Political Cartoons Of Political Machines From Kate Ericson
TEACHING AMERICAN HISTORY PROJECTLesson Title –POLITICAL CARTOONS OF POLITICAL MACHINES: NEWYORK CITY 1860-1870 from Kate EricsonGrade - 9-12Length of class period – 45 minutes plan for three class periodsInquiry – (What essential question are students answering, what problem are they solving, orwhat decision are they making?)How do politicians impact the lives of the citizens?Objectives (What content and skills do you expect students to learn from this lesson?) Analyze political cartoons on Boss Tweed drawn by Thomas Nast List the effects Tweed’s actions had on citizens: stated and/or inferred Examine the effectiveness of political cartoons.Materials (What primary sources or local resources are the basis for this lesson?) – (pleaseattach)Political Cartoons: See subsequent pages, 2-5, attached here taken on.gifImage Analysis Worksheet: Last PageActivities (What will you and your students do during the lesson to promote learning?)Prep: Make copies of cartoons(different cartoon for each group.) Divide students into groups of 3 or 4.Hand out one cartoon and have students complete the Image Analysis worksheet.Depending on the level of the student, allow 20 minutes to complete task. Remindstudents they are to teach their classmates about their cartoon.Project a cartoon on LCD screen or overhead.Have each group report to the class their analysis of the cartoon, including its message.Repeat for all cartoons.
How will you assess what student learned during this lesson?Discuss the following after all cartoons have been presented: What are some of the ways in which Boss Tweed was able to maintain control of NewYork City as a political boss?According to the cartoons, in what ways was Boss Tweed a threat to American citizensliving in New York City?In a short essay will answer the following questions; explain why Thomas Nast chose todraw political cartoons about this issue? How are political cartoons different than aneditorial? How are they similar? Which mode of media (cartoon or editorial) do you thinkwould have been more persuasive in the second part of the 19th century? Explain youranswer.Connecticut Framework Performance Standards – Students will apply knowledge of the U. S. Constitution, how the U. S. system ofgovernment works and how the rule of law and the value of liberty and equality have an impacton individual, local, state and national decisions. primary source documents to analyze multiple perspectives.
Cartoon Analysis WorksheetLevel 1Visuals1. List the objects or people you see inthe cartoon.Words (not all cartoons include words)1. Identify the cartoon caption and/or title.2. Locate three words or phrases used bythe cartoonist to identify objects orpeople within the cartoon.3. Record any important dates or numbersthat appear in the cartoon.Level 2Visuals2. Which of the objects on your list aresymbols?Words4. Which words or phrases in the cartoonappear to be the most significant? Whydo you think so?3. What do you think each symbolmeans?5. List adjectives that describe theemotions portrayed in the cartoon.Level 3A. Describe the action taking place in the cartoon.B. Explain how the words in the cartoon clarify the symbols.C. Explain the message of the cartoon.D. What special interest groups would agree/disagree with the cartoon's message? Why?The U.S. National Archives and Records Administration8601 Adelphi Road, College Park, MD 20740-6001 Telephone: 1-86-NARA-NARA or 1-866-272-6272
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Analyze political cartoons on Boss Tweed drawn by Thomas Nast List the effects Tweed’s actions had on citizens: stated and/or inferred Examine the effectiveness of political cartoons. Materials (What primary sources or
is political cartoons. 20 minutes Political Cartoon Analysis Distribute political cartoons to students. Students will analyze the cartoons to determine whether or not they propagate any of the myths discussed previously. Immigration Political Cartoons (attached) 5-10 minutes Conclusion KWL S
Efficacy of Teaching with Cartoons Political cartoons have been used for quite a long time for teaching political and historical social studies concepts (Dougherty, 2002; Risinger & Heitzmann, 2008). Cartoons have been successfully used to teach science concepts to elem
Editorial cartoons use humor and satire to show a position about current issues. Editorial cartoons constitute both an unusual art form and a commentary on society. Because they express opinions on public issues, editorial cartoons are useful teaching aids for examining historic and contemporary issues and events. History of Editorial Cartoons:
political cartoons allow the artist to supersede the written word. Political cartoons are a great teaching tool for studying historical or current events and therefore incorporated into Social Science curriculums across the nation. Since some political cartoons were created in
representing four different political eras in the country. As foundational point of departure, media history and media historiography is discussed, followed by cartoons and their development as editorial comment, after which follows a discussion of the use of metaphor in cartoons. The four cartoons, representing four political eras, are
Dr. eSSeuusss WGGooeess ttoo Waarr A little known fact about the World War II-era is that series of political cartoons by the famed children's author Dr. Seuss impacted the American isolationist mind set. More than 200 of the cartoons were assembled for the first time in the book Dr. Seuss Goes to War: The World War II Editorial Cartoons of Th
Collection of common informational, religious, political symbols—these can be pulled easily from the internet Collection of political cartoons from the GED, newspapers, internet, etc. Chart paper and markers QAR sheet GED political cartoon practice questions Paper and pencils for those who wish to make their own political cartoons TEACHER NAME:
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