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Strategy Collection

Mikki Steele

Department of Education, Geneva College

EDU 415: Literacy Across the Curriculum 4-12

Dr. Michal Wargo

December 8, 2022

Table of Contents

The Holocaust

Maus.…………………………………………………………………………………………………………………3

Anticipation Guide.…………………………………………………………………………………4

The Qing Dynasty

Selected Short Stories of Lu Hsun……………………………………………………………………………..6

SWBST Chart.………………………………………………………………………………………..7

Bound Feet, Western Dress………………………………………………………………………………………9

Flashcards.…………………………………………………………………………………………….10

The Civil Rights Movement

To Ki a Mockingbird…………………………………………………………………………………………..13

Think, Pair, Share Discussion………………………………………………………………….14

Coming of Age in Mississippi………………………………………………………………………………….15

GIST Summary Guide……………………………………………………………………………16

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The Holocaust
Spiegelman, A. (2004). Maus (Vol. I). Rowohlt-Taschenbuch-Verl.

Spiegelman, A. (2004). Maus (Vol. II). Rowohlt-Taschenbuch-Verl.

Maus is a dual memoir that tells the tales of a second-generation Holocaust survivor

living with survivors’ guilt, and his father, a survivor of Auschwitz. The art style depicts

everyone as an animal according to their ethnicity.

Anticipation Guide:

These books deal with a very heavy subject: the Holocaust. This is not the typical

Holocaust memoir, though, because it is written in the style of a graphic novel. Using an

anticipation guide before reading these novels will help the students begin to focus on what

they will be learning about. They will also begin to think about the style the book is written

in, which is something they might be unfamiliar with.

I will assign the anticipation guide and then collect it after they compete the rst

survey. After we nish the book, I will pass back their papers so they can complete the rest

of the assignment. After they complete this, I will have them turn and talk to a partner

about what they wrote under the “explanation of changed opinions” section. This will help

them articulate their personal opinions about the book and about the Holocaust in general.


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Name: __________________________ Date: _________________ Period: ____

Anticipation Guide
Maus by Art Spiegelman
Directions: Before and after reading Maus, ll out this Anticipation Guide. You will nd 10
opinion statements below, some of which will come across as harsh. Before reading you will
circle whether you agree or disagree with the statement on the left side of the sheet. After
reading you will do the same on the right side of the sheet. When you complete the second
evaluation, you will write a short paragraph explaining why some of your options changed
and/or stayed the same, citing evidence from the novels. If you need more space, continue
on the back.

Agree (A) or Statement Agree (A) or

Disagree (D) Disagree (D)
A or D 1. Comic books cannot be used to describe serious topics. A or D
A or D 2. Children should never disrespect their parents, under any A or D
circumstances.
A or D 3. The Holocaust was an act of racism. A or D
A or D 4. Stereotypes are harmful. A or D
A or D 5. Parents should never leave or send their children away. A or D
A or D 6. Anthropomorphism (giving human-like characteristics to A or D
animals) cannot a ectively and accurately tell someone’s life
story.
A or D 7. I like reading non ction. A or D
A or D 8. Antisemitism (hatred of Jewish people) is still a problem A or D
Jewish people are dealing with today.
A or D 9. I would be willing to do anything for my family, even give A or D
up my life.
A or D 10. Suicide can be a means of escape. A or D

Explanation of changed opinions: ___________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Name: Miss Steele________________ Date: 12/8/22___________ Period: ____

Anticipation Guide
Maus by Art Spiegelman
Directions: Before and after reading Maus, ll out this Anticipation Guide. You will nd 10
opinion statements below, some of which will come across as harsh. Before reading you will
circle whether you agree or disagree with the statement on the left side of the sheet. After
reading you will do the same on the right side of the sheet. When you complete the second
evaluation, you will write a short paragraph explaining of why some of you options changed
and/or stayed the same, citing evidence from the novels. If you need more space, continue
on the back.

