Students are provided with accessible literature

• I used digital pdfs, printed versions, audiobooks, and audio-visual readings

• I rewrote the transcription of the cold-hearing on the banning of Maus into a language and format that is easier for eighth-graders to comprehend

• I used personal and cultural anecdotes throughout the readings

Students can confidently facilitate and participate in

discourses within & beyond the classroom

• I created in-class activities and at-home assignments that allowed the students to slowly progress towards becoming confident facilitators of discussion

• The in-class assignments and activities allowed the students to practice expressing their opinions verbally, kinesthetically, and in written and digital discussion threads

• My unit's summative assessment was a student-ran debate

Students can think critically about academic content, their surrounding worlds, & themselves

• The students were exposed to secondary-education curriculum making through the cold-hearing reading

• The students were introduced to the concept of book-banning through the novel and cold-hearing reading

• The students were exposed to the controversies and societal impact of Holocaust literature through their small-group and class-wide debates

• The students discussed how Art Spiegelman's choices as a writer affected their perspective of the Holocaust, literature, and their role as learners of such subjects