Web-based Lesson Plan*
Topic: Political Cartoons
Date: 1/26/2001
Teacher:
Janice Hildreth
Class/Level: GED
Objectives
- learn to do research on net
- learn commonly known political symbols in American culture
- learn nonverbal communication through cartoons
- understand analogies in pictures as well as words
- appreciate wit and style of cartoonists
- practice inferential thinking
Web sites used
( Search engine: webcrawler )
Name of Web site: Whislestop Cartoons
URL: http://www.whistlestop.org/cartoons/cartoon_central.htm
Rationale for selecting this site: Spefically set up for teaching cartoons by age groups. Has teacher aids and good supply of clear cartoons as well as activities away from computer. Also cartoons can be enlarged for clarity.
Name of Web site: On Politics Columns-cartoons
URL: http://www.washingtonpost.com/wp-dyn/politics/columns
Rational for selecting this site: Philosophical intro to cartoons; has cartoons for same time period as above (Truman); clear cartoons; also columnist-students can compare writtten and nonwritten communication. Washington post is reputable source for political articles; site has cross reference to other excellent cartoonists
Other Materials
- symbols/logos on signs and products
- daily newspapers/news magazines that publish cartoons
- teacher collection of cartoons
Teacher Preparation
- Bring in some written symbols on signs, logos, etc.
- Find symbols of Truman's presidency (in encyclopedia-highlight events related to cartoons)
Steps for Learners
Site #1
Pre-computer Classroom Activities ( Preparation )
Discuss nonverbal communication (gestures) and written symbols (logos, international signs, warnings, common animal metaphors). Discuss advantages and disadvantages of communicating with symbols rather than words. (For example, saves time and space, gets people's attention, makes reader think and come to own conclusion, cartoonist can deny interpretation, introduces humor. ) Read a brief synopsis of Harry Truman's presidency.
Computer/online Activities
- Go to the website, #1.
Under "Teaching with Cartoons, " click on "Developing questions skills,"- Under "Cartoons" Click on and view cartoons 1-4. Stop and list what you understand from cartoons and list questions raised by cartoons.
- Go back to last page, "Developing Questioning ?Skills." Scroll down to "reasearch and click on "Whistlestop Web site about the balcony addition." On bottom, click on Home page, then click on top "Cartoons." Click on "1948 campaign."
- Go to cartoon #1 "Upset Cart. " what idiom does this refer to?
- Then observe #13, Little White Lies." Discuss findings with class.
- Exit to next web site. ( See website #2 )
Follow-up activities
- Out of list of symbols you have made, compile a list of commonly understood and long-lasting symbols in cartoons. Discuss pictorial analogies.
- See if small groups could draw their own cartoon to represent an idea of life in america. Stress exaggeratioin.
- Which cartoon is your favorite? Why is it effective? How can cartoons influence opinion? How is it more or less advantageous than an essay in prose?
Assignment: Find more up to date cartoons in magazines or newspapers. what elements are the same as 50 nyears ago? What's changed? Search web for more cartoons for your own enjoyment. why is the Internet helpful for this?
- Go to website under Cartoons-Herblock, click on "Five decades of Herblock".
- Under heading of " Essays, " click on 1946-1955.
- Read his essay on cartoons and period of Truman years.
- In paragraph 3, click on cartoon "Girl Scouts" (regarding Mc Carthy Era ) and then backpage and click on "National Nuttiness."
- Discuss thses 2 cartoons with classmates.
*Lesson plan designed using template included in Surfing for Substance by Emily Hacker with Mary Ann Capehart; (1999, LAC)
This page was published 5/1/01.