Lesson: Creating Road to Revolution Skits through Analyzing Primary Sources (Political Cartoons) Grade: 8 Subject: History + Social Studies July 12, 2012 Students will analyze four Road to Revolution time‐period political cartoons and complete additional research surrounding the events/topics (French & Indian War; Stamp Act; Intolerable (Coercive) Acts; Taxation/Protest) depicted in them. Upon completion, the class will create skits based on their analysis and research. Overview Student Objectives List the bulleted goals/objectives behind your lesson plan Grade level Curriculum area Example: Language Arts Materials Students will: • Identify specific reasons why the colonists were upset with Great Britain. • Define the term political cartoon (as a primary source). • Describe the purpose of creating political cartoons and how perspective influences the creation of a political cartoon. • Identify methods used to examine political cartoons. • Analyze historical political cartoons from the Road to Revolution time‐
period. • Research events/topics related to the political cartoons. • Create and perform skits depicting the events/topics depicted in the assigned political cartoon. • Evaluate classmates’ skits to determine if it accurately portrays the assigned political cartoon. 8th Grade Social Studies/U.S. History • Call to Freedom textbooks • Laptops • LCD projector • Library of Congress’s Political Cartoon’s Analysis Tool (one copy per student) • Copy of directions, skit evaluation handout, story boarding handout, and rubrics • Construction paper, scissors, and tape P. Mahar / Theater: Bringing Primary Sources to Life Through Drama Standards Learning Standards by State
Explain in bullet points how each of the Objectives align with state learning standards Pennsylvania Academics Standards for History 8.1.8.B. ‐ Compare and contrast a historical event, using multiple points of view from primary and secondary sources. Objective alignment: • Analyze historical political cartoons from the Road to Revolution time‐period. • Research events/topics related to the political cartoons. • Create and perform skits depicting the events/topics depicted in the assigned political cartoon. • Evaluate classmates’ skits to determine if it accurately portrays the assigned political cartoon. 8.3.8.A. ‐ Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States. Objective alignment: • Identify specific reasons why the colonists were upset with Great Britain. • Analyze historical political cartoons from the Road to Revolution time‐period. • Research events/topics related to the political cartoons. • Create and perform skits depicting the events/topics depicted in the assigned political cartoon. • Evaluate classmates’ skits to determine if it accurately portrays the assigned political cartoon. Procedures/Resources Recommended time frame overview 5 – 45 minute sessions (see below) P. Mahar / Theater: Bringing Primary Sources to Life Through Drama List the procedure and resources for– bullet points with resource links for each sessions: Session One: Part 1: • Ask students to recall prior lessons on primary sources versus secondary sources. Tell them that they will be looking at primary sources called political cartoons. • Show current political cartoons using LCD projector. • Think/pair/share discussions on the topics, perspective, and purpose of the cartoons. • Define political cartoon as a drawing intended as satire (irony, sarcasm, ridicule), caricature, or humor. Part 2: • Explain to the students that they will be analyzing historical political cartoons related to the Road to Revolution time‐period that they started studying. • Introduce and explain the Library of Congress’s Political Cartoon’s Analysis Tool. • Divide class into four groups (one for each political cartoon). • Explain that each group will be analyzing a different historical political cartoon related to the Road to Revolution time‐period that they started studying. Each group will be responsible for explaining the cartoon (including any background necessary information). • Assign political cartoons. • Groups will use Library of Congress’s Political Cartoon’s Analysis Tool. • Teacher should monitor each group prompting them to use answer the questions and identify any questions that they will need to answer. • Explain to the groups that they will now create and perform skits depicting the events/topics depicted in the assigned political cartoon. Additional research will be needed to answer the questions they developed while analyzing their cartoon. • If time, additional research can be started by answering questions. • Handout directions and story boarding handout. Explain that they need to create a picture of the beginning, middle and end of their skit (five panels for higher level students). • Complete addition research if needed to complete storyboard. Session Two: Session Three: P. Mahar / Theater: Bringing Primary Sources to Life Through Drama Session Four: •
