Lesson Ben Franklin and Political Cartoons Grade: 10th

Title: Date: 2/17/2021

CCRS Standard(s):

AAS Standard:
SS.AAS.10.3- Recognize the importance of major events leading up to the American Revolution including the
French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the
Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the
Declaration of Independence.

A.1.a: Analyze and explain the role of key revolutionary leaders by interpreting the significance of these
individuals.

A.1.a: Analyze Primary Documents

Individual Education Plan/504 Goal(s) and Benchmarks specific to this lesson (as directly indicated on the plan):

Learning - Focus Strategies

Essential Question(s) Topic Essential Question (learning segment): What were the thoughts about the continued
issues between colonist, others in America, British and French governments?

Lesson Focus Question(s): What was Ben Franklin’s goal of the Albany Conference? How
did the editorial and Political Cartoon attempt to address those issues?
Was it effective?
How have political cartoons changed?

Central Focus A This lesson will focus on the Albany Conference and the goal of Ben Franklin’s
statement of the Political Cartoon, how it was used, and how to analyze political cartoons for future
important classes.
understandings and
core concepts that you
want students to
develop during this
lesson.
Daily Lesson Students will be able to:
Objectives  Analyze the different thoughts represented at the Conference.
Objectives are  Explain symbolism in Political Cartoons.
measurable and
aligned with the
 Identify the symbolism in Ben Franklin’s cartoon.
standard.  Create a political cartoon using symbolism.
Objectives translated into student-friendly learning targets:
 I can describe the positions of the colonist and the Albany conference.
 I can recognize political symbolism.
Academic Language Language Function (Identify the purpose for which the language is being used. This should be
What is the key a single verb). Analyze
language demand?
Language Vocabulary (Identify key, content specific words for this lesson. Additionally,
include words within a text necessary for students’ comprehension.)
 Editorial, Political Cartoon, Allies, Albany Plan of Union, symbolism

Materials Meme’s, PowerPoint, Discussion, Evaluation, and Design their own.

What resources can be
used to engage
students?
Introduction to Hook/Grabber:
Lesson/
Activating Thinking Find a current Meme and share with partner. Discuss what each other’s memes mean.
What is the ‘hook’ for Questions to class:
the lesson to tap into What was the first Meme? Why was it used? Any guesses?
prior knowledge and
develop students’ Introductory Narrative:
interests? This should  I will transition from the hook by introducing the topic for the day. We will
tie directly into the
review the building tension in Colonial America and the Silence Dogood lesson
lesson’s objective and
standard and should to Ben Franklin editorial under his own name and what his goals for the Albany
promote higher level Conference. Ben Franklin created the first Meme it is just called a Political
thinking. Cartoon. We will look at it and try to guess what his message was.

Transition to Body:

 Students will predict what the meaning of the picture means.

 Students will outline the PowerPoint on the Albany Conference and the results.
 Video to explain how to recognize symbolism in a political cartoon.
 Students will split into groups and answer questions about the Join or Die
political cartoon.

Body of Lesson/ Procedures:

Teaching Strategies
What will you have the
students do after you
introduce the lesson to
learn the standards?
Implementation Details:
1. Introduction Discussion (5 minutes): Students will be shown the Join or Die
Political Cartoon. Teacher will ask leading questions to allow the students to
predict what the cartoon symbolizes.
2. Interactive lecture (15 minutes): Teacher will present PowerPoint on Albany
Conference and Ben Franklin’s goals. Students will outline key ideas.
3. List: (5 minutes) Students will watch video and list the steps in analyzing a
political cartoon.
4. Class discussion: (5 minutes) The class will analyze the Join and Die political
cartoon as a class.
5. Groups Analyze:( 15 Minutes) Groups will then analyze 3 historical cartoons
applying the list they made on Political Cartoons and interrupt their meanings.

Closure/ Conclusion
Summarizing
Strategies: Create and Apply: (20 Minutes) Students will then partner and create a positive
How will the students Political Cartoon on a current event.
summarize and/or Present: (10 minutes) Students will present their Political Cartoon and explain the
share what they have symbolism they used.
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

Targeted Supports Supports for students with special needs:

Targeted Pairing, Outline assistance.

Language Supports:

 Vocabulary (How will you help students master key terms?) Students will list and
define the words Editorial, Political Cartoon, Allies, Albany Plan of Union, symbolism
 Language Function (How will you help students to perform the targeted language
function?) Students will record key terms, articulate the symbolism they see, compare,
and contrast other work, collaborate, and generate an example.
 Syntax support: N/A
 Support for quality discourse: Students will use symbols and single words to express
ideas instead of explanations.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every objective above Assessment Plan for Learning Objectives (This is a plan and should be written as such;
must be assessed and remember to identify both formative & summative assessments throughout the lesson):
included. Questions to
consider while 1. Formative Assessment: Outline and definitions: I will review each’s students
planning: outline to ensure they got the key points and define the words relevant to the lesson and
How will students
exhibit an unit test. (SS.AAS.10.3 and objective 1)
understanding of the 2. Performance Assessment: Presentation: Students will present an example they
lesson’s objectives? designed and explain how they applied the ideas of symbolism in the creation of their
How will you provide political cartoon. (Objective 4)
feedback? What
evidence will you
Assessment Plan for Students with Disabilities:
collect to demonstrate
students’
N/A
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?