Lesson Outline: NH History ComicsPosted: 19-07-2008
Context: This comics project provides a written and visual component to an ongoing series of local history units. Students also research local and state history, construct a class timeline of events from history of their families and communities, map local geographical features, and conduct oral history research at local sites.
Grade Level: Grades 3-8
Objectives: Each student will:
- learn about a local historical figure, placing that figure in historical and social contexts.
- tell the story of that person’s life in a mini-comic format.
- learn about other historical figures, through reading the mini-comics of other students.
- History texts (age-appropriate books and materials)
- Historical fiction (class read-aloud books, library books)
- Picture books
- Online resources
- Local historical societies
- Each student chooses a historical figure. (The teacher can provide a list of historical figures, or class can generate list from previous assignments.)
- Students also choose partners or support groups.
(Working in groups allows students to develop specialties, give focused feedback, and check each other’s work. There should be some connection between the various topics in the group — e.g., stories from a particular region or time period)
- Students research their topics, taking notes in teacher-provided format.
- Students categorize and prioritize notes.
(Guiding questions: “How will you organize your story? What are the most important scenes/details? How does this story connect with other stories in your group?”)
- Students plan their projects.
(“Thumbnail” each page, or outline the story you will tell.)
(Guiding questions: “What point of view will you take in drawing your story? Is your historical figure the main character of your story, or is it another character?”)
- Pencil, ink, and erase all pages.
(Teacher may require projects include a historical map, an author’s note, a timeline of other important events, etc.)
- Students publish comics in mini-comic format.
(This can take many forms:
- bulletin board of comics
- gallery display
- reading session with other classrooms
- photocopied “mini-comics”
- class web gallery
… or something entirely different!)
|NH State Frameworks: Social Studies: PART 2 Essential Skills for Social Studies||Assessment method or prompt:|
|Differentiating past, present and future and change over time||
|Evaluating and critiquing varied sources of information and the use of appropriate primary and secondary sources and technology to acquire information||
|Expressing clearly and concisely personal opinion supported by evidence||
|Solving Individual and group problems||
Student Artwork Samples: