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Political Cartoon for the Progressive Presidents

VIEWS: 74 PAGES: 4

									Name:                                       Melissa Preston
School Building:                            Union City High School
School District/Other School Agency:        Union City Area
Submitting Interme diate Unit:              I.U.#5
E-mail Address:                             mpreston@ucasd.iu5.org


Project Name: TAS 2005


Planned Instruction Title: Political Cartoon for the Progressive Presidents (T. Roosevelt,
                            Wm. Taft, W. Wilson)

Grade Level:
         Primary (K-3)
         Intermediate (4-6)
         Middle
        High School
        Other


Expected Instructional Time: 2 blocks (168 minutes)


Key Words: Progressive presidents, T. Roosevelt, Wm. Taft, W. Wilson, Thomas Nast,
           political cartoons


Standard Content Areas: To access the PA State Standards visit the following Web site
http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?a=3&Q=76716&stateboard_edNav=|5467| (Check all
that apply.)

           Reading, Writing, Speaking & Listening
           Mathematics
           Science & Technology
           Environment & Ecology
           Civics & Government
           Geography
           History
           Economics
           Arts & Humanities
           Career Education & Work (proposed)
           Health, Safety & Physical Education
           Family & Consumer Sciences
           World Languages (proposed)
           Other

PA Standard or Proposed Standard Academic Standards for History (2002)

Standard Category Number and Name:

8.1.9          Historical Analysis and Skills Development
8.3.9          United States History


Standard Grade Level, Letter, and Standard State ment:

Grade 9        8.1.9.C and 8.3.9.A
Grade 12       8.1.12.C and 8.3.12.A
PA Standard or Proposed Standard Academic Standards for Reading, Writing, and Listening (1998)

1.6.11 A, C        Speaking and Listening


Technology Standard: To access the ISTE Standards visit the following Web site
http://cnets.iste.org/students/sstands.html.ical,

PA Standard or Proposed Standard:

    1.   Basic operations and concepts
    2.   Social, ethical, human issues
    3.   Technology productivity tools
    4.   Technology communications tools
    5.   Technology research tools


Learning Objectives and Summative Assessment:

                                                         PERFORMANCE                    SUMMATIVE
                         LEARNING                          INDICATORS/                 ASSESSMENT
                        OBJECTIVES                       STUDENT WORK                       TOOL
                  *Research and create a              *Completion and              *See rubric below
                  political cartoon on an             presentation of their
                  assigned progressive                political cartoon
                  president

                  *Individual objectives
                  will vary depending on
                  what president is being
                  used.
                  *Objectives: see other
                  sheet



                                               Place Your Assessment Tool Here
Ms. Preston
9th gr. U. S. History
Rubric
Political Cartoon


    CATA GORIES:                                                              GRA DING SCA LE:

    1.   Creati vity                                                          10 9 8 7 6 5 4 3 2 1 0

         *Ext remely clever to little creat ive energy used

    2.   Content Accuracy                                                     10 9 8 7 6 5 4 3 2 1 0

         *Co mpletely accurate to inaccurate facts

    3. Presentati on/Write -Up                                                10 9 8 7 6 5 4 3 2 1 0

         *Engaging and interesting to not organized, prepared

    4. Ti me on Task                                                          10 9 8 7 6 5 4 3 2 1 0

         *No off topic conversation to not utilizing class time efficiently
    5.   Overall Appearance                                           10 9 8 7 6 5 4 3 2 1 0
         *Work worthy of a 9th grader

COMMENTS: __________________________________________________

STUDENTS’ NAME(S); __________________________________________ Block___________
GRA DE_______________




Overvie w:

The students will be divided into dyads or triads and create a political cartoon of one of the Progressive
Presidents. The students will research political cartoons on the internet and will present their cartoons to their
peers.


Procedure:

         Day 1: *Divide students into dyads/triads
                *Assign groups a section from chapter 9 in the textbook
                *Students will read the assigned section as a group
                *Students will complete the written assignment for their specific section
                *Students will brainstorm and create a rough draft of their political cartoon

         Day 2: *Students will present their rough draft for approval
                 *Students will create their group cartoon
                 * Students will present their cartoons for their classmates
                **Students will have internet access in order to research their group topic and to locate sample
                political cartoons that pertain to their topic.

Materials:

Textbook, Examples of Political cartoons, lab time, white construction paper, colored pencils, (art supplies)


Instructional Activities:

Creating a political cartoon


Inte rventions :

Follow accommodations from the student’s IEP, if applicable


Extensions:

Identify a website that is pertinent to the progressive presidents and share your findings with the class.


Reflections:
Cartoonist Techniques
Caricature- distorting or exaggerating an individual’s physical features.

Stereotyping- making oversimplified, exaggerated, or unfavorable generalizations about a particular group of
              people.

Symbols- using signs or objective to stand for an idea.

Labels- using words to identify elements of the cartoon

Exaggeration- portraying an individual or situation as “larger than life”


Objectives

Section 1      *Explain how Roosevelt tried to balance the needs of both business and labor.

               *Describe what Roosevelt did to regulate businesses and railroads.

               *Identify why Roosevelt and others contributed to the conservation movement.

Section 2      *Explain how William Howard Taft’s administration was similar to and different from
               Roosevelt’s administration.

               *Examine why the Progressives turned against President Taft in the 1912 election.

               *Identify the events that took place during the election of 1912.

Section 3      *Describe some characteristics of President Wilson’s administration.

               *Identify the economic reforms Wilson pursued.

               *Explain how Wilson tried to regulate corporations.

								
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