Political Cartoons A WebQuest for High School U.S. History Designed by Johnathan Thacker  
Political cartoons have been capturing the imaginations and eyes of Americans for over 200 years. While they may not be as...
<ul><li>The Task </li></ul><ul><li>Students are to look through examples of political cartoons of the past, and then creat...
The Process Students will you the Internet to find various examples of political cartoons. The following links will serve...
Evaluation Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade ...
Conclusion By doing this Webquest, students will get an opportunity to utilize their creativity, and gain better understa...
<ul><li>Teacher Page </li></ul><ul><li>To prepare for this task, what preparations should the teacher complete ahead of ti...
<ul><li>Credits </li></ul><ul><li>I made sure to use only image’s included within the public domain. </li></ul><ul><li>Th...
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Political cartoons web quest[1]

Published on: Mar 4, 2016
Source: www.slideshare.net


Transcripts - Political cartoons web quest[1]

  • 1. Political Cartoons A WebQuest for High School U.S. History Designed by Johnathan Thacker
  • 2. Political cartoons have been capturing the imaginations and eyes of Americans for over 200 years. While they may not be as influential as in the past, they still serve as visual representations of the mindset of a portion of the public. Political cartoons may be more common today than they have ever been, however these days they tend to be found more frequently on websites than newspapers. In this cartoon, which appeared on the cover of Judge magazine, a woman is holding out a crying child to President Grover Cleveland. Opponents slandered Cleveland with the rumor he had fathered an illegitimate child. He publicly acknowledge that the rumor was true.
  • 3. <ul><li>The Task </li></ul><ul><li>Students are to look through examples of political cartoons of the past, and then create their own. </li></ul><ul><li>Use political cartoons of the past as examples for how to express a political opinion through satire, using freedom of speech </li></ul><ul><li>There are examples all over the Internet. If your school has excessive filtering in place, all image searches may be restricted. Even so, there are still tons of great sites to look through for political cartoons of the past. </li></ul>
  • 4. The Process Students will you the Internet to find various examples of political cartoons. The following links will serve as good starting points http:// www.politicalcartoons.com/Default.aspx http:// www.loc.gov /pictures/ http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm http:// www.claybennett.com/archives.html http://www.loc.gov/exhibits/treasures/tr33a.html#shakespeare http:// www.cnn.com/POLITICS/analysis/toons/archive.html http:// corbis.co.in / http:// commons.wikimedia.org/wiki/Main_Page http://xroads.virginia.edu/~MA96/PUCK/ http://www.loc.gov/rr/print/swann/swann-exhibits.html https:// dcl.umn.edu/search/search_results?search_string =political%20cartoons&per_page=12 Students will then use their computers to make a political cartoon of their own. They can use Photoshop, paint or any other program they would like. students will not necessarily be forced to draw this pictures, they will be allowed to use the faces of major politicians in existing pictures, if they feel the need to, so that recognition is more easily attainable.
  • 5. Evaluation Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. more Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score   Students show understanding of the reason for political cartoons Description of identifiable performance characteristics reflecting the highest level of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting a beginning level of performance.   Students showed proficiency in crafting a political cartoon of their own     Students created a product that is exemplary visually, with a clear statement Students created a polished visual product Some of the basics are in place, but more development is needed Students work was unidentifiable as a political cartoon   Students showed creativity in the design or concept behind the created political cartoon     Description of identifiable performance characteristics reflecting the highest level of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Cartoon is basically a cut & paste job from a pre-existing site
  • 6. Conclusion By doing this Webquest, students will get an opportunity to utilize their creativity, and gain better understanding of an outlet they can use for potential expression of their own political opinions. Students will see through examples, how this art form has been utilized over time as a form of free speech. . Students will use a smart board/projector to display their creations to the class, and explain why they chose that particular idea.
  • 7. <ul><li>Teacher Page </li></ul><ul><li>To prepare for this task, what preparations should the teacher complete ahead of time? </li></ul><ul><li>Use a numbered checklist here so that all steps are accounted for and background information has </li></ul><ul><li>been outlined clearly for any who may wish to repeat this activity in another classroom. </li></ul><ul><li>Decide on things like: </li></ul><ul><li>classroom setting </li></ul><ul><li>team assignments </li></ul><ul><li>review of websites which will be used with specific instructions on why the chosen ones were chosen </li></ul><ul><li>Websites you wish for students to use, with clickable hyperlinks (embedded on the slide), should appear in the Process Section NOT here. </li></ul><ul><li>any oral directions needed for students, additional handouts, flowcharts, diagrams, worksheets, music, or artifacts shared should be listed here </li></ul><ul><li>  </li></ul>
  • 8. <ul><li>Credits </li></ul><ul><li>I made sure to use only image’s included within the public domain. </li></ul><ul><li>These are the links to the original images, as well as those provided for starting points of political cartoon searches </li></ul><ul><li>http:// commons.wikimedia.org/wiki/File:Ww2_poster_oct0404.jpg </li></ul><ul><li>http://commons.wikimedia.org/wiki/File:Flickr_-_%E2%80%A6trialsanderrors_-_I_volatori,_political_cartoon,_ 1880.jpg </li></ul><ul><li>http:// commons.wikimedia.org/wiki/File:Coolieusa.jpg </li></ul><ul><li>http:// commons.wikimedia.org/wiki/File:Ma_ma_wheres_my_pa.jpg (I didn’t include the date of publication, because I am skeptical of it, and could not obtain verification through any other source) </li></ul><ul><li>http:// commons.wikimedia.org/wiki/File:Bernard_Gillam05.jpg </li></ul><ul><li>http:// commons.wikimedia.org/wiki/File:TAFT1909.JPG </li></ul><ul><li>Based on a template by for San Diego University’s ’The WebQuest Page </li></ul>

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