Historical Literacy Project Model Unit Gallery Template
Unit Title: Viewpoints of the American Revolution
Designed by: Crystal Graham and Jenyfer Casterline
District: Smyrna School District
Content Area: Social Studies
Grade Level(s): 4
____________________________________________________________
Summary of Unit
1. The goal of this unit is to have students understand that
historical accounts of the same event sometimes differ due to
the evidence presented or the viewpoint of the author. This unit
aims to give the students the ability to gauge and judge the
perception of the interpretation so that they can be better
consumers of information. They will be better able to determine
what information is more valid than others. The unit will use the
American Revolution as a vehicle for addressing these goals.
Stage 1 – Desired Results
What students will know, do, and understand
____________________________________________________________
Delaware Content Standards
History Standard Three 4-5a: Students will explain why historical accounts of the
same event sometimes differ and will relate this explanation to the evidence
presented or the point-of-view of the author.
ELA Standard Two K-4: Construct, examine, and extend the meaning of literary,
informative, and technical texts through listening, reading, and viewing.
Big Idea(s) This unit aims to give the students the ability to gauge and judge the
perception of the interpretation so that they can be better consumers of information.
Unit Enduring Understanding(s)
Students will understand that what is written by a historian depends upon that
historian’s personal background and methods, the questions asked about the
sources, and the sources used to find the answers to those questions.
Students will also understand that history is what the historian says it is. Historians
may collect, use, and emphasize sources in ways that result in differing
interpretations as they describe, compare, and interpret historical phenomena.
Disagreement between historians about the causes and effects of historical events
may result from these differences.
1
Unit Essential Questions(s)
•
How could there be different explanations of the same event in history?
Knowledge and Skills
Students will be able to evaluate two accounts of the same event with the
understanding that two accounts may differ due to the evidence presented
or the point-of-view of the author.
Students will gain an understanding of the American Revolution through use
of primary and secondary sources.
Students will be able to use their knowledge of the American Revolution in
order to “side with” the Loyalist or Patriot cause and accurately debate this
position.
Students will be able to analyze a source and identify the author or artist’s
motivation.
Stage 2 – Assessment Evidence
(Design Assessments To Guide Instruction)
Suggested Performance/Transfer Task(s)
Benchmark: History 3 – Students will explain why historical accounts of the same
event sometimes differ and will relate this explanation to the evidence presented or
the point-of-view of the author.
Essential Question Addressed: How can there be two different accounts of the same
event?
Prior Knowledge: Students should understand the terms ‘bias’ and ‘motive’ and be
able to apply this knowledge to the analysis of a picture or event.
Scenario: Students will apply the skills gained throughout this unit to a famous
baseball situation in which they will have to explain why there are many different
accounts of the same event. Also, they will have to choose one of the witnesses and
explain the possible motive behind his statement.
2
Appendix D
Name: ______________________
Date: ______________________
‘The Called Shot’
The Scenario:
“The New York Yankees played the Chicago White Sox in the 1932 World Series.
Rivalries caused bad blood between the players. With the score tied in the 5th
inning, Babe Ruth stepped up to the plate for the Yankees. Facing a count of two
balls and two strikes as well as the taunts from the White Sox dugout, Ruth
allegedly raised his hand, pointed to center field, and indicated that he was going
to hit a homerun in the exact spot to which he pointed. On the very next pitch,
Ruth slammed a tremendous homer! Despite the fact that there were 51,000
people in the stands that day, there is still a controversy surrounding the Babe’s
infamous “called shot.” Did he really make this remarkable prediction?”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Possible Sources:
Batter - Babe Ruth (NY Yankee) – “I stepped back again and pointed my finger at
those bleachers . . . That ball just went on and on and on and hit far up in the
center-field bleachers in exactly the spot I had pointed to.
Catcher - Gabby Hartnett (Chicago Cub) – “Ruth pointed his finger to the
Chicago Cubs dugout on a 2 & 2 and said ‘It only takes one hit.”
Pitcher Charlie Root, (Chicago Cub) – “Ruth did not point at the fence before he
swung. If he had made a gesture like that, well, anybody who knows me knows
that Ruth would have ended up on his tail!”
