaust Thedestructionofsome6millionJewsbytheNazisandtheirfollowersinEuropebetweenthe
years1933-1945.Otherindividualsandgroupswerepersecutedandsufferedgrievouslyduring
thisperiod,butonlytheJewsweremarkedforcompleteannihilation.Theterm"Holocaust"-liter-
allymeaning"acompletelyburnedsacrifice"–suggestsasacrificialconnotationtowhatoccurred.
ThewordShoah,originallyaBiblicaltermmeaningwidespreaddisaster,isthemodernHebrew
equivalent.
KaddishTheJewishprayerofmourningforthedead.
KapoPrisoner inchargeofagroupof inmates inNaziconcentrationcamps.Theword"kapo"comes
from the Italian "capo" meaning head or chief. Kapos were most often professional criminals,
formersoldiers,foreignlegionnairesandotherroughunskilledprisonerswhodirectedtheforced
labourworkdetailsofJewsinconcentrationcamps.TheywereappointedbytheSSworkdetail
officers,andtheyhadequallycruelforemenassistingthem.PrisonersoftenhadtobribeKapos
toavoidbeingbeatentodeath.TodistinguishthemfromJewswearingyellowstars,Kaposwore
blackarmbandswithwhiteletteringontheirleftarms.
LiberationPeriodoftimeduringwhichconcentrationcampswereenteredandcapturedbyAlliedforces.
LiberatorsSoviet,British,CanadianandAmerican troopswhoentered theconcentrationcampsafter the
Nazishadleft.
LiquidationTermusedbyNazisreferringtotheremovaland/oreliminationofprisoners:theliquidationofthe
WarsawghettosawthedeportationofJewstotheconcentrationcampTreblinka,wheremost
werethenkilled.
Maus Germanwordformouse.
MauschwitzNameusedinmaustorefertotheconcentrationcampofAuschwitz.Derivedfromacombination
ofthewordsmausandAuschwitz.
MeshugaYiddishwordforcrazy.Vladekusesthiswordtodescribehisnephew,Lolek,inmausI.
40
glossary
NaziNamefortheNationalSocialistGermanWorkersParty.
NazismTheideologyoftheNationalSocialistGermanWorkersPartyandtheparty’ssystemofrulefrom
1933to1945.Alsoaformoffascism.Theideologyincluded:1)anti-liberalismandanti-parliamen-
tarianism,2) anti-communismandanti-socialism;3) theFührerprinciplewhich replacedparlia-
mentwithahierarchicaldictatorshipbasedontheconceptsofleaderandfollower,commandand
obedience;4)nationalism,5)racismandanti-Semitism,6)imperialismand8)militarism.
OrganizeWord used by Auschwitz prisoners to mean stealing or procuring food or other necessities
neededtosurvive.
OswiecimPolishnameforthetownandcampofAuschwitz.
PogromA Russian word for physical attacks on Jews, usually accompanied by the destruction of
property,murderandrape.
RavensbrückAconcentrationcampforwomenlocatedoutsideofBerlin.OpenedonMay15,1939,amen's
campwasaddedinApril1941,andUckermark,acampfor1,000children,wasalsoestablished.
Outof132,000prisoners,92,000womenfrom23nationsweremurderedatthissite.Inmates
wereforcedtoworkforthearmamentsindustryandSiemens,whohadbuiltafactoryadjacent
tothecamp.ThoseunabletoworkwerekilledinthegaschambersofUckermarkwhichoperated
fromDecember1944toApril14,1945.ThecampwasliberatedbytheSovietArmy.
Role callProcess of forcing concentration camp prisoners to line up outdoors to be counted, often for
severalhoursandunderallweatherconditions.VladekreferstoitbyitsFrenchname,"appel."
Round-upTermused to refer to theNazi collectionof Jewsandother victims fordeportation, labouror
murder.
SSAbbreviation usually written with two lightning symbols for Schutzstaffel (Defense Protective
Units).OriginallyorganizedasHitler'spersonalbodyguard,theSSwastransformedintoagiant
organizationbyHeinrichHimmler.AlthoughvariousSSunitswereassignedtothebattlefield,the
organizationisbestknownforcarryingoutthedestructionofEuropeanJewry.
