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By Matthew Pustz

Comedian Books and American Cultural historical past is an anthology that examines the ways that comedian books can be utilized to appreciate the background of the USA. over the past two decades, there was a proliferation of book-length works targeting the heritage of comedian books, yet few have investigated how comics can be utilized as assets for doing American cultural background. those unique essays illustrate methods in Read more...

summary: comedian Books and American Cultural background is an anthology that examines the ways that comedian books can be utilized to appreciate the heritage of the us. over the past two decades, there was a proliferation of book-length works concentrating on the background of comedian books, yet few have investigated how comics can be utilized as assets for doing American cultural heritage. those unique essays illustrate ways that comedian books can be utilized as assets for students and lecturers. half 1 of the publication examines comics and image novels that display the concepts of cultural historical past; th

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Any educator who wishes to incorporate comic books into a history curriculum needs to address this problem. indd 17 1/25/2001 10:16:00 AM 18 COMIC BOOKS AND AMERICAN CULTURAL HISTORY people, coming into the class people being skeptical on how we can use comics to study history. ” Many students become history majors because they love the dramatic sweeping epics of history as told on the History Channel, and while some students appreciate the change of pace of pop culture history (especially as they advance through their college program), many others strongly resist turning from what they’ve always consumed as “history”—dramatic military battles, major disasters, and presidential hagiography—and instead looking closely at primary sources to try to understand what the past was like for the majority of the people living at that time.

Wonder Woman v2 #41 (April 1990), DC Comics. 13 Emad, “Reading Wonder Woman’s Body,” 969, 976. , “Ways of Seeing: Evidence and Learning in the History Classroom,” The Journal of American History 92, no. 4 (2006): 1371–1402; Heather Owen, “Beyond the Flapper: The Problem of ‘Snapshot’ History,” OAH Magazine of History 21, no. 3 (2007): 35–40; Roy Rozenweig Center for History and New Media, “Historical Thinking Matters,” http://historicalthinkingmatters. php (accessed June 2, 2011); Joel M. Sipress, “Why Students Don’t Get Evidence and What We Can Do About It,” The History Teacher 37, no.

1 (2002): 295–296; Valerie Palmer-Mehta and Kellie Hay, “A Superhero for Gays? Gay Masculinity and Green Lantern,” The Journal of American Culture 28, no. 4 (2005): 390–404; Cord Scott, “Written in Red, White, and Blue: A Comparison of Comic Book Propaganda from World War II and September 11,” The Journal of Popular Culture 40, no. 2 (2007): 325–343; Nathan G. Tipton, “Gender Trouble: Frank Miller’s Revision of Robin in the Batman: Dark Knight Series,” The Journal of Popular Culture 41, no. 2 (2008): 321–336; Bradford Wright, Comic Book Nation: The Transformation of Youth Culture in America (Baltimore: Johns Hopkins University Press, 2001).

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