Graphic Novels with Global Themes
Top Picks for the Grade Six Curriculum
Introduction to Texts
These selected texts are all graphic novels that can be integrated in the classroom. It may be a medium that some students are unaware of: some may make the connection between comics in the newspaper or old superhero comics their parents have. The specific expectations of the grade six Ontario Curriculum states that students should “read a wide variety of texts from diverse cultures, including… graphic texts (e.g. graphic novels…” (Ontario Ministry of Education, 2006, p. 111). Graphic novels are visually stimulating and they invite students to create vivid memories of events in the novel. This makes them an excellent tool for promoting positive messages related to their development. Research shows that boys are especially enticed by graphic novels, and girls are often interested in historical fiction (Bainbridge & Heydon, 2017, p. 368), and with this in mind, these books should cover many bases. Students will engage in more successful reading experiences if their read is satisfying and and holds their interest (Yokota and Teale, 2017, p. 632). Presenting them with a unique medium (class-wide rather than a childish deviance) with an engaging theme is a recipe for success.
The selected texts have themes of multicultural literature, which focuses on the different cultures within a certain space. The selected graphic novel American Born Chinese focuses on the social intricacies of having a multicultural classroom. There is also global literature, which focuses on the vast variety of “social, political, family, and economic situations” around the world (Martens et. al., 2016, p. 610). These are apparent in The Breadwinner, Sita’s Ramayana, and A Year Without Mom, allowing students to reflect on how other children grow up around the world. Both are pertinent themes to be explored as students gain their understanding of the world outside of their respective community, province and country.
Why is Global and Multicultural Literature So Important?
"Children’s literature plays a considerable role in helping learners to understand themselves and the society they live in… a key consideration must be a respect for multiple view points, for social justice, and for lives and lifestyles that are different from their own… There is room in every classroom and library for well chosen books that address the many faces of marginalization and inequality experienced by Canadians and many people around the world. "
(Bainbridge and Heydon, 2017, p. 372)
"Social and Emotion Development
Junior students are developing social awareness and skills that influence their relationships with others and their ideas about the world. They:
• develop a sense of justice, concern, and empathy for others, and become less egocentric
• are more willing and able to consider different points of view and to change their opinions
• form critical judgments about social issues ”
(Ontario Ministry of Education, 2006, p. 16)
Selected Graphic Novels
American Born Chinese
By Gene Luen Yang
Topics and Themes: Fitting in, Bullying, Stereotypes, Young “Crushes”, Fantasy, Greed
Gene Yang intertwines three seemingly unrelated narratives in this comedic graphic novel. The first is of Jin Wang, who moves to a new neighbourhood and is trying to fit in at his new school. He is picked on by his ‘jock’ peers, is virtually friendless, and begins to fall in love with an American girl. The second narrative focuses on a Chinese fable entitled the Monkey King, who is the most powerful monkey on earth. The Monkey King is a master of kung fu and is adored by all monkeys, but is insistent on becoming a god-like figure. The final story is of a boy Danny, a popular boy in school. Danny is so ashamed of his cousin Chin-Kee’s yearly visits that he is forced to change school multiple times because of social pressures. American Born Chinese is a hilarious coming of age tale that includes many themes that a junior reader can relate to. The blend of visually stunning illustrations and fantastical elements will help engage those students that have demonstrated they are uninterested in reading. Those students that are less interested in fantasy can relate to its various themes such as bullying, pressures within peer groups, overcoming stereotypes, among others. The graphic novel exposes students to a global perspective by assuming the role of a visible minority (Chinese American) who finds it difficult to fit in at school because he is different. In a secondary story, a Caucasian student is embarrassed by his Chinese cousin due to societal pressures. It highlights the burden of social pressures at school amongst peer groups, in this instance intensified by racial association. Since Canadian schools have a mixture of students from many ethnic backgrounds, the novel allows students to reflect on some of the feelings that occur from being different than their peers.
Follow–up activities:
1. Write a personal journal entry about a time when you felt you were stereotyped or made fun of because of prejudice. Or, write about a time when you witnessed a situation like this. How did it make you feel? Did you do anything about it? Why?
Curriculum Connection:
Writing: 2.2 establish a distinctive voice in their writing appropriate to the subject and audience (Ontario Ministry of Education, 2006, p. 115)
2. In small groups, create a skit that involves bullying, hazing, or stereotyping in the classroom. It does not have to be “race” focused, and can deal with any topic, however significant thought should be put into the bystanders’ actions. After the skit, communicate to the class what the parties could have done better to make a more inclusive classroom.