41
glossary
Selection/SelektionTermforchoosing(selecting)whomtokill.Theprocessofchoosingvictimsforthegaschambers
byseparatingthemfromthoseconsideredfittowork.
SchnellGermanwordfor"quicklyorhurry."
ShowerLanguageofdeceptionforthegaschamber.
ShvartserGerman/Yiddish word for black. Used in a derogatory manner by Vladek Spiegelman when
referringtotheblackhitchhikerinmausII.
SonderkommandoGerman, meaning "special commando." Sonderkommando was a unit of SS soldiers, given a
specialdutyorassignmentsuchastohelpthemobilekillingsquads.Itisalsothenamegivento
Jewishprisonersassignedtoworkatthegaschambersandcrematoria.AtAuschwitz-Birkenau
theseJewishSonderkommandowerereplacedeveryfewmonthsandputtodeaththemselves.
Sonderkommando RevoltTherevoltbyprisonersatBirkenauinwhichacrematoriumwasblown-up,October7,1944.
SosnowiecLocatedinUpperSilesia(south-westPoland),itisthetownwhereVladekandAnjaSpiegelman
livedpriortothewar.Sosnowiecgrewtremendouslythroughthelate1930'sandearly1940's,
andofapopulationof130,000,overtwentypercentwereJewish.Annexedearlyinthewar,and
locatedlessthan60kmawayformAuschwitz-Birkenau,thelargescaledeportationofSosnowiec's
Jewsbeganin1942.May10thto12thsawthedeportationof1500JewstoAuschwitz,followed
by another 2000 in June. By August 12th 1942 all the remaining Jews of Sosnowiec and its
outlyingareaswereorderedtogatherinthetown'scentralsquareallegedlytohavetheirpapers
checked.Overaperiodofseveraldaysanadditional8,000JewsweredeportedtoAuschwitz.In
1943theremainingJewsofSosnowiecweretransferredtoaghettonearKamionka.
Star of DavidAsix-pointedstarformedoftwoequilateraltriangles;atraditionalsymbolofJudaism.Usedbythe
NazisasanidentificationmarkforJews.ByNazidecree,Jewsovertheageofsixhadtoweara
yellowStarofDavidbadgeontheirclothing.
SwastikaSymbol of the Nazi party. A cross with equal arms each of which is bent at a right angle. It
appearedonNaziuniformsandflags.
Terezin(Czech) / Theresienstadt(German)
42
glossary
Terezinwasestablishedin1941asa"modelcamp"todeflectinternationalcriticismoftheNazi's
treatmentofJewsandtocamouflage theexterminationofJewsfromworldopinion.Situated
in northwestern Czechoslovakia it served as a transit camp for Jews deported from Western
EuropeancountriesunderNazioccupation.Asaghettoandtransitcampitwaslittlemorethan
astopoverforJewsonroutetotheexterminationcampsofTreblinka,MajdanekandAuschwitz-
Birkenau.
TyphusAninfectiousdiseaseandcommoncauseofdeathinthecamps.Characterizedbyfever,exhaus-
tionandnervoussymptoms,typhuswasmostoftenspreadbyliceandfleaswhichthriveunder
unsanitaryconditions.
World War IIThewarfoughtfrom1939-1945betweentheAxisandtheAlliedpowers.Thewarbeganwhen
GermanyinvadedPolandinSeptember1939.GermanysurrenderedonMay7,1945.OnAugust
6,1945,theUS.droppedthefirstatomicbombonHiroshima,Japan.OnAugust15,Japansur-
rendered.ThewarendedwiththesigningofapeacetreatyonSeptember2,1945.
YidSomeone who speaks Yiddish or a slang term for a Jew. Sometimes used in a derogatory
manner.
YiddishAlanguagespokenbymanyJewsinEurope,usuallywrittenintheHebrewalphabet.Itisadialect
ofHighGermanwithamixtureofwordsofHebrew,RomanceandSlavicorigins.
Zyklon BApesticideandcommercialnameforprussicacid.Asadeadlypoisongas, itwasusedbythe
Nazistokilllargenumbersofvictims.Amongthedifferentgasesused,ZyklonBwasoneofthe
mostefficientanddeadly.
