SCED 3500/5810: Teaching Social Studies
Instructor:
Office:
Phone:
Office Hours:
J. Spencer Clark
393 EDUC
797-2501
By Appointment
Term:
Room:
Email:
Date & Time:
Spring 2015
EDUC 178
[email protected]
M & W, 10:30-12:45
Required Texts:
Larson, Bruce E., and Timothy A. Keiper. (2011). Instructional strategies for middle and secondary
social studies. New York: Routledge.
Utah Effective Teaching Standards: http://www.uen.org/k12educator/uets/
Utah or National Standards for your subject area:
Utah Common Core Standards:
http://schools.utah.gov/CURR/langartsec/Language-Arts-Secondary-Home/LangArts-CE-web.aspx
Utah Core Standards for History and Social Studies: http://www.uen.org/core/
Utah Office of Education: http://schools.utah.gov/CURR/socialstudies/default.aspx Economics: Council for Economic Education: www.councilforeconed.org/ea/standards/
Psychology: American Psychological Association:
www.apa.org/education/k12/national-standards.aspx
Sociology: Sociology does not have state or national standards.
Suggested Texts:
National Council for the Social Studies (NCSS). (2010). National curriculum standards for social
studies: A framework for teaching, learning, and assessment. Washington, DC: NCSS.
Suggestions for Historical Fiction Novels:
Anderson, Laurie H. (2010). Chains. New York: Athenium.
Bartoletti, Susan C. (2008). The boy who dared. New York: Scholastic.
Gansworth, E. (2013). If I ever get out of here. New York: Scholastic
Swanson, James L. (2009). Chasing Lincoln’s killer. New York: Scholastic.
Zusak, Markus. (2007). The book thief. New York: Alfred A Knopf.
Any other suggested titles or interests please check with me.
Suggestions for Graphic Novels:
See the complete list at end of syllabus.
1 Course Objectives
Preservice teachers will:
Develop a clearer understanding of your personal values in teaching Social Studies content;
§ Develop a clearer understanding of, and commitment to, personal values
Gain knowledge about methods of developing and teaching lessons utilizing Social Studies curriculum;
§ Gain factual knowledge (terminology, classifications, methods, trends)
Learn the fundamental principles in teaching Social Studies at the middle and secondary school levels;
§ Learn fundamental principles, generalizations, or theories
Apply knowledge from this course to make curricular and instructional decisions;
§ Learning to apply course material (to improve thinking, problem solving, and decisions)
Develop skills to create curriculum that will meet the needs of diverse learners in Social Studies
classrooms.
§ Developing specific skills, competencies, and points of view needed by professionals in the
field most closely related to this course
Course Description and Overview:
This course provides the foundation for teaching social studies at the middle and high school levels through an
emphasis on the content and rationale for the curriculum. In this course, future social studies teachers develop
an understanding of the:
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•
•
•
•
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Purpose of social studies and its relation to participation in democratic life
Principles of teaching academic content in the social studies
Role of deliberation and decision-making in social studies classrooms
Relationship of social studies to the development of students’ identities and values
Integration of diversity into social studies curriculum and instruction
Nature of the social studies profession
Based upon the foundation above, this social studies methods course will also focus on approaches to teaching
and learning social studies in diverse classroom settings. The course has six main goals to prepare you as social
studies educators, as you will learn to:
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§
§
§
§
Assess, evaluate, and use a variety of instructional resources.
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Including original historical sources, web-based instructional sites, supplementary print and
electronic materials, literature, reference works, data sources, and community resources.
Plan lessons using a variety of instructional strategies.
Ø
Including discussion and debate, student-directed investigations, concept formation, cooperative
learning, lecture, questioning, simulations, role-play, and dramatization.
Develop and use a variety of assessment measures
Ø
Authentic assessment, performance assessment, product assessment, and informal assessments.
Align curriculum and instruction with state and national standards.
Utilize a variety of electronic technology in planning and implementing curriculum.
Encourage reflective practice, collaboration, and professional development as components of effective
curriculum development.
2 An important overall goal of this course is to help you develop the skills and understandings teachers need to
develop a powerful social studies curriculum that is “meaningful, integrated, value-based, challenging and
active,” as suggested by the NCSS.
