Gregory Benton - Ancient Civilizations in Graphic Novel (2005).pdf - Literatura anglojęzyczna - Agamben

Illustrators: Gregory Benton, Mark Carolan, Greg Lawhun, Ellen Lindner, Mitch O’Connell,

John Pham, Joel Priddy, Brian Ralph, Rob Ullman, and Mark Zingarelli

the material contained herein on the condition that such material be reproduced only for classroom use;

be provided to students, teachers, and families without charge; and be used solely in conjunction with

Discovering Our Past: Ancient Civilizations. Any other reproduction, for use or sale, is prohibited without

written permission from the publisher.

Send all inquiries to:

Glencoe/McGraw-Hill

8787 Orion Place

Columbus, OH 43240-4027

ISBN 0-07-870313-1

Printed in the United States of America.

3 4 5 6 7 8 9 10 009 09 08 07 06 05

TABLE OF CONTENTS

Letter To The Teacher ...........................

........................... iiv

Teaching Strategies ..............................

.............................. viii

viii

Synopses .....................................................

..................................................... x

UNIT 1 Mesopotamia, Egypt, and Israel

CHAPTER 1 : The First Civilizations

Fire and Error........................................ 1

CHAPTER 2: Ancient Egypt and Kush

Floating Along the Nile ......................... 9

CHAPTER 3: The Ancient Israelites

The Festival of Lights ........................... 15

UNIT 2 India, China, and the Americas

CHAPTER 4: Early India

Much Ado About Zero .......................... 23

CHAPTER 5: Early China

A Lesson Learned ................................ 29

CHAPTER 6: The Ancient Americas

The Mayan Ballgame............................ 33

UNIT 3 The Greeks and Romans

CHAPTER 7: The Ancient Greeks

Peloponnesian Strangers! .................... 41

CHAPTER 8: Greek Civilization

Sophocles Presents: Oedipus Rex....... 49

CHAPTER 9: The Rise of Rome

The Eruption of Mt. Vesuvius ............... 55

CHAPTER 10: Roman Civilization

Auggie Aurelius’s

Wide Empire of Sports ........................ 63

CHAPTER 11: The Rise of Christianity

The Vision ............................................. 69

iii Table of Contents

Letter To The Teacher

Teaching Strategies

Synopses

UNIT 1 Mesopotamia, Egypt, and Israel

UNIT 2 India, China, and the Americas

UNIT 3 The Greeks and Romans

LETTER TO THE TEACHER

USING GRAPHIC NOVELS:

Popular Culture and Social Studies Interact

Graphic novels represent a signi cant segment of the literary market

for adolescents and young adults. These stories may resemble comic

books, but on closer inspection, they often address controversial issues

using complex story lines. Some graphic novels that are well-known to

Western audiences include Watchmen, which examines how superheroes

live in a society that has turned against them; Maus, which uses anthro-

pomorphic characters to tell the story of a Holocaust survivor; From Hell,

which presents one explanation for the actions of historical serial killer

Jack the Ripper; and Road to Perdition, which was made into a motion

picture by the same name.

What Are Graphic Novels?

Graphic novels, as they are known in Western countries, are inspired

by Japanese manga (comics) and anime (animation). Anime style is most

commonly recognizable in its use of large-eyed characters with oversized

heads, and it has become increasingly recognized as a distinct art form

by Western audiences.

Use of the manga genre in Japan is far more widespread than in West-

ern countries and dates back to the early part of the twentieth century.

Japanese manga, rendered in black and white and printed on newsprint,

are read by children and adults and include many topics, although sci-

ence ction mechas (robots) dominate the eld. The topics of these works

are surprisingly similar to the Western young adult ction. A large portion

of the market is shojo, comic books designed to appeal to girls. A popular

shojo character that appears in America is the Sailor Moon series, featur-

ing a resourceful Japanese schoolgirl. Shonen manga is designed primar-

ily for boys and usually consists of action stories. Teachers may recognize

shonen manga in Yu-Gi-Oh! and other such cards collected and traded

iv Letter to the Teacher

by many American youth. Many manga are published in serial form and

together can be as many as 750 pages in length. One of the rst manga

for Western consumption was The Four Immigrants Manga: A Japanese

Experience in San Francisco, 1904–1924 (Kiyama, 1999), rst published

in 1931. It is not in the anime style of today’s novels, but offers a poignant

portrayal of the challenges facing Asian immigrants at the time.

Why Do Graphic Novels Appeal to Students?

Part of the appeal of graphic novels lies in their “underground” (and

therefore forbidden) reputation. Another part of the appeal of manga and

anime lies in sophisticated story lines and the development of complex

characters (Izawa, 2002). Unlike American comic books that feature a

superhero with xed and exaggerated attributes, many of these Japanese

stories include a subtext of universal themes about ethical and moral

dilemmas. These gekiga (literary novels) are ambitious in their scope

and intricacy and are becoming more available with English translations.

Unlike the broad range of genres available in Japan, however, the stream

of manga and anime reaching Western shores is not so diverse. The bulk

of manga and anime in America is often skewed toward violent and sexu-

ally graphic titles (called hentai, or “perverse”), which does not re ect the

wide range of quality available.

Graphic novels continue to develop and diversify (Frey & Fisher, 2004).

More recently, interactive graphic novels told in serial form are appearing

on the Internet. Readers have a variety of options when they visit each

month to view the next installment, including engaging in role-playing

games, creating new characters to interact with those developed by the

author, and visiting an extensive catalog for background information.

Most of these Web-based graphic novels have decidedly adult content,

although users are likely to be the Web-savvy adolescents who know how

to nd these sites. A unique subset of these graphic novels and manga

is a style of writing called fan ction, where readers create and post their

own alternative versions of stories featuring their favorite characters (e.g.,

Chandler-Olcott & Mahar, 2003).

v Letter to the Teacher

Gregory Benton - Ancient Civilizations in Graphic Novel (2005).pdf

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