43
glossary
1933January 30 AdolfHitlerappointedChancellorofGermany.
March 20Dachauconcentrationcampopens.
April 1BoycottofJewishshopsandbusinesses.
April 7Lawsforre-establishmentoftheCivilServicebarredJewsfromholdingcivilservice,universityandstatepositions.
April 26Gestapoestablished.
May 10PublicburningofbookswrittenbyJews,politicalopponentsoftheNazis,andothers.
July 14LawpermittingtheforcedsterilizationofGypsies,thementallyandphysicallydisabled,African-Germansandothersconsidered"unfit."EastEuropeanJewishimmigrantsstrippedofGermancitizenship.
1934August 2HitlerproclaimshimselfFührer und Reichskanzler (LeaderandReichChancellor).ArmedForcesmustnowswearallegiancetohim.
October - NovemberFirstmajorwaveofarrestsofhomosexuals.
1935March 17Hitler'sarmyinvadestheRhineland.
AprilJehovah'sWitnessesbannedfromallcivilservicejobsandarearrested.
September 15"NurembergLaws,"anti-Jewishraciallawsenacted;JewslosetherighttoGermancitizenshipandtomarryAryans.
1936SummerOlympicGamestakeplaceinBerlin.Anti-Jewishsignsaretemporarilyremoved.
July 12FirstGermanGypsiesarearrestedanddeportedtoDachauconcentrationcamp.
October 25MussoliniandHitlerformRome-BerlinAxis.
1938March 13Austriaispeacefullyannexed(Anschluss)byGermany.Allanti-SemiticdecreesimmediatelyappliedinAustria.
July 6-15Representativesfromthirty-twocountriesmeetattheEvianConferenceinFrance.MostcountriesrefusetoletinmoreJewishrefugees.
November 9-10Kristallnacht(NightofBrokenGlass):anti-JewishpogrominGermanyandAustria;synagoguesdestroyed;Jewishhomesandshopslooted;nearly30,000Jewishmensenttoconcentrationcamps.
November 12DecreeforcingallJewstotransferretailbusinessesintoAryanhands.
November 15AllJewishpupilsexpelledfromGermanschools.
December 2-3AllGypsiesarerequiredtoregisterwiththepolice.
44
timeline of the holocaust 1933-1945
1939March 15 GermansinvadeCzechoslovakia.
August 23Molotov-RibbentropPactsigned:non-aggressionpactbetweenSovietUnionandGermany.
JuneCuba,theUnitedStatesandCanadarefusetoadmitJewishrefugeesaboardtheS.S.St.Louis,whichisforcedtoreturntoEurope.
September 1GermanyinvadesPoland;WorldWarIIbegins.
September 10CanadadeclareswaronGermany.
OctoberHitlerextendspowerofdoctorstokillinsti-tutionalizedmentallyandphysicallydisabledpeopleinthe"euthanasia"program.
October 12GermanybeginsdeportationofAustrianandCzechJewstoPoland.
October 28FirstPolishghettoestablishedinPiotrków.
November 23JewsinGerman-occupiedPolandforcedtowearanarmbandoryellowstar.
1940SpringGermanyinvadesDenmark,Norway,Belgium,Luxembourg,HollandandFrance.
May 7LodzGhettosealed.
May 20AuschwitzconcentrationcampestablishedatOswiecim,Poland.
September 27Italy,GermanyandJapanformanalliancecalledtheRome-Berlin-TokyoAxis.
OctoberWarsawGhettoestablished:ultimatelycontains500,000people.
1941March 22GypsyandAfrican-GermanchildrenareexpelledfromschoolsintheReich.
March 24GermanyinvadesNorthAfrica.
April 6GermanyinvadesYugoslaviaandGreece.
June 22GermanyinvadestheSovietUnion.TheEinsatzgruppen,mobilekillingsquads,beginmassmurdersofJews,GypsiesandCommunistleaders.
July 31HeydrichappointedbyGöringtoimplementthe"FinalSolution."