Attendance and Participation
Students are expected to attend each class and arrive on time. Each student is responsible for the material
covered and for all assignments made in class whether or not he or she attends the class. The value of class
discussion depends largely on the quality of your preparation and class participation. In class discussions, there
will be opportunities for learning for all involved. Please respect your fellow classmates by paying attention to
discussion and providing encouragement to everyone in the learning process. Failure to attend class will result
in a 0 participation grade for that day and make-up assignments for each class missed starting with the second
absence. For example, if you are absent from 4 class periods, you would do 3 make-up assignments to recoup
half of your participation points. Students who do not attend class punctually, interact professionally with
others, or display the dispositions required of students in the secondary education program will also receive a
reduced grade.
Grading & Course Requirements
100-95 A
86-83 B
94-90 A82-80 B89-87 B+
79-77 C+
76-73 C
72-70 C69-60 D
Assignments:
Weekly Canvas postings (6 at 20 points each)
Concept Formation Lesson Plan Draft (Due Friday Feb. 6th)
Purpose Statement Draft (Due Monday March 2nd)
Participation & Class Attendance (Due April 22nd)
Course Portfolio (Due Tuesday April 29th)
Total
<59 F
120 points
30 points
30 points
120 points
200 points
500 points
Late Work:
Late assignments will receive a reduction of 10% of the total point value of the assignment, unless arrangements
are made with the instructor at least 24 hours in advance.
Preparation and participation:
In order to develop the conceptual understanding necessary to become a middle or secondary social studies teacher, it is
essential that you complete all readings carefully and thoughtfully and come to class prepared to discuss them
meaningfully with other students, as well as to take part in all class activities.
Canvas postings:
Six times during the semester, you will post comments on the week’s readings to a Canvas discussion forum or Wiki
and have the opportunity to respond to other students’ postings. The post is due at 8:00 am on the day of class. Each
week’s postings are worth twenty points total, based both on timeliness and content. It should not be difficult to earn all
twenty points every week, but it’s not automatic, so make sure you post on time, answer the question(s) carefully, and
respond thoughtfully to your classmates’ postings. There are three types of Canvas Postings:
3 Concept Wikis: For these posts you will post to a Wiki identifying and defining key concepts that are important
for you to understand as a future teacher, or that will be important for your future students to understand.
This will develop collective knowledge for the course around key readings. You can also add to or amend
your classmates’ entries on the Wiki.
Discussion Posts: For these posts you will respond to questions that are posted in the discussion forum. Please
answer each question completely, and use examples to illustrate your points. The length of these
responses will depend on the degree to which you are able to succinctly answer completely, while using
an example.
Purpose Statement Discussion: For these posts, you will be provided a question that is meant to help you think
about your purpose for teaching a social studies discipline. Please answer the question completely and as
authentic as possible. These answers can later be used in your purpose statement draft.
Syllabus Policy
All parts of this syllabus and schedule are subject to change. Any changes will be submitted to the class in writing before
the implementation of a new policy or schedule.
Email Policy
The fastest way to reach me is to email me at [email protected]. You may also use Canvas email but I check it
much less frequently.
USU Policy and Procedures
Academic Freedom and Professional Responsibilities
Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the
rights of faculty members in teaching and of students in learning. Freedom in research is fundamental to the advancement of truth.
Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by
professional responsibility. Faculty Code Policy #403 further defines academic freedom and professional responsibilities:
http://personnel.usu.edu/policies/403.htm.
Academic Integrity – "The Honor System"
Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to
establish the higher level of conduct expected and required of all Utah State University students. The Honor Pledge: To enhance the
learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor
Pledge: "I pledge, on my honor, to conduct myself with the foremost level of academic integrity." A student who lives by the Honor
Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge:
• Espouses academic integrity as an underlying and essential principle of the Utah State University community;
• Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and
• Is a welcomed and valued member of Utah State University.
Plagiarism
Plagiarism includes knowingly "representing, by paraphrase or direct quotation, the published or unpublished work of another person
as one's own in any academic exercise or activity without full and clear acknowledgment. It also includes the unacknowledged used of
materials prepared by another person or agency engaged in the selling of term papers or other academic materials." The penalties for
plagiarism are severe. They include warning or reprimand, grade adjustment, probation, suspension, expulsion, withholding of
transcripts, denial or revocation of degrees, and referral to psychological counseling.
Grievance Process (Student Code)
Students who feel they have been unfairly treated [in matters other than (i) discipline or (ii) admission, residency, employment, traffic,
and parking - which are addressed by procedures separate and independent from the Student Code] may file a grievance through the
channels and procedures described in the Student Code: http://studentlife.tsc.usu.edu/stuserv/pdf/student_code.pdf (Article VII.
Grievances, pages 25-30).