On Deck batter NY Yankee (paraphrase – “That little monkey did it”)
Umpire - no record of comments from him
Radio Announcer – “Ruth called his shot”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. How can there be many different accounts of Babe’s ‘Called Shot’?
_____________________________________________
_____________________________________________
2. Which source(s) would be best if you had to determine if Babe Ruth
actually “called” his “shot?”
Why do you think so?
_____________________________________________________
_______________________________________________
3
3. Choose one of the sources listed above and explain the probable motive of
his statement.
___________________________________________
___________________________________________
Rubric(s)
2 = Gives an accurate and relevant response with an explanation.
1 = Gives an accurate or relevant response with no explanation.
0 = Irrelevant or no response.
Other Evidence
•
Reading road map, journal entry (lesson 1)
•
Mind map graphic organizer (lesson 2)
•
Worksheets at centers for guided analysis of primary and secondary sources
(lesson 3)
•
Constructed response (lesson 4)
•
Teacher observation during a classroom debate
Student Self-Assessment and Reflection
Students will have several opportunities to self assess throughout this unit. The
reading road map, mind map graphic organizer, vocabulary activities, and journal
entry all target the goal of self assessment.
What text/print/media/kit/web resources best support this unit?
-
Aron, P. (1997). Unsolved Mysteries of American History: An Eye-Opening
Journey Through 500 Years of Discoveries, Disappearances, and Baffling
Events. New York: John Wiley & Sons, Inc.
4
Stage 3 – Learning Plan
(Design learning activities to align with Stage 1 and Stage 2 expectations)
Lesson # 1
View of the American Revolution
Crystal Graham & Jenyfer Casterline
Lesson Description: In this lesson, students will gain background knowledge of the
Revolutionary War.
Time Required: 45 minutes
Essential Question Addressed:
• Good readers employ strategies to help them understand text.
• What is the author’s angle or perspective?
Enduring Understanding:
• How do texts help us shape our decisions?
Materials:
• Modified concept of definition map blank Handout 1
• Overview of the American Revolution Handout 2
• Reading Road Map Handout 3
Procedures:
1. Introduce the topic by modeling the modified concept of definition using the
word “revolution” (see Appendix A).
2. Distribute a concept map (Handout 1) to each group along with one of the
vocabulary words. Groups complete the map of their word and share with the
class. (colonist, hostility, boycott, tension, protest, resent, enact,
bias)
3. Say, “We will begin a unit that addresses the amount of information that we
have today at our disposal. We want to give you the ability to gauge and
judge the perception of the interpretation so that you can be better
consumers of information. You will be able to determine what information is
more valid than others? We will be using the events and documents from
American Revolution as a vehicle for this learning.”
4. Say, “In order to begin, you need to know a little bit of background of the
American Revolution.” Distribute handout 2 and 3. Divide students into
partners. Explain that they will use handout 3 as the guide for reading
through handout 2.
5. When pairs are finished have a class discussion about whether they would
want to be a Loyalist or a Patriot and why.
Debrief: If you were to gather more information about the American Revolution,
where would you go to get it? How would you decide if it was accurate? Students
should be told that not all sources are reliable or trustworthy sources. The author of
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the source could have his own viewpoint or “bias” about the event you are
researching. Is there any indication of author bias?
Formative Assessment (“Check for Understanding”):
• Teacher monitoring the class discussion
• Journal entry from the reading road map
What text/print/media/kit/web resources best support this unit?
Scott, Renay M., Ph. D. (2007). Easy Simulations: American Revolution. New York:
Scholastic Inc.
6
Appendix A
Model of Modified Concept of Definition Map
What is it?
Synonyms
An act of rebelling
against authority,
as in a country
rebelling against its
government
uprising
Antonym
union
revolution
fight
conflict
Example
American
Revolution
7
Handout 1
Modified Concept of Definition Map
Synonyms
What is it?
