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New York: Random House, 1986 Context: The questions for this cubing strategy would work best after reading Maus. Students will need to read the book to understand and respond to the questions.

Purpose of Questioning: Questioning strategies can be used to teach and assess. Questions become the intellectual tools by which teachers elicit a desired behavior of their students. Embedded within the teacher’s questions are the cues for the cognitive task or objective that the student is to perform (Davis & Tingley, 1967.) Asking the right questions makes teaching more powerful and effective as there is a direct relationship between the level of thinking inherent in the teacher’s verbal behavior and that of their students (Measel & Mood, 1972.) When teachers ask questions that require divergent thinking, students in turn respond with divergent thinking (Gallaher & Ashner, 1963) and score higher on tests of critical thinking and standardized achievement tests (Newton, 1978; Redfield & Rousseau, 1981.) Purpose of the Cubing Strategy: The cubing strategy acts a stimulus for writers to think of ideas for writing through conversation. The strategy allows you to analyze different topics in depth like: racism, past and present in Maus, forgetting/remembering the Holocaust, and representing the Holocaust. The six sides of the block parallel Bloom’s taxonomy of comprehension levels. The cube can be imaginary or constructed from various materials. Large blank dice are available from teachers’ supply stores, you can cover a square tissue carton, or use the included handout that can be enlarged to create a die. Directions: Step 1: Print off the die in the handout and choose something to put inside of it to give it some weight like dried beans. Put the words on each cube, cut it out, and glue it together. Step 2: Explain the die to the class, and give them the handout with the Triangle Example and the questions. Read through the assignment as a class. Model it first, then do a guided practice, then do the activity tossing the cube to individuals. Step 3: Explain the rules of the activity: they will lightly toss the cube to someone. Then that person will respond to whichever side is facing up. Included are 4 topic categories of questions. Have the students write down the answers as students respond. Students may be put into smaller groups. Step 4: Toss the cube to a student who volunteers or who is usually responsive first. Allow the student a minute or so to respond. Make sure all students write down responses on a separate sheet of paper as they go. Assessment: The students will learn to take what they know and move down the scale of Bloom’s Taxonomy. They will learn to listen to others, and to be able to express their own

Cubing Questioning Strategy

Burr, BYU, 2010

ideas, which helps them apply their knowledge. The assessment of this strategy is not so much the content of the questions, but whether they did it or not, and whether they filled out answers to every question on their own. This strategy will lead up to possible topics for an essay, which would assess their knowledge.

Example: Choose a topic: Forgetting/Remembering the Holocaust

1. Describe it: In Maus Vladek tries to forget the Holocaust by burning his wife’s diaries.

2. Compare it: Today we try to forget the Holocaust by not reading about it, or

trying to learn about it because it is sad.

3. Associate it: Other tragedies that we try to forget are deaths of family members, or bad things America has done to minority groups, like taking away Native American lands.

4. Analyze it: I think that we try to forget, because it is sad and disturbing. There

is no solution. It makes people worry that tragic events could happen again.

5. Apply it: We can remember by reading about the Holocaust. We can view Holocaust art. We can understand the causes, so we can prevent another similar event.

6. Argue for/against it: It is important to remember so that a similar situation

does not occur again. We can be able to evaluate what a political leader is saying, so that we are not blind followers.

Cubing Topic: Forgetting/Remembering the Holocaust

Describe it: It looks like a __________ _______________________________ Compare it: It is___________________ _______________________________ Associate it: (What does it make you think of?) ____________________________ Analyze it: (Tell how it is made?)______________________________________ Apply it: (How can it be used?)________ _______________________________ Argue for/against it: (Why is it important?) We need it so ___________

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Topic: Racism

1. Describe it: What is racism? What are the characteristics of racism? What examples of racism

are there in Maus?

2. Compare it: How are the ways people were racist in Maus, different from how people are

racist now?

What are the different ways people are racist in Maus? (eg. Jews, Vladek, Nazis.)

3. Associate it: What other examples of racism have you seen in other books or movies?

4. Analyze it: Where does racism come from? Why are people racist against Jews in Maus?

How does racism begin now?

5. Apply it: How did Hitler use racism as a tool? How can we get rid of racism?

6. Argue for or against it: Why is it ok, or not ok to be racist?

Topic: Past and Present

1. Describe it: What is the past? What is the present? What places in the novel does Spiegleman use both?

2. Compare it: How does Spiegleman visually portray the past vs. the present?

3. Associate it: What other examples in books or movies have you read or seen that mix past and present?

4. Analyze it: What does it to for the reader when the author mixes past and present?

5. Apply it: How is the past part you your present? How can you use this in your writing?

6. Argue for or against it: Why is the past important or not important to remember?

Topic: Forgetting/Remembering the Holocaust

1. Describe it: In Maus how does Vladek or Art try to forget?

2. Compare it: How do we try to forget the Holocaust today?

3. Associate it: What other tragedies do we try to forget?

4. Analyze it: Why do we try to forget tragedies in history?

5. Apply it: How can we remember?

6. Argue for or against it: Why is it important or not important to remember the Holocaust or other tragedies?

Topic: Representing the Holocaust

1. Describe it: What does it mean to represent? What are forms or ways to represent something? How does Art Spiegelman

choose to represent the Holocaust?

2. Compare it: How do other artists represent the Holocaust?

3. Associate it: What other examples have you seen or heard, of representations of tragic events?

4. Analyze it: Why is it difficult to represent tragedies accurately? Why was it difficult for Art?

5. Apply it: How can we represent events that are difficult to represent?

6. Argue for or against: Should the Holocaust be represented? Why or why not? When is it ok to do so?

Burr, BYU, 2010