1. Social Studies Task Cards

2. The Social Studies Task Cards were created for use with Social Studies content readings. The majority of the questions were selected from the Language Arts task cards but were edited for specific use with Social Studies content.
The goal of the task cards is to allow the teacher to infuse the Social Studies curriculum with FCAT preparation.
The task cards are designed to support teachers in the delivery of their grades 1-12 classroom lessons. There are eight (8) groups of
social studies task cards that are divided by grade levels.
The cards and appropriate questions should be selected based on targeted instructional areas. For example, if the school
improvement plan/instructional focus calendar is targeting an increase in the reporting category of Informational Text, the teacher should
then focus on the “informational text” social studies task card questions.

3. The task cards can be aligned to various Social Studies and Language Arts FCAT benchmarks that include but is not limited; to working
with primary source documents, historical fiction and textbook readings, analyzing graphic data and images, current event articles or
other appropriate readings and social studies lessons, activities, and or assignments. .

4. According to the cartoon, President Lincoln’s “two difficulties” are how to –
Pay government salaries and build support in Congress.
B. Reduce taxes and find good generals.
C. Avoid bankruptcy and stop the draft riots.
D. Finance the war and find enough soldiers to fight.
Source: The Americans, McDougal Littell – Pg. 373
The textbook lesson is as follows (slide 5). (Teacher directive: Read aloud the lesson or ask the audience to read the lesson, now complete the lesson aloud.)
The following task card (template) was created to assist teachers with infusing a political cartoon into their classroom activities. This political cartoon lesson can be found in McDougal Littell’s The American’s United States History textbook, Chapter 11, page 373. This political cartoon is also available at
The social studies task card that should be selected by the teacher to support a political cartoon lesson includes the following questions:
What is the event or issue that inspired the cartoon?
Are there any real people or places in the cartoon? If not, what images are portrayed in the cartoon?
What is the cartoonist’s point of view about the topic portrayed in the cartoon? Give examples to support your interpretation.
Is this cartoon persuasive? Explain why or why not.
What other techniques could the artist have used to make this cartoon more persuasive?
This lesson can be used as an opening to a lesson or as a suggested follow up activity, this lesson can be used to highlight the various difficulties that President Lincoln was faced with in For example, a discussion on the economy.

5. The following template is to assist teachers with a political cartoon
The following template is to assist teachers with a political cartoon. This political cartoon lesson can be found in McDougal Littell’s The American’s United States History textbook, Chapter 11, page 373. The social studies task card that should be selected by the teacher to support a political cartoon lesson includes the following questions:
What is the event or issue that inspired the cartoon?
Are there any real people or places in the cartoon? If not, what images are portrayed in the cartoon?
What is the cartoonist’s point of view about the topic portrayed in the cartoon? Give examples to support your interpretation.
Is this cartoon persuasive? Explain why or why not.
What other techniques could the artist have used to make this cartoon more persuasive?

6. Teacher directive: Now distribute the copies of the social studies POLITICAL CARTOON social studies task card. Have participants complete the social studies activity.
Background information:
London "Punch" caricatured President Lincoln in every possible way, holding him and the Union cause up to the ridicule of the world so far as it could. On August 23rd, 1862, its cartoon entitled "Lincoln's Two Difficulties" had the text underneath: LINCOLN: "What? No money! No men!" "Punch" desired to create the impression that the Washington Government was in a bad way, lacking both money and men for the purpose of putting down the Rebellion; that the United States Treasury was bankrupt, and the people of the North so devoid of patriotism that they would not send men for the army to assist in destroying the Confederacy. The truth is, that when this cartoon was printed the North had five hundred thousand men in the field, and, before the War closed, had provided fully two million and a half troops. The report of the Secretary of the Treasury which showed the financial affairs and situation of the United States up to July, The receipts of the National Government for the year ending June 30th, 1862, were $10,000,000 in excess of the expenditures, although the War was costing the country $2,000,000 per day; the credit of the United States was good, and business matters were in a satisfactory state. The Navy, by August 23rd, 1862, had received eighteen thousand additional men, and was in fine shape; the people of the North stood ready to supply anything the Government needed, so that, all things taken together, the "Punch" cartoon was not exactly true, as the facts and figures abundantly proved.

7. Teacher directive: Now distribute the copies of the social studies POLITICAL CARTOON social studies task card. Have participants complete the social studies activity.
Share the background information with the students to create a dialogue and discussion of the economy of 1862.

8. Teachers can distribute the copy of the following political cartoon
Teachers can distribute the copy of the following political cartoon. Have a classroom discussion.

9. This political cartoon should be distributed to students that includes the Editorial Cartoon Analysis Social Studies Task Card. Compare the difference of distributing the political cartoon vs. utilizing the social studies task cards.
Now distribute the political cartoon (Main Street vs. Wall Street) and task card handout
Discuss each question with students.
Now distribute the following handouts
The American by Arnold King, Friday, October 3, 2008.
Wall Street vs. Main Street, Sept. 17, 2008
Occupy Wall Street protest hit Main Street, October 10, 2011
Place students in groups.
Allow students to read the articles to provide them with background knowledge and information.
Create a timeline on the board.
Have students share the information and fill-in the timeline with economic issues from
Place slide #10 on the board and have students analyze the slide and write a one page summary of their views of Wall Street vs. Main Street.

10. Wall Street vs. Main Street
CEO’S
Business
Leaders
Percent
Wall Street
Congress

11. Questions/Concerns