Using cartoons is an effective way to teach history according to this document. It outlines 8 stages for incorporating cartoons into the history classroom: 1) decide on the historical concept, 2) teach elements of cartoons, 3) activate prior knowledge, 4) expose students to examples, 5) provide practice time, 6) have students discuss evidence, 7) provide feedback, and 8) allow group work. The document discusses how cartoons can help students visualize history, give them a sense of historical agency, and motivate creativity compared to traditional worksheets.
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Presentation at the Networked Learning Community (NLC) Symposium on 2 Nov 2015. Pedagogical value of cartoons in the History Classroom by Lloyd Yeo (St Gabriel's School), Ezal (Fairfield Methodist) and Joseph Tham (Crescent Girls)
Pedagogical value of cartoons in the History ClassroomLloyd Yeo
Presentation at the Networked Learning Community (NLC) Symposium on 2 Nov 2015. Pedagogical value of cartoons in the History Classroom by Lloyd Yeo (St Gabriel's School), Ezal (Fairfield Methodist) and Joseph Tham (Crescent Girls)
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Use of cartoons in the history classroom (open source)
1. Using Student Cartooning to
Teach S1 History
8 Feb and 3 March
Mr Lloyd Yeo, AST (SR), MTT History
2. Literature Review
They are thrice damned: damned as a culture,
Purpose: “Damned
as a culture. It is
popular not ‘high”
Outlandish fantasy involving
absurd characters acting in the
most bizarre fashion – the very
antithesis, one might think, of
plausibility.”
At best suitable only
for children (and
retarded
It’s impact is that it is
positively harmful at
worst….a perverse hybrid
Locke, (2005)
3. Good starting point for
thinking about the
specificities of certain
issues (Eisner, 2006)
In psychology, they are
used to represent
processes and thoughts
that people go through in
their mind.
They have the ability
to communicate
various messages.
Concept cartoons are “cartoon-
style drawings presenting
characters with different
viewpoints around a particular
situation (Roesky & Kennepohl,
2008)
4. Stages on using cartoons in the history classroom
1: Decide on the historical concept
2: Design and teach the elements that go into cartoons
3: Activate student prior knowledge
4: Expose students to local and student cartoon
examples
5: Provide space for creativity and practice
6: Get students to articulate and write about historical
evidence
7: Provide feedback
8: Design opportunities for group learning and debrief
6. Diversity/ Multiple Perspectives: Understanding the past
is complex and people’s experiences vary according to their
ethnic groups, geographical locations, social class, religious
affiliations, gender, age etc.
Evidence: For sources to become evidence, they need to
be judged on their usefulness and reliability in relation to
the inquiry question. source to be studied in terms of its
origins, nature, purpose and content, as well as its
typicality
8. Why did we select this character to focus on?
How are we going to find out more about this
character?
How do we know that what we are planning to draw is
historicall authentic and realistic? (e.g. buildings, item
used etc)
Is there any particular year we want to focus on? Why?
Sourcing and evidence
10. Part 1: Story Mountain
Background
Main Character (s)
Problem.
Resolution
Closure
Perspective of cartoonist:
(E.g. First person or 3rd
person narrative)
11. Part 2: Avatar Creation (p.7):
Stick figures
are alright
12. Part 3: Elements of cartoons (p.8.): Comparison exercise
Setting: The Singapore River: It was a place where many migrant communities gathered for
work and trade.
Characters: Different ethnicities engaging in different types of businesses and occupations.
Humour: ERP sign in the river, to highlight that the Singapore River was very congested due
to heavy traffic.
Single Scene
27. Kinds of punchlines (pp14-15)
1. The Hidden Element: The reader can see what the
character can’t.
2. The Reversal: Character says something unexpected.
3. The Understatement or Underreaction
4. The Exaggeration or Overreaction
5. Misunderstandings of words and intentions
6. Illogical or logical consequences (Reader or
character did not expect something to happen) or
the logical consequence
Source: http://ersby.blogspot.sg/2013/01/a-list-of-punchlines.html
28. Where did he get his source of inspiration? (p.16)
29. Stage 6: Get students to articulate
and write about historical
evidence
Footnotes
Glossary and
explanations
Evidence
Recordings
32. Culture system: A revenue system in the Dutch East Indies (Indonesia) that forced farmers
to pay revenue to the treasury of the Netherlands in the form of export crops or
compulsory labour
Boats from
Makassar in the
19th century seen in
the National
Museum
www.nas.gov.sg: Inteview with Samsuri Bin Ahmad from Semarang…..
33. Stage 7: Provide feedback
p.17
Historical evidence / historical authenticity and realism
Setting
Characters
Material culture
Reading
Relevance to theme
Readability
35. Stage 8: Design opportunities for
group learning and debrief
36. Sometimes teacher will say, “Can you try and visualize what their life is like?”. And
then you realize that there’s this but that’s all you can think of. But when we did this,
this open our mind to all the things that they could do. So this really help (us) visualize
a lot.
Historical visualisation through
stories
37. Historical agency/ ownership through creativity
It s new way to ‘see’ history: What is the first thing you think of when you say to him
‘History’. He will straight away say boring people. Historian. Talk about history.
Artifacts.
It’s a new way to look at history lessons: How about history lesson? Worksheets on
history. Research. For drawing maybe just sketches of artifacts and re-creations of it
but no one would think of comics (and stories)
It’s about motivation and creativity: I thought it was an easier way to earn marks and
better than just writing PEELS all the time. It was getting a bit boring. I thought this
was really something unique that I don’t see in Primary School.
Editor's Notes
You’re creating a supernova of sorts and it’s not easy. It’s an explosion of a star. It is the largest explosion that takes place in space. A supernova happens where there is a change in the core, or center, of a star. The first type of supernova happens in binary star systems. Binary stars are two stars that orbit the same point. One of the stars, a carbon-oxygen white dwarf, steals matter from its companion star. Eventually, the white dwarf accumulates too much matter. Having too much matter causes the star to explode, resulting in a supernova.
You’re creating a supernova of sorts and it’s not easy. It’s an explosion of a star. It is the largest explosion that takes place in space. A supernova happens where there is a change in the core, or center, of a star. The first type of supernova happens in binary star systems. Binary stars are two stars that orbit the same point. One of the stars, a carbon-oxygen white dwarf, steals matter from its companion star. Eventually, the white dwarf accumulates too much matter. Having too much matter causes the star to explode, resulting in a supernova.