Susan+Nelson+Lesson+Plan


 * This document did not paste in very well, so I've also included a nicer version uploaded as a word doc** .@ [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file/view/3-D-1 WWII Cartoon Lesson Plans.doc"]] 3-D-1 WWII Cartoon Lesson Plans.doc


 * Primary Sources Online Course 3-D-1** **Unit:**
 * CP American Studies 9** **Chap/Pg:**


 * **Subject: WWII Cartoon Analysis** ||  || **Objectives:**

ü Locate political cartoons (primary sources). ü Explain the images, captions, meanings of the cartoons. ü Compare and contrast different cartooning styles.
 * The student will be able to analyze World War II cartoons, documents, and data related to war bonds.
 * The student will be able to evaluate the effectiveness of different types of WWII war bond cartoons. ||
 * **Bell Ringer/Set: **Who has heard of Dr. Seuss? What are some of his famous books? (brainstorm list, perhaps show a few slides of his famous kids books)
 * Get laptop and log on.** ||^  ||


 * **Agenda/Activities** ||  || **Materials/Handouts** ||   || = Skills = || = Time = ||
 * Today we’ll be examining WWII cartoons created by Dr. Seuss AND by the federal government during WWII. (see objectives)

Choose or assign partners-each student needs own computer. ||  ||   ||   ||   ||   || Intro-5 minutes ||

Dr. Seuss World War II Cartoons  [] Brief History of World War Two Advertising Campaigns War Loans and Bonds. [] (Duke University Library Digital Collections) ||  || WWII Cartoon Analysis FOLDER through EdLine link. ||  || Use of computer technology. ||  || 5 minutes ||
 * Location of primary sources:

__SEA STEPS__: 1. Scan 5-10 minutes 2. Get first impressions 3. View holistically 4. What draws my attention? 5. <span style="font-family: 'Britannic Bold','sans-serif'; font-size: 10pt;">Examine for more details. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Look for clues: purpose, audience, speaker, context <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· What else is needed to understand this source? <span style="font-family: 'Britannic Bold','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Britannic Bold'; mso-fareast-font-family: 'Britannic Bold'; msobidifontfamily: 'Britannic Bold'; msofareastfontfamily: 'Britannic Bold'; msolist: Ignore;">6. <span style="font-family: 'Britannic Bold','sans-serif'; font-size: 10pt;">Connect to prior knowledge: who, what, where, how, when? Put information in a context. ||  || SEA Worksheet (see below) ||   || **<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; mso-fareast-font-family: SimSun;">8.1.9B **<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; mso-fareast-font-family: SimSun;"> Analyze & interpret historical sources ||   || 30 minutes ||
 * Partners examine various cartoon images, data, and documents on the two sites and make observations, completing the SEA worksheet.


 * On the back of the SEA worksheet is a VENN diagram that the team completes comparing and contrasting the styles viewed on each site. ||  || VENN diagram sheet. ||   ||   ||   || 20 minutes ||

20 minutes ||
 * Once completed, go to the class blog and respond to the prompts: Which style of cartooning appealed to you the most and why? Which style most likely appealed to US citizens during WWII (1940s) and why? ||  || Laptops/Blog set up with prompt. ||   ||   ||   ||

SEA Analysis Worksheet Student Name: Topic: Date: //Record your observations for each stage of your primary source analysis.//
 * Homework**: Read through the blog comments to see what people thought of the various cartoons you examined today. Bring all paperwork (SEA worksheet and Venn) with both student names at top for tomorrow.
 * Curriculum Link Ideas**: Art (create original cartoon for a current issue), Communications (writing, responding, essay possibilities), Math (survey and tabulate student favorites/the images that had the most impact).


 * Dr. Seuss WWII Cartoon Site |||| WWII Advertising Campaign Site ||

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 * Scan **

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 * Examine **

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 * Analyze **

Hey Sue, This is a really great lesson using primary sources. I like that you provide some general websites but then allow the students to choose their own political cartoon to analyze. This gives them ownership of the activity. I think using the SEA method and a Venn diagram are both very appropriate for the lesson you designed. - Christy

**Sue, I actually forgot that Dr. Seuss started out with political cartoons! They all have heard of Dr. Seuss and I am sure this would perk their interest to see some of his earlier work. Great hook for the students! Jeanine**