March: Book Three

My name is Caty Dearing, and this is my 9th year in education. I have taught at both the elementary and secondary levels, and have found my passion working with high school students, currently in 11th and 12th grade. I believe that the most important part of teaching English to high school students is getting them to desire reading intrinsically, and the best way to do that is to introduce them to great books! I often use nonfiction text to supplement much of the fiction we study in class. It is important to me that my students see connections between literature and real life.

Lewis, J., Aydin, A., & Powell, N. (2016). March: Book Three. Marietta, GA: Top Shelf Productions.

Image courtesy of Amazon.com

Image courtesy of Mental Floss blog

This graphic novel is the third and last in a trilogy telling the story of Sen. John Lewis's involvement in the Civil Rights Movement of the 1960s. Written in part by the senator himself, Lewis moves back and forth between Obama's administration and his experiences with the SNCC, Dr. Martin Luther King Jr., John F. Kennedy, Lyndon B. Johnson, and many other famous figures in history.

The book opens with a church bombing in which several children were killed. This attack was a form of protest against blacks attempting to gain equal rights, specifically the right to vote/register to vote. With the increase in violent attacks in the South, African Americans begin lining up for vote registration as a form of protest, often beaten and arrested. There's much dissension in the movement regarding volunteers; many blacks struggled with the idea that white volunteers would suddenly get the movement publicity, taking control from the one area in which blacks felt they had it. However, with the assassination of President Kennedy, Lewis and many of his contemporaries felt that progress was the most important. One of the main features of the repeated conflicts of the book is that Lewis, King, and many other movement leaders prioritized peaceful protest; if people were tempted to "fight back with violence," they were discouraged from participating. The hope was that the violence shown by Sheriff Clark and other Southern leaders would prompt legislative action, although there seemed to be more roadblocks than victories.

One of the major turning points of the book revolves around three MFDP (Major Freedom Democratic Party) volunteers, two of them being white, do not show up at their intended location. The bodies are found weeks later. It seems as though no one is responding to the violence; one woman in particular, Fannie Hamer, registers to vote and is not only fired and evicted, but is beaten so badly that she permanently limps. The book showcases many stories like Fannie's, providing more of a visceral, human glimpse at the toll it took to fight for civil rights.

One of the major historical events covered in the book is the Selma march, specifically Bloody Sunday. The graphic novel medium really illustrates the horrific violence of the day, allowing the reader to emotionally connect to Lewis's story. Towards the end of the book, President Johnson finally passes the 1965 voting rights act, signaling a change towards hope that Lewis connects to the present day. One of the present day segments shows John Lewis shaking hands with newly elected President Obama, showing how far America has progressed from the horrific violence of the 60s. Ultimately, Lewis argues that there's still work to be done, but gives an indication that, through terror and hate, there is still and will always be hope.

Review #1: School Library Journal

The School Library Journal blog article recognizes March: Book Three in its "Good Comics for Kids" series. Written by Esther Keller, a librarian, the article discusses both the importance of Lewis's message for young adults today as well as the power of Powell's illustrations. Keller mentions that the NYC Department of Education was recommending the graphic novel as a must-read to eighth graders as part of the Civil Rights Movement curriculum. Keller reviews the text as a way to extend student knowledge of the movement beyond just the figures of Rosa Parks and Martin Luther King Jr., which I see as a very important function.

Review #2: Kirkus Review

This review summarizes the text and specifically highlights the varying points of view used to recount the events of the Civil Rights Movement. Kirkus Review points out each figure's effective use of rhetoric, and discusses how the highly contrasted images of black and white help to illustrate the racial conflict in the graphic novel. Recommending the book for ages 11+, Kirkus Review's points suggest an effective exploration of point of view, rhetorical strategies, and imagery/figurative language using this text in the classroom.