Sexual Harassment
Sexual harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any "unwelcome sexual
advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." If you feel you are a victim of sexual
4 harassment, you may talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office located in Old
Main, Room 161, or call the AA/EEO Office at 797-1266.
Students with Disabilities
The Americans with Disabilities Act states: "Reasonable accommodation will be provided for all persons with disabilities in order to
ensure equal participation within the program. If a student has a disability that will likely require some accommodation by the
instructor, the student must contact the instructor and document the disability through the Disability Resource Center (797-2444),
preferably during the first week of the course. Any request for special consideration relating to attendance, pedagogy, taking of
examinations, etc., must be discussed with and approved by the instructor. In cooperation with the Disability Resource Center, course
materials can be provided in alternative format, large print, audio, diskette, or Braille."
Withdrawal Policy and "I" Grade Policy
Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be
unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial
aid. The term 'extenuating' circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a
minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work
schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed
appropriate by the instructor.
5 Schedule
Week 1
Syllabus and Course Outline
January 7th
Readings:
No Class
Course Syllabus
Due:
Answer Discussion Post Prompts on Canvas
Week 2
Curriculum Development & Participation in a Diverse Democratic Society
Jan. 12th
Discussion Topics: Why is curriculum development important? How and where do you start?
What are teachers’ capabilities and contextual constraints? How does social studies
education promote Participation in a Democratic Society?
Readings:
Parker, W.C. (2003). Chapters 1 and 2. Teaching democracy: Unity and diversity in public
life. NY: Teachers College Press.
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Jan. 14th
Topic: Planning
Activity: Developing a Social Studies Course in a Democratic Society
Readings:
Chapter 3 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary
Social Studies School. New York: Routledge.
Choose Two:
Camicia, S. P. (2009). Identifying soft democratic education: Uncovering the range of civic and
cultural choices in instructional materials. The Social Studies, 100 (3), 136-142.
Dunn, Ross E. (2008). The two world histories. Social Education, 72, 257-263.
Endacott, J. (2011). Power and liberty: A long-term course planning strategy to encourage
the contextualization of events in American history. The Social Studies, 102(2).
Landorf, H., & Pineda, M. F. (2007). Learning history through the Universal Declaration of
Human Rights. Social Education, 71, 322-325.
Peck, A. et al. (2006). Introductory Psychology Topics and Student Performance: 33 (3).
Due:
Canvas Concepts Wiki #1
6 Week 3
Skills at the Heart of the Social Studies Disciplines with a Focus on Empathy & Agency
Jan. 19th
NO CLASS - Topics: Teaching about History and Society: Empathy
Readings:
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. New York:
Routledge Chapter 11, “Historical empathy as perspective recognition.”
Choose One:
Duck, L. (2005). Teaching about religion’s power in colonial New England: The case of
Elizabeth Jackson Howe. Social Studies, 96, 72-78.
Kohlmeier, J. (2004). Experiencing world history through the eyes of ordinary women. Social
Education, 68, 470-476.
Misco, T. (2009). Teaching the Holocaust through case study. The Social Studies, 100, 14-22
Drury, S., et al. (2012). Philip G. Zimbardo on his career and the Stanford Prison Experiment’s
40th anniversary, History of Psychology, 15 (2).
Due:
Canvas Discussion Post #2
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Jan. 21st
Topic: Teaching about History and Society: Agency
Teaching Strategy: Simulations, Role-Play, and Dramatization
Readings:
Chapter 9 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary
Social Studies School. New York: Routledge.
Barton, K.C. (2012). Agency, choice, and historical action: How history teaching can help
students think about democratic decision making. Citizenship Teaching & Learning, 7
(2), 131-142.
Choose one:
Cruz, B. C., & Patterson, J. M. (2005). “In the midst of strange and terrible times”: The New
York City draft riots of 1863. Social Education, 69, 10-17.
Sanchez, T. R. (2006). The triangle fire: A simulation-based lesson. Social Studies, 97, 62-68.
Simpson, K. (2012). Hitler’s genocide: Teaching the psychology of the holocaust. Teaching of
Psychology, 39 (2).
Due:
Canvas Purpose Statement Discussion #1
What skills do you believe are most important for students to learn?
7 Week 4
Objectives & Assessment and Concept Formation
Jan. 26th Topic: Objectives & Assessment
Readings:
Chapter 2 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary Social
Studies School. New York: Routledge.
Lattimer, H. (2008). Challenging History: Essential Questions in the Social Studies Classroom.
Social Education 72(6), pp. 326–329.
