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Ncss 2015
- 1. Formative assessment: place a dot on each continuum to represent your current thinking Graphic Novels & Global Competencies
- 2. Graphic Novels & Global Competencies
- 4. Overview • Why? - Global competencies & Middle East • How? - pedagogy & practice • So what? - onward resources
- 6. What I am not talking about:
- 9. Why are graphic novels such an amazing resource to teach global competencies?
- 10. Translation Scott McCloud, Understanding Comics
- 11. Participation Scott McCloud, Understanding Comics
- 14. Penny exercise: Draw a penny from as many different angles as you can.
- 16. Interplay of text and words
- 18. Time: sequential and simultaneou
- 19. Grids and Gestures: A Comics Making Exercise http://digitalcommons.unl.edu/sane/vol2/iss 1/8/
- 21. Which global competency values, skills, and/or behaviors would you connect with graphic novels? Translation Participation Perspective time
- 22. How? - pedagogy & practic
- 25. Joe Sacco Footnotes on Gaza pg. 190 example:
- 26. Read for content
- 27. Draw line of sight
- 30. Number people
- 31. Sample of marked
- 38. 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
Editor's Notes
- 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
- -made possible by support from Longview Foundation as the 2014 NCSS Award for Global Understanding -Fulbright-Hays Distinguished Award in Teaching program
- -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
- GN are an acceptable source Intentional Text and visuals More than one panel Primary Source
- Lots of reasons translation is tricky
- 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
- 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
- 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)
- GN are an acceptable source Intentional Text and visuals More than one panel Primary Source