Review #3: New York Times

In this review, Lucas not only effectively examines the plot of the text, but connects its commentary of democracy to the current Black Lives Matter movement. Lucas argues that the retelling of the Civil Rights Movement has become a sort of "catechism," watered down to MLK tributes or statues without full knowledge of the violence and sacrifice experienced by thousands of Americans. From the review's perspective, Lewis's use of the graphic novel format makes political engagement accessible and achievable for up-and-coming generations. From this perspective, using this text in the classroom can provide hope for many young adults who are forming their own voices. Just as John Lewis's passion shaped his career, so can the voices of the students in my classroom.

Image courtesy of ComicsBeat.com.

This incredible graphic novel would substantially enhance a Social Studies unit, specifically at high school level, either in a U.S. History class, Government, or possibly a Sociology class. By the time children reach adolescence, they are forming their own identities and opinions about social issues in the world. Many middle/high school students are affected in some way by racism or other social injustices. Though about a past event (the 1960s Civil Rights Movement), March: Book Three is told in a way that students can relate and identify with the characters, themes and conflicts. Being approved/recommended for ages 12 and up, the reading level is perfect to make the information accessible to struggling readers/ELLs. The images help bring the story to life, adding extra support for students struggling to comprehend the material. Though ELLs often come from varying countries around the world, many of them can relate to feelings of marginalization, which this book addresses. Readers of this book, regardless of color, gender, socioeconomic status, etc. will be able to connect to the ideas of finding your voice, telling your truth, and the willingness to sacrifice for something you believe in.

Classroom Application #1: School Library Journal: The Classroom Bookshelf

This book would be a great tool in building the critical literacy of young adults in the classroom. One way to promote critical literacy is to choose a real-world topic and provide students with multiple perspectives on said topic. In the SLJ article, the author suggests pairing the book with a Gandhi essay and using both to discuss nonviolent protesting. There are many current events that could be taught using this text: hate crimes, marching (in 2017), voting rights, etc. Students could use this book as a catalyst for researching current policies, how legislature has changed regarding voting and citizenship, etc. Concerning text features, there are a lot of areas of focus suggested by the article. A few mentioned are genres of memoir and graphic novel, as well as traditional nonfiction. The last area mentioned in the article, one I deem as extremely important, is the use of the book to fill in knowledge gaps. Many students have skeletal knowledge of the Civil Rights Movement, only focusing on 2-3 important individuals instead of the broader, harsher reality. This article positions March: Book Three as a text that can be used to explore both a historical movement (U.S. History or Sociology) and the structure and policies of government, legislature, political parties, etc (U.S. Government).

Classroom Application #2: Teaching Books

In the 21st century classroom, encouraging digital literacy is imperative to providing students with the skills necessary to succeed post-high school. Although this book was written about a 60's movement, the authors and illustrator are still alive and are part of a bigger story. The Teaching Books website provides resources that will help increase digital literacy as part of a unit around March: Book Three. The site provides links to the author/illustrator websites/blogs as well as video recordings of John Lewis interviews concerning topics within the text. Students being able to learn about the Civil Rights movement in a multimodal way enhances their understanding and increases their digital literacy. In addition, the site provides lesson plan ideas, key vocabulary, and other elements that will help build a successful civil rights unit using the text.

Classroom Application #3: National Education Association

Like the previous source, the NEA page for "March" contains links to videos that will enhance student digital literacy. However, one lesson plan suggestion in this article suggests that the students take a "literacy test" given to many African-Americans in the 60s at voter registration. The NEA site provides such tests and other historical documents to make the unit more interactive, putting the student in the point of view of 1960s Americans. One interesting suggestion utilizing the provided documents is for students to compare two separate drafts of John Lewis's speech referenced in March: Book Three. Being able to see a historical figure's revisions is a great exercise for inspiring student writing, encouraging them to willingly revise their own drafts.

Texas Essential Knowledge and Skills Goals: 11th Grade U.S. History

Because March: Book Three is a nonfiction text about a historical movement, it meets the TEKS requirements in teaching about the details of the civil rights movement in America. The book addresses important historical figures, political organizations involved in "getting the vote," and focuses on nonviolence as an important aspect of the various protests occurring in the text. Ways to utilize this book to teach these concepts are outlined both in the Justifications for Use and Applications for Classroom sections.