Antonyms
Example
8
Handout 2
Setting the Scene:
The American Revolution
By the mid-1700s, life in the American colonies had settled
into a comfortable rhythm. For the most part, the colonists had
been engaged in a war with France over vast territories in America
for several years,. But with the end of the French and Indian War
in 1763, things were about to change for the colonists. The war
that had gained Britain much of the land once held by France
proved to be quite costly. To help pay this debt from the war,
Britain passed a series of acts (laws) that taxed the colonists.
In 1764, the British parliament passed the Revenue Act,
known as the Sugar Act in the colonies. The law placed a tax on
molasses entering the colonies. The following year, Britain passed
the quartering Act, requiring colonists to help pay for housing the
British soldiers stationed in the colonies. Around the same time,
the controversial Stamp Act was also passed. This law placed a
tax on marriage licenses, newspapers, and 47 other documents.
These taxes angered the colonists, who protested that they didn’t
have a say in the law. They had no vote in the British Parliament
and complained that this was “taxation without representation.”
They started forming secret groups called the “Sons of Liberty,”
who met to find a way to oppose the Stamp Act. Colonists began
to take sides. Those who agreed with Britain were called
Loyalists, and those who opposed were called Patriots.
Disappointed over the colonists’ response to the earlier laws,
Charles Townshend took over the job of raising money for Britain.
He enacted another series of laws called the Townshend Acts in
1767. These laws included new taxes on lead, paint, paper, glass,
and tea imported to the colonies. In protest, the colonists
boycotted (refused to buy) these goods. In addition, they started
9
attacking public officials like the governor and tax collectors.
Britain responded by sending troops to keep order in 1768.
The colonists resented the growing number of British troops.
Tension was rising. In March 1770, a group of colonists gathered
near a customs house that British soldiers were guarding. The
colonists mocked the troops and began throwing snowballs at
them. Someone yelled, “Fire!” and shots rang out. Even though
the British soldiers were under orders not to shoot, they did, and
five colonists died. This event became known as the Boston
Massacre.
Hostility between Britain and the colonists escalated over the
next three years. In 1773, a group of Patriots who were tired of the
tax on tea decided to make a statement. Late on the night of
December 16th, the Patriots, disguised as Indians, crept toward the
Boston Harbor. They boarded three ships loaded with tea from
Britain and tossed more than 300 chests of tea into the Boston
Harbor. The Boston Tea Party, as it became known, greatly
angered England’s King George III, and he dispatched even more
troops to the colonies in 1774. The colonists persisted with their
boycotts and written protests in newspapers. As a new year dawns,
relations between England and the colonies are reaching the
breaking point.
10
Handout 3
Name: ________________________
Date: ____________
Reading Road Map
(Use with Setting the Scene: American Revolution)
Before Reading:
Two Minute Take-Off
1. Remember what you learned about how the
colonists came to America. What was life like
for them? In one minute, you and your partner
write down everything you remember about
the colonists’ lives in one minute. Then, the last
minute, take turns sharing with each other what
you remembered.
2.
1.
During Reading:
3.
4.
5.
2. Paragraph 1 – Tell your partner about
Britain’s money trouble. How were
they going to solve their money problems?
3. Paragraph 2 - In your journal, draw a
timeline and illustrate the three acts
that angered the colonists.
4. Paragraph 2 - Take turns asking your
partner, “Would you have been a
Loyalist or a Patriot? Why?”
6.
5. Paragraph 3 - Make a cause/effect
chain to show the results of the
Townshend Acts.
6. Paragraph 4 – discuss with your partner why
you think the British soldiers shot at the
crowd even though they were ordered not to.
7.
8.
7. Paragraph 5 – talk with your partner about
what you would do if you had been King
George III.
After Reading:
8. Write a brief summary in your journal to
explain what events led up to the American
Revolution. Be sure to include the reasons for
the behavior of both British and the colonists.
11
Lesson # 2
Another Point - of - View
Author(s): Crystal Graham and Jenyfer Casterline
Lesson Description: Students will examine another view of the American
Revolution. They will compare this account with the one they read yesterday and
discuss the differences between the two views. The students will record the
information they have learned about the Revolutionary War in a mind map activity.
