Instructional Design Project
Name: Cassie Pendergraff
WKU ID#:800-23-8514
Date: November 16, 2015
Lesson Grade Level: 7th grade, Middle
Subject: Social Studies
Authentic Topic: Mongols/Genghis Khan
Lesson Title: The Many Faces of Genghis Khan: Historical Perspective and the Mongol Empire
Objectives/Standards:
Objective
Content Objective:
Seventh grade students will be able to understand the
importance of an individual’s perspective during historical
events and how this opinion influences how certain figures can
be “remembered” over time. Students will create a short
background of a cartoonist living during the time of Genghis
Khan and make a hypothesis of what this individuals opinion of
the Khan might be (positive/negative) based on this
background description.
Standards
SS-07-2.3.1
Students will explain how conflict and competition (e.g.,
political, economic, religious, ethnic) occurred among individuals
and groups in early civilizations prior to 1500 A.D.
Technology Objective:
Seventh Grade students will create an online political cartoon
based on the perspective (positive/negative) of the role they
assume as a cartoonist living during the reign of Genghis Khan.
Creativity and Innovation. Students demonstrate creative
thinking, construct knowledge, and develop innovative products
and processes using technology.
SS-07-5.1.2
Students will explain how history is a series of connected events
shaped by multiple cause-and-effect relationships and give
examples of those relationships
Communication and Collaboration. Students use digital media
and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
Connections:
How does your lesson address the following?
A. Revised Bloom’s Level
B. Cognitive Complexity
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6.1 Generating (Hypothesizing): Coming up with alternative hypotheses based on criteria.
After reading a collection of opinions of Genghis Khan from a variety of sources, students will be
able to see a pattern between what types of people saw the Khan as a hero and which people saw
him as a tyrant. Students will be able to make educated guesses on how certain people might feel
about the Khan based on their background and then create a political cartoon from their hypothesis.
Level 3. Analyze and Create.
Justification: Teacher directs students to read accounts of reactions to Genghis Khan and analyze
those accounts to determine what bias exists and then create a political ad based on the perspective
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Instructional Design Project
C. Real World learning
D. Engaged learning
E. Technology integration
F.
How will you
collaborate with other
professionals in this
lesson?
of a cartoonist living during the reign of Genghis Khan.
Level 3.
Justification. Students take on the role of a political cartoonist to simulate real world experiences.
Level 3.
Justification: Students will create a political cartoon based on the background they come up with
for their cartoonist and the perspective they imagine this individual to have. Projects will vary
depending upon what information “stuck” with the student during their time reading the accounts,
etc.
Level 3.
Justification: The online political cartoon the students will create is an add on, the students could
physically draw the cartoon, but this gives them a chance to use technology and creates a somewhat
equal playing field for those who are not strong in artistic skills
In order for the class to have enough computer access, the lesson will be co-planned the technology
teacher. Also, for the students to have access to newspaper political cartoons there will be coplanning with librarian.
Resources:

MakeBeliefComix
Students may use this website to create their political cartoon

Make Belief Comix Tutorial SlideShare
Slideshow that explains how to use MBC

Make Belief Comix Tutorial Word Doc
Document that explains how to use MBC

Pixton
Alternative website students may use to create their political cartoon

Pixton Tutorial
PDF Tutorial with instructions on how to use Pixon

Cagle Political Cartoons for Kids
Student News Daily
Association of American Editorial Cartoonists
Websites for kids to use to obtain political opinion comics/editorial cartoons

Secret History of the Mongols
Account written about Genghis Khan written from a Mongolian point of view

History of the World Conqueror, translated by John A. Boyle
Translation of Persian point of view (Ala-ad-Din Ata-Malik Juvaini) of Khan’s reign.

Excerpts from Daoist Master,Changchun’s, account of his time spent with the Khan.
Authur Waley’s The Travels of an Alchemist(London: Routledge & Kegan Paul, 1931).

