Goals & Objectives:
Objective: Students will be able to interpret a series of political cartoons from the First World War through verbal and written skills.
Objective: Students will be able to interpret a series of political cartoons from the First World War through verbal and written skills.
California State Content Standards
11.4.5. Analyze the political, economic, and social ramifications of World War I on the home front.
11.4.5. Analyze the political, economic, and social ramifications of World War I on the home front.
Common Core Literacy Standards
RL: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11–12 Language standards 4–6 for additional expectations.)
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
W: 1. Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL: 1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
4. Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.
L: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
RL: 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
RL: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11–12 Language standards 4–6 for additional expectations.)
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
W: 1. Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL: 1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
4. Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.
L: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
RL: 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Driving Historical Questions
What were the causes for World War 1?
What basic events took place between 1914 to 1918?
If this was a European war how did it affect the U.S. and why would we get involved?
What were the causes for World War 1?
What basic events took place between 1914 to 1918?
If this was a European war how did it affect the U.S. and why would we get involved?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 min
During the first few minutes of class, students will hand in any assignment completed from the previous day.
We will do a short reflection over the assignment and how it ties into what was discussed the day before.
We will start this section by introducing what a Primary Source is, vs a Secondary Source. This will be done utilizing a Definitions Handout, that contains those words and others from the first section of the chapter, as well as going through the information on this website: http://www.yale.edu/collections_collaborative/primarysources/primarysources.html
During the first few minutes of class, students will hand in any assignment completed from the previous day.
We will do a short reflection over the assignment and how it ties into what was discussed the day before.
We will start this section by introducing what a Primary Source is, vs a Secondary Source. This will be done utilizing a Definitions Handout, that contains those words and others from the first section of the chapter, as well as going through the information on this website: http://www.yale.edu/collections_collaborative/primarysources/primarysources.html
Vocabulary (Content Language Development) ‖ Time: 10 min
We will then briefly go through the rest of the definitions provided to students on the Handout. This contains all bolded definition from Sec 1 in their book. (See embedded Definitions file above)
We will then briefly go through the rest of the definitions provided to students on the Handout. This contains all bolded definition from Sec 1 in their book. (See embedded Definitions file above)
Content Delivery (Method of Instruction) ‖ Time: 5 min
After providing this introductory basis, students will be given the World War 1 Political Cartoon Handout. They will be directed to get into small groups and answer all the questions related to the cartoons as best as possible based on the information we have discussed. They are to write answers to all the questions EXCEPT Question 3 on page 2, that requires them to redraw the cartoon in their own way.
This is not meant to be a full immersion into the content, as they have only had very small exposure, but rather as an introduction to primary documents. Part of the intent is for them to have very limited knowledge of the content to see what answers they can come up with beyond just the context, as that has mostly not been provided. This puts the emphasis on their own analyzation skills to see where they stand prior to having any practice, and without the lens of the content by which to understand them.
After providing this introductory basis, students will be given the World War 1 Political Cartoon Handout. They will be directed to get into small groups and answer all the questions related to the cartoons as best as possible based on the information we have discussed. They are to write answers to all the questions EXCEPT Question 3 on page 2, that requires them to redraw the cartoon in their own way.
This is not meant to be a full immersion into the content, as they have only had very small exposure, but rather as an introduction to primary documents. Part of the intent is for them to have very limited knowledge of the content to see what answers they can come up with beyond just the context, as that has mostly not been provided. This puts the emphasis on their own analyzation skills to see where they stand prior to having any practice, and without the lens of the content by which to understand them.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 min
Students must then complete the assigned task in their groups. Group work will be a routine practice by now and they should have no problem completing the questions. Even though they work as a group in their analysis, they must each have answers written down on their paper, in order to help with written English language abilities and connecting what is written with their verbal analysis.
Students must then complete the assigned task in their groups. Group work will be a routine practice by now and they should have no problem completing the questions. Even though they work as a group in their analysis, they must each have answers written down on their paper, in order to help with written English language abilities and connecting what is written with their verbal analysis.