Time Required: 45 minutes
Essential Question Addressed:
How could there be different explanations of the causes of the American Revolution?
Enduring Understanding:
Students will understand that what is written by a historian depends upon that
historian’s personal background and methods, the questions asked about the
sources, and the sources used to find the answers to those questions.
Students will also understand that history is what the historian says it is. Historians
may collect, use, and emphasize sources in ways that result in differing
interpretations as they describe, compare, and interpret historical phenomena.
Disagreement between historians about the causes and effects of historical events
may result from these differences.
Materials:
• Handout 2 – The Scene: The American Revolution
• Handout 4 – Buried History of the American Revolution
• Handout 5 – Knowledge is Revolutionary Mind Map
• Handout 6 – Comparing Documents
• Pre-programmed index cards with words and definitions on separate index
cards (repeat until you have enough pairs for each student)
Words include - rebel, debt, propaganda, reign of terror, incited
Procedures:
1. Before the lesson, write words and definitions on separate index cards and hand
out to students. Hand out a card to each student. Have the students work together
to find who they think their match might be. Students may help each other if
someone is unsure. Review and discuss whether the final matches are correct.
2. Say, “Today we are going to share another point-of-view of the reason for the
revolt. Let’s make a prediction how these points-of-view may or may not differ.”
Give students time to share their predictions with the class. Discuss.
3. Distribute handout 4. Read through the text as a class. After reading the first
paragraph stop and do a ‘Think Aloud’ saying “Wow! I thought I knew the correct
story, but after reading this first paragraph it sounds like I was wrong!” During the
reading, ask, “What is the tone of this piece?” “Are we hearing the same events as
we did in handout 1?”
12
4. After finishing the text and having much lively discussion, have students retrieve
handout 2 from their Revolution folders. Have students examine the two pieces
side-by-side (handout 2 and 4). Ask, “Where these two accounts of the beginning of
the revolution written by the same author?” “How about by people who were on the
same side of the conflict?” Distribute handout 5 – Knowledge is Revolutionary Mind
Map. Explain that they will be able to work with a partner. First they will discuss
what they have learned from each account. Then, they will record any information
they feel is important on the mind map.
Debrief: Ask, “How can there be two different accounts of the same event?”
Monitor discussion for student understanding.
Formative Assessment (“Check for Understanding”):
• Handout 6
What text/print/media/kit/web resources best support this unit?
Scott, Renay M., Ph. D. (2007). Easy Simulations: American Revolution. New York:
Scholastic Inc.
Author Unknown. (July, 2009). www.redcoat.me.uk/index.htm
13
Handout 4
Excerpts from “Buried History of the American
Revolution”
Despite all that has been written about the American Revolution,
it seems that very little of what 'actually' happened or even the
correct order that events occurred is known today by the vast
majority of Americans.
Prior to the American War of Independence the majority of
colonists thought of themselves as British, respected English law
and did not want to rebel against their King or change their
agreements by force.
In many respects the American colonies ruled themselves, but as
they started to expand, Indian became an increasing problem.
Britain had to send troops in order to protect the colonists’
homes. Then during the seven-year war (1756-63) British had to
maintain a force of ten thousand men to defend the colonists,
because when the colonists were left to their own devices, they
nearly always lost. George Washington was particularly useless,
getting himself captured by the French; (it wasn’t until the
revolution that he became an outstanding General).
But the cost of protecting the colonists was nearly all being paid
by the British taxpayer. Protecting them during the seven-year
war had added another $280,500,000 on top of an already
crippling debt. The British had repeatedly tried to get the
colonists to pay towards their protection, by introducing various
14
taxes, but all were unpopular. So after the seven-year war the
British had a massive debt without many ways to reduce it.
“No taxation without representation,” the rebels said. But they
did have representation through the colonial legislature/governor.
They were only being asked to pay one twenty-sixth of the tax
that a British tax payer paid.
To get support from the colonists, the rebel leaders, or founding
fathers, used their propaganda skills to convince the colonists
that independence was the only choice. They began calling
themselves Patriots, set up incidents like the so called ' Boston
massacre', and incited a reign of terror, aimed at British
authorities.
