1. Drawing Political Cartoons Jim Ellis ED-6482-22-03

2. Rationale It is important for high school social studies students to have an understanding of the visual arts in relation to history and culture. By relating the lesson to students’ own lives, providing opportunities for choice, and allowing them to respond actively, as well as interact with peers this lesson should interest, involve, and motivate students.

3. Grade Level Eleventh grade

4. Goal The students will gain a better understanding of current events and how they affect their lives as well as the techniques involved in creating a political cartoon.

5. Objectives The students will be able to identify elements of a political cartoon, caption, caricature, symbolism, proportional size of objects and people, and personification. The students will be able to interpret the biased slant applied to the cartoon by the artist. The students will be able to construct their own political cartoon based on a current event issue of their choice. The students will be able to analyze visual and language clues to determine the meaning of political cartoons and state the biased perspective of the artist. The students will be able to suggest the message of political cartoons by analyzing only the visual clues. The students will be able to articulate both the issue and elements involved in his, or her, own political cartoon.

6. Materials and Resources Handout: Vocabulary Rubric for assessment Paper Ruler Thin Markers Examples of political cartoons showing opposing views

7. Procedures 1. Introduce the students to various political cartoons by giving examples of cartoons with opposing views concerning the same topic. Cartoons should provide an element of novelty while at the same time relating to students’ lives. Inform students political cartoons are intended to be both biased and controversial while conveying their meaning using both visual and verbal clues.

8. Procedures Continued… 2. Present the following political cartoon techniques to the students: caption, caricature, symbolism, proportional size of objects and people, and personification, and tell how they relate to political cartoons. Identify personalities in political cartoons and recognize their historical significance.

9. Procedures Continued… 3. Divide the students into small groups and provide them with an example of a political cartoon. While interacting with their peers the students must identify the elements of context for the cartoon. Students will then be given the opportunity to respond actively in a class discussion concerning their findings.

10. Procedures Continued… 4. For the assignment the students will research a current event of their choice and create a political cartoon using the knowledge they have gained through the study of historical and contemporary cartoons as well as their knowledge of current events. Students will be instructed to refer to newspapers, the Internet, and television news, for further ideas or topics. The completion of their own political cartoon will provide the students with the experience of creating a finished product.

11. Examples of Political Cartoons

12. Examples Continued…

16. Evaluation The students will provide visual evidence that their cartoon is based on a current event as well as articulating both the issue and elements involved in their creation. Students will then give an oral presentation briefly describing their creation to the class.

17. Web Sites Political Cartoons from Around the World - http://cagle.slate.msn.com/politicalcartoons/ Political Cartoons and Modern Issues Links Page - http://www.tcoml.com/hall8ss/links/misclnx.html A Brief History of Political Cartoons – http://xroads.virginia.edu/~MA96/PUCK/part1.html Articles on Current American Issues – http://www.thenewamerican.com/focus/ Daily National News Reports – http://www.cnn.com/