Multimodal History Instruction: Expanding the Use and Application of Comic Books and Graphic Novels across the Curriculum
Dr. James Barbre, Dr. Denice Honaker

Abstract
Use of visual imagery in teaching history is as old as the subject itself. The current form of history education in US schools is the result of institutional pressures that have come to bear on schools over the years. Add to this the current testing frenzy and the information that many students glean from their classes may be questioned if it does not align with what the test is going to address in some way. We argue that history teachers should consider the use of comic books and graphic novels as a feature of their own instructional pedagogy. These two different mediums bring with them a rich and varied storyline that is almost a sheer visual experience. Utilizing non-fiction historical topics as part of the curriculum, teachers have the ability to introduce at the beginner level or go into an in-depth discussion of the dimensions of art or medium itself.

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