15
Handout 5
What
was it?
American
Revolution
Handout
4
Knowledge is ‘Revolutionary’ Mind Map
Handout
2
16
Handout 6
Comparing Documents
1. From what point-of-view was handout 2 written?
_______________________________________________
2. What background do you think this author has? Why do you
think so?
_______________________________________________
_______________________________________________
_______________________________________________
3. From what point-of-view was handout 4 written?
_______________________________________________
4. What background do you think this author has? Why do you
think so?
_______________________________________________
_______________________________________________
_______________________________________________
5. When comparing these two documents, which account is
correct? How do you know?
_______________________________________________
_______________________________________________
_______________________________________________
6. Why do you think these two accounts of the causes of the
Revolutionary War are different?
_______________________________________________
_______________________________________________
_______________________________________________
17
Lesson # 3
Evaluation of Pictures
Crystal Graham and Jenyfer Casterline
Lesson Description: In this lesson, students will be analyzing Revolutionary War pictures from
different artist’s point-of-view. Students will be guided through the analysis process in a small
group setting.
Time Required: 60 minutes
•
Essential Question Addressed: How could there be different explanations of the same event
in history?
Enduring Understanding: Students will examine and analyze primary and secondary sources.
Using pictures students will understand that historical accounts of the same event may differ
because of the differerent evidence used to support an interpretation or because historians have
different backgrounds that impact how they interpret events.
Materials:
• Handouts “Pictures 1-12” (enough copies of each so students can take a copy to put into their
folder)
• Handout 7
• Handout 8
• Handout 9 - Assessment
Procedures:
1. The teacher should set centers up prior to the lesson. Pictures 1-6 are needed in center 1.
Pictures 7-12 are needed in center 2. Worksheets should be copied and stapled as a
packet and should be passed out before students break into their groups.
2. Teacher should guide students through a class discussion. “How could the pictures of the
same event be different? “Do you think that your personal feelings could determine how
you create something as an artist? Why? Why not?” Do you think your personal feelings
about an event could determine how you feel about the product of the artist? Why? Why
not?”
3. Revisit the term “biased”.
4. Distribute Handouts 7 and 8. Review the questions with students prior to working in
groups.
5. “Today you will examine documents that are from the timeframe of the
Revolutionary War as a group. Examine each of the items in the center. After
you have analyzed each picture/document answer the questions in complete
sentences.”
6. Teacher will divide class into 2 groups. Group A will work at center 1 and analyze
material using handout 7. Group B will work at center 2 and use handout 8 to analyze
material.
7. Students should be given 20 minutes in each center to view and analyze all of the
photographs while completing worksheets. Make students aware of the time and what
time it will be in 20 minutes so that students can also be aware of the amount of time they
have to analyze materials. Repeat this once students switch groups.
8. Teacher will monitor group interaction and will guide students when needed. Teacher
should continue to guide students through the process and make sure that students are
staying on task
18
9. After students complete the group rotations have students return to their seats for class
discussion.
10. Pass out assessment for students to complete individually. Use rubric at bottom of task to
evaluate student’s critical response.
•
Debrief: Revisit the essential question “How could there be different explanations of the
same event in history?” In a group discussion ask students “What is one piece of new
information you gathered at center 1” (call on students that struggle with answers first to
eliminate the possibility of their answer being stated) “After viewing the pictures in group 2,
how would you feel if you were viewing these pictures as a Loyalist? Patriot? Do you think
that these pictures could be biased? How could you prove whether the picture was an
accurate account of the event that it depicts?”
Formative Assessment (“Check for Understanding”):
• Teacher led class discussion
• Group discussions
• Constructed response Assessment – Handout 9
What text/print/media/kit/web resources best support this unit?
Revere, Paul. (1770). Boston Massacre Historical Society. http://www.bostonmassacre.net/. Accessed
June, 2009.
19
Handout 7
Name:________________________ Date:____________________
Today you will examine documents that are from the timeframe of the
Revolutionary War. Examine each of the item in the center. After you have
analyzed each picture/document answer the questions in complete sentences.