Curriculum Connection:
Drama: B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places (Ontario Ministry of Education, 2009, p. 124).
The Breadwinner
Adaptation by Cartoon Saloon Melusine, Original Novel by Deborah Ellis (2000)
Topics and Themes: Perspectives of Developing Countries, Gender Inequality, International Literacy, Freedom of Information, Persistence through Setbacks
This graphic novel is based on the classic novel The Breadwinner by Deborah Ellis and the animated cartoon series associated with the same story. It centres around Parvana, an eleven-year-old who is forced into work to provide for her family. Set in Afghanistan under rule by the Taliban, Parvana must disguise herself as a boy in order to work. Her father, a history teacher, has been injured by a school bombing and continues his work by reading and writing for illiterate citizens. His new interpretive business is a mere blanket in a Kabul market. Eventually, he is arrested for having books containing illegal content! The Breadwinner graphic novel has global connections in the story line. Its illustrations will visually portray some living conditions in Afghanistan and they will engage students to reflect on the living conditions in a developing country. It is an excellent way for students to envision growing up in another country, while avoiding the ‘top-down’ perspective that tends to focus on what other children abroad are missing in their lives (such as technology, infrastructure, etc.). There are subtle and explicit injustices in the novel that can be discussed as it is read in class, such as the low adult literacy in Kabul and the patriarchal society under the Taliban. Students will be immersed in Parvana’s struggle and will likely be upset by some of the elements in the novel, which can be paired with reflective activities post-reading. One caution is that students may be sensitive to reading about Parvana’s story because of how different and horrific this lifestyle is compared to their own. Research suggests teacher engagement is key with the creation of safety nets. This can be in the form of regular private or classroom discussions during sensitive times in the book, with the end goal of allowing students to be open to global themes conveyed through texts (Yokota and Teale, 2017, p. 630).
Follow-up Activities:
1. Using "chromebooks", students will do independent research in their respective seating clusters. You may choose to have specific topics ready, such as child labour or child soldiers. With this in mind, it may be best to provide some websites that present the information in a concise and appropriate manner for the junior learner. Students can share their findings they have researched within their seating groups, beginning with the geographical location and briefly summarizing their discoveries.
Curriculum Connection:
Geography: B2.5 evaluate evidence and draw conclusions about global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues
B2.6 communicate the results of their inquiries, using appropriate vocabulary (e.g., nongovernmental organization, intergovernmental organization, accord, international convention, aid, relief efforts) and formats (Ontario Ministry of Education, 2018, p.134)
2. Have students work in pairs or small groups to research a social justice topic. This is essentially a more formal version of the above activity, with more emphasis on oral communication skills than factual information. Students should prepare a 5 minute presentation with visual aids (i.e. graphs, pie charts, pictures or video clips) to expose the class to their global issue. Reiterate that this is not an extensive research project.
Oral Communication: 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
2.7 use a variety of appropriate visual aids, (e.g., video images, maps, posters, charts, costumes) to support or enhance oral presentations (e.g., wear a costume to help portray the speaker in a monologue; create a slide show to accompany a report) (Ontario Ministry of Education, 2006, p.109)
Sita's Ramayana
By Samhita Arni; Illustrated by Moyna Chitrakar
Topics and Themes: Effects of War, Loyalty, Trust, Compassion, Right vs. Wrong, Fantasy, Religious Perspectives, Consent
Sita’s Ramayana tells the ancient Indian legend entitled The Ramayana, which was originally recorded around 300 B.C. The legend is riddled with Hindu teachings and continues to influence modern India. In Samhita Arni’s graphic novel adaption, the queen Sita is banished from her kingdom along with Rama and his brother. King Ravana steals Sita and places her in a remote garden on the other side of the ocean, trying to woo her as his wife. Sita refuses his offers and is eventually saved by Rama and the monkey Hanuman and his monkey army. It becomes a fantastical tale with Hindu gods and animals with special powers. The fantastical elements are gripping and add excitement to Sita’s tale, helping to engage some “non-readers” in the classroom. The graphic novel exposes students to beautiful illustrations of traditional and beautiful Indian artwork, helping them make connections to Earth’s most populous nation. It also incorporates traditional Hindu teachings, which can demonstrate a less common faith in Canadian society. It will do a good job of discouraging students to “other” and alienate people who look and also think differently than their perspectives within their Canadian community. Hopefully it spurs interest in gaining an understanding and appreciation for countries with foreign concepts.