Agree (A) or Statement Agree (A) or

Disagree (D) Disagree (D)
A or D 1. Comic books cannot be used to describe serious topics. A or D
A or D 2. Children should never disrespect their parents, under any A or D
circumstances.
A or D 3. The Holocaust was an act of racism. A or D
A or D 4. Stereotypes are harmful. A or D
A or D 5. Parents should never leave or send their children away. A or D
A or D 6. Anthropomorphism (giving human-like characteristics to A or D
animals) cannot a ectively and accurately tell someone’s life
story.
A or D 7. I like reading non ction. A or D
A or D 8. Antisemitism (hatred of Jewish people) is still a problem A or D
Jewish people are dealing with today.
A or D 9. I would be willing to do anything for my family, even give A or D
up my life.
A or D 10. Suicide can be a means of escape. A or D

Explanation of changed opinions: After reading Maus some of my opinions changed, but some of them
stayed the same. My opinions that stayed the same did so because Maus con rmed what I already believed to
be true, like the Holocaust was an act of racism and stereotypes are harmful. My opinions for 1. and 6. changed
because the way that Spiegelman told the story was very creative and I felt complex emotions, despite the fact
that this was a comic book with animals depicting the main characters. My answer for 5. changed because I
agreed with Vladek and Anja when they sent their son away in an e ort to protect him from the Holocaust.
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The Qing Dynasty I

Lu, X. (2011). Selected stories of Lu Hsun. Wildside Press.

Lu Hsun is the most famous writer from the Qing Dynasty. His short stories, though

most were published after the fall of the dynasty, depict problems he saw growing up

during the Qing Dynasty and try to motivate his people to change their ways. Many

of them focus on the traditionalistic nature of many of the people living in China

during the Qing Dynasty, and urged them to change their ways.

SWBST Chart:

The purpose of a SWBST Chart is to motivate students to summarize, identify main

ideas, think through cause and e ect relationships, and consider a variety of viewpoints in a

story or reading. Lu Hsun wrote short stories, which are the perfect length for the students

to complete an SWBST chart and then a nal, overarching summary.

I will assign the students to read one or more of the short stories for homework and

complete an SWBST chart for each story they read. Some of the stories are written to be

ironic and pointing out aws that Hsun saw in Chinese society at the time. Breaking down

the stories into pieces will help the students comprehend the deeper meaning of the story.

They will be able to articulate their understanding of this when they write their nal

summary at the bottom of the chart.

The day that the homework is due, I will go over their charts in class. Because

students can focus on di erent characters when they write their charts, I will call on a few

di erent students to share what they wrote. After, I will facilitate a dialogue about the

meaning behind the story and ask the students what they believe that Lu Hsun was trying to

comment on in Chinese Society.

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Name: __________________________ Date: _________________ Period: ____

SWBST Chart
Selected Stories by Lu Hsun
Directions: Below you will ll in one of these charts for every story that we read out of Lu
Hsun’s book. These charts will help you summarize the short stories. When writing the
summary make sure to include what Lu Hsun was commenting on in Chinese society.

Guide: S- Character(s); W- Goal/Desire; B- Con ict/Opposition; S- Action; T- Resolution

Story:
SWBST

Somebody

Wanted

But

So

Then

Summary
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Name: Miss Steele________________ Date: 12/8/22___________ Period: ____

SWBST Chart
Selected Stories by Lu Hsun
Directions: Below you will ll in one of these charts for every story that we read out of Lu
Hsun’s book. These charts will help you summarize the short stories. When writing the
summary make sure to include what Lu Hsun was commenting on in Chinese society.

Guide: S- Character(s); W- Goal/Desire; B- Con ict/Opposition; S- Action; T- Resolution

Story: An Incident
SWBST

1. Narrator
Somebody
2. The rickshaw man

1. The rickshaw man to continue going after hitting the old woman
Wanted
2. To take the man to his destination

1. The rickshaw man did not continue like he asked and helped the
woman to the police station
But
2. He hit an old woman and knocked her down
1. He began walking away
So
2. He stopped and asked her if she was hurt. She was.

1. He gave the policeman some copper coins for the rickshaw man
and thought about the incident for many years to come; he learned
Then a lesson in shame.

2. He helped her to the police station.

The narrator was getting a ride from a rickshaw, when suddenly they struck an
old woman. The narrator wanted the rickshaw man to continue going to his
destination, but instead he helped the woman to the police station. The narrator
Summary realized that he was in the wrong for not wanting to help the older woman and
gave money to the policeman to give to the rickshaw man to thank him for his
kindness to the woman. Overall, this story represented how important familial
piety, shame, and humility is to Chinese culture.
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The Qing Dynasty II

Bound Feet, Western Dress by Pang Mei Natasha Chang

Chang, P.-M. N. (2014). Bound feet & western dress. Bantam Press.