Center One: Lifestyle of the Time
1. Are these products primary or secondary sources? How do you know?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. How reliable is each document for historical accuracy? What biases can
artists bring in to their work?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. After analyzing pictures 1, 5 and 6 compare and contrast the American
and British soldiers. How are they similar? Different?
20
4. Analyze pictures 2 and 4. Name two other groups of nationalities were
involved in the American Revolution?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
5. Analyze pictures 2 and 3. What problems are shown facing the soldiers
at Valley Forge? What problems might they have faced that are not shown?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
6. Look at document 3 and compare the clothing of the congressmen and the
soldiers. Brainstorm what Washington might have been saying to the
congressmen and write your response.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
21
Handout 8
Name:________________________ Date:____________________
There were no cameras present to record the encounter between the Militia Men
and the British at Lexington Common in 1775. Artists painted or drew pictures
based on eyewitness accounts by individuals who were there at the time. Below are
six artistic viewpoints. Study and analyze each picture using the What Do You See
Guide. What were the artists trying to convey?
What do you see?
Observation
Describe exactly what you
see in the photo.
1. What people and
objects are shown?
2. How are they
arranged?
3. What is the physical
setting?
4. What other details
can you see?
Knowledge Interpretation
Summarize what you
already know about
the situation, the
time period shown,
and the people and
the objects that are
shown.
Say what you conclude from
what you see.
1. What’s going on in the
picture?
2. Who are the people and
what are they doing?
3. What might be the
function of the objects?
4. What can we conclude
about the time period?
What were the artists trying to convey? Do you think these pictures are biased?
Why or why not?
22
Ethan Allen and Captain de la Place. May 1775. The capture of Fort Ticonderoga, New York.
Copy of engraving
after Alonzo Chappel., ca. 1900 – 1982
Picture 1
23
Valley Forge--Washington & Lafayette. Winter 1777-78. Copy of engraving by H. B. Hall after
Alonzo Chappel.
Picture 2
24
General George Washington and a Committee of Congress at Valley Forge. Winter 1777-78. Copy of
engraving after W. H. Powell, published 1866.
Picture 3
25
Benjamin Franklin at the Court of France.
Picture 4
26
The Surrender of General Burgoyne at Saratoga. October 1777. Copy of painting by John Trumbull, 1820-21.
Picture 5
27
Surrender of Cornwallis at Yorktown, Virginia, October 19, 1781, by which over 7,000 British
and Hessians became prisoners. Copy of lithograph by James Baillie, ca. 1845.
Picture 6
28
Battle of Lexington
Amos Doolittle Sketch (1775)
Author's Collection
PICTURE 7
29
Battle of Lexington
Hammett Billings (1855)
Post Card from Author's Collection
PICTURE 8
30
First Casualties at Lexington
Hulton Deutsch
PICTURE 9
31
Lexington Masc.
Harper's New Monthly Magazine, 1875
Courtesy of Cornell University Library
PICTURE 10
32
Battle of Lexington April 19, 1775
Etching by Sidney L. Smith (1830)
History of the Battle at Lexington
by Elias Phinney, 1825
PICTURE 11
33
Fight at Lexington April 19, 1775
Harper's New Monthly Magazine, 1860
Courtesy of Cornell University Library
PICTURE 12
34
Handout 9
Name _________________________________
Date______________
ASSESSMENT
When Paul Revere first began selling his color prints of "The Bloody Massacre perpetrated in King Street" in Boston, he was doing what any like-­‐minded patriot with his talents in 1770 would have done. Only, Paul Revere did it faster than anyone else, including two other artist-­‐engravers who also issued prints of the Massacre that year. Twenty-­‐one days before, on the night of March 5, 1770, five men had been shot to death in Boston town by British soldiers. Causing the event known as the Boston Massacre was a mob of men and boys taunting a sentry (British guard) standing watch at the city's customs house. When other British soldiers came to the sentry's support, a free-­‐for-­‐all resulted and shots were fired into the crowd. Four died on the spot and a fifth died after four days. Six others were wounded. Notice how the British Grenadiers are shown standing in a straight line shooting their rifles, whereas when the event actually occurred both sides were hostile and violent. Notice also that Revere's engraving shows a blue sky. Only a wisp of a moon suggests that the riot occurred after nine o'clock on a cold winter night. In addition there is an absence of snow and ice on the street. After viewing Paul Revere’s print and reading the above text, explain how
Paul Revere’s opinion would influence him to depict the “Boston Massacre”
differently than it actually occurred? What would be Paul Revere’s purpose
in not illustrating the true details of the event? How would Paul Revere’s
“version” of this event persuade undecided colonists to become Patriots?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
35
Lesson # 4
Political Cartoons Today and
Yesterday
Crystal Graham and Jenyfer Casterline
Lesson Description: Students will analyze political cartoons of today and yesterday. Students
will be introduced to the idea that there can be a motive to what the artist portrays. They will
take a close look at the pictures and determine what, if any, possible motive could there be behind
each political cartoon. This will be done in whole group discussions and small group discussions.