History of the Mongols
John of Plano Carpini was a Franciscan emissary of Pope Innocent IV and traveled to Karakorum between 1245 and
1247
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Instructional Design Project

The Travels of Marco Polo
Excerpts on the Great Khan by Marco Polo
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Instructional Design Project
The Many Faces of Genghis Khan: Historical Perspective and the Mongol Empire
Scenario:
Students will read descriptions of Genghis Khan from a variety of sources where he is depicted in different lights. Students will
hypothesize why certain people revered Genghis Khan and why others were horrified at his actions. Students will examine political
ads from current newspapers; relate these to the accounts of Genghis Khan, taking into consideration what might make someone
dislike this political figure. In turn, students should be able to make an educated guess on how a certain person might feel about
Genghis Khan based on their background/perspective. After writing a short background of a political cartoonist, students will create
their own political cartoon based on their supposition of this cartoonist’s view (positive view/negative view) during the reign of the
Mongols.
Student Directions:
I.
Read the excerpts given to you about Genghis Khan. As you are reading, pay special attention to the following and
make note of:
(1) The author of the passage
(2) The relationship the author had to Genghis Khan
(3) The words used to describe the Khan.
a.
Positive words/Negative words
b.
Your personal opinion on how this person felt about Genghis Khan
(4) Finally, given what you have written, make an educated guess BACKED up by your interpretations as to why this
individual may have felt this way.
The class will then split up into groups based on passages. Each group will read their assigned passage and share their answers
(above) before coming to an agreement on the questions.
The groups will present their findings to the class in a brief presentation that lasts 2-5 minutes. Make note of why characteristics,
lifestyle, and cultures influence opinion.
II.
The class will then look at a recent political cartoon from newspapers/magazines. As a group, pay special attention to
the following and make note of:
(1) The person/groups being depicted in the political cartoon.
(2) The relationship that the groups have to one another.
(3) The light in which the groups are depicted.
a.
Is one individual/group displayed as positive/negative? Which group?
b.
What is the comic trying to say?
c.
Why might the illustrator have this opinion?
(4) Finally, given what you have written, make an educated guess BACKED by your interpretations of this
political cartoon and the conclusions you came to on the Khan passage as to why this illustrator might feel
this way.
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Instructional Design Project
Just as before, each group will give a short presentation on the political cartoon where they compare their findings to that
of the Genghis Khan passages and hypothesize what about an individual/groups culture, lifestyle, religion, politics might
influence their opinions.
III.
Finally, create your own political cartoon. Look at the analyses and interpretations of the passages about Genghis
Khan and write a short biography of an illustrator/author that would be working for a newspaper at the time of the
Khan’s reign. Decide how the background, culture, religion, etc. of your illustrator/author would influence his/her
opinion. Use technology to develop a cartoon that reflects this point of view.
Scoring Rubric:
Seventh grade students will be able to understand the importance of an individual’s
perspective during historical events and how this opinion influences how certain
figures can be “remembered” over time by analyzing and interpreting a sample of a
depiction of the Khan as a group and also a recent political cartoon (rubric will be used
twice).
Content Objective:
Needs
Minor Corrections
Exceeds Expectations
Proficient
Analysis
Accurately describes dominant
elements and principles used by
the author and correctly
answered the questions relating
to the author\'s sample work
(Student Directions I/II) without
errors or mistakes.
Accurately (70%) points
out dominant elements and
answers the questions
correctly relating to the
author\'s sample work
(Student Directions I/II).
