Reading Strand

Reading Blog

It is evident that a large number of students disliked reading about history in elementary school. I know I did. Going back to my elementary school days, I had always found reading about history really boring. I especially remember in grade 7 and 8 going to my rotary teacher’s classroom, opening up that dark blue, dull, bland history textbook and reading about Confederation. Talk about BORING!!! We did not watch one single video, listen to a single audio clip, or read a graphic novel, nothing. Every history class we would always just read from that boring textbook and never take different approaches to learn the subject. 

Thankfully I found my love for history and everything it has to offer in high-school and during my undergrad in university. I was exposed to several different resources such as graphic novels, videos, images, timelines, artifacts and much more!

Throughout this blog, I will list the three resources that helped find my love for reading history. I will also address the importance for teachers to implement such resources into their regular classroom routines when assigning readings for history. 

Resource 1: Graphic Novels (World War Two: Against the Rising Sun)

When it comes to reading about history, there are numerous effective ways of taking that approach for students to enjoy. One of the ways I believe helped find my love for reading about history was graphic novels. Having said this, in the tenth grade, my history teacher introduced us to graphic novels on World War 2. We were assigned to write a report about the content within the graphic novel and the historical significance obtained from it. I vividly remember postponing my math homework just to read my World War 2 graphic novel. I was addicted, the graphic novel is called World War Two: Against the Rising Sun. It was completely different, but was an effective approach to reading and learning about history, a way I have never thought of before. 

The visuals and dialogue within the graphic novel were in great detail, making it as if you were apart of this historical scene in 1945. I was eager to learn more about the topic that I began to research different war heroes and famous battles that were mentioned in the graphic novel. However, it was not just me, my entire class loved reading them as well. 

Overall, you don’t need a boring old textbook to learn about people and events in other eras, and time periods. These days, students can discover exciting history within graphic novels. This popular blend of storytelling and art makes history come alive that is simple to follow using illustrated panels for a wide range of titles. 

If I were to teach a grade 8 history lesson I would most definitely incorporate graphic novels for my students to read. 

This would fall under the Ontario Language Curriculum Text Reading Overall Expectations: 1. Read and demonstrate an understanding of a variety of literacy, graphic, and informational text, using a range of strategies to construct meaning (pg. 141.) It would also fall under the Specific Expectation 1.1. Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts (eg. short stories, novels, poetry, essays, science, fiction, memoirs, scripts, satire)… pg.141. 

Using graphic novels, students are then able to critique and assess a variety of ways to approach reading history for a better understanding. I believe graphic novels communicate meaning through the use of visuals and dialogue that follows a narration and a story, to truly understand the historical significance, rather than simply reading facts within a textbook. Therefore, I believe this method for reading history holds great success as students will be eager to read more on the topic of history. 

Resource 2: Reading Primary Sources (JSOTR)

A second resource that will encourage students to read more about history is the use of Primary Sources. A Primary Source is a historical document that falls under firsthand testimony or seen as evidence regarding any historical topic for research purposes. Some examples of Primary Sources are paintings, scriptures, images, artifacts, journals, etc.

 I believe JSTOR is an excellent search engine to discover some of the world's most interesting and cultivating Primary Sources. JSTOR is a highly effective digital database filled with academic content in all different formats. JSTOR has a section specifically for Primary Sources which I find to be super cool! It has more than 2 million Primary Sources across four different sections. The artifacts and specified documents that are apart of this section are reviewed and monitored by high-class historians who are highly educated within the field. 

When I was in my undergrad at McMaster I loved reading Primary Sources using JSTOR. I once read about a first handwritten journal from a Jesuit Missionary named St. Jean De Brebeuf and his voyage to Canada in 1649. I was so fascinated by it, I read the entire journal! I would definitely use JSTOR at a grade 8 level and also at a high school level. 

