Lesson Overview:
Students organize the information they researched in the previous two lessons to create a flow chart that shows the process for electing a U.S. president and vice-president from the primary elections through inauguration day. Students design and illustrate a political cartoon that shows the candidate taking the oath of office as U.S. president.
Length of Lesson:
Two 45-minute class periods
Notes:
This lesson is particularly suitable for grades 6-8.
Instructional Objectives:
Students will:
- create a flow chart showing the process to elect a U.S. president.
- examine the practice and art of political cartoons.
- examine sources to find those that provide the most relevant and accurate information.
- discuss how and why one source may provide information that may not be provided in another source.
- analyze examples of political cartoons and determine what the artist intends to satirize.
- design and illustrate a political cartoon.
Supplies:
- Paper
- Pencil or pen
- Poster board, Bristol board, canvas or watercolor paper
- Colored markers, colored pencils, or paints
- Computer with Internet access
Instructional Plan:
Warm Up
Begin by asking students to review what they learned in the previous two lessons in this unit. List this information on the board or on chart paper. Tell students that they will use this information to create a flow chart which illustrates the election process in a simplified format. Flow charts can assist students with comprehension of a multi-step process or complex idea in a graphic technique.
A good source of information and examples of flow charts can be found at the Continuous Quality Improvement Server Web site from the Department of Industrial Engineering at Clemson University. Another source is Houghton Mifflin's Education Place. Students can also use the diagram builder feature in Microsoft Word to create a flow chart or they can draw one of their own. You may also provide students with blank copies of flow charts.
Assist students with identifying and using all parts of a flow chart, including a title, boxes, arrows, etc., in order for them to gain knowledge about flow chart structures.
If students need additional time for research prior to creating their flow charts, have them revisit the sites that they used in the previous two lessons in this unit.
Ben's Guide to U.S. Government for Kids
http://bensguide.gpo.gov/6-8/election/primary.html
Federal Election Commission
http://www.fec.gov/index.shtml
U.S National Archives
http://www.archives.gov/
Introductory Activity
When the flow charts are complete, distribute the worksheet, A Summary of the Election Process, and ask students to complete this with a partner or in a small group. Give students no more than 20 minutes to complete the activity and then have a class discussion to share and compare answers.
Next, ask students if they understand what stereotypes are? Can they offer examples of stereotypes that they have seen or read? Discuss why political cartoons have been used to stereotype political candidates throughout history. Have students look at The Political Dr. Seuss. While many people know Dr. Seuss as a much-beloved children's author, he was also well-known for his political cartoons in the 1940s. Allow students some time to explore the site, particularly The Gallery, which displays several Dr. Seuss cartoons with a good contextual explanation of the history and politics of the time. Then, put students in small groups to discuss what they observed and now understand about political cartoons.
Explain that freedom of speech is a constitutional right and that drawing is a form of free speech. The right to free speech is considered to be one of the most important rights people possess in the U.S. Ask students to give examples of ways that people express their rights through free speech. Then ask students to offer examples of free speech that are inappropriate because the purpose was to cause harm to someone or was unlawful. List the examples of free speech on the board and ask students to keep notes.
Ask students why they think political cartoons can be an effective method of free speech. Are they successful at depicting a political stereotype that encourages voters to elect a particular candidate? Why or why not? Can they depict how a newly elected U.S. president might act once he is President?
Following this discussion, ask students to search for information on political cartoons that have been used in former political campaigns. Guide students in examining the art and creation of political cartoons, reminding them that they are searching for answers to why and how political cartoons can be effective in making a political point. Have the students look at their flow charts to consider when certain cartoons would be the most effective in the campaign process.
Have students visit the following web sites which show examples of political cartoons:
Cartoon Bank
http://www.cartoonbank.com/search_results_category.asp?
mscssid=KPM6DHWLL7759N1T36U4B3AMLG5HAPM2&sitetype=1
&keyword=politics§ion=cartoons&title=Politics
Herblock's History - Political Cartoons
http://lcweb.loc.gov/rr/print/swann/herblock/cartoon.html
Professional Cartoonists Index
http://cagle.slate.msn.com/
The World of Thomas Nast Cartoons
http://www.thomasnast.com/
Ask students how they think political cartoons can be an effective method for creating interest in a political campaign or how they can create interest in a particular political candidate? Why are some more effective than others? Compare newer cartoons with the older ones from Thomas Nast. What are the differences, if any, in them?
Have students select appropriate subjects for creating their own political cartoons and distribute the worksheet, Planning Your Political Cartoon, to guide students in planning their initial design. When the planning worksheets have been completed and reviewed, have students create the actual cartoon on posterboard. Monitor the students' work and assist them as needed. When all the cartoons are finished, display them in the classroom. Conclude the lesson with a gallery walk activity. The cartoons could also be placed in the hallway or in a showcase for others to see.
Assessment:
Use the Assessment Rubric to assess your students' works.
Extensions:
If your students are interested in cartoons and cartoon art have them view examples of the history of all types of cartoon art at the Cartoon Art Museum.
Sources:
Web:
Authors:
-
Rebecca Holden, Educator
Virginia Beach, VA