September 23SovietprisonersofwarandPolishprisonersarekilledinNazitestofgaschambersinAuschwitz.
September 28-29 Approximately34,000Jewsaremurderedbymobilekillingsquads,atBabiYarnearKiev,Ukraine.
OctoberEstablishmentofAuschwitzII(Birkenau)fortheexterminationofJews;Gypsies,Poles,Russiansandothers.
December 7 JapanattacksPearlHarbour.
December 8GassingbeginsatChelmnoexterminationcampinPoland.
December 11UnitedStatesdeclareswaronJapanandGermany.
45
timeline
1942NaziexterminationcampsatAuschwitz-Birkenau,Treblinka,Sobibor,BelzecandMajdanek-LublinbeginthemassmurderofJewsingaschambers.
January 20WannseeconferenceinBerlin;Nazilead-ersmeettodiscuss"theFinalSolution,"theplantoexterminatetheJewsofEurope.
JuneJewishpartisanunitsestablishedinthefor-estsofBelorussiaandtheBalticStates.
June 1JewsinFranceandHollandarerequiredtowearidentifyingstars.
1943JanuaryGerman6thArmysurrendersatStalingrad.
April 19 - May 16WarsawGhettouprising;Jewisharmedresistancetodeportation.
June HimmlerorderstheliquidationofallghettosinPolandandtheSovietUnion.
SummerArmedresistancebyJewsinTreblinkaconcentrationcamp,Bedzin,Bialystok,Czestochowa,LvovandTarnówghettos.
October 14ArmedrevoltinSobiborexterminationcamp.
October - NovemberRescueofDanishJewrytoSweden.
1944March 19GermanyoccupiesHungary:EichmannputinchargeofplantoeliminateHungarianJewry.
May 15 - July 9Over430,000HungarianJewsaredeportedtoAuschwitz-Birkenau,wheremostofthemaregassed.
June 6D-Day:AlliedinvasionatNormandy,France.
July 24RussiansliberateMajdanekconcentrationcamp.
August 2NazisdestroytheGypsycampatAuschwitz-Birkenau;approximately3,000Gypsiesaregassed.
October 7PrisonersrevoltatAuschwitz-Birkenauandblowuponecrematorium.
1945January 17NazisevacuateAuschwitzandforceprison-erson"deathmarches"towardGermany.
January 27SoviettroopsliberateAuschwitz-Birkenau.
AprilU.S.troopsliberateBuchenwaldandDachauconcentrationcamps.
April 30HitlercommitssuicideinhisbunkerinBerlin.
May 5U.S.troopsliberateMauthausenconcentra-tioncamp.
May 8V-EDay:Germanysurrenders;thewarendsinEurope.
August 6 and 9TheU.S.bombsHiroshimaandNagasaki,Japan.
September 2V-JDay:Japansurrenders;endofWorldWarII.
November 1945 - October 1946InternationalMilitaryWarCrimesTribunalheldatNuremberg,Germany.
46
timeline
Bammer,Angelika.Displacements: Cultural Identities in Question. Bloomington:Indiana
UniversityPress,1994.90-109.
Blume,Harvey."Art Spiegelman: Lips."Boston Book Review.1997.
Dreifus,Claudia."Art Spiegelman."The Progressive.November1989.34-37.
Groth,Gary."Art Spiegelman Interview."The Comics Journal.No.180,Sept.1995.52-114.
Halkin,Hillel."Inhuman Comedy."Commentary / Books in Review.February1992.55-56.
Kasrel,Deni."The Cartoon 'maus' that Roared."Philadelphia Business Journal.Vol.15,No.
32,September27,1996.18.
Levin,Martin."Comic Books for Grown-ups."The Globe and Mail.February15,1997.D10.
Nassau,Jessica."'Road to maus' Investigates Artist's Process."Art Matters.September,
1996.
Orvell,Miles."Writing Posthistorically: Krazy Kat, maus, and the Contemporary Fiction
Cartoon."American Literary History.110-128.
Sabin,Roger.Adult Comics: An Introduction.NewYork:Routledge,1993.
Smith,Graham."From Mickey to maus: Recalling the Genocide Through Cartoon."Oral History Journal.Vol.15,Spring1987.26-34.
