What’s So Funny? Using Political Cartoons in the Classroom NCCSS 2015 AnneMarie Walter Angela...
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Transcript of What’s So Funny? Using Political Cartoons in the Classroom NCCSS 2015 AnneMarie Walter Angela...
What’s So Funny?Using Political Cartoons in the Classroom
NCCSS 2015AnneMarie Walter
Angela JohnsonRachel Tallent
What are Primary Sources?
• An original item or record that has survived from the past and was part of a direct personal experience of a time or event.
Political Cartoons as Primary Sources• An original item or record that has survived from
the past and was part of a direct personal experience of a time or event.
Long ago past
Political Cartoons as Primary Sources• An original item or record that has survived from
the past and was part of a direct personal experience of a time or event.
Recent past
Persuasive Techniques:
• Symbolism the practice of representing
things by symbols, or of investing things with a symbolic meaning or character. – Symbol - - something used
for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign.
Persuasive Techniques:
• Bias- - a particular
tendency or inclination, especially one that prevents unprejudiced consideration of a question; prejudice.
Persuasive Techniques:
• Irony - - the use of words to
convey a meaning that is the opposite of its literal meaning; or undercuts its literal meaning.
Persuasive Techniques:
• Caricature - - a picture, description, or
imitation of a person or thing in which certain striking characteristics are exaggerated in order to create a comic or grotesque effect.
• Stereotype - - A vastly oversimplified
view of a group
Persuasive Techniques:
• Exaggeration • - - magnified beyond
the limits of truth; overstated; represent disproportionately.
Persuasive Techniques:
• Labeling• - - a short word or
phrase descriptive of a person, group, intellectual movement, etc.
Cartoon analysis
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/index.html
Hands-on ActivityUse the stickers to point to the persuasive techniques in your cartoon.
What’s So Funny?
• Why do students need to have a body of knowledge about a cartoon’s topic in order to be able to interpret a cartoon?
What’s So Funny?
• What are some of the ways you can support students in obtaining that knowledge?
What’s So Funny?
• Why do you think that we are looking at cartoons from recent history in this activity rather than cartoons from, say, the 18th Century?
What’s So Funny?
• What are some factors that you will use when choosing cartoons for use in your classroom?
Motives for Imperialism
Motives for Imperialism
Motives for Imperialism
Why Use Primary Sources?
• Engage Students– Help student relate in a personal way to events
of the past– Promote deeper understanding of history as a
series of human events– Encourage students to seek additional evidence
through research– First person accounts of events make them
more real.
Why Use Primary Sources?
• Develop Critical Thinking Skills– Requires students to be both critical & analytical– Primary sources are often incomplete and have
little context. Student must use prior knowledge and work with multiple primary sources to find patterns
– Questions of creator bias, purpose and point of view may challenge students’ assumptions.
Why Use Primary Sources?
• Construct Knowledge– Encourage student to wrestle with
contradictions & compare multiple sources, confronting the complexity of the past.
– Form reasoned conclusions based on evidence, connect primary sources to the context, synthesizing information from multiple sources
– Integrate new knowledge with prior knowledge to deepen understanding.
Library of Congress
What’s So Funny?
• AnneMarie Walter [email protected]– Summer Institute– Online classes– Workshops at your school
• Rachel Tallent [email protected]• Angela Johnson [email protected]
All materials are posted to www.mhu.edu/tps