The class will end with an assessment requiring students to answer questions that analyze two
political cartoons.
Time Required: 45 minutes
Essential Question Addressed: Can an author’s motive affect explanations of an event in
history?
Enduring Understanding: Students will understand that historical accounts of the same event
may differ because of the different evidence used to support an interpretation or because
historians have different backgrounds that impact how they interpret events.
Materials:
• Political Cartoons 1-10
• Handout 10
• Handout 11
• Overhead/LCD projector
• Teacher Rubric (Appendix C)
• Description of political cartoons (Appendix B)
• 5 index cards for each group
Procedures:
1. Introduce the lesson today by putting “Political Cartoon – 1” on the overhead. Give
students a minute to look over the cartoon.
2. Review the vocabulary word “bias” and introduce “motive”. Discuss classroom/home
examples of how “motive” is the underlying reason. “My son cleaned his room without
me asking him because he wanted me to buy new Lego’s for him. The motive was the
fact he wanted me to buy new Lego’s.”
3. Discuss as a class that sometimes an artist can have a motive for their artistic products.
Ask the class to take a look at the cartoon on the overhead/LCD. “What do you think the
artist’s motive was in this cartoon? Do you think this artist believes global warming is a
serious issue? What would be reason for this artist to develop this cartoon? Who was the
intended audience?” Guide students through the questions. Students should understand
that sometimes cartoons are intended for humor. (Funny pages) Sometimes cartoons are
used to make the public aware of conflict, or error’s that political figures have made in
the eyes of the artist.
4. Show “Political Cartoon – 2”. Read background information about Political Cartoons 24 (Appendix B) - (In an interview on NBC’s “Today” show, Biden said, “I would tell
members of my family — and I have — I wouldn’t go anywhere in confined places
now,” Biden said on NBC’s “Today” show.. “It’s not that it’s going to Mexico. It’s [that]
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5.
6.
7.
8.
you’re in a confined aircraft. When one person sneezes, it goes all the way through the
aircraft. That’s me. …”
Ask students, “What do you think the artist’s motive was in this cartoon? How do you
think the artist feels about Joe Biden’s comments? What would be the reason for this
artist to develop this cartoon? Based on this cartoon, how do you think President Obama
felt about Biden’s comments? Who was the intended audience? Did the author enhance
physical features that may be funny or interesting?”
Follow the same approach when viewing Political Cartoon’s 3 and 4. Take time for
students to analyze on there own (2 minutes) before starting class discussions.
Tell students “Now you will be analyzing political cartoons that were published during
the Revolutionary War.” Have students answer the following questions on index cards in
small groups of 3. Pass out “Political Cartoons 5-10 Allow students 20 minutes.
a. What do you think the artist’s motive was in the cartoon?
b. How do you think the artist feels about the Revolutionary War?
c. Are they a Loyalist or Patriot?
d. What would be the reason for the artist to develop this political cartoon?
e. Who was the intended audience?
f. Did the author enhance anything in the cartoon to make it funny or interesting?