Spiegelman,Art."Mein Kampf (My Struggle)."The New York Times Magazine.May12,1996.
36-37.
Staub,MichaelE."The Shoah Goes On and On: Remembrance and Representation in Art
Spiegelman's maus."Melus.Fall1995.
Stone,Laurie."Chasing History."Nation.Vol.254,No.1,1992.28.
Tabachinick,StephenE."Of maus and Memory: The Structure of Art Spiegelman's Graphic
Novel of the Holocaust."Word & Image.Vol.9,No.2,April-June1993.154-162.
Thomas,Gordon,P."Graphic Autobiography: Using maus in a Composition Class."1996.
Weinstein,Andrew."Art After Auschwitz."Boulevard.Vol.9,No.1-2,1994.187-196.
47
resources
reviews and articles on maus
Witck,Joseph.Comic Book as History: The Narrative Art of Jack Jackson, Art Spiegelman, and Harvey Pekar.JacksonMississippi:UniversityofMississippiPress,
1989.
Briggs,Raymond.When the Wind Blows.Penguin,1983.
Concernedwithpossibilityofnuclearwar.
Briggs,Raymond.The Tin-Pot Foreign General and the Old Iron Woman.
Penguin,1984.AsatireoftheFalklandsWar.
Eisner,Will.To the Heart of the Storm.KitchenSinkPressInc.,1991.
Anautobiographicalnovelthatexamineshowtheanti-Semitismin1920sand1930s
Americashapestheauthor’spersonalityandlife.
Jackson,Jack.Comanche Moon.LastGasp,1978.
ConcernedwithNativeAmericandisplacement,itisthetruestoryofCynthiaAnnParker,
hersonQuarahandtheComanchesofTexas.
Nakazawa,Keiji.Barefoot Gen.Penguin,1987.
ApowerfulandtragicstoryofthebombingofHiroshimaasseenthroughtheeyesofthe
artistasayoungboygrowingupinJapan.
Nakazawa,Keiji.Barefoot Gen: The Day After.Penguin,1988.
ThetestimonyofachildwhosurvivesthebombingofHiroshima.
Tardi,Jacques.The War of The Trenches.
RelatestheexperiencesofFrenchsoldierduringtheFirstWorldWar.
48
resources
graphic novels and social justice
Bitton-Jackson,Livia.I Have Lived A Thousand Years.
NewYork:Simon&SchusterBooksForYoungReaders,1997.
Memoiroftheauthor,whowasthirteenyearsoldwhentheNazisinvadedHungary.Asone
ofthefewteenagecampinmates,EllimanagedtosurviveAuschwitz.Grades7-12
Brewster,Eva.Progeny of Light / Vanished in Darkness.
Edmonton:NewWestPublishersLimited,1994.
Of the thousand Berlin Jews deported to Auschwitz–Birkenau on April 20, 1943 Eva
Brewster andhermotherwereamongthesevenwhosurvived.Brewsterdescribesheryouth,the
events that led to her capture, her time in Auschwitz and the rebuilding of her life.
Grades10-12
Delbo,Charlotte.Auschwitz And After. NewHaven:YaleUniversityPress,1995.
This unique and profoundly moving memoir of life in the concentration camps and after-
ward waswrittenbyaFrenchfemaleresistanceleaderandnon-Jewwhobecameanimportant
literaryfigureinpostwarFrance.Vignettes,poems,andproseareusedtospeakeloquently
ofhorror,heroismandconscience.Grade12
Delbo,Charlotte.Convoy to Auschwitz: Women of the French Resistance.
Boston:NortheasternUniversityPress,1997.
The book is Delbo’s testament to those who, along with herself, formed a convoy to
Auschwitz.Delborecountstheuniquelifehistoryofeachwoman,fromherchildhoodtoher
involvement intheResistance,fromherarresttoherhorrigyingexperience intheconcen-
trationcamp.Grade12
Delbo,Charlotte.Days and Memories.
Vermont:MarlboroPress,1990.
The book relates scenes and images of Birkenau, Spain at the end of Franco's regime,
KolymaintheSovietUnionandaGreekvillagemartyredbytheGermans.Delboweavesalogical
continuitybetweenthenotsodistantpastandanongoingpresent.Grade12
Geve,Thomas.Guns and Barbed Wire: A Child Survives the Holocaust. Chicago:ChicagoAcademy,1987
ThomasGeve(apseudonym)spentatotalof22monthsinAuschwitzandBuchenwald.He
arrivedatthecampsattheageof13,oneoftheyoungestinmatesatthetime.Includedin
the book are seventeen full-colour reproductions of Thomas's haunting drawings done
imme- diatelyafterliberation.Thedrawingsrepresentmemoriesofdailycamplife.Grades10-12
49
resources
auschwitz memoirs
Lengyel,Olga.Five Chimneys.
St.Albans:GranadaPublishingLimited,1973.
An intimate, day-to-day record of a woman who survived the nightmare of Auschwitz–
Birkenau.Toldwithanextraordinarycalmnessanddetachment.Grades9-12
Levi,Primo.If This is a Man / The Truce (Survival in Auschwitz / The Reawakening).London:Abacus,1987
Twobooks,buttheyshouldbereadasone.Thefirstbooktellsofthedescentintothehell
of Auschwitz,andthesecondbooktellsofLevi'sreturnhomeandrenewal.Oneofthemost
importantworksofthisperiod.Grades11-12
Leitner,Isabella.Fragments of Isabella.
NewYork:Laurel,1978.
TheKatzfamilywasdeportedtoAuschwitz inMay,1944.ManyofLeitner'sfamilydidnot
survive the first selection. Those who did survive heard their mother's final words: live!
Grades8-12
Leitner,Isabella&IrvingLeitner.Saving the Fragments.
NewYork:NewAmericanLibraryofCanadaLtd.,1985.
Isabella continues her difficult yet important story from liberation in Auschwitz to life in
NewYork.Grades8-12
Matas,Carol.Daniel's Story.
Toronto:ScholasticInc.,1993.
Story of young Daniel and his family who are uprooted from their home in Frankfurt and
sent to theLodzghetto inPolandandfinally, toAuschwitz.Althougha fictitiouscharacter,
Daniel'sstory isbasedonthe realexperiencesofmanyof themorethanonemillionchil-
drenwhodiedintheHolocaust.Grades5-6
Mayer,Anita.One Who Came Back.
Ottawa:OberonPress,1981.
Like Anne Frank, Anita Mayer spent several months in hiding from the Nazis. Her story
begins where Anne Frank's left off, with the arrest of her family by the Germans. Anita
tells of her time in a Dutch concentration camp (where she met Anne Frank) and in
Auschwitz,aswellashertriumphinovercomingthepast.Grades9-12
Mermelstein,Mel.By Bread Alone: The Story of A-4685.
HuntingtonBeach:AuschwitzStudyFoundation,Inc.,1981.
Mermelstein,asurvivoroftheHolocaustwhospenttimeinAuschwitz,sumsuphisreason
for writing this book: "The study of the Holocaust is the study of mankind." The book
containssomedisturbingphotographs.Grades11-12
50
resources
Millu,Liana.Smoke Over Birkenau.
Philadelphia:JewishPublicationSociety,1991.
Theastonishingstoriesofthewomenwho livedandsufferedalongsideLianaMilluduring
hermonthsinAuschwitz-Birkenau.Millu'sbookhasbeencalledthewoman'sequivalentof
PrimoLevi'swork.Grades10-12
Muller,Filip.Auschwitz Inferno: Testimony of a Sonderkommando.
London:Routledge&KeganPaulLtd.,1979.
Thisisthetestimonyofoneoftheveryfewwhosawthedeathprocessupclose and lived
totellaboutit.Grade12
Nyiszli,Miklos.Auschwitz: A Doctor's Eyewitness Account. Toronto:Little,Brown&Company,1993.
WhilevirtuallyallofhisfellowHungarianJewsweresenttoAuschwitztodie,Nyiszliwas
spared for a grimmer fate: to perform "scientific research" on fellow inmates under the
supervision of Dr. Mengele. Nyiszli also served as physician to the Sonderkommando. A
disturbingaccountofthefullhorrorofaNazideathcamp.Grade12
Stadler,Aranka.Mosaics of a Nightmare.
