The document is a lesson plan for teaching history using comic books. It proposes using comic books, or "true comics", as primary sources to teach students about historical events like the Spanish-American War and Age of Imperialism. The lesson would have students closely read excerpts from comic books and compare them to excerpts from traditional history textbooks. It would also have students analyze presidential speeches from the era. The goal is to help students develop historical analysis skills and better understand the time period by comparing different source materials on the same events.
2. Faster than a speeding bullet.
More powerful than a locomotive.
Able to leap tall buildings in a single
bound.
Look! Up in the sky!
It's a bird. It's a plane. It's Superman!
Yes, it's Superman - strange visitor from
another planet who came to Earth with
powers and abilities far beyond those of
mortal men.
Superman - who can change the course of
mighty rivers, bend steel with his bare
hands,
And who, disguised as Clark Kent, mild
mannered reporter for a great
metropolitan newspaper,
fights the never ending battle for
Truth, Justice and the American Way.
5. I. Comic Book History
II. True Comics: A lesson plan you can believe in!
III. Online Comic Project: Making History
IV. Comic Questions & Comic Answers (hopefully)
Are you taking notes?
Don’t worry everything’s
online !
Gregory Adler
adlersensei@gmail.com
26. COMICS MAGAZINE ASSOCIATION OF AMERICA, INC.
Adopted October 26, 1954
The comic-book medium, having come of age on the American
cultural scene, must measure up to its responsibilities …
…members of the industry must see to it that gains made in this
medium are not lost and that violations of standards of good
taste, will be eliminated.
Therefore, the Comics Magazine Association of America, Inc. has
adopted this code …a landmark in the history of self-regulation
for the entire communications industry.
33. Will the Golden
Lasso Make Her
The First
President to Tell
the Truth Too?
Though
10¢ then
it’s worth
$$$$$
today !
That meant
2042, not
1972 but at
least we’re
getting
closer
40. The Comic Book Experience
“he takes no joy in reading …it will be hard for
him to develop into a life long learner…”
“The first thing he said to me when we got back
… (was) that he had read it three times already.”
Scott
(classroom teacher)
41. “To the Classroom Robin”
• Resource for teacher’s of any age group
• Attention grabber for a lot of learning styles
• Dual use as pop culture primary source for an
era and/or a secondary source on a history
• Comic books naturally use sequence and give
evidence which are CCSS themes
• There is a interesting history to comics
46. True Comics vs.
Your Textbook:
Comparing Sources
Lesson Content:
Age of Imperialism
Spanish-American War
Courses: World or USH Social Studies
Objectives: -self-reflect on historical
reading skills
-building content knowledge of era of
imperialism
-write a reflection after close reading
Methods: close reading;
summarizing; individual & group
analysis & reflection
Materials: LHA
Chart, Textbook, Sources (True Comics
& textbook excerpts, McKinley Speech
and Aguinaldo Declaration)
47.
48.
49.
50. True Comics vs.
Your Textbook:
Comparing Sources
Lesson Content:
Age of Imperialism
Spanish-American War
Courses: World or USH Social Studies
Objectives: -self-reflect on historical
reading skills
-building content knowledge of era of
imperialism
-write a reflection after close reading
Methods: close reading;
summarizing; individual & group
analysis & reflection
Materials: LHA
Chart, Textbook, Sources (True Comics
excerpt, McKinley Speech and
Aguinaldo Declaration)
