Retelling Testimonies Respectfully and Planning Comics

In this lesson, students will continue to develop their comic-creating skills through two scaffolded activities. At the end of class, students will participate in a class discussion regarding the ethics and best practices surrounding the retelling of Holocaust survivors’ stories.

Lesson aim: For students to practice creating their own comics while using comic devices to communicate deeper meaning. Additionally, this lesson aims to equip students with an understanding of what constitutes the respectful retelling of Holocaust survivors’ testimonies.

Guiding Questions

• What does it mean to tell someone else’s story respectfully?
• What techniques can be used in comic writing to enhance the work? How can artistic choices affect a reader’s response to the work?

Materials

• white board and dry-erase markers
• timer (a laptop or smartphone, for example)
• copies of “Little Miss Muffet” and “It’s Raining, It’s Pouring”
• rulers

Preparation

Print out copies of “Little Miss Muffet” and “It’s Raining, It’s Pouring.” Ensure that you have at least 10 rulers available for students to use.

Lesson Activities

Introduction

Explain that students will practice creating their own comics and using comic devices to convey meaning. Spilt students up into groups of four and hand out one sheet of blank paper to each group member.

Tell students that they will be creating four four-panel comics with the help of their group members. Set a two-minute timer for students to create the first panel of their comic. Once the timer goes off, have them pass down their sheet to the next group member. From there, students will create the next panel of their group member’s story. Students will complete this process two more times until each group has four finished comics. You may come up with your own prompt for this activity or pose the following: Going on a trip to someplace magical/special/unreal.

Additional Comic Practice

As an additional practice, students will create their own 3-to-4-page comic based on one of two nursery rhymes: “Little Miss Muffet” and “It’s Raining, It’s Pouring.” Hand out a new sheet of blank paper and a copy of both nursery rhymes. Students must tell the entire story from beginning to end, as well as use two or more comic devices intentionally to create additional meaning. On the back of their comic, have them explain which devices they used and how these devices enhanced the story.

Additionally, emphasize the importance of neatness and organization in comic writing. Provide them with rulers and ask them to create panels with straight lines. Finally, encourage them to keep their writing and drawings legible and tidy. Give students at least 20–30 minutes to work on their comics; if they do not finish in class, have them complete their comics for homework.

Guidelines for the Respectful Retelling of Survivor Testimonies

10–15 minutes before the end of class, have students put away their work and prepare to engage in a class discussion. Explain that prior to creating their own visual narratives, it is important to understand the responsibility that comes with retelling someone else’s story—especially when it involves lived experiences of trauma and genocide.

Pose the following questions to your students:

1. What does it mean to tell someone else’s story respectfully?
2. What should we avoid? What should we emphasize?

Record students’ responses on the board. Guide the discussion towards the following ideas:

1. Accuracy and truthfulness
2. Avoiding exaggeration or distortion
3. Focusing on the survivor’s perspective, not our own opinions
4. Being mindful of tone and visuals

Let your students know that you will be printing off a set of guidelines based on their responses; it will be their responsibility to follow these guidelines closely when creating their visual narratives.

Conclusion

Ask your students if they have any questions regarding the Guidelines for the Respectful Retelling of Holocaust Survivors’ Testimonies. Additionally, remind them that they will be assigned a survivor next class and to be prepared for reading and listening to survivor testimonies. If they have any questions or concerns about engaging with survivor testimonies, encourage them to speak with you after class.

Possible Extension

Once students have finished the introductory activity, have them do a gallery walk around the classroom and encourage them to take note of the techniques they found interesting or effective in their peers’ work. Finally, lead a class discussion where students contribute their findings, opinions, praise, or questions regarding their peers’ work.