London:Kall-KwikPrinting,1995.
Ashort,yetveryinformativeaccountofasurvivor'sexperiences.Grades10-12
Vrba,RudolfandAlanBestic.Escape From Auschwitz (I Cannot Forgive). NewYork:GrovePress,1986.
Vrba spent twoyears inAuschwitz andmiraculouslyescapedwith anotherprisoner. Their
account of what the Nazis were doing shocked those who listened. The response of the
Alliestothereportisstillapointofcontentionamonghistoriansandobservers.
Grades10-12
Wiesel,Elie.Night. AvonBooks,1960.
Perhapsthemostwell-knownmemoirof theHolocaust.Thestoryofaboy's lossof inno-
cence,familyandthedeathofhisGod.Grades10-12
51
resources
Auschwitz, 1940-1945.
Albuquerque:Route66Publishing,1995.
Documents the daily existence of those imprisoned in the Nazi concentration camp at
Auschwitz. Includes descriptions of sanitation and living conditions, crematoria and gas
chambers,aswellasmapsofthecamp.Grades9-12
Czech,Danuta.Auschwitz Chronicle, 1939-1945.
London:I.B.Tauris&Co.Ltd.,1990.
FromtheArchivesof theAuschwitzMemorial and theGermanFederalArchives, this isa
completerecordoftheeventsinAuschwitz.Includedaresketchesofperpetrators,glossary
andbibliography.Grades11-12
Dwork,DebórahandRobertJanvanPelt.Auschwitz: 1270 to the Present. NewYork:W.W.Norton&Company,1996.
ThisunprecedentedhistoryrevealshowanunremarkablePolishvillagewastransformedinto
a killing field. Using architectural designs and planning documents recently discovered in
PolandandRussiaandover200illustrations,thisdefinitivebooktracesthesuccessivestages
ofhowAuschwitzbecamethefocusofaGermanizedPolandandtheepicenteroftheFinal
Solution.Grade12
Gilbert,Martin.Atlas of the Holocaust. NewYork:WilliamMorrow&CompanyInc.,1993.
Acollectionof316 fullyannotatedmaps, thisatlas isacomprehensive recordof theNazi
attempttoannihilatetheJewsofEuropeduringWorldWarII.Theatlascoversallaspects
oftheHolocaustfromitsanti-semiticbeginningstotheliberationofsurvivors.Grades9-12
Gilbert,Martin.Auschwitz and the Allies.
London:Mandarin,1981.
Story of how and when the Allies learned of the Nazi extermination of the Jews, and of
how they responded. One of the major questions still debated by historians today: what
couldtheAllieshavedonetostopthegenocide?Grade12
Hellman,Peter.The Auschwitz Album: A Book Based Upon an Album Discovered by a Concentration Camp Survivor, Lili Meier. NewYork:RandomHouse,1981.
AnamazinghistoricalrecordofAuschwitzfromaphotoalbumdiscoveredthere.
Lagnado,Lucette&SheilaDekel.Children of the Flames: Dr. Mengele and the Untold Story of the Twins of Auschwitz.
Toronto:Penguin,1991.
Oftheapproximate3,000twinssubjectedtomedicalexperimentationbyDr.Joseph
Mengeleonly160survived.Thisisthestoryofthosetwins.Grade12
52
resources
auschwitz non-fiction
Piper,Franciszek&TeresaSwiebocka.Eds.Auschwitz: Nazi Death Camp.
TheAuschwitz-BirkenauStateMuseum,1996.
Ahistoryofthecampdealingwith:thedistributionofthecamp'svictimsintermsofnation-
ality, the plundering of the personal effects of the murdered Jews, the fate of
children at the camp, medical experiments upon prisoners, and aspects of the camp
resistancethatarelittleknownoutsideofPoland.Grade12
Webber,Jonathan&ConnieWilsack.Eds.Auschwitz: A History in Photographs.
Bloomington:IndianaUniversityPress,1993.
