Using Content Picture Books
in the History Classroom
American History Foundations
August 18, 2011
Fran Macko, Ph.D.
fmacko@aihe.info
Framing the Session
• 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.
Why teach with content picture books?
• 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.
• 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.
• 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.
Picture books and Visual literacy
• 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.
• 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.
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.
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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.
What makes a quality
content picture book?
• Not all content picture books are the same.
• In selecting quality picture books for older readers
consider those titles that have:
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–
–
–
–
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
What are the features of
a quality picture book?
• 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
How can content picture books
enhance history instruction?
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 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?
What are some quality American Revolution
picture books that introduce heroes?
George vs. George
John, Paul, George and Ben
Everybody’s Revolution
Patience Wright
America’s First Sculptor and Revolutionary Spy
The Scarlet Stockings Spy
The Declaration of Independence:
The Words That Made America
Taking a Closer Look
The Scarlet Stockings Spy
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)
Before Reading Activity:
“Reading” the Cover Illustration
• 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”.
• 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.
Discussion Questions
• 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?
During Reading Activity:
Blending Text and Image
Extension Activities
• 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.
• 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/spie
s/people.html
• Compare the actual events
of the Battle of
Brandywine to those
described in The Scarlet
Stockings Spy.
www.ushistory.org/brandywi
ne/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.
Classroom Application
• Where and how could you use these quality picture
books in your classroom?
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.