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Teaching with graphic bios

Becca Horowitz

In today’s session with Trevor Getz and Bennett Sherry, we explored what a history comic is, why they’re such a powerful resource for social studies classrooms, and what it really means to teach students how to read graphic histories—not just enjoy them. 

We'd love to hear your takeaways and ideas:

  • What stood out to you about history comics as a genre? Did anything challenge how you usually think about “rigor” or historical texts?

  • How might you use a graphic biography in your classroom? (Check out the OER Project list)

  • How do you think your students would respond to graphic bios as compared to other texts?

  • How could the three step reading tool support skills you’re already teaching (sourcing, contextualization, corroboration, literacy)?

  • What’s one realistic way you might try using a history comic in this unit or next?

Whether you’re already using graphic texts or just starting to explore them, your ideas and experiences can help others imagine new possibilities. Looking forward to learning together.

Top Replies

  • in reply to Mike Landis +2

    Hi Mike — I appreciate you taking the time to share your thoughts. While I can understand parts of your perspective, I take issue with how you’ve presented it.

    At the OER Project, our graphic…

  • in reply to Mike Landis +2

    Hi Mike – thank you for laying out your concerns so clearly. In the spirit of modeling civic discourse for students, it’s important to say directly that I disagree with several of your characterizations…

  • in reply to Fred Allard +2

    One idea is to upload the graphic bio to NotebookLM (a Google AI tool) with a prompt like the one below. Here is the link to see what NotebookLM produced from the Ottilie Baader graphic bio.

    Can you take…
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    What stood out to me about this genre is that it reminded me of a cartoon strip that the Washington Post Sunday comics ran called "Flashbacks," where the theme was locally generated and pertained to a timeline over the several years that it ran.  It was typically 1-4 frames and in color.- which I am sure was back in the early 2000s. Aside from the OER embedded cartoons that I have found throughout the website, the topics are off the beaten path, per se, as the stories are not really mainstream. That's what caught my attention. I would use these in the classroom as warm-up activities if I could level the reading lexile.  I tried to adapt the reading through Notebook LM with limited success. The graphic bios could be beneficial if that were something we could do as a gallery walk activity- and the three-step reading tool would be a great way to wrap up that activity. 

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    What stood out to me about this genre is that it reminded me of a cartoon strip that the Washington Post Sunday comics ran called "Flashbacks," where the theme was locally generated and pertained to a timeline over the several years that it ran.  It was typically 1-4 frames and in color.- which I am sure was back in the early 2000s. Aside from the OER embedded cartoons that I have found throughout the website, the topics are off the beaten path, per se, as the stories are not really mainstream. That's what caught my attention. I would use these in the classroom as warm-up activities if I could level the reading lexile.  I tried to adapt the reading through Notebook LM with limited success. The graphic bios could be beneficial if that were something we could do as a gallery walk activity- and the three-step reading tool would be a great way to wrap up that activity. 

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