Lesson Closure ‖ Time: 15 min
At the end of class I, the teacher, will bring the class together as a whole and ask each group to answer one of the questions. This will give them the ability to share their analysis with me, as well as the rest of the class who are then able to modify their own answer if the other is more applicable.
Here I will also be able to verbally guide their journey into the content, by giving them more and more context from the chapter to the cartoons than they have previously had. This will allow them to perform Question 3 from page 2 as an assignment much better, as I will have then given them information that was missing during their first analysis.
Part of this explanatory portion will include handing out the Cartoon Analysis Guide (http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/lm_cart_analysis_guide.pdf), and walking through each picture step by step to see if we can determine what is meant for each one. Students then must determine if any of their responses comment on or are in agreement with the analyzation techniques demonstrated.
The rationale behind this lesson is to what students can produce on their own, prior to providing more than the most basic of context and scaffolding. As the first primary document activity done with myself as the lead in the class, I would rather determine what level they may be at naturally, while at the same time, avoiding overwhelming them with information; overcomplicating a skill that most of them already have some degree of skill in (most all students have seen a cartoon and are familiar with how they are understood. They must now apply these skills to a more difficult, complex variation).
By having them demonstrate their abilities, with group support, and then leading them on a more complex analysis of what they have just performed, my hope is to show them the skills that they already possess and how they can build upon those, as these same skills will be needed when analyzing any primary document in the future. If they would have had more exposure to primary document work prior to this lesson, the level of my knowledge about their abilities, as well as their understanding of the format and strategies used would not be so minimal. This is meant to be used in my real life class, so the way in which it is presented is based on my observations of their abilities to this point. Right now, it appears that “the simpler, the better”. This philosophy does not rule out more scaffolding but I find that my scaffolding currently tends to require more in-class explanation than I would like, as the most students easily lose interest without picking up the relevant directions.
At the end of class I, the teacher, will bring the class together as a whole and ask each group to answer one of the questions. This will give them the ability to share their analysis with me, as well as the rest of the class who are then able to modify their own answer if the other is more applicable.
Here I will also be able to verbally guide their journey into the content, by giving them more and more context from the chapter to the cartoons than they have previously had. This will allow them to perform Question 3 from page 2 as an assignment much better, as I will have then given them information that was missing during their first analysis.
Part of this explanatory portion will include handing out the Cartoon Analysis Guide (http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/lm_cart_analysis_guide.pdf), and walking through each picture step by step to see if we can determine what is meant for each one. Students then must determine if any of their responses comment on or are in agreement with the analyzation techniques demonstrated.
The rationale behind this lesson is to what students can produce on their own, prior to providing more than the most basic of context and scaffolding. As the first primary document activity done with myself as the lead in the class, I would rather determine what level they may be at naturally, while at the same time, avoiding overwhelming them with information; overcomplicating a skill that most of them already have some degree of skill in (most all students have seen a cartoon and are familiar with how they are understood. They must now apply these skills to a more difficult, complex variation).
By having them demonstrate their abilities, with group support, and then leading them on a more complex analysis of what they have just performed, my hope is to show them the skills that they already possess and how they can build upon those, as these same skills will be needed when analyzing any primary document in the future. If they would have had more exposure to primary document work prior to this lesson, the level of my knowledge about their abilities, as well as their understanding of the format and strategies used would not be so minimal. This is meant to be used in my real life class, so the way in which it is presented is based on my observations of their abilities to this point. Right now, it appears that “the simpler, the better”. This philosophy does not rule out more scaffolding but I find that my scaffolding currently tends to require more in-class explanation than I would like, as the most students easily lose interest without picking up the relevant directions.
Assessments (Formative & Summative)
Previous day’s assignment (Summative, as this lesson day starts new Chapter; not yet designed)
Group Political Cartoon Analysis Answers on Handout (Formative)
New Assignment: Question 3 from Page 2 on Handout; Individual work (Formative)
Previous day’s assignment (Summative, as this lesson day starts new Chapter; not yet designed)
Group Political Cartoon Analysis Answers on Handout (Formative)
New Assignment: Question 3 from Page 2 on Handout; Individual work (Formative)
Accommodations for English Learners, Striving Readers and Students with Special Needs and Advanced Students
EL: My primary adaptation for ELs in this class will be the amount of work done in small groups. These are groups of their own choosing (unless I find them to be more efficient if placed directly), allowing a greater level of comfort, and likely grouping with those of similar needs, but different ability levels.