King et al. (2009). Authentic intellectual work, chapter 6 in Parker, Social studies today.
Avery, P. (2010). Assessment in the History, Civics, and Social Studies Domains. In The
International Encyclopedia of Education.
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Jan. 28th
Topics: Concept Development and Formation
Readings:
Chapter 7 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary Social
Studies School. New York: Routledge.
Choose two:
Journell, W. (2009). Setting out the (un)welcome mat: A portrayal of immigration in state
standards for American history. The Social Studies, 100,160-168.
Scarlett, M. H. (2009). Imagining a world beyond genocide: Teaching about transitional justice.
The Social Studies, 100 (4), 169-176.
Clark, J. S., Vontz, T. S., and Barikmo, K. (2008). Teaching about civil disobedience:
Clarifying a recurring theme in the secondary social studies. The Social Studies, 99 (2),
51-56.
Simpson, K. (2008). Classic and Modern Propaganda in Documentary Film: Teaching the
Psychology of Persuasion. Teaching of Psychology, 35 (2).
Due:
Canvas Concepts Wiki #2
**Bring Picture to class for use with your Concept Formation Activity
8 Week 5
Diversity & Interactive Lecturing
February 2nd Topic: Addressing Diversity in the Curriculum
Readings:
Carlson, D. (2008). Remembering Rosa: Rosa Parks, multicultural education, and dominate
narratives of the Civil Rights Movement. In Susan Schramm-Pate and Rhonda B. Jeffries
(eds.) Grappling with Diversity. Albany, NY: State University of New York Press.
Choose one:
Epstein & Schiller. (2005). Race, gender, and the teaching and learning of national history.
Social Education. 69 (4).
Schweber, S. (2006). Holocaust fatigue. Social Education, 70 (1).
Thornton, J. (2003). Silence on gays and lesbians in social studies curriculum. Social
Education, 67 (4).
Kite, M & Whitley, B. (2012). Ethnic and Nationality Stereotypes in Everyday Language.
Teaching of Psychology, 39 (1).
Due:
Canvas Purpose Statement Discussion #2
What types of learning activities do you believe are most important for students to engage in?
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Feb. 4th
Topic: Lecture/Direct Instruction and Critical Geography/Maps
Activities: Model of an Interactive Lecture & Incorporating Critical Geography into Lessons
Readings:
Chapter 5 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary Social
Studies School. New York: Routledge.
Stacy, J. (2009). The guide on the stage: In defense of good lecturing in the history classroom.
Social Education 73(6), pp. 275–278.
Choose One:
Bednarz et al. (2006). Maps and map learning in social studies. Social Education, 70 (7).
Resor, C. (2010). Place-Based Education: What is Its Place in the Social Studies Classroom?
The Social Studies, 101(2).
Bell et. al. (2011). Teaching Environmental Psychology: Demonstrations and Exercises.
Promoting Student Engagement: Society for the Teaching of Psychology, Volume 2: p.
44.
Due (Feb. 6th):
Concept Formation/ Interactive Lecturing Lesson Plan Draft
9 Week 6
Discussion & Deliberation in the Social Studies Disciplines
Feb. 9th
Topics: Deliberation
Strategy: Structured Academic Controversy
Readings:
Chapter 10 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary
Social Studies School. New York: Routledge.
Hess, D. (2009). Controversy in the Classroom. NY: Routledge. Chapters 1 & 2.
For Lesson:
DID Reading – Public Demonstrations/ Freedom of Expression
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Feb. 11th
Topic: Deliberation and Discussion
Strategy: Town Hall Meeting
Readings:
Hess, D. (2009). Controversy in the Classroom. NY: Routledge. Chapters 4 & 6.
For Lesson: DID Reading – Cyberbullying
Cyberbullying Reading Packet – You will be assigned a packet on Canvas.
Week 7
Experiential Education & Inquiry Based-Learning
Feb. 17th
Topic: Inquiry and Student-Directed Investigation
Readings:
Chapter 11 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary
Social Studies School. New York: Routledge.
Schultz, B. (2008). Chapters 1 & 2. Spectacular Things Happen along the Way. New York:
Teachers College Press.
Choose One:
Hutchinson, J. (2005). Learning about the Civil War through soldier’s letters. Social Education,
69, 318-322.
Manfra & Coven. (2011). A digital view of history: Drawing and discussing models of
historical concepts. Social Education, 75(2).
Stoddard, Hofer, & Buchanan. (2008). The “Starving Time” wikinquiry: Using a wiki to
foster historical inquiry. Social Education, 72 (3).