As a class discuss the cartoons. Share with students the description of each photograph
and ask each group about one of the cartoons. Have the group share their answers. Ask
the other groups if they had the same analysis of the cartoon. “Do you think it is ok if we
don’t always have the same view about the information we are viewing?” Explain to
students that sometimes how we interpret information can also be biased based on our
background.
Debrief: After teaching the lesson, ask students “Can an author’s motive affect explanations of
an event in history?” Students will then work on assessments which are handouts “Democrat or
Republican” and “Boston Tea Party”. Students should complete this assessment on their own.
Teacher will use rubric to evaluate student responses.
Formative Assessment (“Check for Understanding”):
•
•
•
Whole group discussions
Small group discussions
Written responses
What text/print/media/kit/web resources best support this unit?
Accessed July, 2009. http://politicalhumor.about.com
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Political Cartoon - 1
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Political Cartoon - 2
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Political Cartoon - 3
40
Political Cartoon - 4
41
Political Cartoon - 5
42
Political Cartoon - 6
43
Political Cartoon - 7
44
Political Cartoon - 8
45
Political Cartoon - 9
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Political Cartoon - 10
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Handout 10
Name: ___________________________
Date: _______________________
DEMOCRAT OR REPUBLICAN????
A cartoon can depict the point of view of its author when describing an event. Motive can
also play an important role in an artist’s piece. What motive, or reason, do you believe the
artist had in developing this cartoon? Explain your reasoning.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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Handout 11
Boston Tea Party
Compare the “Democrat or Republican” cartoon to the above picture of the Boston Tea
Party. What similarities and difference are present in the two pieces? Fill in the diagram
below as you analyze each picture.
Picture A
Picture B
Both
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Appendix B
Descriptions of Photographs
Picture 1- Global Warming
Picture 2,3 and 4 - In an interview on NBC’s “Today” show, Biden said, “I would tell
members of my family — and I have — I wouldn’t go anywhere in confined places now,”
Biden said on NBC’s “Today” show.. “It’s not that it’s going to Mexico. It’s [that] you’re in
a confined aircraft. When one person sneezes, it goes all the way through the aircraft.
That’s me. …”
Picture 5 - This British cartoon in mezzotint - The Bostonians in Distress - was
published by Sayer and Bennett (London, 1774)
Picture 6 - In “Political Cartoon for the year 1775″, George and Lord Mansfield
are being into pulled over a cliff by two horses labeled “Obstinacy” and “Pride”.
Published in 1775. Patriot viewpoint
Picture 7- This British cartoon (in mezzotint) – The Alternative of Williamsburg –
was published in London (in 1775) by Sayer and Benett
Picture 8- This 1766 cartoon depicts a mock funeral procession along the
Thames River in London for the American Stamp Act. The act generated intense,
widespread opposition in America and was labeled “taxation without
representation” and a harbinger of “slavery” and “despotism” by the Americans.
Colonists convened a Stamp Act Congress in New York in the fall of 1765 and
called for a boycott of British imports.
Picture 9- Colonials grew to despise Parliament’s taxes on the American
colonies. Directing their anger at tax collectors, mobs would sometimes apply hot
tar to the man’s skin (usually burning or blistering it) and then coat the tar with
feathers. Cartoons, like this one, depict the process: “The Bostonian’s paying the
excise-man, or tarring and feathering.”
Picture 10- “THE HORSE AMERICA, throwing his Master” The rider is George
III. Published in 1779.
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Appendix C
History
Construct
Analysis of
“Democrat or
Republican”
Scoring Tool
1
Student does not answer
question.
2
Student gives a motive for
the political cartoon, but
does not give an
explanation for their
answer.
3
Student gives a motive for the
political cartoon and gives an
explanation
Guiding Question: Can an author’s motive affect explanations of an event in history?
Feedback:
Compare and
Contrast of
cartoons
1
Student does not
compare/contrast both
cartoons
2
Student gives limited
information. An example
would be that the student
gives similarities, but not
differences.
3
Student gives many similarities
and differences when
comparing the two political
cartoons.
Guiding Question: Can an author’s motive affect explanations of an event in history?
Feedback:
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