Cristina Almeida

Reading Journal – March: Book One

LIBR 420-Y01
11-15-17
I was excited to find out that we would be reading a graphic novel for this week’s reading

assignment. I love how graphic novels allow readers to engage with a text in a unique and

refreshing way that is not possible in literary texts. As a result, graphic novels can reach out to

students who may not consider themselves readers. The fact of the matter is graphic novel

readers, whether they are conscious of it or not, use many of the same analytical strategies that

literary novel readers use when reading. March by John Lewis beautifully manipulates and

blends together images, sounds, dialogue, and narration to create a story in which he reflects on

his work as a civil rights activist during the 1960’s. The text focuses on themes of activism, the

connection that exists between the past and the present, and pursuing your passions.

Activism is a major theme in this text. Lewis’ introduction to activists like Martin Luther

King Jr. and Jim Lawson shape his views of how to most effectively make a change in his

community. His non-violent means of protesting are met with the violent responses of white

angry community members such as the bombing of the Looby’s house and with not completely

satisfactory results such as the proposal for a partial integration system. The text raises a plethora

of questions concerning the issue of protesting. Do we protest in a violent or nonviolent way? Do

we settle when small opportunities for change arise or keep protesting until the injustice has

completely been resolved? When focusing on this theme in a classroom as a teacher, I would

present students with texts, films, speeches, etc. that address these same questions in different

ways such as the movie Hairspray (2007) and Malcolm X’s speeches. Students could use this

material in an essay where they look at these questions in depth. It would also be interesting to
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discuss modern examples of protesting, such as the Black Lives Matter protesting in the NFL, in

the context of this text.

March switches between the past, John Lewis’ childhood and young adulthood, and the

present, John Lewis’ time as a Congressman. The narrative flow of the past of events is

interrupted by his visitor’s questions and his duties as Congressman in the present. At times, it’s

easy to mix up the past and present due to the way panels from the present/past blend into and

parallel those from the past/present. For example, at one point, Congressman Lewis is preparing

to give a speech outside while his past self is standing out in the cold. His past self even seems to

be looking directly at his future self because of the layout of the novel. This merging of the past

and present shows how the struggles of the past have shaped Lewis into the activist he is today

and have paved the way for the more just future depicted in the present. While it emphasizes

America’s progress, it also emphasizes the fact that there is still room for change in the future.

After all, it’s not just the past blending into the future; the opposite is true as well. The struggles

of the past have not completely disappeared, so there is still work to be done. One way to go

about teaching this theme in a classroom would be to have students look into recent political and

social events that indicate a lack of progress in America such as the Charlottesville riot.

The text also encourages readers to pursue their passions in life much like John Lewis

did. Despite the fact that his family encouraged him to live a simple life on the farm, Lewis

continues to pursue his passion of going to school and becoming an activist. These passions are a

part of who we are as people and, therefore, cannot be ignored. This is made evident in one panel

where a quote from the Bible overlay Lewis’ figure. Preaching and fighting for justice are large

parts of who Lewis is, even as a child. Such pursuits are not easy, as indicated by the resistance

Lewis is confronted with from his family and those who stand against equality. However, as
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Lewis’ prestigious political position and Obama’s inauguration demonstrates, these pursuits are

ultimately worthwhile. So long as a person is willing to work hard to pursue their passions, there

will be positive results. When discussing this theme with students, I think it would be interesting

and engaging to have students discuss and write about how their own passions relate to who they

are as a person.