Partnering Pedagogy: 

1. Inquiry Based Learning

2. Inquiry is asking questions and finding answers. The students will have a question(s) posed to them.
They will apply the research they acquired in the video homework. They will then interpret the material
given to them. They will design their own cartoon and share it. Their assessments will be the political
cartoon they draw and the analysis they turn in.

Title: 12th grade Government Election Ad Comparison and Political cartoons

21st Century Objectives:

Skill 1. The Students will evaluate and analyze the ads and cartoons. (Critical Thinking)
Objectives:  Explaining the reliability of political ads and their sources
 Describing the use, misuse, and meaning of different media materials,
including video, artwork, and film clips
 Critiquing viewpoints presented in editorial writing and political cartoons,
including the use of symbols that represent viewpoints
 Describing the role of intentional and unintentional bias and flawed
samplings
2. The students will be assigned groups they will discuss the questions and share their
opinions (collaboration and communication)
3. The students will pair up and design a political cartoon. (collaboration, creativity)
4. The students will share their political cartoon (communication)
5. The students will turn in their short question analysis of the ads and cartoons.
(Assessment)
Critical thinking, collaboration, communication, creativity.

Course of Determine the meaning of words and phrases as they are used in a text, including figurative,
study connotative, and technical meanings; analyze how an author uses and refines the meaning of a
standards key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist
No. 10). [RI.11-12.4]

Standard: RI.12.14. – Analyze and evaluate the effectiveness of the structure an author uses in
his or her exposition or argument, including whether the structure makes points clear,
convincing, and engaging. [RI.11-12.5]

Standard: RI.12.15. – Determine the authors point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. [RI.11-12.6]

 
Prior to the Watch the assigned Election Ads, Political Cartoon explanation, and Political Cartoon analysis.
lesson:

Materials Computer to watch ads and cartoons, short questions for group discussions on ads and political
cartoons to be turned in individually. Computer for Political Cartoon creation and sharing.

Grouping The class will split into groups of 4 to find and discuss the second set of ads and political
information cartoons. Then breakdown to partners to design their own political cartoon.

Flipped Homework to be completed before class.

Classroom:
 https://www.youtube.com/watch?v=riDypP1KfOU Duration (1:20)

https://www.youtube.com/watch?v=pbdzMLk9wHQ Duration (0:30)

https://www.youtube.com/watch?v=SAA0b1WV1rc Duration (1:42)

https://www.youtube.com/watch?v=BNkJNNuxsuQ Duration (7:26)

Anticipatory We will have discussed the different political groups now we will be looking at how they
set/Introducti “advertise” to get people to agree with them. We will talk about methods that are attempted to
on (present) be hidden and what methods seem to work on them. I will ask: Why do political campaigns
create ads? Then put their answers on the board. We will complete the election ad questions
together for the two ads they watched for homework. They will then split into groups to allow
for further analysis.

Guiding In group time they will discuss:

questions/scen
ario (present) Election Ads

1.Which persuasion techniques in the ads do you find to be the most effective? Which
techniques do you find to be the least effective? Why?

2. Which of these techniques do you see used the most often in election ads? Which do you see
used the least often?

3. Do you think that any of these election ads go too far? Why or why not? What aspects of a
candidate, if any, should be off-limits for negative attack ads?

4. Unlike in the 1964 ad, candidates today must appear in ads produced by their campaigns (not
by outside groups) and say, “I approved this message,” taking responsibility for the content.

5. Do you think this has affected the amount of mudslinging in ads? Why or why not?

Political Cartoon questions

1.Are there any images of famous places or famous people? If not, what images are present?

2.Are any of the images being used as a symbol to stand for a larger concept or idea? If so,
what is the meaning of the symbol?

3.Is the cartoonist using any other artistic techniques (e.g., irony or exaggeration) to express his
or her opinion on an issue?

4.Does the writer label anything in the cartoon? If so, what is the importance of the label?

5.What message is the author trying to convey in this cartoon?

6.What evidence in the cartoon supports your opinion?

