Graphic and Literary Techniques

The aim of the lesson is to identify and analyze the most prominent graphic techniques and literary devices used in Miriam Libicki’s graphic narrative representing David Schaffer’s Holocaust experience.

This lesson establishes the framework for two subsequent lessons in the mini-unit, in which students explore the agency of Holocaust resisters who went into hiding. Students will create a narrative or non-narrative visual representation of their choice, illustrating the agency of one resister (or a group of resisters). Most of the conceptual learning for the mini-unit will take place in this lesson, which teachers may wish to divide into several smaller lessons based on the activity options.

Guiding Questions

• How did survivors have agency during the Holocaust?

Preparation

Teachers may wish to review the Backgrounders, including The Author’s Use of Graphic and Literary Techniques, which covers the prominent techniques and devices Miriam Libicki uses in her narrative, as described in a recent interview with Libicki, and Biography of David Shaffer, which offers context on David’s life.

Distribute copies of the narrative in advance, and ask students to have completed a preliminary read of the text before the lesson.

Lesson Activities

Analyzing Story, Character, and Environment

Following the I do, we do, you do strategy, model a breakdown of the narrative’s story by identifying the main plot points in the narrative, and providing biographical context as needed.

You may want to show the YouTube clip, “If We Had Followed the Rules, I Wouldn’t Be Here,” a collaboration between Schaffer and Libicki.

Then, on the whiteboard, lead the class in creating a timeline of events and moments that students found significant to the plot, answering any basic questions about sequence that occur.

Finally, divide students into partners or small groups and ask them to create a diagram of rising and falling action in the story, identifying which moments are most compelling to them.

Analyzing Character

In the same small groups, or different ones, have students brainstorm evidence for a biography of David Schaffer, in list or mind map form, based on what they have gleaned from reviewing the text (no details are too small or minor).

Or, have students mind map Schaffer’s character using the STEAL technique: evidence from what he Says; Thinks; his Effects on others; his Actions; and his “Looks” or body language and gestures.

Or, have students complete a diagram or visual profile of Schaffer using the Five W’s approach: Who, What, Where, When, and Why.

When finished, have groups share out their findings with the class.

Analyzing Environment

Explain to the class how the environment that Schaffer experienced in hiding is very important to his story. Ask the class to brainstorm, or mind map on the board, examples of how his environment affected him, and how he sought to survive in it.

Then, choose a splash page, such as the one on Page 17. Display it on the projector, and, as a class, have students complete the Begbie Contest guiding questions (such as those from Number 20, on paintings).

Then display another splash page with even richer imagery, such as the one on Page 17, and individually, have students write down everything they notice about its environment in one minute.

Remove the image.

Complete the process again with the same image, asking students to add details that they missed. You may need to repeat this process several times, so that observational skills improve.

Analyzing Techniques and Devices

Using “The Author’s Use of Techniques” backgrounder, prepare one or two activities on analyzing graphic techniques and literary devices in the narrative, respectively.

Analyzing Graphic Techniques

Prepare a list of key graphic techniques used in the narrative and hand out the list of terms to the class.

In pairs or in small groups, have students identify examples of each term, as well as evidence for why their chosen examples are significant. Or, you may decide to create a jigsaw activity, in which each group of students gets a few graphic techniques, as well as a few possible examples of where to search for them.

Circulate around the room giving hints and guidance as needed, then have students assemble in new groups. Each individual from the first group explains their findings to their peers.

As a class, have each group share their analysis of the examples, putting the images on the overhead for context. Add further explanation of each of the findings as needed, then have students complete the process one more time in second groups, giving a second example of each technique for them to analyze.

Analyzing Literary Devices

Have students refer back to the earlier activities on diagramming rising and falling action in the story. In the original activity groups, hand out the story structure terms and have students chart them on their existing diagrams, citing examples.

Then have them explain their reasoning to another group.

Next, have students refer back to their earlier analyses of the forest splash page, and have them look for evidence of two of the three remaining devices (metaphor/symbolism and forces of nature), circulating throughout the room as needed to offer guidance or leading questions.

For the last device, dialogue, pose a question to the class about where dialogue appears and where it does not. Ask the groups to prepare a summary statement on what this suggests about the mood or atmosphere of the story being told in the flashbacks. Ask students to refer to several other devices or techniques previously discussed when preparing their answers.

Identifying Significant Evidence of Schaffer’s Experience

Analyzing Significant Moments

As a final activity, ask students, individually or in partners, to identify the four to five most significant moments in the text that illustrate the significance of Schaffer’s experience in hiding.

Ask students to write a few notes about each moment describing why that moment is significant, and, if possible, how that moment is demonstrated or enhanced by one of the techniques or devices discussed in the lesson.

Have students share their findings with the class.

Conclusion

Introduce the next two lessons in the mini-unit, and explain the requirements of the final short project. You may want to hand out the requirements for the project now, especially if you will be dividing up these lessons within a larger unit of the course.

NOTE: The lessons do not need to be taught back-to-back. Students may benefit from having more time between lessons to digest the material. They will also need time to prepare their projects.

Additional Resources

The Author’s Use of Literary Techniques

Biography of David Shaffer