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Formative assessment:
place a dot on each
continuum to represent your
current thinking
Graphic Novels &
Global Competencies
Graphic Novels &
Global Competencies
Overview
• Why? - Global competencies & Middle
East
• How? - pedagogy & practice
• So what? - onward resources
What I am not talking about:
Global competency matrix
Why are graphic novels
such an amazing
resource to teach
global competencies?
Translation
Scott McCloud, Understanding Comics
Participation
Scott McCloud, Understanding Comics
Which
viewIS
perspective
Penny exercise:
Draw a penny from
as many different
angles as you can.
Interplay of text and words
Time: sequential and simultaneou
Grids and Gestures: A Comics
Making Exercise
http://digitalcommons.unl.edu/sane/vol2/iss
1/8/
Which global
competency values,
skills, and/or behaviors
would you connect
with graphic novels?
Translation
Participation
Perspective
time
How? - pedagogy & practic
Additions:
-repetition
-density
-visual
perspective
-Time
Joe Sacco
Footnotes on
Gaza
pg. 190
example:
Read for content
Draw line of sight
Circle
objects/things
Write “in” gutter
Number people
Sample of marked
So what?- onward
esources
http://educatingforgc.blogspot.co
Exit ticket: write a postcard to your
Future self
-What is one resource, strategy, or
contact you want to remind yourself
to follow up on in 2016?
Stay in touch!
youngk@weston.org

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Ncss 2015

Editor's Notes

  1. Intro to me: -teaching world history in Weston, MA for 13 years -make frequent use of travel/study based professional development -Global Competency Certificate Program -Globalizing the Classroom Fellow Harvard Global Studies Outreach Program
  2. -made possible by support from Longview Foundation as the 2014 NCSS Award for Global Understanding -Fulbright-Hays Distinguished Award in Teaching program
  3. -Why GN – GC -Why graphic novel about ME -what I mean by PS -pedagogy – how to use in classroom -practice -Resources For GN in ME -Resources for experiential professional development -connecting with me
  4. GN are an acceptable source Intentional Text and visuals More than one panel Primary Source
  5. Lots of reasons translation is tricky
  6. The means to create perspective lies right between our eyes…distance between our eyes means that there is a difference between the view each produces – thus there is no single “correct” view
  7. While in WB, serendipitous things happened. First exhibition on Palestinian comics, Charlie Hebdo attacks. Choices Program, Brown University, Teaching with the News. Awesome curriculum, embraces so many global competencies….surrounding myself with all of these Palestinian comics artists, clear there was a piece of the perspective that was missing. Not that Choice got it wrong, but go a little further, make it more complicated and more grey
  8. First thing I did was change the format of the lesson to a SAC---more performance based, more active, more GC. But then, I added graphic content to the PS students would use in researching/articulating their side as part of the SAC. Rarely, if ever use a full text in my classroom. With any PS/SS I use in the classroom, I excerpt it. Same with GN. Also use in conjunction with other sources (as you would with any other source)
  9. GN are an acceptable source Intentional Text and visuals More than one panel Primary Source