The following U.S. History TEKS are applicable to the text:

(9) History. The student understands the impact of the American civil rights movement. The student is expected to:

(A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments;

(B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements;

(C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan;

(D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.;

(E) discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement;

(F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965;

(H) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process;

Texas Essential Knowledge and Skills Goals: 12th Grade U.S. Government

The book March: Book Three not only chronicles a historical movement, but illustrates many factors effecting the eventual approval of the 1965 Voting Rights Act. Presidential decisions, interest groups, political parties, and individuals are all depicted in the text, their various roles highlighted. There are also many ways to use this text as an example of human rights, specifically the right to assembly. Students can use this text as a means to connect culture to government policy. Possible uses of the text are more specifically highlighted in the Justifications for Use and Applications for Classroom sections.

The following U.S. Government TEKS are applicable to the text:

(2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:

(A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and

(B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present

(16) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(A) examine different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and

(B) analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.

(17) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to:

(A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger; and

(B) explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.

The following reading/writing activities can be used to teach and/or reinforce an 11th grade U.S. History unit or a 12th grade Government unit on Civil Rights, specifically the 1960s Civil Rights Movement in the United States.

Reading Activity #1: Quotes

Using a quotation at the beginning of a lesson often activates schemata, serving as a great sponge activity. At the beginning of a Civil Rights unit, the teacher can put the following quote from March: Book Three on the board--

"Don't give up. This is an ongoing struggle. Be prepared for the worst, but keep it up--keep fighting." (p. 137)

Students can quickly write in their journals responding to the quote, thinking about a time they felt they should "keep fighting," or something they've dealt with that seems like an "ongoing struggle." This will engage students in a way that will immediately connect their individual lives to the historical movement.

Reading Activity #2: Timeline Graphic Organizer

Graphic organizers are great strategies to help students understand the relationships among concepts. They are specifically helpful to struggling students, whether they are ELLs, struggling readers, etc. because of the visual nature of certain graphic organizers as well as the analytical process of making them. Timelines can be used to sequence certain events. While reading March: Book Three, students could create a timeline of the major events of the Civil Rights Movement. Students could create collaborative timelines in groups, could compare timelines with others and discuss why they chose certain points as major events, etc. This graphic organizer will allow students to see key events from the Civil Rights Movement in a visual way, aiding the reading comprehension of all types of students.

Reading Activity #3: Student-Generated Questions/Discussion

In order to both focus attention during reading and to provide a platform for better understanding post-reading, students can use a K-W-L chart as a means to formulate questions (specifically the W portion). After reading, students can work in groups to discuss which questions remain unanswered, and also work together to create higher-level, divergent questions.

To extend the activity, the teacher can allow students to participate in a discussion using their questions. Discussion strategies could include Socratic seminar, fishbowl discussion, or inner-outer circle. In this way, students can use what they already knew about the Civil Rights Movement as well as the information they glean from the text to reshape what they understand about social injustices as a whole.

Writing Activity #4: Writing from Scenarios

Writing from scenarios will encourage students to view the Civil Rights Movement from a different perspective. Students could select a point-of-view featured in March: Book Three and write a diary entry from his/her perspective, or could pretend to write a letter to a 1960s legislator trying to persuade them to pass the Voting Rights Act. Thinking through the actions of people during the movement can help students empathize with people who are different than them, and can help students understand the motivations behind many of the actions and reactions described in the text and featured in history.

Writing Activity #5: Process Description

The strategy of process description allows students to solidify their understanding of processes (or in this case, connections of events). Process description writing involves using a graphic organizer and putting the process into words. For this particular text, students could use the timeline created in Activity #2 as their graphic organizer, and could rewrite the information in paragraph form. This well allow students to crystallize the connections between events and see many of the cause/effect relationships between events, reinforcing understanding to struggling readers, ELLs, etc.

