Designer:  Y. Valenzuela, Fresno High School 

Standard:  11.2.1 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.

Key Concepts / Vocabulary:  Analyzing and interpreting political cartoons:  

Objective:  Students will be able to analyze and interpret a political cartoon while discerning: 1) What if any, bias is held by the author, 2) Who is the audience?  3) What is the message of the cartoon?

EL inclusion strategies:  EL students will be allowed to work in cooperative groups and will be provided with additional background information.

Materials:  TCI  The United States Coming of Age: 1890-1920 transparencies 1.3A-1.3H Analyzing a Political Cartoon and Student Handout 1.3A-1.3H. 

Procedure:

1. Students take their seats in pre-arranged paired seating.
2. Students are to examine the political cartoon transparency on the overhead projector.
3. Instructor asks students the three above questions about the cartoon and leads class discussion.
4. Pass out student handouts 1.3A-1.3H.
5. Instructor guides students through the questions on the study guide as answers are provided by the class while modeling the parameters of expected responses. 
6. Students are then handed cartoon placards and answer the questions cooperatively.
7. When students complete the questions for one placard they should exchange with other students in the class until all placards are completed.

Technology:  Overhead projector.

Resources:  TCI  The United States Coming of Age: 1890-1920

Assessment:  Students will be given a series of political cartoons to analyze and interpret. 

Rubric:  Students will be assessed on responses to three questions:  1) What if any, bias is held by the author, 2) Who is the audience?  3) What is the message of the cartoon?

Self Evaluation / Reflection:  Students appeared to process the information in a productive manner.  However, I believe more background information is needed on the social significance of political cartoons.  Next time I will reinforce the TCI materials with examples of political cartoons from various historical eras.  Also, perhaps more opportunity to analyze irony as political propaganda.