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Images of Struggle: Teaching Human Rights with Graphic Novels
Kenneth T. Carano
a
and Jeremiah Clabough
b
a
MAT Coordinator, Western Oregon University, Monmouth, Oregon, USA;
b
Social Science Education, The University of Alabama at Birmingham,
Birmingham, Alabama, USA
ABSTRACT
The authors explore how graphic novels can be used in the middle and high school social studies
classroom to teach human rights. The article begins with a rationale on the benefits of using graphic
novels. It next focuses on four graphic novels related to human rights issues: Maus I: A Survivor’s Tale: My
Father Bleeds (Speigelman 1986), Footnotes in Gaza: A Graphic Novel (Sacco 2010), War Brothers: The
Graphic Novel (McKay 2013), and March Book Two (Lewis and Aydin 2015). Each graphic novel is briefly
discussed and classroom activities are provided. Example activities demonstrate how the texts and visuals
within them can be combined to teach human rights issues. An appendix of human rights-related graphic
novels is also included.
KEYWORDS
Human rights; graphic
novels; citizenship education;
questioning skills; literacy
Human rights violation numbers are staggering throughout the
world. It is estimated that as many as 27 million individuals are
in slavery, trafficking, debt bondage, and other forms of forced
labor (United States Department of State 2014). More than
42 million refugees are currently forcibly displaced (United
Nations 2012); 126 million children work in the worst forms of
child labor. There are more than 250,000 child soldiers being
forced to fight around the world (Anti-Slavery n.d.). In addi-
tion, an average of 25,000 children under the age of five die
each day, and many of these deaths could be prevented with
minimal monetary cost (UNICEF 2010).
Teaching human rights can help reinforce the importance of
social studies (Tolley 2013). Making good citizens and neigh-
bors is generally recognized as the goal of social studies (Thorn-
ton 2005). Many educators believe as good citizens we have a
moral responsibility to teach about these human rights issues
and atrocities (Kirkwood-Tucker 2012). Therefore, human
rights studies should play an important place in social studies.
Unfortunately, human rights have remained at the margins of
the social studies curriculum (Myers 2010). Less than half the
states even address human rights content in state-level stand-
ards or assessments (Banks 2003). Students who are not
allowed to consider human rights in a global context are often
left with a series of misunderstandings about people living out-
side of the United States (Gaudelli and Fernekes 2004).
Social studies has frequently been cited as lacking diverse
voices, overly reliant on a dominant Anglo perspective, and
with a tendency to avoid issues that may be deemed controver-
sial, such as human rights violations (Loewen 2008). While not
often thought of as reliable sources of content knowledge,
graphic novels provide a unique opportunity for teaching about
human rights in middle and high school classrooms. The goal
of this article is to provide readers with a variety of methods to
teach human rights through the use of graphic novels. The
authors will discuss the benefits of graphic novels and then pro-
vide activities connected to four graphic novels. An appendix of
graphic novels related to human rights issues is also provided.
Benefits of graphic novels
Graphic novels use the same format as comic books that use
images in conjunction with words to tell a story. They tend to
be longer in nature and address more mature topics than comic
books. A variety of text features are used in graphic novels that
make them more accessible to a younger reader. These include
less text, thought balloons that provide background informa-
tion, and images that capture the personality and emotions of
people. Students are able to interact with the topic in a graphic
novel on multiple levels by using the text features in it to con-
struct meaning (Botzakis 2015). For example, they can make
inferences from the word balloons about a historical figure’s
inner thoughts and explore symbolism in how the artist depicts
certain events (Boerman-Cornell 2015). These text features ulti-
mately allow students to interact at a higher level with the con-
tent material found in a graphic novel. It is important to note
that most graphic novels contain rich and accurate content
material about a topic. This means that teachers can rely on
graphic novels as valuable class readings to explore a topic.
Graphic novels are valuable tools for social studies teachers.