Thomas, A. (2017). The hate u give. New York, NY: Balzer + Bray.

This young adult novel captures the essence of the current racial tension in America through the perspective of Starr, a 16 year old caught in a conflict of race, class, and social status. Starr witnesses her friend, a young African American, get shot by a white police officer. She must make a statement that, regardless of what she says, will come with some sort of cost. Starr must fight for what she believes is right, regardless of the consequences. This book would be highly effective to use in conjunction with March: Three. It's important that students can not only understand the importance of the Civil Rights Movement, but to be able to recognize some of the same sacrifices and struggles in contemporary society. The Hate U Give sends the message that the fight is never really "over," but it's important to speak truth instead of remaining silent about injustice.

Image courtesy of Amazon.com.

Smith, C. (2016). Counting descent. Los Angeles, CA: Write Bloody Publishing.

Clint Smith is a contemporary poet, writing raw, lyrical words expressing his life experiences growing up black in America. His words are powerful and relevant for young adults, and all of his poetry speaks to the idea of finding one's voice in a silent society. Smith is also a teacher, and has performed TED Talks as well on the idea of silence and voice. The vocabulary in the poetry is accessible to students, and even struggling readers can look at the concrete structure and simplistic yet poetic language and understand the vivid imagery portrayed in the collection. Many of the poems in Counting Descent would be a great read-aloud to begin class or to begin a discussion about civil rights, both past and present.

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Lewis, J., & D'Orso, M. (1998). Walking with the wind: A memoir of the movement. New York, NY: Simon & Schuster Paperbacks.

The same author as March: Three, John Lewis tells his story for the first time in this memoir. It's important for students to see that stories can be told in a multitude of ways. It would be interesting to examine the story from the graphic novel perspective as well as the written memoir perspective and discuss how each method effectively communicates Lewis's message. Students could even do a form of literature circles and have a socratic seminar discussing which book they chose, creating student-generated questions that lead to an investigation of both method and message.

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Cappiello, M. A. (2017, February 21). March: Book Three – National Book Award, Sibert Medal, YALSA Excellence in Nonfiction, Coretta Scott King Author Award, Printz Award. Retrieved November 25, 2017, from School Library Journal website: http://www.theclassroombookshelf.com/2017/02/ march-book-three-national-book-award-sibert-medal-yalsa-excellence-in-nonfiction-coretta-scott-king-a uthor-award-printz-award/

Keller, E. (2016, August 12). Review: 'March' book three. Retrieved November 24, 2017, from School Library Journal website: http://blogs.slj.com/goodcomicsforkids/2016/08/12/review-march-v-3/

Kirkus Review. (2016, July 5). March: Book three. Retrieved November 24, 2017, from Kirkus Review website: https://www.kirkusreviews.com/book-reviews/john-lewis/march-book-three/

Lewis, J., Aydin, A., & Powell, N. (2016). March: Book Three. Marietta, GA: Top Shelf Productions.

Lewis, J., & D'Orso, M. (1998). Walking with the wind: A memoir of the movement. New York, NY: Simon & Schuster Paperbacks.

Lucas, J. (2016, November 17). John Lewis's national book award-winning graphic memoir on the Civil Rights Movement. Retrieved November 24, 2017, from New York Times website: https://www.nytimes.com/2016/11/27/books/review/john-lewis-march.html

Nast, P. (n.d.). March. Retrieved November 25, 2017, from National Education Association website: http://www.nea.org/tools/lessons/67442.htm

Smith, C. (2016). Counting descent. Los Angeles, CA: Write Bloody Publishing.

TeachingBooks.net LLC (Ed.). (n.d.). March Book Three. Retrieved November 25, 2017, from https://www.teachingbooks.net/tb.cgi?a=1&tid=51503

Thomas, A. (2017). The hate u give. New York, NY: Balzer + Bray.