Problem Based Enhanced Language Learning

Mary Lou Fulton Teachers College at Arizona State University

Author Name:
Program:
Class:
th
Thomas Bieksha
11 Grade
U.S. History
Title of Experience:
Political Cartoons to investigate the Cuban Missile Crisis
Problem or Situation for Teacher Candidates to Identify Problem:
What conclusions can be made about American feelings during the Cuba
Missile Crisis through political cartoons?
Time Frame: (number of sessions and length of sessions)
1 class period (50 min)
Standard(s): Arizona Social Science Standards
PO 1. Analyze aspects of Americas post World War II foreign policy:
c. Arms Race (e.g., Cuban Missile Crisis, SAL T)
Language Standard(s):
Listening and Speaking:
Standard 1: The student will listen actively to the ideas of others in order to
acquire new knowledge.
Standard 2: The student will express orally his or her own thinking and
ideas.
Reading:
Standard 4: The student will analyze text for expression, enjoyment,
information, and understanding.
Writing:
Standard 1: The student will express his or her thinking and ideas in a
variety of writing genres.
Standard 3: Students use the steps of the writing process as a writing piece
moves toward completion.
Standard 5: The student will demonstrate research skills by using a variety
of reference materials to complete a variety of writing tasks.
Language Strand:
Standard 2: The student will acquire English language vocabulary and use it
in relevant contexts.
Goals or Learner Outcomes: Students will be able to
Model the atmosphere of America during the Kennedy Administration,
specifically the Cuban Missile Crisis through cartoon illustration.
Skills practiced
Analyzing, Interpreting, Connecting, Primary Source Reading
Materials:
Writing Utensil
Political Cartoons
Political Cartoon analysis handout
Operational Vocabulary
Vocabulary needed for the experience,
introduced prior to when it is needed.
1. President Kennedy
2. Nikita Khrushchev

Conceptual Vocabulary
Vocabulary that will be developed as a
result of the experiences.
1. Missiles
2. Crisis

3. Cuba
4. USSR
5. United States

6.

3. Nuclear War
4. Hydrogen Bomb
5. Tension

6.

Engage: How will this Problem Based Enhanced Language Learning experience be
introduced to the TCs?
1. Students will being by recapping the previous days lesson: The Bay of Pigs
invasion. Transition into problem of day for that lesson: What are Cuban, U.S.
relations like before and after the Bay of Pigs?
2. Break students into groups of 3 or 4 and begin talking about all the factors
contributing to the high tension atmosphere.
3. Present problem of defining exactly what the atmosphere inside the United
States was during the Kennedy administration.
4. Distribute the handouts for the Political Cartoons and Analysis handout.
Explore: Description of methods students will likely use to explore problem and
potential solutions. Note that this may not be a linear progression and not all students
may use all methods.
1. Students take 5 minutes to look over the selection of political cartoons.
2. Think, pair, share strategy used to discuss what they see and what they each
interpret from each cartoon for 15 minutes.
Explain: Description of methods for moving from exploration to understanding
through discussion. Enhanced Language Learning methods will be prominent here but
also
be used
in begin
other sections.
may be
layered
throughout
the for
Explore
1.will
Students
will
to fill out Methods
their handouts
with
one another
as way
them to
assist one another for 10 minutes.
2. Once they have finished filling out the sheets, we will come together for a whole
class discussion about the sources.
Sharing Strategies: How will students share their solutions to the problem?
1. Students share with partners to fill out the handout
2. Share within their groups to discuss all possible perspectives in their group.
3. Then talk about what the group found with the teacher and rest of the class once
the handouts are completed.
Elaborate:
1. When talking with students, will use leading questions to guide discussion 10
minutes
What are some similar objects/people/themes in the cartoons?
Which country do you think this was produced in?
How do these illustrate the tensions between countries? Evidence?
Finally, what was the atmosphere in America in regards to the Cold War
during the Cuban Missile Crisis?
Evaluate: How will TC achievement of goals or learner outcomes be evaluated?
1. Students will construct a cartoon that shows the tensions between the countries
during this time (10 minutes
2. Assignment will be given to wrap up the class, and students will finish at home
and bring in to turn in in two days.
3. Assignment designed to assess understanding of Cold War tensions and nuclear
war (should be showing conflict, nuclear weapons, and fear)

Appendix
Source #1

Source #2

Source #3

Source #4

Political Cartoon Handout

Name:
Class:
Date:
Part 1: Analyzing Political Cartoons Identifying the Main Idea of the Political Cartoon Political
cartoons are used to present a strong visual message or point of view on a topic of current
interest.
1. What political event or idea is the cartoon referring to?

2. What key people or groups are part of the cartoons message?

3. How has the cartoonist depicted these people? Explain any symbols used by the cartoonist to
portray people or countries.

4. Identify any captions, titles, labels, or speech bubbles in the cartoon. How do these contribute
to the cartoons message?

5. What is the message of this cartoon? How is the cartoonist trying to persuade the reader?

Part 2: Analyzing the Method Used by the Cartoonist Cartoonists use a number of methods to
convey their message including humor, caricature (an exaggerated drawing in which features are
distorted), satire, and symbolism. Use the questions below to help analyze the cartoonists
method.

6. Is the cartoon drawn realistically or are the characters distorted? Does the way the characters
are drawn cast them in a positive or a negative light? Why do you think the cartoonist chose to
use this style?

7. Is the cartoon funny or is it serious? Explain how the method chosen by the cartoonist
effectively conveys a political message.

8. What drawings, captions, or labels does the cartoonist use to grab the readers attention? What
did you notice first about the cartoon?

9. Do you think cartoons are a good way to convey political messages? Explain why or why not.