They let students examine topics and events in more depth
(Decker and Castro 2012). With graphic novels, historical fig-
ures also undergo a transformation in the minds of our stu-
dents. The images used in graphic novels highlight the
personalities, values, and beliefs of historical figures in a way
that humanizes them for students (Clark 2014). Graphic novels
can breathe life into the events and figures within a social
CONTACT Kenneth T. Carano caranok@mail.woe.edu MAT Coordinator, College of Education, Western Oregon University, 345 Monmouth Ave. N., Monmouth,
OR 97361, USA.
© 2016 Taylor & Francis
THE SOCIAL STUDIES
2016, VOL. 107, NO. 1, 14–18
http://dx.doi.org/10.1080/00377996.2015.1094723
studies curriculum. This permits students to see the relevancy
of the content material discussed in a graphic novel.
Graphic novels help social studies teachers address issues
with students’literacy skills. It is important to remember that
many students entering our classrooms will not be on their
reading grade level and will thus have difficulty with compre-
hending the meaning of vocabulary in a text. This is particu-
larly true for struggling readers and emergent bilinguals. The
text features in graphic novels help these struggling readers to
construct meaning (Brozo, Moorman, and Meyer 2014). For
example, the term “non-violent civic disobedience”is easier for
students to comprehend after seeing the conduct of civil rights
activists as they protest segregation in March Book One and
March Book Two. Students are able to construct meaning by
viewing the images in these graphic novels and connecting the
imagery and words together (Botzakis 2015). This aids students
to grasp the meaning of the term in the context of the Civil
Rights Movement. To be successful in a social studies class-
room, students must be able to ascertain key vocabulary and
concepts associated with a time period. Graphic novels allow
struggling readers and emergent bilinguals to use different
types of literacy skills to do just that.
Human rights activities with graphic novels
In this section the authors provide example activities that can
be used with graphic novels in the middle and high school
classroom to teach human rights. Four graphic novels are used
to demonstrate various strategies and human rights events
ranging from the Holocaust and civil rights to the modern-day
use of child soldiers. The activities demonstrate how visuals
and text can be combined to humanize and provide greater
insights into events that are often difficult to comprehend.
Maus
Maus is a two-volume, Pulitzer Prize-winning graphic novel. It
is the story of the Holocaust as seen through the eyes of the
author and illustrator’s father, Vladek, and focuses on the
uneasy relationship between the two of them (Spiegelman
1986). It is, essentially, two autobiographies in one. The story
unfolds from both Art Spiegalman and Vladek’s point of view.
Maus goes back and forth in time between Vladek’sfirst person
narrator story during the Holocaust and Art’s story depicting
the anguished relationship with his aging father, who deals
with the weight of memories from his past traumas. Spiegalman
uses animals to represent and stereotype different races and
nationalities to illustrate the disturbing story of his parents’
Holocaust survival and its impact on his own relationship with
his father. He plays off the anti-Semitic stereotype when por-
traying Jews as mice (i.e., vermins or pests, less than human).
The Germans are cats, the predators who prey on the Jewish
mice. The Poles are pigs and the Americans are dogs, saving
the Jewish mice from the German cats. By illustrating these
groups in this manner, the author adds an additional layer
teachers can use to facilitate student inquiry skills. The follow-
ing activity enables students to critically analyze the underlying
reasons of this ethnic cleansing. It also allows students to gain
an understanding of how visual representations influence
arguments and explanations through the use of questioning the
use of symbols.
This graphic novel’s use of different types of animals to por-
tray differing national and racial groups provides an excellent
starting point for introducing questioning skills with students.
The following questions could begin this inquiry.
1. Why did the artist draw Jews as mice, Germans as cats,
and non-Jewish Poles as pigs?
2. How is the way the artist chose to depict ethnicities analo-
gous to various historical perspectives of each group?
3. How might the animal metaphors be controversial?
Students often do not understand that individuals, groups,
social institutions, and governments use symbols as a powerful
tool of communication (Vespermann, Bernens-Kinkead, Loud-
ermilk, and Newsom 2013). A primary reason for the gap is
that individuals mediate the meaning of some symbols without
ever consciously considering that they are viewing representa-
tions (Vygotsky 1978). Through using questions such as those
provided above, students can gain a greater understanding of
symbolism.