Group was able to describe Group was unable to answer questions
some (50%) of dominant
asked of them about the author\'s sample
elements and answer
work (Student Directions step I/II)
questions about the
author\'s sample work
(Student Directions I/II).
However, it was clear that
the group had difficulty
describing how these relate
to the meaning or feeling
behind the piece.
Interpretation
Group forms a well thought out
reasonable hypothesis about the
connection between the author\'s
work and his/her cultural
background. Supports this logic
with more than to examples of
evidence from the work.
Group correctly identifies
the perspective of the
author and relates his/her
background to the account
given. Group supports their
logic with at least two
examples from the sample.
Group attempts to identify
the perspective of the
author and make
connections between the
background/culture of the
author and the account
given, but their
interpretation is incorrect.
Group was unable to identify the
perspective of the author or make any
connection between the background of
the author and the opinion/account given
by the author.
Group Work
Each student in the group can
clearly explain what information
is needed by the group, what
information s/he is responsible
for locating, and when the
information is needed.
Each student in the group
can clearly explain what
information s/he is
responsible for locating.
Each student in the group
can, with minimal
prompting from peers (two
or less), clearly explain
what information s/he is
responsible for locating.
One or more students in the group cannot
clearly explain what information they are
responsible for locating.
Well-rehearsed with smooth
delivery that holds audience
attention, lasting 2-5 minutes
with each group member
participating in the presentation.
Rehearsed with fairly
smooth delivery, lasting 25 minutes, that holds
audience attention most of
the time.
Delivery not smooth,
lasting slightly less than 2
minutes or slightly more
than 5 (give or take 1
minute, 30 seconds) but
able to maintain interest of
the audience most of the
time.
Group clearly unprepared, with two or
fewer group members delivering the
majority of the presentation. Audience
attention lost. Time of presentation
greatly (give or take 2 minutes) exceeded
5 minutes or did not last more than 2.
Delegation of
Responsibilities
Presentation
(used only for I in
student directions)
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Needs Significant Corrections
Instructional Design Project
Seventh Grade students will create an online political cartoon based on the perspective
(positive/negative) of the role they assume as a cartoonist living during the reign of
Genghis Khan.
Technology Objective:
Exceeds Expectations
Proficient
Minor Corrections
Content
Covers topic in-depth with
details and examples. Subject
knowledge is excellent and
accurate.
Includes essential
knowledge about the
topic. Subject
knowledge appears to
be fairly accurate with
70% of facts being on
target.
Includes essential information about Content is minimal OR there are
the topic but there are 1-2 factual
several (more than 3) factual errors.
errors.
Attractiveness
Excellent use of font, color,
graphic and extra features to
enhance the presentation.
Uses 3 or more advanced (not
basic) features.
Makes good use of
font, color, graphics,
effects, etc. to enhance
to presentation. Uses at
least 2 advanced (not
basic) features.
Makes use of font, color, graphics,
effects, etc. but occasionally these
detract from the presentation
content. Fewer than 2 advanced
features are used.
Student uses minimal font, color, and
graphics in creation of their project.
Uses no advanced features and their
use of the basic features is minimal.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings and/or
grammatical errors.
More than 4 errors in spelling or
grammar.
Originality
Product shows a large amount Product shows some
of original thought. Ideas are original thought. Work
creative and inventive.
shows new ideas and
insights.
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Needs Significant Corrections
The idea belongs to another person, The idea is not an original and no
but proper credit is given, however, credit is given to the true creator.
there is little evidence of original
thinking.
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Instructional Design Project
Sample Student Work
Here is a link to the online version of my political comic.