Sharon, T. (2012). Learning Times Two: Creating Learning Through a Children's Museum Exhibit. Teaching of Psychology, 39 (1).
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10 Feb. 18th
Topics: Questioning & Films
Readings:
Chapter 6 in Larson & Keiper. (2011). Instructional Strategies for Middle and Secondary Social
Studies School. New York: Routledge.
Marcus et al. (2010). Movies as primary documents. In Teaching history with film. NY:
Movies as secondary sources. In Teaching history with film. NY:
Burkley, E. & Burkely, M. (2009). Mythbusters: A Tool for Teaching Research Methods
in Psychology. Teaching of Psychology, 36 (2).
Week 8
Narrative in the Social Studies
Feb. 23rd
Topics: Literature
Readings:
Choose either a graphic novel, historical fiction, or other narrative related to content in
your social studies discipline.
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Feb. 25th
Topic: Experiential Education in Multicultural Classrooms
Readings:
Carver, R. (1996). Theory for Practice: A Framework for Thinking About Experiential
Education. Philosophical Foundations.
Week 9
March 2nd
Guest Lecturer: Denise Stewardson, Director, Utah Agriculture in the Classroom
www.agclassroom.org/ut
Due:
Purpose Statement Draft
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March 4th
No Class – This should be your first day in Clinical Classroom, or before this Date.
Weeks 9 - 15
March 4th – April 20th
No Class – Time should be focused on clinical classrooms and teaching.
Week 16
April 20th
No Class - Last Day for Clinicals.
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April 22nd
Topics: Discussing and debriefing clinical experiences.
Discussion of Course Portfolios
What are the biggest challenges to social studies educators in secondary schools?
Week 17
April 29th
Due: Course Portfolio @ 5:00 pm
Course Portfolio Assignment
Your course portfolio will represent your semester’s work in a coherent and singular form. Your course portfolio will
consist of two lesson plans, portfolio reflection, and a statement of purpose.
12 ü Statement of Purpose
ü Concept Formation/Lecturing Lesson Plan
ü Choose two of the following types of lesson plans to develop in coordination with your clinical mini-lessons:
o Controversial Issue Lesson Plan
o Student-Directed/Inquiry- Based Lesson Plan
o Literature, Movie, or Music Based Lesson Plan
o Experiential Learning Lesson Plan
ü Portfolio Reflection
The Assignment will be due on April 29th. You will need to turn in an electronic copy of the assignment on either
canvas or in disc form to Dr. Clark, unless other arrangements are made. A Rubric will be provided at mid-term for the
portfolio.
Portfolio Reflection Guidelines:
For this part of the portfolio you will reflect on different aspects of your portfolio and the process of creating it. Questions
to consider for this reflection include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What do you like most about your portfolio? Why?
What aspects of your portfolio do you think you would use in your future classroom? Why?
What aspects of your portfolio would you suggest for colleagues to use? Why?
What were the most challenging/disappointing aspects of your portfolio? Why?
What were the most surprising aspects of your portfolio? Why?
Are their any foreseeable constraints that would limit your ability to teach any part of this portfolio in schools?
Why?
How well do your assessments connect to your objectives?
If you were to teach the lessons of your portfolio as a unit, would you use an end of unit assessment?
a. If yes, what precisely would you assess and why?
b. If no, please explain.
How does your Portfolio address:
a. Diversity and Multiculturalism
b. Multiple Learning Styles
c. Differentiated Student Abilities
How well does your portfolio fit with your purpose for teaching?
Please explain your points to the fullest extent and support your statements with examples when possible. Use 12 pt.
Times New-Roman font, with one inch margins, and use APA style for any citations and references. In terms of length,
roughly one paragraph per question should be enough.
Statement of Purpose Guidelines:
For this part of the portfolio you write a statement of purpose describing your reasons for wanting to teach. Questions to
consider for this statement include:
ü How did you become interested in teaching? And specifically in teaching middle or secondary social studies or
psychology?
ü What experiences have contributed toward your preparation for teaching?
ü What interests or experiences shape your beliefs about the purpose of education in a democratic society?
ü In your opinion, what is the role of a teacher?
ü What are the primary skills that you hope to develop in your students through teaching social studies?
13 ü What are the primary learning activities you will utilize to make your teaching most effective in the social studies
classroom?
ü What are your goals in teaching, or what do you hope to accomplish through teaching social studies or
psychology?
ü Do you feel capable of accomplishing these goals?