I understand JSTOR may be specified for a higher grade level, however, at the grade 8 level, they should be exposed to databases such as these to prepare them for high school and university/college levels. This resource follows under the first of the Overall Expectations from the Ontario Language Curriculum text: Read and demonstrate an understanding of a variety of literacy, graphic, and informational texts, using a range of strategies to consult meaning. It also falls under the Specific Expectation 2.2 Text Patterns: Analyze increasingly complex texts to identify different types of organizational patterns used in them and explain how the patterns help communicate meaning (before and after comparison…) (pg.142). 

I believe this resource relates to both of these expectations because reading about Primary Sources assist students to relate personal interpretations of the present to events of the past. They continue to promote increased reading regarding historical events, and have students begin to think and question to themselves: Why did events that happened in the past happen in the ways they did? What changed from back then until now? This will then encourage students to further seek additional evidence by continuing to read Primary Sources. 

Resource 3: Historical Documentaries (The History of Canada Explained in 10 Minutes)

My final resource is about Historical Documentaries and how they will encourage students to enjoy reading about history. Historical Documentaries can be described as informative documentation of people, places, and events that all took place within the past. It is shown in a presentation style, used to showcase documents, photographs, actual footage, etc. 

I believe historical documentaries can grasp the attention of any particular student, encourage them to think more critically and allow them to read more about the historical topic they are interested in. I believe they are a vital tool for teachers to use when to encourage their students to read more about history. One interesting documentary that I believe would encourage students to read more about history is a Youtube video called: The history of Canada explained in 10 minutes. 

I found this video to be very factual, but at the same time easy for students to read and follow along. I believe history can also be taught and understood using minimal text and more audio recordings. I would use this Historical Documentary within a grade 8 classroom. I would show the students this documentary and create a sheet with only the important texts from the video. I would then have the students follow along with the audio recording by reading the sheet I have provided them. 

I believe this resource falls under the Overall Expectations from the Ontario Language Curriculum text: Read and demonstrate an understanding of a variety of literacy, graphic, and informational texts, using a range of strategies to consult meaning. It also uses one of the Specific Expectations, Interconnected Skills: explain, in conversation with the teacher and/or peers or in a reader’s notebook/reflective journal, how’s their skills in listening, speaking, writing, viewing and representing help them make sense of what they read (pg. 143). 

I believe this resource relates to these expectations because the students will then demonstrate their understanding of the reading regarding the factual information on the history of Canada from the video. It will also demonstrate their listening skills and how effective the video was. For example, did the students make sense of what they read on the sheet and what they listened to from the documentary? Will they be encouraged to now look up other documentaries regarding the history of Canada? 

Resources:

https://www.cartoonmovement.com/depot/cartoons/2012/02/04/a_history_of_freedom_fighters__svitalskybros.jpeg

https://images.randomhouse.com/cover/9789381182055

http://leddy.uwindsor.ca/sites/default/files/JSTORv2.png

https://youtu.be/zz440EuFK8Q

Media Studies

Media Literacy

The importance of educating our students regarding the long-term effects of climate change using different Media Strands

Resource 1: Al Gore’s famous An Inconvenient Truth

I believe any form of documentaries plays a vital role in the learning world today. Documentaries can be defined as an informative resource, with dialogue that is used to help educate or inform its audience. They serve as powerful tools that ultimately bring important topics to the table in a captivating manner. I believe documentaries can spark interesting conversations no matter the topic. Therefore, I believe documentaries are a vital tool for teachers to use when educating their students in the Media Strand.

Take for example Al Gore’s famous documentary An Inconvenient Truth, this resource is extremely useful and relays a powerful message because to me it was the introduction of what climate change is and what it does to harm our world. I believe this concept needs to be readdressed, and just as Al Gore did in 2006, we as educators should do the same. Having said this, the goal of this documentary regarding climate change is for students to think critically about how climate change has affected our planet. It will have students engaged and talking to one another about the topic of climate change, and sharing their thoughts on it.

