Alex Sevastopoulos, P7

Maus Book 1 & 2 — FINAL Socratic Seminar Prep

Process Question (Be prepared to share your answer for #1 at the beginning of
your circle’s conversation):
1. In no more than one sentence, finish the sentence: Maus is a book about...
Maus is a book about the Jews’ struggles during the Holocaust and how the lengths they
took to overcame them.

The Essential Questions (Group A or B may be assigned these questions):

2. Is prejudice “curable”? Use evidence from the text to support your thinking.

Prejudice isn’t curable, but mindsets can be shaped over time. A lot of suspected prejudice
is based off of stereotypes, or things people aren’t “supposed” to do or know. Anja and her
cousin talk in English when discussing their opinions on Vladek, unaware that he can
understand. If their opinions were negative, especially if they involved details about
religion or such, this could be a way to show prejudice.

3. How do (or did) Holocaust survivors carry the past? Use evidence from the text
to support your thinking.

Holocaust survivors carry the past through their memories and how they project that onto
others in their life. Vladek reprimands Art for simple mistakes and places expectations on
him and Mala that they can’t live up to. Vladek is stubborn, and that often gets him in
trouble. He’s old, he refuses to do a lot of stuff, and Art has to be there for him. It could be
dangerous if Art was not physically there (like when he is on the roof).

Making Connections (Group A or B may be assigned these questions):

4. While Art Spiegelman wrote a graphic novel, Elie Wiesel wrote about his
experience surviving the Holocaust in a more traditional prose format (Night,
which we read an excerpt of ). What are the pros and cons of telling an
autobiographical story in each format? How can each convey the magnitude of the
Holocaust? Explain.

In prose format, there is more opportunity for elaboration in terms of characters’ thoughts
and actions. Their conflicts, both internal and external, can be described more deeply and
give the readers further insight. Things like these can be shown rather than told in the
form of a graphic novel, where we can easily see characters’ fears or actions. They may not
be shown as deeply, but can be shown more vividly.

5. Elie Wiesel describes his relationship with his father in the midst of the
Holocaust. What do Wiesel and Spiegelman reveal about father-son relationships
in their texts? How are their messages similar? How are they different? Be sure to
reference the texts as evidence.
During Night, Elie and his father are together during the Holocaust. They lied about their
age and occupations, just so they could stay together. “‘Please, sir… I’d like to be near my
father,’” Elie said when they were going to be separated. In Maus, Vladek did not have Art
during the Holocaust. Their relationship currently is cordial, albeit a bit strained. This is
shown in [text]

Your Questions (Group A or B may be assigned these questions):

6. How would you explain the antisemitism in Maus? Are there other forms of
racism and prejudice present in the text? What do you think the author is trying to
convey about prejudice?

Racism is taught to children in their home lives, especially towards Jews: “The mothers
always told so: ‘Be careful! A Jew will catch you to a bag and eat you!’ So they taught to
their children.” (151) There’s also a time after the Holocaust where Vladek discriminates
against a black man because of the skin color. He was the one who complained about
being dehumanized by the Germans, but he’s acting the same way.

7. Consider the relationships present in the texts. How do you think the experience
of the Holocaust affected relationships both short-term and long-term? Consider
romantic relationships like those of Vladek and Anja, as well as other relationships
such as familial or friends. Use the text to support your thinking.

During the Holocaust, the relationships they have are the only thing they can rely on– the
trauma they went through brought them closer in the end. After the Holocaust, Vladek’s
relationships are strained. He tries his best to make a good relationship with Art, but falls
back on things that happened in the Holocaust. Because of this, he isn’t as present as he
should be, and often gets into arguments with those he cares about.

6. What is your analysis of the allegory used in Maus? Do you think that this
allegory fits its purpose well, or do you think it portrays a group wrongly? If you
were writing/drawing the novel, how would you portray certain groups of people?
Explain your reasoning using examples from the novel.
The allegory in Maus has several facets to it, besides it just being an easy way to portray
predator and prey. Speigelman played off a pun, using the German verb mauscheln, which
was used as a derogatory term that meant “to talk like a Jew” or “to swindle like a Jew.” It
also just looks like Maus. The other ones have other symbolism, such as cats and mice, the
dogs saving the mice from the cats, and the Poles as pigs (as they were referred to by
Nazis).

7. Consider the different characters present throughout Maus I and II. How would
the novel be different if told from a different perspective i.e. Anja’s?

Everyone was dealing with their own issues– for example, Anja was dealing with heavier
depression than Vladek. The novel might have revolved around her suicidal ideation rather
than the Holocaust. She was also separated from Vladek at times, and we would see her
side of things. We would also not see Art’s side of this story.

8. Record AT LEAST one question that you would want to ask your group DURING
the Socratic Seminar.

How do Vladek’s experiences shape his mentality during and after the Holocaust?

Your partner’s name:

Tally how many times they speak:

Record notes in which you record what they share/ask AND EVALUATE/ANALYZE
how they contribute to the discussion.
Notes on others: