Illustrating adolescent awareness: Teaching historical injustices and promoting agency through 【翻译】

Acknowledgments
My first and most heartfelt words of gratitude go to Dr. Ramona Caponegro, my
endlessly brilliant thesis chair, who I’ve admired since before I began graduate school. Words
cannot accurately capture how much her guidance and encouragement have helped me over the
last two years. I thank her for sharing with me her expertise, so much of her time, and most
importantly, her collection of Holocaust picture books, which inspired this project. Before
taking her Controversies in Children’s Literature course, I had no idea such books existed.
Thank you for helping me to become more aware, and for always seeing the good in everything.
I am also profoundly grateful for my equally intelligent and supportive second reader, Dr.
Ian Wojcik-Andrews, who read, edited, and offered new perspectives on my writing. What I’m
most thankful for, however, are the opportunities to teach pieces of my research in his classroom.
Thank you for such a rewarding and validating experience, and for believing in this project.
Thank you to my professors here at Eastern Michigan University, especially those in the
English Department, who, for years, have taught me how to become a teacher. Thank you to Dr.
John Staunton, who helped me find my passion in Holocaust education and teaching through art,
and to Dr. Derek Mueller along with the First-Year Writing Program, who gave me my first
classroom.
Finally, to my three wonderful parents, who consistently listen to and encourage me; and
to my husband, Ben, whose love and support promise me daily that I can succeed: thank you for
absolutely everything.
And to Olive, for sitting next to me while I write and never criticizing.
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Abstract
Picture books, often marketed to and written for young children, are typically thought of
only as tools to inspire early literacy. They rarely make their way into secondary lesson plans,
and with their seemingly simple illustrations and text, they are mostly deemed (socially, if not
academically) inappropriate for accomplished readers. This thesis explores the advantages of
including picture books when teaching four young adult texts: Pam Muñoz Ryan’s Esperanza
Rising (2000), Markus Zusak’s The Book Thief (2005), Jacqueline Woodson’s Brown Girl
Dreaming (2014), and Marjane Satrapi’s Persepolis (2003). Picture books can serve as valuable
companions to anchor texts such as these because they help develop critical thinking skills and
invite students to analyze the illustrations. Additionally, when teachers include anchor texts to
help connect themes of acceptance and social awareness, picture books encourage adolescents to
be more hopeful and empathetic and to recognize and seize their agency against contemporary
injustices.
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Table of Contents
Acknowledgments….……………..…………......………………….........……………………….ii
Abstract…………………………………………………………………………………………...iii
Introduction…………………………...…………………………………………………………...1
Chapter One: First the Colors, then the Humans:
Drawing on Hope and Memory in Secondary Holocaust Education…………………………….17
Chapter Two: A Country Caught Between Black and White:
Turning the Page Toward Empathy through Color and Design…………………………………40
Chapter Three: On the Same Side of the River:
Promoting Agency and Acceptance through History and Interpretation in Children’s
Literature…………………………………………………...……………………………………67
Conclusion……………………………………………………………………………………….95
Works Cited.……………………………………………………………………………………105

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