Classroom Activities 1
STEP 1: Begin with the familiar
STEP 2: Provide an example
Students will study four sample pages from either the teacher’s or a student’s picture book to discuss the concept of using an actual historical event as the basis or inspiration for a picture story. As each page is read, the students should be able to:
STEP 3: Story boarding
After they have created their own story in picture form, they should now tell their story by adding text to each picture. They will decide what the story is about – that is part of their creative or decision-making power. When students are finished, they should share their stories with the rest of the class. At this time, the students should review the complete picture book, A Time of Change.
Sample Student Picture Book Assignment
people who settled and lived in what is present-day New York State.
It is very challenging to find primary sources from the 17th century. A balance of both primary and secondary resources is acceptable. All sources should have appropriate citations. Check to make sure that all sources accurately depict the events surrounding Henry Hudson and his exploration as much as possible. While finding sources, consider the following:
This learning experience provides a forum to generate student understanding of general terms and phrases including copyright protection; fair use; plagiarism; and public domain. Students should recognize appropriate uses of others’ work as the basis of their own. In conjunction with this learning experience and your school’s library media specialists and/or instructional technologists, teach specific tips and strategies for locating, using, and citing primary and secondary source documents from print and online media. Students should be aware of any terms and conditions that apply to the images and text they select. Most copyright rules allow for non-commercial, one-time educational use of sources. If students create picture books for general public distribution or for sale, copyright issues may arise.
For more information, please visit the following Web sites of the U.S. Copyright Office:
STEP 4: Practice what you preach
The remainder of this lesson consists of a teacher-developed model picture book entitled A Time of Change, and presented in a PowerPoint format. The theme is based on the impact of Henry Hudson’s voyage of exploration to America. It is also a tale of the various historical and cultural changes that occurred in New York during its colonial period. The story incorporates multiple cultural perspectives and speaks of the roles of Native Americans, Europeans, and African-Americans in the development of New York. In creating their own books, students may choose to follow the same basic plot or chronology of events but develop characters who may emphasize another culture’s point of view. Some pages of the model have been hyperlinked to websites with videos. These will only work if you are showing the book in a PowerPoint format and have the necessary software programs.
The key components of evaluating this project are historical accuracy and the ability to incorporate historical sources to tell a story. Any teacher-made rubric should reflect this. This project allows for the use of a wide variety of media and therefore should appeal to all students.
Work with your school’s library media specialists and instructional technologists to organize a collection of reference books, picture books, primary/secondary sources, and approved Web sites for students to research the life and explorations of Henry Hudson. If needed and if time permits, provide instruction on how to locate print and online resources that meet the criteria for historical accuracy and general acceptability. Whether such criteria are teacher-, school-, district-, or class-developed, students should understand and apply common standards for locating and using sources for creating any text.