This book is a dual memoir of a Chinese American, Pang Mei, and her great aunt,

Chang Yu-i. Pang-Mei is dealing with growing up in America as a Chinese-American

and the struggle to balance a western lifestyle, while trying to still appreciate and

respect her culture. She also tells the story of Chang Yu-i, who is known for being

the rst modern divorcée in China. She was born right around the fall of the Qing

Dynasty. This trade book will let students see what it is like to grow up as a woman

in China, but also learn about di erent events and things that we are covering in

class, like foot binding and the Boxer Rebellion.

Flashcards:

This book will contain many words, vocabulary and otherwise, that the students will

not be familiar with. Flashcards are an excellent tool to help students increase their

vocabulary and memorize new words. When ashcards are used properly, they help move

the new information into the student’s long term memory, which will increase the likelihood

that they will use the word in everyday conversation.

My goal for this activity is for the students to choose words that they come across in

the reading that they are unfamiliar with and begin to familiarize themselves with it. The

way that I set up the ashcards, the students will be looking up the de nition of the word,

writing the sentence that uses the word from the text, and adding any additional notes that

will help them remember what the word means, like creating their own pronunciation guide,

listing synonyms, or drawing a picture.

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Name: ______________________________ Date: ________________________ Period: ______

Flashcard Activity
Bound Feet, Western Dress by Pang Mei Natasha Chang
Directions: As you are reading Bound Feet, Western Dress you will make at least ve (5)
ashcards per chapter with unfamiliar and/or important words/phrases you encounter in
your reading. Each ashcard will follow the guide below. Keep your ashcards for each
chapter together. You will turn them in following the reading of the chapter and they will be
returned to you by the next class, so you can use them to study from.

FRONT

Word
Part of Speech

Chapter and Page #

BACK

De nition

Sentence used in the book

Extra Notes (ex. pronunciation, synonyms, etc.)

guide
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Flashcard Activity Example

Bound Feet, Western Dress Prologue and Chapter 1

a straight dress, usually of silk or cotton,

with a stand-up collar and a slit in one
Cheongsams side of the skirt, worn by Chinese
women.
noun
“The cheongsams from my mother’s
Prologue, page 1 summers in Hong Kong, slim, high-
collared dresses with slits on the side.”

pronunciation:

A Chinese crescent-shaped dumpling lled

with a minced stu ng and steamed, boiled or
jiaozi fried; the Chinese equivalent of the Japanese
gyoza.
noun
“Each summer thereafter Yu-i brought us a
new recipe: one year, for jiaozi, meat
Prologue, page 4 dumplings; another year it was shrimp sauce.”

pronunciation:

the important virtue and primary duty of

Filial piety respect, obedience, and care for one's
parents and elderly family members.
noun
“The rst lesson in lial piety is this: that
your life and body are gifts to you from
Chapter 1, page 9
your parents.”

pronunciation: ll-ee-ual pie-yuh-tee

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one of the characters in a traditional Chinese,

Generation name Vietnamese and Korean given name, and is so
called because each member of a generation
noun share that character

“‘Chia’is the generation name; all my brothers,

Chapter 1, page 12 sisters, and cousins have the character ‘Chia’
as the rst part of their name.”

Additional notes: a name that everyone in the

family shares.
guide

a long weapon for thrusting, having a

wooden shaft and a pointed steel head,
Lances formerly used by a horseman in charging.

noun “Even though there had been almost as

many Boxers as foreigners, the Boxers
Chapter 1, page 15 had tried to ght the international forces
with lances and swords instead of
rearms.”

Additional note: kind of like a sword



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The Civil Rights Movement I

Lee, H. (2020). To ki a mockingbird. Arrow Books.

This is a classic book that shows the harsh realities of segregation and racism in the

South during the time of the Great Depression. It deals with racial con ict and some

themes and topics pertaining to the build-up of the Civil Rights Movement.