They can also begin to understand the deeper underlying
message of why particular animals are used to portray a group.
For example, in some cultures, pigs are viewed as disgusting,
vulgar, and stupid; cats are often thought to be sly and intelli-
gent and prey on the dirty disease carrying mice. Obviously, it
would be outlandish to claim the Polish culture, or any other
culture, to be disgusting, vulgar, and stupid. Yet the author uses
this stereotype to portray World War II era Poles and addi-
tional allegories to portray various ethnicities. A natural ques-
tion students should have is “Why?”Deconstructing, or
analyzing the images to expose the hidden internal assumptions
and contradictions these images portray with your students
enables them to gain a broader understanding of how some
individuals from each of these groups thought of the other.
This may prompt a discussion on historical examples of how
these preconceptions can lead from discrimination up to its
most egregious levels, such as mass killings or genocide.
Maus and Footnotes in Gaza: a comparison
Footnotes in Gaza can be used as a companion piece with Maus
to do a comparison on Jewish treatment during the Holocaust
and contrast it with Israeli treatment of Palestinians decades
later. Students can answer the following essential question.
How do you evaluate the legacy of historical events? The story in
this graphic novel investigates a long forgotten 1956 massacre
in Gaza, in which up to 385 Palestinians were killed by Israeli
forces. Sacco (2010) interviews Palestinian survivors about the
atrocities, moving back and forth throughout the book between
the present and the past. The graphic novel follows him
through Gaza City, loudspeakers blaring Islamic calls to wor-
ship over the traffic, through Israeli checkpoints, and through
impoverished refugee towns, where Israeli bulldozers routinely
destroy Palestinian homes.
While on different scales, both graphic novels tell stories of
mass violence carried out on a group of people, but both histor-
ical events have significantly differing legacies. This makes for a
compelling companion piece when addressing this essential
question. By comparing the two stories, students are able to
THE SOCIAL STUDIES 15
look at differing historical perspectives of mass killings. In addi-
tion, they could use primary sources (i.e., survivors’tales and
photographs) to gather information to answer the essential
question provided in the previous paragraph. Doing this pro-
vides the added benefit of allowing students to classify historical
sources and determine the purpose of each specific primary and
secondary source. To put these questions in perspective, a best
practice is to use the following questions embedded in the
NCSS position statement on media literacy. These questions
can help students analyze sources encountered and put them in
the proper context:
1. What social, cultural, historical, and political contexts are
shaping the message and the meaning I am making of
it?
2. How and why was the message constructed?
3. How could different people understand this information
differently?
4. Whose perspective, values, and ideology are represented
and whose are missing?
5. Who or what group benefits and/or is hurt by this mes-
sage? (National Council for the Social Studies 2009)
Many people have an ingrained ethnocentrism, which
means they view their own culture as normal and view outside
cultures negatively (Milner 2007), which can make it difficult
to evaluate differing perspectives of historical experiences with-
out the proper tools. In addition, researchers have found that
people tend to individualize the characteristics of people in
their in-group and perceive their ideas and behavior as normal,
while viewing out-groups in terms of more stereotypical char-
acteristics (Merryfield and Wilson 2005), leading to a tendency
to discriminate against groups and ideas outside their personal
norm (Cashdan 2001). Jack Zevin’s(2003) study of students in
the United States, Canada, and Russia concluded that due in
large part to its lack of promoting analytical thinking in its pre-
sentation, media was further exacerbating the divide by provid-
ing students information and influencing how they felt about
people from outside their in-group. US youths are getting their
most source material from the media (Wartella 2004), and this
is troubling because research shows that this often reinforces
ethnocentrism (Bird and Godwin 2006) and previously held
stereotypes (Cortes 2005). Therefore, using the previously men-
tioned NCSS media literacy questions when comparing the
events’sources is a method for helping students to heighten
their collective critical consciousness when evaluating historical
events’legacies and the individuals’and groups’participating
in those events.
