Primary Source Lesson Plan
Goals and Objectives:
Goal: Understand how to dissect a political cartoon and derive political feelings from cartoons analyzed in class.
Objective: SWBAT dissect a political cartoon and understand Mussolini’s fall from power, especially with regard to political opinions derived from political cartoons, through guided lecture notes and political cartoon analysis.
Goal: Understand how to dissect a political cartoon and derive political feelings from cartoons analyzed in class.
Objective: SWBAT dissect a political cartoon and understand Mussolini’s fall from power, especially with regard to political opinions derived from political cartoons, through guided lecture notes and political cartoon analysis.
Standards:
10.7.3 - Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8.4 - Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
ELD.PI.9-10.6a.Ex – Explain ideas, phenomena, processes, and relationships within and across texts based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasing variety of general academic and domain-specific words.
10.7.3 - Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8.4 - Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
ELD.PI.9-10.6a.Ex – Explain ideas, phenomena, processes, and relationships within and across texts based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasing variety of general academic and domain-specific words.
Guiding Historical Question:
Was Mussolini a strong leader and what did other powers such as Germany and the US think of him?
Was Mussolini a strong leader and what did other powers such as Germany and the US think of him?
Lesson Introduction:
As a class, students will analyze two political cartoons to be introduced to the process of analyzing political cartoons. The teacher will model the activity for students first to set expectations and standards for the learning activity using one political cartoon. Students will then analyze the remaining two political cartoons by recording observations and questions on their warm-up paper.
As a class, students will analyze two political cartoons to be introduced to the process of analyzing political cartoons. The teacher will model the activity for students first to set expectations and standards for the learning activity using one political cartoon. Students will then analyze the remaining two political cartoons by recording observations and questions on their warm-up paper.
Vocabulary:
Before getting into the main lesson and after the warm-up, I will go over the important vocabulary for this lesson. Each unit, my MT has students do a vocabulary activity and vocab quiz a week and half later. I will use this as a base for the vocabulary. Based off of the previous days’ lessons, I will review some vocabulary. I will also “introduce” new vocabulary for the day. Introduce is in quotes because students will have seen these words on the vocabulary assignment but I will cover these words before getting into the lesson as well.
Review vocabulary:
Nazi
Hitler
Fascist
totalitarianism
New vocabulary:
Mussolini
War spoils
Before getting into the main lesson and after the warm-up, I will go over the important vocabulary for this lesson. Each unit, my MT has students do a vocabulary activity and vocab quiz a week and half later. I will use this as a base for the vocabulary. Based off of the previous days’ lessons, I will review some vocabulary. I will also “introduce” new vocabulary for the day. Introduce is in quotes because students will have seen these words on the vocabulary assignment but I will cover these words before getting into the lesson as well.
Review vocabulary:
Nazi
Hitler
Fascist
totalitarianism
New vocabulary:
Mussolini
War spoils
Content Delivery: (continued in student engagement)
A brief powerpoint lecture with guided notes will follow in order to provide background of events so students know what is happening at this point in time. This will allow students to place the political cartoons they will analyze into context so they will make sense.
A brief powerpoint lecture with guided notes will follow in order to provide background of events so students know what is happening at this point in time. This will allow students to place the political cartoons they will analyze into context so they will make sense.
Student Engagement:
Students will participate in a Gallery Walk in groups. Five political cartoons, all drawn by Dr. Seuss, will be placed around the room. Students will answer guided questions provided by the teacher for all five cartoons (this is inspired by the “analyzing documents” analysis tool from https://www.docsteach.org/tools/analyzing-documents).
The questions will be:
1) What message is the AUTHOR trying to convey?
2) What question(s) do you have?
3) What do you immediately notice?
4) What did you notice after detailed inspection?
5) Do you think this cartoon was effective in communicating its message? Explain.
Students will answer these questions on their own sheet of paper which will act as an exit ticket at the end of class.
Students will participate in a Gallery Walk in groups. Five political cartoons, all drawn by Dr. Seuss, will be placed around the room. Students will answer guided questions provided by the teacher for all five cartoons (this is inspired by the “analyzing documents” analysis tool from https://www.docsteach.org/tools/analyzing-documents).
The questions will be:
1) What message is the AUTHOR trying to convey?
2) What question(s) do you have?
3) What do you immediately notice?
4) What did you notice after detailed inspection?
