Morpheme Time Machine: WWII Through Maus

Learning Goals & Products

Learning Goals

Students will be able to analyze morphemes, roots, affixes, and etymologies in academic and historical vocabulary from The Complete Maus to explain how word structure and origin shape meaning and spelling.

Students will be able to formulate and refine a focused research question about language, World War II, fascism, authoritarian regimes, police states, antisemitism, or survivor experience to guide disciplined inquiry.

Students will be able to investigate World War II historical context and survivor experience using evidence from The Complete Maus and several credible print, visual, and digital sources to develop warranted conclusions.

Students will be able to interpret words, tone, symbolism, images, maps, photographs, and graphic-novel panels to explain how verbal and visual choices communicate historical meaning, emotional impact, power, resistance, and survivor experience.

Students will be able to compare the World War II contexts represented in The Complete Maus with age-appropriate sources about racism, BLM protests, and ICE detention centers to identify evidence-based connections and important differences without treating the experiences as identical.

Students will be able to revise and communicate a visual and written analysis using feedback about vocabulary, morphemes, spelling, historical evidence, mechanics, clarity, and art composition to address an exhibition audience with accuracy and empathy.

Products

individual

Maus Vocabulary Investigation and Illustrated Visual Essay

Each student produces an investigation record with a refined question, morpheme-and-etymology glossary, multi-source notes, and analysis of conflicting or limited evidence, then transforms the findings into a revised visual essay with original artwork and polished writing. A final reflection and vocabulary check demonstrate independent mastery of historical context, word analysis, visual interpretation, evidence use, and revision.

team

Collaborative Comic Poster Set and Gallery Presentation

Teams synthesize members’ individual investigations into an exhibited comic poster set that explains key vocabulary and etymology, integrates textual and visual evidence, presents shared findings and limitations, and carefully distinguishes historical and contemporary contexts. Team members jointly revise the artwork and writing, present their conclusions, answer audience questions, and explain how individual evidence shaped the final synthesis.

Student choices

Option 1

Rubric

Competency Progression Rubric Competency-first rubric

Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Effective Communication	I can share one idea, question, or connection about my reading or project with support, and I can listen to a partner’s response and repeat or point to one important detail I can use simple words, pictures, or sentence frames to show what I am thinking, even if my explanation is incomplete.	I can explain my ideas about The Complete Maus using at least one relevant vocabulary word, morpheme, or text detail, and I can respond to feedback by revising one part of my writing, caption, or artwork I can participate in a small-group discussion by asking or answering a focused question with some support.	I can clearly present my thinking using accurate vocabulary, text evidence, and visual choices, and I can explain how my research and reading helped me answer my question I can listen respectfully to peers, give or use specific feedback, and revise my project to improve clarity, purpose, and audience impact.	I can communicate my analysis of historical meaning, emotional impact, and survivor experience with confidence and precision, weaving together vocabulary, morphemes, etymology, text evidence, and visual information in a polished presentation I can use peer and teacher feedback to strengthen my final product and thoughtfully respond to others with empathy, reflection, and clear reasoning.
Critical Thinking & Problem Solving	I can answer a teacher-provided question by using one or two sources from The Complete Maus, a gallery source, or class notes to point out a relevant detail, even if my thinking is still basic or partly incomplete I can name a connection, difference, or pattern and explain it with some support from my teacher or peers.	I can use multiple sources to explore a focused question about World War II, authoritarianism, or vocabulary in The Complete Maus, and I can explain how a word, image, or source helps answer my question I can make a clear connection between visual information and text evidence, and I can revise my question or idea when new information changes my thinking.	I can independently generate a focused research question and use several sources to investigate it, including morphemes, etymology, and visual details from The Complete Maus I can compare sources, explain how language choices and images work together to show historical meaning or survivor experience, and use evidence to support a well-organized response.	I can independently develop and refine a meaningful research question, then synthesize several sources to show a thoughtful, nuanced analysis of how language, morphemes, etymology, and visual choices shape historical meaning, emotional impact, and survivor experience in The Complete Maus I can evaluate which evidence is strongest, adjust my inquiry as needed, and explain complex connections with depth, precision, and originality in my writing and visual work.
Collaboration	I can participate in a small-group project by sharing one idea, listening to my peers, and helping the group stay on task with teacher support I can accept feedback on a shared question or draft and make one simple contribution to improve our work.	I can work with my group to discuss sources, ask a related question, and use evidence from The Complete Maus or a gallery source to add to our project I can give and use feedback to revise one part of my writing or visual design with some guidance.a	I can collaborate with my group by sharing evidence, building on others’ ideas, and helping the group make decisions about our inquiry and presentation I can use peer and teacher feedback to revise our work so that my research, written explanation, and visual choices clearly support our purpose and audience.	I can lead and contribute responsibly in a small group by listening actively, sharing evidence from multiple sources, and helping my group refine questions, ideas, and final presentation choices I can use feedback independently to strengthen collaboration, resolve problems respectfully, and improve the clarity, accuracy, and impact of my final visual essay or comic poster set.
Academic Mindset	I can name a new learning goal for my project, use teacher and peer reminders to stay focused during reading, discussion, and revision, and make at least one connection between feedback and my work on the visual essay or comic poster set I can reflect on what helped me learn about The Complete Maus, even if my ideas are still developing.	I can set a clear goal for my reading, vocabulary, or art work, and I can use feedback from conferences to revise one part of my project with help I can explain how one morpheme, text detail, or visual choice supports my understanding of the memoir and the historical topic.	I can manage my learning by using feedback, checklists, and draft checkpoints to improve my vocabulary explanations, evidence, and artwork across the unit I can reflect on how my choices in reading, research, and revision help me answer my question about history, language, and survivor experience.	I can independently monitor my progress, use feedback to make purposeful revisions, and explain how my project shows growth in vocabulary, historical understanding, writing, and visual storytelling I can reflect thoughtfully on how my learning changed over time and how my final product communicates meaning to an audience.