![]() So one of my post-reading activities was to have students corroborate the WWI information in the graphic novel with information their textbook with parenthetical citations. After conversations with the English teachers at my school, we have tried to design activities that teach students how to paraphrase and cite textual evidence. They struggled to annotate double entry journals in order to keep track of the individual characters and events in the story. I tracked their page numbers each day to monitor effort. ![]() Most of my high school students finished the graphic novel in five, 53 minute class periods. Although much has been written about The Harlem Hellfighters, surprisingly they are not even mentioned in my District supplied (2006) US or World History textbooks. This post shares some of my students’ work and how I used the graphic novel to engage history students in the study of World War I. I was inspired by a colleague from the National Council for the Social Studies, Tim Smyth (on Twitter and his story of using comic books in the classroom, which was covered by PBS. ![]() Many literacy experts have been espousing the use of graphic novels or comics in the classroom because they are high-interest and engage students (Yang, 2008). This lecture is open to the public, you can get tickets at the Southern California Social Studies Association web page. I am preparing to bring my US and World History students to meet Max Brooks, author of The Harlem Hellfighters at an event at the Autry Museum on February 25th. ![]()
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