Teaching American History Project
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1 TeachingAmericanHistoryProject AnalyzingPoliticalCartoonsoftheMcCarthyEra By:KarenDiaz Grade:9-12 LengthofPeriod:1classperiod Inquiry:StudentswillbeaskedtoanalyzepoliticalcartoonsbyHerblock (HerbertBlock)inordertoassessoneofthevariedresponsestohowthe ColdWarwasbeing fought athomeandabroad.thiswillbeoneofthe lastlessonsinashortfourdayunitonthebeginningsofthecoldwarin America.Studentswillbeansweringtheessentialquestion:Accordingto whatyouhavelearnedsofar,assessourgovernment scoldwar decisionsandtheirimpactonourdomesticandforeignpolicies. Objectives: Studentswillknowandbeableto: RecallinformationlearnedaboutthesecondRedScareinAmerica Observeandanalyzethepoliticalcartoons Determinetheintendedaudienceofthesources DiscusshowHerblockportrayedtheColdWarhysteriaandwhowas responsible Materials:attachedbelowandavailableat _analysis_worksheet.pdf Activities: RecallinformationalreadylearnedabouttheSecondRedScare Studentswillbeplacedingroupsofthree HandouttheCartoonAnalysisWorksheettoeachstudent HandoutoneHerblockcartoontoeachgroup Studentswillanswerthequestionsontheworksheet.(Theyhaveused thisbeforesonoguidedpracticeisneeded) Classwillreconveneafterapproximately10minuteswheretheneach groupwillpresenttheircartoonanalysis
2 DuringthepresentationsIwillaskquestionsanddisplaybackground informationonthecartoons.see doc. Studentswillbeencouragedtosharequestionsandcommentsoftheir owntohelpfurtherthesharingofinformationandanalysis Closure:Onceallgroupshavepresentedeachstudentshouldanswerthe followingquestiontobeturnedinbeforetheyleaveclass. Exitquestions:AccordingtoyourknowledgeofthesecondRedScareand thesecartoons,whatisthedomesticimpactofthecoldwarpolicies? Homework:ReadinginthetextontheKoreanWar.Answerthefollowing questions:whyandhowdidkoreabecomeamajorsourceofconflictfor thesovietunionandtheus?describethenegotiationstoendthefighting inkorea.assessment: Informalassessmentcomesfromobservationofstudentsworkingwith partnersandthenindividuallyonanalyzingthedocuments. Participationinpartnerandfullgroupdiscussion Individualquestionsfromstudents Theworksheetswillbecollectedattheendofthelessonforaformal assessment Studentswillreceiveatestwhichinadditiontoobjectivequestionsand ShortAnswerstheywillberequiredtoanswerthefollowingquestionin essayform:accordingtowhatyouhavelearnedsofar,assessour government scoldwardecisionsandtheirimpactonourdomesticand foreignpolicies. CTStateStandards: Citeevidencefromasourcetodetermineasauthor spurposeand intendedaudience Analyzeandexplainmultipurposevisualmaterials Composeathesisstatementusingprimaryandsecondarysources Askrelevantquestionsrelatedtosocialstudies/historytoinitiate,extend ordebateapointofviewduringadiscussion Useevidencetoformaninterpretationofahistoricalevent Evaluateprimaryandsecondaryinterpretationsofahistoricalevent
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11 Cartoon Analysis Worksheet Level 1 Visuals Words (not all cartoons include words) 1. List the objects or people you see in the cartoon. 1. Identify the cartoon caption and/or title. 2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. 3. Record any important dates or numbers that appear in the cartoon. Level 2 Visuals 2. Which of the objects on your list are symbols? 3. What do you think each symbol means? Words 4. Which words or phrases in the cartoon appear to be the most significant? Why do you think so? 5. List adjectives that describe the emotions portrayed in the cartoon. Level 3 1. Describe the action taking place in the cartoon. 2. Explain how the words in the cartoon clarify the symbols. 3. Explain the message of the cartoon. 4. What special interest groups would agree/disagree with the cartoon's message? Why?
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