Follow-up Activities:
1. Create a traditional Indian mandala. Use the following link as a starting template:
https://www.weareteachers.com/making-mandalas-the-ultimate-art-math-meditation-combo/
Curriculum connection:
Visual Arts: D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic
Particular emphasis should be placed on line, shape, form and colour according to the overall expectations. (Ontario Ministry of Education, 2009, p. 128-129)
2. Using the internet, research any aspect of Indian culture that you found interesting in Sita’s Ramayana. Write a few paragraphs on your findings and briefly present your research to the class.
Curriculum Connection:
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing, using a variety of strategies (Ontario Ministry of Education, 2006, p. 114)
A Year Without Mom
By Dasha Tolstikova
Topics and Themes: Russian History, Fitting in, Immigration, Family and relationships, Stereotypes
A Year Without Mom begins in Russia in the early 1990s, soon after the dissolution of the Soviet Union. With this political backdrop, twelve-year-old Dasha is further distraught when her mother moves to the United States for work. Dasha navigates her life without her mother, struggling with school and friends, all within the political framework of an uncertain time. She eventually hears that she is to move to be with her mother in the United States, a foreign land with many uncertainties. Dasha is dealing with issues that students can relate to, and the Russian setting highlights that children around the world are plagued by similar issues as they struggle to fit into their respective community. This global perspective is fantastic because it is a piece of historical fiction, which is specifically engaging for girl students (Bainbridge & Heydon, 2017, p. 368). As a teacher, you can broadly introduce the events that involved the creation of modern Russia. Since the Cold War Era of the 1960s, popular culture from Hollywood feature films to violent video games have featured the archetype of the emotionless and ‘evil’ Russian figure. This graphic novel does a good job at breaking these stereotypes: Dasha is a normal young student and has personal relationships that are as important to her as they are to any Canadian student. It exposes students to Russia as a country with diverse citizens, which is seldom in mainstream media because of its focus on international politics. Having students understand that “othering” of global citizens can easily happen when too much focus is placed on a country’s political policies and their difference to a Canadian lifestyle.
Follow-up Activities:
1. As a teacher, write a letter from the perspective of a Russian student in grade 6. It will include some questions to their Canadian "pen pal" and some details about their lives in Russia. Students will be tasked with reading this letter and responding with a well written friendly letter (as opposed to formal) that should engage the Russian student in a similar response.
Curriculum Connection:
Reading: 2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain how they help communicate meaning
Writing: 2.2 establish a distinctive voice in their writing appropriate to the subject and audience (Ontario Ministry of Education, 2006, p. 112-115)
2. Create a video journal/diary that depicts how you would feel if you had to move to a foreign country. What feelings do you think you would have? What would you miss about where you live now?
Curriculum connections:
Drama: B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer (Ontario Ministry of Education, 2009, p. 69)
Oral Communication: 1.9 identify a variety of presentation strategies used in oral texts and analyze their effect on the audience (Ontario Ministry of Education, 2006, p. 109)
Global Connections in a Technological Age
" As advances in technology make communication around the world instantaneous and demographic changes increase diversity (“Stirring the Pot,” 2009 ), a respect for and valuing of people who live, believe, and think differently than we do is essential. "
(Martens et. al., 2015, p. 610)
Reaching Out
What post reading activities were successful in your classroom?
Email: bleun040@uottawa.ca
Twitter: @mister_bLeung
References
Bainbridge & Heydon (2017). Chapter 11. The Pleasures of Literacy (excerpts) & Chapter 12.
Responding to Literature (excerpts)… In Constructing Meaning: Teaching Language and Literacy K-8.
Martens, P., et al. (2015). Building intercultural understandings through global literature. The Reading Teacher, 68(8), pp. 609–617.
Ontario Ministry of Education (2006). Foundations of Literacy Instruction for the Junior Learner, Volume One.
Ontario Ministry of Education (2006). Language Curriculum, K-8.
Ontario Ministry of Education (2009). The Arts Curriculum, K-8.
Ontario Ministry of Education (2018). Social Studies, History and Geography Curriculum, K-8.
Yokota, J., & Teale, W. (2017). Striving for international understanding through literature. The Reading Teacher (70)5, pp. 629–633.