A Different Side of Auschwitz

 If you teach Night, Maus, or other Holocaust-centric book, you know that videos can be powerful tools.  Here is a video of a different nature - the resort at Auschwitz.  Yes, you read that correctly.  There was an actual resort at Auschwitz.

The video comes from the United States Holocaust Memorial Museum.  It is of a photo album of a Nazi officer who worked in Auschwitz during the time that Elie Wiesel was there.  It shows a resort that was on the premises where Nazi soldiers could hang out with women, lounge on a deck, and even participate in sing-alongs.  It is absolutely fascinating and horrifying at the same time to see that while unspeakable suffering was going on, these soldiers were having a grand time relaxing.

If you are teaching the term juxtaposition in your classroom, this would be a moment where you could see juxtaposition in real life.  It floors me every time I see this the complete disconnect between these men and women with what is happening within an easy walk from the premises.

How Do I Love Thee?

Today is Elizabeth Barrett Browning's birthday.  She is known almost as much for love letters as she is for her poetry.  For those of you who need a refresher, Elizabeth (and her ten siblings) was forbidden by her father to ever marry and have children.  When Robert Browning read her poetry, he fell in love with her and began to write her.  Between the two of them, they wrote 570 letters to each other before they ran away and eloped.  They both kept all the love letters and the door to the Barrett house which half of those letters came through, was saved before the house was torn down.  I believe it is kept at Wellesley College Library and was a popular place for college students to slip Valentine cards until it was sealed shut.

So why did Elizabeth's father want to stop his bloodline?  Well, according to one scholar, Julia Markus, in her book Dared and Done, It might be because either her grandfather or gear grandfather has a child with a Jamaican slave. Either he was such a racist that he did not want his bloodline tainted or, being an abolitionist, he was ashamed of his white bloodline and wished to end it.

Either way, it was the reason for Elizabeth and Robert's secrecy.  Her father never forgave her for running off and getting married and having a child.  She wrote to him often and he always returned her letters unopened.

Here is a reading comprehension practice for her poem "How Do I Love Thee?"

Teaching the Graphic Novel to Struggling Readers

Want to skip to the lesson idea?  Jump down to the picture and start reading from there!

Comics have a bad reputation.  That stems all the way back to the late '50s when a guy named Dr. Frederick Wertham wrote a book called Seduction of the Innocent.  It details how comic books cause kids to be violent, disruptive, anxious, and homosexual.  It caused quite the stir and I could go on and on about it, but I will spare you today.  There were senate hearings and self-imposed censorship on it. Comics almost went out of business because of it and if it were not for the Marvel surge led by Stan Lee, Jack Kirby, and Steve Ditko, they may just have disappeared.  

Several generations have passed since then and each generation has been more open to comics as a legitimate genre, but even so, many teachers think it is good only for students who struggle.  "Well, reading comics is better than nothing..." is a phrase thrown about quite often.  True, there are some low-brow comics out there, just as there are some low-brow novels, stories, movies, poems, etc.  However, there are also quite a bit of complex stories being told.  Maus and Persepolis are two that have broken the ranks.  Classical Comics does and EXCELLENT job adapting Shakespeare (and you can get them with the full text).  A good comic does more than illustrate the story - like a movie, the images should assist in telling the story, so that the words and images blend.  One without the other is no good.

One problem I've encountered with teaching Persepolis to struggling readers is that they often have trouble following which word balloon to read next and following along with who is actually speaking.  To combat this, for some of the chapters we are reading, I photocopy the pages and highlight the parts and let them read it like a play.  This way they get to model how to read and are able to focus on the story being told.  We don't do this for all chapters, but with the group I have now, I will probably do it for just under half of the chapters. 

If you are interested in discussing with your class the history of the CCA and Dr. Wertham's book, you can use my presentation.  I have basic notes on it because I was not setting it up for others, but it should be enough for you to spark some discussion.

https://docs.google.com/presentation/d/1tv3fSQfw-tvKn7eVBf9HUmsSn57e4pOU/edit#slide=id.p1

By the way, what is the difference between a comic book and a graphic novel?  Well, technically graphic novels tend to be longer and self-contained, but in reality "graphic novel" is often used by those who are embarrassed to be reading comics and want to make them sound more "literary".