Think, Pair, Share Discussion

The think, pair, share strategy is a great strategy to get students thinking deeply

about the topic they are discussing and helps them increase their interpersonal and oral

communication skills when they share their opinions with their peers. Additionally, this

requires them to engage with the reading in an interactive way, which will increase

comprehension.

A good think, pair, share activity gives plenty of time for the students to discuss the

questions and then share what they discussed with their partner. I would take a day or two

for this lesson. After reading the book and before the discussion I would give these

questions to the students for homework and instruct them to look over and think about

their answers. If they wanted, they could jot some notes on the paper to aid in their

discussion the next day. On the actual day of the discussion I would pair the students up and

have them discuss the questions for about half of the class. The second half of the class

would be engaging in a group dialogue about the questions. If we do not nish discussing all

of the questions on one day, then we would take time to nish it the next class.

Although To Ki a Mockingbird is typically assigned to freshman to read in an English

class, I think I would assign this in an upper-level history course. I want the students to look

deeper into the content and make bigger connections to the historical implications of the

book. The questions I am asking them to discuss require a lot of careful thought and

consideration, so it will challenge them to think deeper about this seemingly “easy read.”

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Name: _________________________ Date: ______________ Period: _____

Think, Pair, Share Discussion Questions

To Ki a Mockingbird by Harper Lee

1. To Ki a Mockingbird is listed as a “banned book.” Why do you think this is? After
reading, do you agree with this? Why is it important to read a book like this?

2. What connections does it have to the Civil Rights Movement even though it takes
place 30 years before the beginning of the movement?

3. If you were representing Tom Robinson would you argue the way that Atticus did?
What would you add or take away from his argument?

4. Talk about the racial attitudes of the town as revealed through the side characters:
Why does Calpurnia speak di erently around other Black people? How does Mr.
Raymond pretending he is drunk help people cope with his mixed marriage?

5. In chapter 26 Miss Gates has a discussion with the class about Hitler and the
persecution of the Jews in Germany. Why is the class’s reaction to this ironic? What
similarities do you see between the treatment of the Jews in Germany in the 1930s
and the treatment of black people in the South at the same time?

6. How do you think that having Scout, a child, narrate the book a ected the way
things, like race relations and the trial, were discussed? What might have been
di erent if she was an adult?
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The Civil Rights Movement II

Moody, A. (2011). Coming of age in Mississippi. Bantam Dell.

This memoir tells the story of Anne Moody, a girl that grew up in Mississippi during

the Civil Rights Movement. Within her memoir she includes powerful stories about

what it was like to be black in the South during this time. She recounts things like

learning about the lynching of Emmett Till and the assassination of MLK. Reading

about her perspective can not only teach students about her life, but also about

major historical events during this time period.

GIST Summary:

I read this book in college, and it is pretty dense. I do think, however, than an upper

level (potentially honors) history class could handle it. In order to make the content more

accessible for my students, I would use a GIST Summary Guide for each chapter. By

breaking the book down and having the students summarize each chapter individually, it will

help them understand the most important aspects of each chapter, and eventually, the whole

book.

I would provide the students with a blank GIST Summary paper for homework each

night to complete as they are reading the chapter. At the beginning of the following class we

would go over them. Because this involves summarizing an entire chapter, it is likely that

students will focus on di erent aspects of the story, so I will have everyone read their brief

summary. By doing this we will generate a class discussion, not only about the book but also

about the Civil Rights Movement in general. I will also leave room for students to ask me

questions to clarify anything they are confused about.

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Name: _________________________ Date: ______________ Period: _____

GIST Summary Guide

Coming of Age in Mississippi Chapter 1

WHO WHAT

WHEN WHERE

WHY HOW

SUMMARY:



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Name: Miss Steele________________ Date: 12/8/22________ Period: _____

GIST Summary Guide

Coming of Age in Mississippi Chapter 1

WHO WHAT
Anne Moody and her family. A house fire

WHEN WHERE
Roughly 1945. Mississippi, Anne Moody’s
childhood home

WHY HOW
It began as a joke to scare George Lee walked over to the
Anne, but then the house fireplace and set the bulging
caught on fire. wallpaper on fire.

SUMMARY:
When Anne Moody was a child, George Lee set her house on
fire, but blamed it on her. Her father beat her for the
first time that night. After the fire, her father had a
much shorter temper. A few months later, her father left
the family.