§ If yes, how will you accomplish or realize these goals?
§ If no, what will make you most capable to accomplish or realize these goals?
ü How will the context (school setting, school environment, administration, colleagues, etc…) affect your goals?
ü What challenges (either capabilities or context constraints) do you see to your stated goals?
ü How do you see your role in your future community, district, school, and/or classroom as a teacher/educator?
ü How does your course portfolio represent your purpose for teaching social studies?
Please explain your points to the fullest extent and support your statements with examples when possible. Use 12 pt.
Times New-Roman font, with one-inch margins, and use APA style for any citations and references. In terms of length,
roughly 1 paragraph per every 2 questions should be enough - but this will vary based on what you emphasize in you
statement.
List of Graphic Novels
Biographies
14 The 14th Dalai Lama. Tetsu Saiwai. 2008.
Ché: A Graphic Biography. Spain Rodriguez. 2008.
Ché: A Graphic Biography. Sid Jacobson & Ernie Colon. 2010.
J. Edgar Hoover: A Graphic Biography. Rick Geary. 2008.
The Lives of Sacco and Vanzetti. Rick Geary. 2011.
Malcolm X: A Graphic Biography. Andrew Helfer. 2006.
Nelson Mandela: The Authorized Comic Book. Nelson Mandela
Foundation with Umlando Wezithombe. 2009.
§ Ronald Reagan: A Graphic Biography. Andrew Helfer. 2007.
§ Trotsky: A Graphic Biography. Rick Geary. 2009.
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Holocaust, Genocide, or Ethnic Conflict
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A Family Secret. Eric Huevel. 2007.
Anne Frank. Sid Jacobson & Ernie Colon. 2010.
Deogratias: A Tale of Rwanda. Jean-Philippe Stassen. 2006. */**
Maus: The Complete Maus (Books 1 & 2). Art Spiegelman. 1992.
The Search. Huevel, vander Rol, & Schippers. 2007.
We Are on Our Own. Miriam Katin. 2006.
Joe Sacco’s Works: **
The Fixer: A Story form Sarajevo;
Footnotes in Gaza: A Graphic Novel;
Palestine;
Safe Area Gorazde: The War in Eastern Bosnia 1992-1995;
War’s End: Profiles from Bosnia 1995-1996.
Conflict and Dealing with Conflict
§ The 9/11 Report: A Graphic Adaptation. Jacobson & Colon.
2006.
§ After 9/11: America’s War on Terror. Jacobson & Colon. 2008.
§ Defiance: Resistance Book 2. Jablonski & Purvis. 2010. *
§ Gettysburg: The Graphic Novel. C.M. Butzer. 2009.
§ In the Shadows of No Towers. Art Spiegelman. 2004
§ The Kite Runner. Khaled Hosseini. 2011.
§ Macedonia: What Does it Take to Stop a War. Harvey Pekar &
Heather Roberson. 2007.
§ The Photographer: Into War-Torn Afghanistan with Doctors
without Borders. Guibert, Lefevre, & Lemercier. 2006.
§ Pride of Baghdad. Brian K. Vaughn. 2006. */**
§ Resistance: Book 1. Carla Jablonski & Leland Purvis. 2010. *
§ The Vietnam War: A Graphic History. Dwight Zimmerman,
Gen. Chuck Horner, & Wayne Vansant. 2009
Social, Cultural, & Historical Issues and Events
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A People’s History of American Empire. Howard Zinn. 2008.
A.D. New Orleans: After the Deluge. Josh Neufeld. 2009.
American Born Chinese. Gene Luen Yang. 2008.
Arab in America. Toufic El Rassi. 2007.
The Beats: A Graphic History. Harvey Pekar et al. 2009.
Edible Secrets: A Food Tour of Classified US History. Michael
Hoerger & Mia Partlow. 2010.
The Influencing Machine. Gladstone & Neufeld. 2011.
Persepolis (The Complete). Marjane Satrapi. 2004.
Students for A Democratic Society: A Graphic History. Harvey
Pekar. 2008.
The United States Constitution. Jonathan Hennessey. 2008
Wobblies: A Graphic History of the Industrial Workers of the
World. Paul Buhle & Nicole Schulman. 2005.
Working: A Graphic Adaptation. Terkel, Pekar, Buhle. 2009.
Guy Delisle’s Travelogues: Burma Chronicles; Pyongyang: A
Journey in North Korea; Shenzhen: A Travelogue from China.
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Denotes a work of historical fiction.
Denotes a work with content that may not be suitable for students.
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