Student The students will choose 2 different political ads from the following link.
activities https://politicaladarchive.org/ The students will discuss the questions posed to them. They will
(apply) apply the research they acquired from the homework video and identify persuasive techniques
used. They will then look at two political cartoons. https://nieonline.com/aaec/cftc.cfm They
will answer the questions about them. The students will then split into groups of 2 and they will
 design their own ad and share their ad. Their assessment will be the correct applications of
persuasive techniques and symbolism in their political cartoon. They will answer the short
questions about the materials they watched to turn in for assessment.

Student The student will turn in their short questions with their opinions. They will share with the class
presentation their Political Cartoon which will serve as their class work assessment. Student will design
(apply) their own political cartoon at the following link for Animatron .
https://www.animatron.com/studio/political-cartoon-maker

Debriefing/dis We will discuss the class findings and if they were persuaded to feel one way or another. We
cussion will then transition into the next lesson. Now that they understand how political parties and
(review) others interested in the process try to influence them. We will look at how they try to influence
other government officials. This will transition us into the next lesson on political action
committees.

Assessment Assessments will be on the political ad creation for class grade and on the short questions
turned in. Confirming they have understood the techniques used in both ads and cartoons.
Rubrics below.

Resources – 2020,https://newseumed.org/tools/video-page/lbj-daisy-girl-ad-lands-explosive-punch-1964.
formatted Accessed 30 Oct 2020.
using APA  6th
edition "HowToTeachTheInquiryMethodInFiveEasySteps".Writingteachersroadmap.Com,2020,https://
www.writingteachersroadmap.com/blog/how-to-teach-the-inquiry-method-in-five-easy-steps.

"Analyzing The Purpose And Meaning Of Political Cartoons - Readwritethink".

Readwritethink.Org, 2020, http://www.readwritethink.org/classroom-resources/lesson-
plans/analyzing-purpose-meaning-political-794.html?tab=4#tabs.
 PRESEN TATION E VALUATION RUBRIC

SKILL
4 3
The student is able to
identify all of the artistic
Identifies the techniques used in the
artistic techniques cartoon, both those that
used in a political are obvious and those that
are subtle.
cartoon
POIN TS
The student is able to
identify most of the artistic
techniques used in the
cartoon, but misses one of
the more subtle techniques
(e.g., analogy or
symbolism).
SCORE
2 1
The student is able to The student is able to
identify one or two identify one obvious
obvious artistic techniques, artistic technique, but fails
but cannot identify the to identify any of the
more subtle techniques others.
(e.g., analogy or
symbolism).

The student successfully
Uses artistic
uses all of the artistic
techniques to techniques to analyze the
analyze the cartoon's meaning.
cartoon's message
The student uses four or
Uses evidence from more specific examples
the cartoon to from the cartoon to
support support his or her
interpretation.
interpretation
The student is able to
identify the cartoon's
message using one or two
of the artistic techniques.
The student uses at least
three specific examples
from the cartoon to
support his or her
interpretation.
The student has difficulty
identifying the cartoon's
message using the artistic
techniques.
The student uses two
specific examples from the
cartoon to support his or
her interpretation.
The student is unable to
identify the cartoon's
message using the artistic
techniques.
The student uses only one
specific example from the
cartoon to support his or
her interpretation.

TOTAL SCORE / 12
Copyright 2005 IRA/NCTE. All rights reserved.
ReadWriteThink materials may be reproduced for educational purposes.

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

6+1 Trait Writing Model : Social Studies Short Answer

Questions
Teacher Name: Ms. Kalny

Student Name: ________________________________________ C D

C:Student was not able
to answer the question in
an acceptable manner.
CATEGORY E A B D: Question was not
Addresses the Student Student Student does not attempted or not
Question demonstrates full demonstrates some demonstrate answered correctly.
understanding of understanding of understanding, but
the question, using the question, using tries to answer it C. Facts are inaccurate
facts to support the some facts to using information answer. to the topic. D. No facts
support the answer. from class. at all not relavent to the
topic.

Adequate Several facts and Almost all facts & Some facts & support
& details have been details are reported details are reported
details reported accurately. accurately. Some C.The reader is
accurately. Information is details relavent to Information distracted by
mostly relavent to the topic. inappropriate sent.
relavent to the the topic. structure. D. No
topic. sentence structure.

Conventions Little to no errors in The piece contains Numerous errors in

language useage, some errors, but not sentence structure.
correct to the point of Comprehension punctuation,
disrupting requires a great capitalization, and
comprehension. deal of effort. spelling.

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