Art Spiegelman's MAUS: Picturing Our Future Through Our Past
My students need a class set of Art Spiegelman's "Maus I: A Survivor's Tale: My Father Bleeds History" to expand and enrich our historical studies to re-vision the future.
$570 goal
Hooray! This project is fully funded
Hooray! This project is fully funded
Celebrating Hispanic & Latinx Heritage Month
This project is a part of the Hispanic & Latinx Heritage Month celebration because
it supports a Latino teacher or a school where the majority of students are Latino.
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School Library Journal best captures the challenge facing our (all) students: "MAUS is a complex book. It relates events which young adults, as the future architects of society, must confront, and their interest is sure to be caught by the skillful graphics and suspenseful unfolding of the story."
The students in my co-taught tenth-grade classroom are an ethnically, linguistically, and racially diverse group of learners.
Our school is a large, urban, Title I high school in Arizona -- often a politically contentious environment in which to teach and learn. Oddly enough, our school functions almost as an island in that larger political hotbed.
At our school, extraordinarily privileged, predominately white students sit next to extraordinarily economically disadvantaged, ethnically and linguistically diverse students. An extraordinarily bright student who reads far above grade level sits next to a student who reads at a third-grade level. Often, students are flagged with ELL, Learning Disability, Emotional Disability, Title-1 Math, and Title-1 Reading designations simultaneously. Other students letter in three varsity sports on state-championship teams, take all AP classes, and spend semesters abroad.
Our diversity challenges us to learn and grow in exciting, positive ways.
My Project
I am requesting 35 copies (a class set) of MAUS: A Survivor's Tale: My Father Bleeds History by Art Spiegelman.
World War II texts are not unique to our tenth-grade English language arts studies; rather we find ourselves looking for unique texts through which we might bring our studies alive in new and exciting ways. We are looking to build on the good work World History teachers do in their classrooms with mixed media. We are looking to align our studies to the new and rigorous Common Core standards that require students to read and analyze many more nonfiction texts in a variety of "real-world" genres.
Graphic novels are not new, but contemporary work is textually innovative and visually exciting. Last year, in our Greek Mythology unit, student were very nearly fighting over the one copy of our school library's graphic novel version of Homer's ODYSSEY. Many students went on to devour graphic novels on their own.
Our sophomore ELA team has a new teacher this year.
Exciting! She comes to us from a school on an Indian reservation at a very famous national park. She was there when some teachers worked to bring an IB program to this school. She taught with this book with amazing results and her enthusiasm was catching. The power of graphic novels reaching students has already been proved on an individual basis in my classroom. We can't wait to see that power when students study MAUS together as a class.
More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Parker and reviewed by the DonorsChoose team.
