Assignment: Influential People from All Over the World

Assignment: Influential People from All Over the World

Assignment: Influential People from All Over the World

My topic is influential people from all over the world. This topic is a social studies topic for 3rd to 4th-grade students. I created a cartoon panel about famous people around the globe who impacted their societies positively in one way or the other. Mahatma Gandhi and Martin Luther King Jr are examples of these prominent people. However, other community members are ordinary superheroes, such as teachers, cooks, police officers, and parents. Using comics to teach students enhances their creativity, thus developing critical thinking and communication skills.

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Critical thinking encompasses other higher-order skills like interpretation, problem-solving, evaluation, and analysis. Seifert and Sutton (2019) argue that a critical thinker student asks questions and evaluates the evidence for ideas and reasons for problems logically and objectively. In the end, such students concisely express their ideas. The cartoon panel I created can evoke critical thinking skills in students as they read through the cartoon panel.

Consequently, using a cartoon panel to teach prominent people to third and fourth-grade students demand the utmost attention from the students. If the students pay attention, they understand literary details like characters, narration, symbols used in the panel, and visual elements (Seelow, 2020). Afterward, they can connect the graphic characters and symbols from the cartoon panel to real-life people in their respective communities and their societal roles. Students can relate various professionals’ attires and functions in society, such as doctors, police officers, and pilots.

Similarly, the cartoon panel can enhance students’ communication skills. Comics facilitate a better understanding of complex ideas. Teachers can encourage students to role-play or read the messages in the comics aloud to help them build on their communication skills through collaborative learning (Seifert & Sutton, 2020). Also, teaching students about prominent people worldwide will awaken their interests and identities, thus boosting their investment. More significant investment in a student’s interest enhances greater exposure to words and vocabulary acquisition and encourages them to employ reading strategies. The students become intrinsically motivated to work towards their academic goals.

Furthermore, teaching students about prominent people worldwide using a cartoon panel can be a great way to stimulate their critical thinking abilities. Teachers can guide students to replicate what they see in the comics and create their own. For instance, a teacher can ask students to recreate a story from their favorite stories and compress them into a few words comic story. Students can do this by utilizing simple tools such as word balloons, caption boxes, and simple background art (Seelow, 2020). Allowing students time to express their creativity will enhance their ability to communicate concisely and effectively. A teacher can evaluate and assess their ideas and judge the ones that are more creative than others.

Conclusion

Comics are a great way to stimulate students’ creativity. They help students relate classroom materials to real-life situations they encounter daily. I adopted a cartoon panel to teach students about prominent people worldwide in third- and fourth-grade students. I aimed to foster their critical thinking and communication skills. As they observe and study the panel, they read aloud and relate the content with the people they encounter in society, such as police officers, parents, nurses, and construction workers. Also, the panel can awaken their career interests and help them grow toward whom they want to become.

References

Seelow, D. (2020). Using Comics to Teach the 4 Cs. Edutopia. https://www.edutopia.org/article/using-comics-teach-4-cs/

Seifert, K., & Sutton, R. (2019). Facilitating complex thinking. Pressbooks.pub. https://pressbooks.pub/uwgedpsych/chapter/facilitating-complex-thinking/