Using Content Picture Books in the History Classroom

1. Using Content Picture Books in the History Classroom American History Foundations August 18, 2011 Fran Macko, Ph.D. fmacko@aihe.info

2. If a picture is worth a thousand words, then a good picture book is practically priceless. Picture books aren’t just for little kids.   A picture book uses both text and illustration to create meaning; one is not as powerful alone as it is with the other. Framing the Session

3. Picture books can be easily integrated into classroom instruction. They are easy and practical to teach with. Most picture books can be read in one session/class period, thereby giving students a holistic, complete feel for the story. They have a clear beginning, middle and end. They provide a shared reference/experience for all students. Why teach with content picture books?

4. Picture books model literacy skills and writer’s craft. They provide an opportunity to model fluent reading, critical thinking, and reading as an active process. They are a great way for students to listen and read well crafted writing, and acquire an awareness of language. They are usually well written and display elements of craft.

5. Picture books can be accessed by all students. They provide content through a combination of text and illustration. They lend themselves to re-reading and analysis. They present: complex concepts, ideas and themes in a manageable format. information in a way that can be understood by a variety of learners on a variety of reading levels. They can be used in a variety of ways.

6. Visual literacy is the ability to interpret information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read”. The visually literate student looks at an image critically to understand the intentions of the image’s creator. Picture books and Visual literacy

7. Students often rely on visual images to assist them in learning new content and concepts. • The visual format of picture books appeals to students who are increasingly visually oriented, or who are struggling readers. • The illustrations support students in creating a mental model without struggling with the written word, thereby bridging the gaps in understanding.

8. Bridging the Gap • Picture books support students in becoming strategic readers as they integrate text and images. • Students utilize the same skill set to interpret pictures as they do to interpret print. • determining their purpose for reading • drawing on prior knowledge, experience and attitudes • asking and answering questions • inferring • visualizing • Applying these skills to both illustration and text enhances comprehension.

9. What makes a qualitycontent picture book? • Not all content picture books are the same. • In selecting quality picture books for older readers consider those titles that have: • mature themes • more complex illustrations • more text or more challenging text • subtle meanings, symbolism or allegory • two levels of meaning: one for younger readers and one for older readers

10. Rich Language Effective integration of text and illustration Highly engaging Historically accurate Asks reader to think deeply about something Believable and realistic Free from stereotypes Supports teaching objectives/outcomes What are the features of a quality picture book?

11. Content picture books: introduce historical concepts, people, complex ideas and vocabulary in an engaging context. build prior knowledge. make historical periods and distant lands come alive for students. create relevance through the emotional appeal of the characters. extend the textbook and support differentiation. How can content picture books enhance history instruction?

12. How can we use picture books to teach heroes? • Who are the heroes that our students associate with the American Revolution? • Who are the lesser known heroes from that historical periods? • How can we use quality of picture books to introduce our students to heroes. both famous and not so famous?

13. What are some quality American Revolution picture books that introduce heroes? George vs. George

14. John, Paul, George and Ben

15. Everybody’s Revolution

16. Patience Wright America’s First Sculptor and Revolutionary Spy

17. The Scarlet Stockings Spy

18. The Declaration of Independence: The Words That Made America

19. Taking a Closer LookThe Scarlet Stockings Spy

20. Teacher Resource Guide:The Scarlet Stockings Spy • The Teacher Resource Guide is divided into four sections: • before reading activities • during reading activities • vocabulary • discussion questions (content and literary craft) • after reading/ extension activities • activity templates (models and blank versions)

21. Introduce the book by asking students to “read” the cover. Display the book for students or make copies of the cover art. Ask students to complete the three column chart titled: “What I See, What I Think, What I Wonder”. Before Reading Activity: “Reading” the Cover Illustration

22. This chart gives students the opportunity to first observe and note what they see, then to think about and infer what their observations might mean and, finally, to wonder about what questions the illustration raises. • Point out to students that point of view/perspective figures prominently in both the story and the illustrations. • The story is told from the point of view of a young patriot, Maddy Rose. • The illustrations also place the viewer in very specific vantage points.

23. Look carefully at the cover illustration – what might the title The Scarlet Stockings Spy refer to? Where does the illustrator place you, the viewer? From which perspective are you looking into the picture? What clues do you have as to the time period in which this story is set? What can you infer about the story after thinking about the title and the cover illustration? Discussion Questions

24. During Reading Activity:Blending Text and Image

25. Have students research women spies during the American Revolution. http://www.nwhm.org/spies/2.htm Have students research how spies sent secret letters and codes during the American Revolution. Have students compare the fictional story of Maddy Rose to the real life story of Patience Wright. Extension Activities

26. Have students research the life of Revolutionary War spy Anna “Nancy” Smith Strong, a member of the Culper Spy Ring. Have students research other Revolutionary War spies on CICERO. http://www.si.umich.edu/spies/people.html

27. Compare the actual events of the Battle of Brandywine to those described in The Scarlet Stockings Spy.www.ushistory.org/brandywine/thestory.htm Chart the conditions that led to the American loss and British victory. Map of the area around the Brandywine River and identify key locations.

28. Classroom Application • Where and how could you use these quality picture books in your classroom?

29. Final Thoughts • High quality content picture books: • provide content through a combination of text and illustration. • present complex concepts, ideas and themes in a manageable format. • make historical periods and distant lands come alive for students. • create relevance through the emotional appeal of the characters. • extend the textbook and support differentiation.