Almost every piece of information that we cover is written down and provided directly to them as well, and the text information provided is spoken about verbally and broken down in class.
Striving Readers: The same adaptations that apply to my EL students also applies to Striving Readers. They are required to read the material handed out as we go over it verbally in class or groups, but that is the extent of reading necessary for them to do in this particular lesson. This way, the introduction to new material is made more simple by dint of limited reading, and what reading is necessary is highly scaffolded and assisted verbally.
SSNs: The identified SSNs in this class primarily struggle with writing and test taking (although no tests are included in this day’s lesson). As this is an issue, the SSNs must write sentences answering the questions verbally discussed in their small groups. However, this information has been previously determined in conversation where they have little trouble, and requires them only to put in the information on paper, rather than thinking and writing concurrently. If necessary, they may copy the answers of their group members, as they must develop the skill but not in an overwhelming manner. This also still allows them to take part and engage in the content.
Adv: Advanced students will benefit most from answering the open-ended questions in the Political Cartoon Handout, as well as exercising their interpretations skills based on having little prior knowledge provided. They will likely be the leaders and most comprehensive group members when formulating answers to the questions. Once back in the large group, their answers those questions to me, as the teacher, will be vindicated or aided by my feedback as to the interpretation of the cartoons, and their accuracy to the actual events within their content.
EL: My primary adaptation for ELs in this class will be the amount of work done in small groups. These are groups of their own choosing (unless I find them to be more efficient if placed directly), allowing a greater level of comfort, and likely grouping with those of similar needs, but different ability levels.
Almost every piece of information that we cover is written down and provided directly to them as well, and the text information provided is spoken about verbally and broken down in class.
Striving Readers: The same adaptations that apply to my EL students also applies to Striving Readers. They are required to read the material handed out as we go over it verbally in class or groups, but that is the extent of reading necessary for them to do in this particular lesson. This way, the introduction to new material is made more simple by dint of limited reading, and what reading is necessary is highly scaffolded and assisted verbally.
SSNs: The identified SSNs in this class primarily struggle with writing and test taking (although no tests are included in this day’s lesson). As this is an issue, the SSNs must write sentences answering the questions verbally discussed in their small groups. However, this information has been previously determined in conversation where they have little trouble, and requires them only to put in the information on paper, rather than thinking and writing concurrently. If necessary, they may copy the answers of their group members, as they must develop the skill but not in an overwhelming manner. This also still allows them to take part and engage in the content.
Adv: Advanced students will benefit most from answering the open-ended questions in the Political Cartoon Handout, as well as exercising their interpretations skills based on having little prior knowledge provided. They will likely be the leaders and most comprehensive group members when formulating answers to the questions. Once back in the large group, their answers those questions to me, as the teacher, will be vindicated or aided by my feedback as to the interpretation of the cartoons, and their accuracy to the actual events within their content.
Resources (Books, Websites, Handouts, Materials)
Ch 11, Sec 1 Definitions Handout
Primary vs Secondary Sources Website:
http://www.yale.edu/collections_collaborative/primarysources/primarysources.html
World War 1 Political Cartoon Handout:
http://www.macarthurmemorial.org/DocumentCenter/View/441
Cartoon Analysis Guide:
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/lm_cart_analysis_guide.pdf
Textbook: The Americans (as needed)
Ch 11, Sec 1 Definitions Handout
Primary vs Secondary Sources Website:
http://www.yale.edu/collections_collaborative/primarysources/primarysources.html
World War 1 Political Cartoon Handout:
http://www.macarthurmemorial.org/DocumentCenter/View/441
Cartoon Analysis Guide:
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/lm_cart_analysis_guide.pdf
Textbook: The Americans (as needed)