5) Do you think this cartoon was effective in communicating its message? Explain.
Students will answer these questions on their own sheet of paper which will act as an exit ticket at the end of class.
Lesson Closure:
At the end of the lesson, students will return to their seats and as a class, we will go over each political cartoon (if time allows) and discuss what each one means (attitudes reflective of Mussolini’s fall from power during WWII) and what the students got out of it.
If time allows, I will play a short two minute video summarizing Mussolini’s career and his fall from power.
At the end of the lesson, students will return to their seats and as a class, we will go over each political cartoon (if time allows) and discuss what each one means (attitudes reflective of Mussolini’s fall from power during WWII) and what the students got out of it.
If time allows, I will play a short two minute video summarizing Mussolini’s career and his fall from power.
Assessments:
Formative: The formative assessment will be the warm up in which students record their thoughts feelings and questions about two political cartoons that they should be able to understand. We will discuss what they come up with as a class which will show me whether or not they are ready to analyze the cartoons for this lesson. Regardless, I will go over how to dissect a political cartoon and will explain the process further if I feel they need it.
Summative: The summative assessment will be the student’s classwork which they will turn in as an exit slip. I will grade the classwork and see if they understood what they were doing and got out what I wanted them to get out of the activity which is Dr. Seuss’s opinions of the fascist leader and how he was presenting him to his US audience.
Formative: The formative assessment will be the warm up in which students record their thoughts feelings and questions about two political cartoons that they should be able to understand. We will discuss what they come up with as a class which will show me whether or not they are ready to analyze the cartoons for this lesson. Regardless, I will go over how to dissect a political cartoon and will explain the process further if I feel they need it.
Summative: The summative assessment will be the student’s classwork which they will turn in as an exit slip. I will grade the classwork and see if they understood what they were doing and got out what I wanted them to get out of the activity which is Dr. Seuss’s opinions of the fascist leader and how he was presenting him to his US audience.
Accommodations:
The visual nature of the political cartoons fosters an understanding across languages and capability in a learning environment.
Accommodations for ELs: ELs will be strategically partnered with other ELs or any student who would help their understanding enough for them to be successful during this lesson. Depending on proficiency level, translations for the cartoon captions can be provided. There is also a supplementary video available for students who need extra visual and auditory help understanding the material.
Accommodations for striving readers: Striving readers will receive a list of vocab terms with definitions. The nature of the political cartoon lends itself to understanding. There are captions and text within the cartoons so extra time to do the activity may be provided if necessary.
Accommodations for students with special needs: Reading, writing, speaking, and listening are all utilized during this lesson. Audio or visual materials can be provided in the form of narrated captions and explanation of the cartoon and a supplementary video explaining the material. Other accommodations will be made according to the student’s IEP or 504.
The visual nature of the political cartoons fosters an understanding across languages and capability in a learning environment.
Accommodations for ELs: ELs will be strategically partnered with other ELs or any student who would help their understanding enough for them to be successful during this lesson. Depending on proficiency level, translations for the cartoon captions can be provided. There is also a supplementary video available for students who need extra visual and auditory help understanding the material.
Accommodations for striving readers: Striving readers will receive a list of vocab terms with definitions. The nature of the political cartoon lends itself to understanding. There are captions and text within the cartoons so extra time to do the activity may be provided if necessary.
Accommodations for students with special needs: Reading, writing, speaking, and listening are all utilized during this lesson. Audio or visual materials can be provided in the form of narrated captions and explanation of the cartoon and a supplementary video explaining the material. Other accommodations will be made according to the student’s IEP or 504.
Resources:
Pieces of paper
8 political cartoons
projector
ppt presentation
Mussolini video https://encyclopedia.ushmm.org/content/en/film/benito-mussolini
Supplemental Mussolini video
Warm up political cartoons: We will have already gone over prohibition and imperialism so students should understand the context in which these first two political cartoons were created in allowing the understanding of how to dissect a political cartoon without too much attention being taken away from understanding the historical significance itself.
Pieces of paper
8 political cartoons
projector
ppt presentation
Mussolini video https://encyclopedia.ushmm.org/content/en/film/benito-mussolini
Supplemental Mussolini video
Warm up political cartoons: We will have already gone over prohibition and imperialism so students should understand the context in which these first two political cartoons were created in allowing the understanding of how to dissect a political cartoon without too much attention being taken away from understanding the historical significance itself.