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Groups will write scripts, create props, etc. Rehearse skit. Homework is to be ready to present the next day. •
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Each group will present. After each group presents display the groups political cartoon. Each student will determine if the skit accurately portrayed the assigned political cartoon. Discussion of evaluations Session Five: •
Session Six: •
Enrichment opportunity: Students can research and find additional primary sources (political cartoons or otherwise) for extra credit. They will have to provide an analysis of the primary source and connect it to our learning. Evaluation Note the rubric which will help you evaluate/grade your students Students will be evaluated using a rubric for the skit evaluation handout and a rubric for skit production. Additional Resources List any additional resources (example: websites related to lesson plan topic) that students can use for additional information and/or after class exploration Current Political cartoons: http://selfdeprecate.com/political‐cartoons/mitt‐romney‐2012‐political‐
cartoons‐flip‐flopping‐florida‐primary‐gingrich/ http://selfdeprecate.com/political‐cartoons/mitt‐romney‐bain‐capital‐
outsourcer‐chief‐2012/
Accommodations Note any accessibility options that might be applied to address student needs •
Higher‐level students will be given a five‐paneled storyboard. P. Mahar / Theater: Bringing Primary Sources to Life Through Drama Primary Sources from the Library of Congress
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Benjamin Franklin's warning to the British colonies in America "join or die" exhorting them to unite against the French and the Natives, shows a segmented snake, "S.C., N.C., V., M., R., N.J., N.Y., [and] N.E." Franklin, Benjamin. "Join or Die." Illustration. The Pennsylvania Gazette 9 May 1754. Prints and Photographs Online Catalog. American Memory. Lib. of Congress. 12 July 2012 <http://www.loc.gov/pictures/item
/2002695523/>. Illustration shows a group of men in a funeral procession on the banks of the Thames River with a row of warehouses in the background, one of which is labeled "The Sheffield and Birmingham Warehouse Goods now ship'd for America." At the head of the procession, Dr. W. Scott stands at the open doors to the tomb, he holds the text to his sermon, a dog relieves himself on his leg. Two flag bearers follow, behind them stands George Grenville carrying a child‐sized coffin, next in line are five men, in " The repeal, or the funeral procession of Miss Americ‐Stamp.” Illustration. 1766. Prints and Photographs Online Catalog. Cartoon Prints, British. Lib. of Congress. 12 July 2012 <http://www.loc.gov/pictures/item
/99471597/ >. P. Mahar / Theater: Bringing Primary Sources to Life Through Drama URL
http://www.loc.gov/pictures/item/2002695523
/ http://www.loc.gov/pictures/item/99471597/ various states of distress, followed by two bishops who bring up the rear. On the quay, behind the bishops are two bales labeled "Stamps from America" and "Black cloth return'd from America." There are three ships "Conway", "Rockingham", and "Grafton" moored in the river. Cartoon shows Lord North, with the "Boston Port Bill" extending from a pocket, forcing tea (the Intolerable Acts) down the throat of a partially draped Native female figure representing "America" whose arms are restrained by Lord Mansfield, while Lord Sandwich, a notorious womanizer, restrains her feet and peeks up her skirt. Britannia, standing behind "America", turns away and shields her face with her left hand. Print shows five men forcing a tarred and feathered customs officer to drink from a teapot, a bucket and a liberty cap are on the ground at his feet. They stand beneath the "Liberty Tree" from which a rope with a noose hangs; in the background, shadowy figures on a ship dump tea overboard. P. Mahar / Theater: Bringing Primary Sources to Life Through Drama "The able doctor, or, America swallowing the bitter draught.” Illustration. London Magazine 1 May 1774: 184. Prints and Photographs Online Catalog. American Memory. Lib. of Congress. 12 July 2012 <http://www.loc.gov/pictures/item
/97514782/>. http://www.loc.gov/pictures/item/97514782/ Bennett, John & Robert Sayer. "The Bostonian's paying the excise‐man, or tarring & feathering." Illustration. 31 October 1774. Prints and Photographs Online Catalog. Cartoon Prints, British. Lib. of Congress. 12 July 2012 <http://www.loc.gov/pictures/item
/2004673302/>. http://www.loc.gov/pictures/item/2004673302
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