War Brothers: The Graphic Novel
War Brothers: The Graphic Novel is a story about Ugandan
children abducted to fight as child soldiers in the Lord’s Resis-
tance Army (McKay 2013). It is based on real events and peo-
ple. The main protagonist is a teenager named Jacob. He and
many of his classmates are abducted from a Uganda school.
The story provides a vivid depiction of the human cost of wars
fought by children as it takes readers into the world of child sol-
diers, both visually and narratively. The authors show the con-
trasts taking place in this world. The children of this world
become killers, victims, and resilient heroes who refuse to give
up hope. The story contrasts Uganda’s beauty with the brutality
endured by Jacob and the other children. Images of lush jungle
alternate with horrifying scenes, such as one in which three
boys are forced to beat one of their own to death to avoid a sim-
ilar fate.
Having students do a prereading activity that introduces
them to this topic allows for a more in-depth reading. This
allows for exploration of the underlying reasons for the emo-
tions the children exposed to this harrowing situation go
through on a daily basis. An example prereading activity is
having students review drawings prepared by former child
soldiers. These images are readily available by doing an
image search using a search engine, such as Gooogle.com
(note: http://www.rescue.org/photo-essays/drawings-former-
child-soldiers-uganda has fourteen child soldier drawings on
their site free of charge). Many of these child soldier drawings
share common themes, such as violence, death, destruction,
and the use of armed weapons.
In this exercise, students are invited to draw an image sum-
marizing an important part of their life. They then assemble a
list of words that best describe their images. After sharing their
images and word lists in pairs or small groups, students exam-
ine drawings by child soldiers. When initially sharing these
images, the teacher should be vague about where the drawings
came from, only explaining that the images have been drawn
by children. Students then write their initial responses to the
images. After discussing the soldier drawings with the class,
collaboratively generate a list of common adjectives (i.e., scary,
horrifying, and desperate). Students are next invited to contrast
the “child soldier”adjectives with those used to describe their
own images and discuss reasons for the differences in the
images and descriptors. After the discussion the teacher
informs students that the analyzed images were done by former
child soldiers. This prereading exercise could be a precursor to
the graphic novel. Reading War Brothers will expose students
to the underlying reasons that led to the artwork. While read-
ing, students are able to consider the emotional toll taking place
on the children through analyzing the text, illustrations, and
facial expressions in each panel.
After reading the graphic novel, students could demonstrate
their understanding by connecting the prereading exercise to
the novel. An example for an after-reading assignment is to
assign students a character from the story. Taking on that
child’s persona, they draw a picture from the character’s per-
spective. Students should also provide a written explanation
outlining the experiences that influenced the reasons for their
character drawing those images. This activity can allow stu-
dents to empathize with the thoughts and feelings of children
in the graphic novel.
March Book Two
March Book Two is the second part of a trilogy chronicling
John Lewis’experiences during the Civil Rights Movement
(Lewis and Aydin 2015). It captures Lewis’thoughts and feel-
ings about events throughout this movement. The authors do
an excellent job of contextualizing the issues and values of peo-
ple during the time period. A reader is able to see the diverse
perspectives of those involved in the movement on best tactics
16 K. T. CARANO AND J. CLABOUGH
and approaches to address segregation in the 1960s. Key histor-
ical figures of the time period are presented with distinct per-
sonalities that make their values and beliefs accessible to the
reader. A reader unfamiliar with this topic can learn about the
key events and figures with this movement through reading
March Book Two. Some of the events discussed include the
Freedom Rides, Children’s March in Birmingham, and 16th
Street Baptist Church Bombing. This graphic novel conveys
key content material about the Civil Rights Movement by draw-
ing in the reader through an engaging narrative into the pivotal
events of this movement.