I would use this resource in grade 8 classrooms, as it uses a more advanced vocabulary. This documentary can relate to the Ontario Language Curriculum using both the Grade 8 Media Literacy Overall Expectations and some Specific Expectations. One Overall Expectation that relates to this resource is Overall Expectation 3. Creating a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques. I believe it relates to this expectation because after the students watch the documentary, it will allow the students to showcase their ideas they have learned. 

For example, I could assign a Twitter assignment where they must create a poster on three facts learned after watching the documentary. Two of the Specific expectations that can relate to this resource are from section 1. Of Understanding Media Texts 1.1-Purpose and Audience and 1.3-Responding to and Evaluating Texts. I believe it relates to these expectations because they will know who this documentary is meant for, and how strong the message was within the documentary. For example, how effective was Al Gore’s points within the documentary regarding Climate Change? Does he make you want to go out and protect our world?

Resource 2: Greta Thunberg's speech to the United Nations that shocked the world

I also believe that educational videos go along way regarding teaching the Media Strand especially in grade 8. The influence of videos in teaching and learning serves to not only benefit students but also teachers. The nature of accessing videos online allows them to be shared and accessed at any time of the day. Rather than using boring textbooks to teach your lesson, why not educate your students with an inspirational YouTube video such as this one.

A YouTube video that shows a teenage girl with Asperger’s disease named Greta Thunberg, who stood alone against the world, criticizing and calling out some of the world’s leaders, as they do nothing, regarding climate change. She accused them of ignoring the science behind climate change and global warming. Greta Thunberg is now considered an environmental activist on a global scale, as she has established a large group of followers full of environmental protesters to help protect our planet from climate change. From this, Thunberg’s message inspired a global phenomenon regarding a protest called School strike for the climate. This strike is led by students from all across the globe, as they rise against climate change.

I would use this video in grade 8 classrooms. I believe this video focuses the Overall Expectations 2. Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning, and Overall Expectations 4. Reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. 

This video will leave students inspired to do something right. It will teach them how to critique different ways public speakers get their message across by using educational videos. They will critique either how poor or effective Greta Thunberg’s motivation speech was on climate change. For example, I could assign an assignment that allows the students to elaborate on one point Greta said in the video and whether they thought it was effective or not.
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Resource 3: Picture Book 

           

Lastly, I believe the uses of picture books are an essential tool especially learning about Media Literacy. Picture books for young readers are the foundation that promotes literacy, story analysis, and interpretation. Picture books for young children are one of the essential aspects of their education. However, I also believe picture books can be used for education at the higher-grade levels as well. My third and final resource is a picture book titled Who Will Save My Planet? The book was composed by Maria Cristina Urrutia and relays a strong message by illustrating to the readers that we as humans are damaging our planet.

I believe Urrutia is calling out to the world that humans are the reasoning behind the damaging effects happening to nature, and that humans are in desperate need of developing a course of action. The book consists of eight pages, with no words, and instead uses pictures, that focus on a different figure in nature on each page. 

Urrutia outlines this by showing powerful displays of before and after pictures of those select figures of nature and how we as humans over time have done so much to harm and destroy them. I would use this picture book in grade 8 classrooms because it allows the students to look at each picture and come up with their interpretation of what they think the message is behind the book. The book has no words, having said this, there could be endless amounts of theories they could come up with. 

This book can relate to the Ontario Language Curriculum using any of the Media Literacy Overall Expectations but more specifically it connects to Overall Expectations 1. Demonstrate an understanding of a variety of media texts and 3.

Creating a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques. This will allow the students to have been able to analyze different kinds of Media texts, such as documentaries, educational videos and now picture books. It has them reflect that even picture books that are more targeted for children, can also deliver powerful subliminal messages that can be critiqued at higher grade levels. I would create an assignment where my grade 8 students would have to create their own picture book, using important points on climate change.

Resources:

https://www.youtube.com/watch?v=TMrtLsQbaok&t=107s

https://www.youtube.com/watch?v=8ZUoYGAI5i0

Who Will Save My Planet? (Maria Cristina Urrutia, Tundra Books, 2007).