Throughmorethan280documentaryphotographsfromthearchivesofAuschwitz-Birkenau
State Museum and reproductions of artistic works by former prisoners, this book records
thehistoryofAuschwitzandwhat it looks liketoday. It includesphotographstakenbythe
Nazis of the construction and expansion of the camp, of individual prisoners and scenes
fromdailylife,andofthemachineryofmassmurderitself;clandestinephotographs,taken
byprisoners; aerial photographs, takenby theAllies; andphotographs takeat the timeof
liberation.
Eva Brewster: Interview with a Survivor InterviewwithasurvivorofAuschwitz-Birkenau.00:24min.colour.
Choosing One's Way: Resistance in Auschwitz-Birkenau Thisdocumentaryisaboutthelittle-knownstoryofresistanceinAuschwitz-B i r k e n a u .
Accomplished through thesmugglingofgunpowder fromanearbymunitions factory, the
inmatessucceededindestroyingCrematorium#4.Thefilmfeaturesthirteensurvivors,each
of whom contributes to the piecing together of this incredible story of heroism.
00:30min.colour/bw.
David E. Testimony Project Vancouver:VancouverHolocaustCentreSociety,1993.
This tape follows the experiences of a teenage Holocaust survivor from Hungary. David
describes the ghettoization of his community, Auschwitz concentration camp, a Death
March,forcedlabourandhisliberation.00:23min.colour.Includesteachingguide.
Klara F. Testimony Project Vancouver:VancouverHolocaustCentreSociety,1993.
ThefirstpartofthetapedocumentsKlara'slifeinHungary,herlifebeforedeportation,her
experiences in Auschwitz-Birkenau, labour camps and Bergen-Belsen. The second part is
heranswerstostudents'questions.00:34min.colour.Includesteachingguide.
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resources
videos
One Survivor Remembers It isanAcademyAwardwinningdocumentarybasedonthememoirofGerdaWeissmann
Klein's "All But My Life." It records the moving story of a young woman's three frightful
years as a slave labourer of the Nazis and her miraculous liberation. It stands as the ulti-
matelessoninhumanity,hope,andfriendship.
Prisoner 88 A documentary on Sigmund Sobolewski, a Polish Catholic survivor of Auschwitz, who, as
one of the first prisoners of Auschwitz and as Chief of the Second Fire Brigade, brings a
uniqueperspectiveashebearswitnesstotheHolocaust.00:49min.colour.
Auschwitz-Birkenau: The Death Factory
WiesenthalPosterSet(#31/40)
Auschwitz-Birkenau was the largest Nazi camp. Poster contains photographs of Zyklon-B,
selections,burningcorpses,andthegatesandrailwaylinesofAuschwitz-Birkenau.
Auschwitz-Birkenau: Half Hell, Half Lunatic Asylum
WiesenthalPosterSet(#32/40)
Between April 1942 and November 1944, 2,000,000 Jews were gassed and in addition
hundreds of thousands of non-Jews, including Poles, Soviet POWs and Gypsies were
murderedatAuschwitz-Birkenau.Sadisticandbrutalmedicalexperimentswereconducted
byJosefMengeleandotherphysicians.Toeraseallsignsoftheirhorrificdeeds,theNazis
reduced corpses to ashes in the crematoria. Poster contains photographs of barracks, a
crematorium,andchildren.Scriptnotes,othervictims:Poles,SovietPOWsandGypsies.
The Last Agony at Auschwitz: Liberation, January 1945 WiesenthalPosterSet(#33/40)
November1944,theAuschwitzgaschambersweredismantled.Lastminutemassmurder,
deathmarches,starvationordeathfromexposure inovercrowdedcampstypifiedthelast
daysoftheNaziterror.PostercontainsphotographsofaliberatedAuschwitz.
Bolkosky,Dr.Sidney;BettyElliasandDr.DavidHarris.The Holocaust Curriculum: Life Unworthy of Life.
FarmingtonHills,Michigan:CenterfortheStudyoftheChild,1987.
An 18-lesson instructional Unit. Chapter called "Planet Auschwitz", includes time-line,
glossary,suggestedadditionalactivitiesandabibliography.
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resources
posters
curricul a