Kayla Ballmer Lesson by xiagong0815


									                                     What is Seen vs. What is Heard

1. Ohio Standard and NCSS Thematic Strand
Grade 8
History Strand
Historical Thinking

Civic Ideals and Practices

2. Grade Level Identified
Grade 6

3. Purpose, Background, and Context
The attacks of Pearl Harbor and September 11th both created interesting reactions within society. While
society was creating their own stories about the event, other stories were being portrayed by the media.
Throughout history, impacting events have been portrayed in several different manners, some not
always true. The purpose of this lesson is to spark an interest in students. Students should be able to
determine fact from fiction.

4. Goals/Objectives/Student Outcomes/Performances Expectations
Students will:
     Analyze interviews of both Pearl Harbor reactions and September 11th reactions to determine
        how the public felt about each event
     Determine what the public was told about such events based on aural documentation
     Compare aural documentations to political cartoons to determine how what the public is told is
        similar to what is actually occurring
     Develop an understanding for the differences between aural word and truth of fact

5. Materials
Internet access for interview listening

Copies of images from http://projects.ajc.com/gallery/view/opinion/luckovichsept11/ and


6. Procedures
    1. Ask students: “What is the most significant event in history that you can remember?” Allow for
        popcorn discussion. Tell students that one of the events that occurred when you were growing
        up was September 11th attack. Explain to students that there are events throughout history that
        impact our society as a whole. Two examples are Pearl Harbor and September 11th.
    2. Have students get into groups and listen to an interview of their choice on the reactions to Pearl
        Harbor. Provide students with the following questions: “How does this person feel about the
        attack?” “Why does this person feel this way? Give examples from interview”
    3. Have students stay in same groups and listen to an interview of their choice on the reactions to
        September 11th. Provide the same questions.
   4. As a class, discuss the interviews that the individual groups listened to. Ask: “What was the
      overall mood and reaction to each of these events?” “Why is the reaction similar?”
   5. Have political cartoons displayed side by side on a Smart Board. Have students write down
      individually what the overall theme or mood of the cartoon is. Ask: “What is the message this
      cartoon is portraying?”
   6. Discuss how the message portrayed by the images matches up with messages of the interviews.
      Explain to students that a lot of times throughout history the story that is told to society is not
      always the story that occurred or is occurring.

7. Assessment of Outcomes

Have students create their own political cartoon based off of the event they mentioned at the beginning
of class portraying both how they felt and what actually happened. Next day, have students exchange
cartoons with a partner to see if the intended message is portrayed effectively.

8. Extensions and Adaptations
Look at other impacting events throughout history where the aural word and actual facts were
portrayed differently

Interview a parent or other family member about September 11th.

Research other political cartoons based on other events a family member mentions. Determine how the
aural representation compares to cartoon

9. Resources

“Man on the Street” Interviews after Pearl Harbor

“September 11th Reactions” Interviews

“The Statue of Liberty Weeps”

“Remember December 7th”

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