The cartoonist that created this political cartoon is from the early 1200’s and lived in China during the Jin dynasty and the Mongol
conquest of this area. As a Chinese citizen, she would have been around during to the multiple raids when the Mongols invaded the
Jin territory. The Mongols repeatedly smashed the Jin armies and pillaged the entire plain of North China. This cartoonist lost
several of her brothers during the invasion and therefore does not have a very positive attitude of Genghis Khan and the Mongols.
The comic depicts two individuals in an area that resembles a fiery pit with a skull and cross bones sign. One of the characters
looks afraid and asks, “Are we in Hades?” The other laughs and responds, “No, Silly! We are in Mongol Territory.” For the
cartoonist to link Mongol Territory to Hell would mean that she has a very negative outlook on the leadership and behavior of the
“invaders.”
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Instructional Design Project
Bibliography
AAEC. (2015, 11 26). Cartoons for the Classroom. Retrieved from Association of American Editorial
Cartoonists: http://nieonline.com/aaec/cftc.cfm
Resource for students to use to find political cartoons to analyze.
Boyle, J. (1977). Genghis Khan: The History of The World Conqueror. Manchester: UNESCO Publishing.
(1955). Chapter V: The Beginning of the Empire of the Tartars and Their Chief Men. In C. Dawson, & H. C.
Dawson (Ed.), Markers of Christendom: The Mongol Mission. London: Sheed and Ward. Retrieved
from https://www.milestonedocuments.com/documents/view/john-of-plano-carpini-history-of-themongols/text
Perspective of Khan's reign based on translation of Persian point of view (Ala-ad-Din Ata-Malik
Juvaini).
History.com. (2009). Genghis Khan. Retrieved October 5, 2015, from History.com:
http://www.history.com/topics/genghis-khan
Biographical information of Genghis Khan
Jarus, O. (2010, February 10). Genghis Khan, Founder of Mongol Empire: Facts & Biography. Retrieved
October 10, 2015, from Live Science: http://www.livescience.com/43260-genghis-khan.html
Biographical information of Genghis Khan
Kentucky Department of Education. (2015, 11 02). Kentucky Core Academic Standards. Retrieved from
http://education.ky.gov/curriculum/docs/Documents/POS%20with%20CCS%20for%20public%20revi
ew.pdf
Information important to develop lesson plan based on Kentucky Core Standards
Make Believe Comix. Retrieved November 11, 2015. from http://www.makebeliefscomix.com/Comix/.
Resource for students to make online political cartoon.
Pixton. (2015, 11 25). Retrieved from https://www.pixton.com/ca/
Resource for students to use to create online political cartoons.
Polo , M. (n.d.). The Travels of Marco Polo Volume 1. EBook 10636. Retrieved November 11, 2015, from
http://hudsoncress.net/hudsoncress.org/html/library/history-travel/marco-polo-vol1.pdf
Perspective of Genghis Khan's rule based on information gathered by Marco Polo
Shan, Y. (2012). Genghis Khan. Retrieved October 4, 2015, from The Field Museum:
http://genghiskhan.fieldmuseum.org/sites/genghiskhan.fieldmuseum.org/themes/genghis_khan/images
/Karakorum_City_Scene.jpg
Biographical information on Genghis Khan
Student News Daily. (2015, 11 25). Retrieved from Editoral Cartoons for Students:
http://www.studentnewsdaily.com/archive/editorial-cartoon-for-students/
The Cagle Post. (2015, 11 25). Retrieved from http://www.cagle.com/tag/kids/
Resource for students to use to gather political cartoons to analyze
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The Mongol Empire. (n.d.). Retrieved October 4, 2015, from Soft Schools:
http://www.softschools.com/timelines/the_mongol_empire_timeline/338/
Biographical timeline of Genghis Khan.
The Secret Hisotry of the Mongols: A Mongolian Epic Chronicle of the Thirteenth Century (Vol. 1). (2004).
(I. D. Rachewiltz, Trans.) Leiden: E.J Brill. Retrieved 11 11, 2015, from
http://www.mongolianculture.com/TheSecretHistory.htm
Historical perspective of Genghis Khan based on a Mongolian point of view.
Xiyou ji, L. X. (1963). Travels of an Alchemist. In A. Waley, Travels of an Alchemist (pp. 100-104, 111-121).
London: Routledge and Kegan Paul. Retrieved November 22, 2015, from
http://www.history.ubc.ca/sites/default/files/7%20Changchun%20and%20Chinggis%20Khan.pdf
Historical perspective of Genghis Khan based on information gathered by a Daoist Monk.
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