The illustrator uses emotional black-and-white imagery in
this graphic novel. The artistic choice of using black-and-white
imagery captures the raw emotions of people portrayed. For
example, the artist shows the dehumanizing effects of violence
by segregationists at the Freedom Rides in Montgomery. This
can be seen through the sadistic glee on the faces of segrega-
tionists while inflicting violence on civil rights activists. The
images in the graphic novel allow the reader to empathize with
the values and beliefs of civil rights activists and segregationists
during the 1960s. The ability to empathize with those in a time
period is critical for students to gain a deeper understanding of
the people and events of a time period (Endacott and Brooks
2013).
This graphic novel is very rich in content material with
events from the Civil Rights Movement. Students need to
unpack the multiple events discussed in this book. The teacher
can split students into small groups and give each group a cen-
tral question to focus on that connects to human rights issues.
The students should use evidence from the book through the
text and imagery to answer their question. Each student within
the group will be required to give at least one piece of evidence
to answer his or her group’s question. We have provided three
possible questions below to use with this graphic novel.
1. What could African Americans not do in American
society?
2. What role did local law enforcement play in violating the
rights of African Americans?
3. What is the illustrator trying to convey through the
imagery in the graphic novel about the impact of vio-
lence on segregationists?
After the groups have discussed and answered a question,
students need to come back together to share their findings.
They should take notes while listening to their peers. This class
discussion gives students the opportunity to learn from their
peers. The teacher will guide this conversation and ask students
to elaborate on their points. The class discussion with this
graphic novel permits students to see human rights violations
in US history through the violence that civil rights activists
endured.
This activity strengthens students’ability to use evidence to
support their conclusions. March Book Two uses a great deal of
emotional imagery to show racism that existed in American
society during the 1960s. Students are able to explore the sym-
bolism in many of these images and discuss what the artist is
trying to convey to the reader. For example, they could talk
about the artist’s depiction of the chaos and violence that civil
rights activists endured throughout the Civil Rights Movement
(Lewis and Aydin 2015). This enables the teacher to engage stu-
dents in a deeper level of discussion with the content material.
Students are able to contextualize the thoughts, emotions, and
beliefs of civil rights activists and segregationists in American
society during the 1960s.
Conclusion
The authors have demonstrated the learning possibilities with
using graphic novels that focus on human rights issues.
Graphic novels provide students with engaging narratives that
convey key content material and sharpen their literacy skills
(Brozo, Moorman, and Meyer 2014). More importantly, they
allow students to empathize with the human toll taken by
human rights violations. Students are able to better internalize
the impact of events on individuals through the images and
texts of a graphic novel. It is this type of awareness of historical
events around the world that students need to be active and
engaged citizens.
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THE SOCIAL STUDIES 17
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Appendix Additional graphic novels that deal with
human rights
Bagge, Peter. Woman Rebel: The Margaret Sanger Story. Montreal: Drawn
and Quarterly, 2013.
Gipi. Notes for a War Story. New York: First Second Books, 2007.
Lewis, John, and Andrew Aydin. March Book One. Marietta, GA: Top Shelf
Productions, 2013.
McPherson, James. The Hammer and the Anvil: Frederick Douglass, Abra-
ham Lincoln, and the End of Slavery in America. New York: Hill and
Wang, 2012.
Neufeld, Josh. A. D.: New Orleans after the Deluge. New York: Pantheon
Books, 2009.
Poe, Marshall. Little Rock Nine. New York: Aladdin Books, 2008.
Satrapi, Marjane. The Complete Persepolis. New York: Pantheon Books,
2004.
Sacco, Joe. Palestine. Seattle, WA: Fantagraphics Books, 2001.
Stassen, J. P. Deogratias: A Tale of Rwanda. New York: First Second Books, 2006.
Vaughan, Brian. The Pride of Baghdad. New York: D. C. Comics, 2008.
Zinn, Howard, Mike Konopacki, and Paul Buhle. APeople’s History of Ameri-
can Empire: A Graphic Adaptation. New York: Metropolitan Books, 2008.
18 K. T. CARANO AND J. CLABOUGH
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