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Doctoral dissertation by William Boerman-Cornell at University of Illinois at Chicago. To determine whether graphic novels might be useful for high school history teachers hoping to address discipline-specific reading techniques, this study examined 20 non-fiction historical graphic novels. The initial research question was: What opportunities, if any, do graphic novels afford for high school history teachers to teach contextualization, sourcing, and corroboration? Quantitative content analysis revealed that the GNs studied provided opportunities for high school history students to engage in contextualization, sourcing, and corroboration. Opportunities for contextualization were more robust than those for sourcing or corroboration. Qualitative multimodal case analysis of several graphic novels suggests specific ways in which GNs support contextualization, sourcing, and corroboration.