Book cover image retrieved from http://www.topshelfcomix.com/catalog/march-book-three/945
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Book ReviewExperiencing this graphic novel informs readers who are interested in American Civil Rights past, present, and future. In March Book Three, Rep. John Lewis and Andrew Aydin have personalized the Civil Rights Movement beginning with the 1963 Alabama church bombing which killed four young girls, and ending with the 1965 march from Selma to Montgomery. Illustrations by Nate Powell create a visually immersive experience that not only portrays Freedom Summer, the Voting Rights Act, and John Lewis' own experiences, but flash forward to Obama's 2009 inauguration. March Book Three connects readers to pivotal developments in our past that also relate to modern movements such as Black Lives matter and recent marches on DC. Images make the violence Lewis experiences more poignant and may disturb some more sensitive readers. Those unaccustomed to graphic novels may find the pace of reading along with processing images a bit slower at first; however, imagery plays an important role in the overall effect of this personal memoir. I highly recommend March Book Three as a significant and relevant study of history, visual storytelling and the power of personal narrative.
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Teaching Ideas |
US History
1. USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by a) examining the Civil Rights Movement and the changing role of women. Before reading March Book Three, have students create an Image Quest (series of linked images on a Google Doc) connecting Civil Rights terms (assigned by the teacher) to images of the Civil Rights Movement. In the second half of the assignment students should connect each Civil Rights image to a modern counterpart. (For instance, an image of Rosa Parks connected to Michael Brown). Students should follow their visual connections with brief explanatory paragraphs. 2. VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950's and 1960's by b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. Divide students into four groups, each assigned to the four topics above. Each group will analyze the purpose and impact of each group and create an infographic revealing the results of their research. Groups will present their findings to the class and then infographics should be printed on a large color format and posted around the room to reference while studying the unit. English 8 3. 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. Students should read the first part of March Book Three and in class discuss the theme of violence, the laws that discriminate, and the effect of images on understanding. Then, for three different assignments, students will find modern examples of each: a piece of news that represents the same type of violence, an American law that discriminates, and a piece of art (or political cartoon) that aids in understanding a social or political issue. They will then analyze the similarities and differences and find one poem to connect to their theme (poem does not have to be from the era). 4. 11.2 Communication: Speaking, listening, Media Literacy. The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. While reading March Book Three students should record in a reader's journal the contrasting points of view displayed in the book and how newspapers and the news media influenced action and public reaction in the story. How are Lewis' perceptions different from others in the piece? Why? Students will then make an oral presentation with visual aides, revealing the more modern term "fake news" and how that too presents different perspectives. Music 5. Music History and Cultural Context HIAD.20 The student will explore historical and cultural aspects of music by analyzing the characteristics of instrumental music from a variety of cultures. Using Smithsonian resources select a protest song from Civil Rights recordings curated on the site. Teacher should have class listen to the piece first and discuss its elements. Then, the teacher should pass out copies of lyrics/music and have students annotate for themes in March Book Three. Music students can note tone in verses and connect those tones to mood and tone in the novel. |
Partner Titles
Oscar performance from the motion picture Selma
by John Legend and Common |
1. Classic Literature: Civil Disobedience by Henry David Thoreau
This classic transcendentalist piece can be excerpted to highlight the history of civil disobedience even in the early 1800's. An analysis of outcomes would be an interesting historical and social comparison. 2. Poetry: "Still I Rise" by Maya Angelou Sharing obvious thematic connections, this poem would provide an examination of verse form to accompany Lewis' nonfiction prose. 3. Music: "Glory" by John Legend (producer) and Common This fabulous song contains allusion to both the Civil Rights movement and to modern movements like Ferguson. The text is rated PG and the allusion is plentiful. Also, students know these two artists so the teacher looks cool/current. 4. Speech: "A More Perfect Union" by Barack Obama (2008) video & text Lewis' connection to Obama's presidency is evident in this book. This speech, one of the former president's most powerful, references history and provides a modern commentary. It's worth a listen for sure. 5. Essay/Interview with John Lewis: "Civil Rights Activism, Singing, and the Beloved Community" This interview really connects to the humanities potential of studying this graphic novel. I found the references to other human rights activists as well as music and community engaging and thought provoking. This article explores an interdisciplinary approach to the subject. |
Further Exploration |
1. Primary Documents: The 15th Amendment to the US Constitution
This would be excellent for history teachers to provide context for the novel. 2. The Biography of Malala Yousafzai. Adding gender and cultural diversity to the subject, this is a more modern female activist whose impact is as powerful. 3. For teachers: This John Lewis interview recollects events from the novel in a vivid manner. For context this is helpful. 4. Pixton Comic book creator. It would be really fun for students to create their own graphic stories using this free online software. 5. Tolerance.org this resource offers educators excellent guidance as they begin a civil rights unit. It contains five essential practices for teaching the Civil Rights Movement. 6. The Southerm Poverty Law Center. I found this site interesting in the depth of research and attention to history of the Civil Rights Movement from the legal and social perspective. 7. Film: Selma (2014). This PG13 film provides additional information and context for the novel. Perhaps this would be an enrichment activity for students or teachers. Reference: Colson, C., Winfrey, O., Gardner, D., Kleiner (Producers), & DuVernay, A. (Director). (2014). Selma [Motion picture]. United States: Paramount Pictures. |
References
Education, V. D. (n.d.). Standards of Learning. Retrieved July 07, 2017, from http://www.doe.virginia.gov/testing/sol/standards_docs/