Lesson 1

Name: Christina Yeji Lee Grade: Grade 9

Unit: Propaganda Time Allotted: 45 minutes

Sub-unit: Propaganda in Political Cartoons

Lesson Topic: Propaganda in political cartoons and how it is used

Context for Learning: The purpose of this lesson is to analyze political cartoons and how
persuasive techniques are used to convey an effective (or ineffective) message. This is a sub-unit
within a larger propaganda unit which encompasses different forms and techniques of
propaganda. Therefore, at this stage, students already have an understanding of the definition of
propaganda and the different techniques. There are laptops available for each student in the
classroom for individual research. Desks in the classroom are arranged in a U, with space in the
middle for the teacher to walk around and a screen/board in the front. This format will encourage
more discussion and will be easier for teachers to monitor the classroom.

Standards: NCTE/IRA Standards 1, 3, 6, 7, 12

Objectives (observable and measurable):

1) Students will discuss political cartoons as a class and accurately identify the persuasive
techniques used (symbolism, irony, exaggeration, ect) that effectively conveys a message.
2) Students will be able to analyze 3 political cartoons and correctly identify the use of
persuasive techniques and the message of the political cartoon.

Materials:

1) Warm-up worksheet
2) 3 cartoons to analyze as a class (https://www.theweek.com/cartoons)
3) Cartoon in foreign languages (https://www.pri.org/collections/global-satire)
4) Persuasive techniques graphic organizer worksheet
5) Laptops

Proactive Behavior Management: A poster of classroom rules will be up on a wall. Before

starting discussion the teacher will remind students that they must raise hands to give input.
Distractions will be asked to be put away (cell phones, ect). Talkative students will be separated
from each other and placed near the teacher to prevent distractions.

Provisions for Student Learning: There will be a class discussion with each political cartoon
discussed as a class. The time will be written on the board to pace activities. During discussion,
the teacher will first take volunteers to answer questions. Students will be cued to raise their
hand when the teacher raises their own hand after asking a question. Students will be picked
randomly to answer questions to ensure that each student gets a chance to speak and also to keep
them in focus about the ongoing discussion. The teacher will call out sections of the classroom to
pick up or drop off laptops. The teacher will pass out papers to the front of the row so students
can pass them back. Students will work individually for the first lesson.

Procedures

Warm-Up/Opening (5 minutes):
1) Once the bell rings, students are settled into their seats.
2) After a brief greeting, the teacher will hand out the warm-up worksheet of political
symbols (ex. Elephant=, bald-eagle = America, statue of liberty = freedom, donkey =
democrat, Uncle Joe = America, ect) and other symbols (four leaf clover = good luck,
heart = love, owl=wisdom, ect).
3) Students will work individually and write down what they think the images mean.
Students might not know all of these symbols, but the teacher will encourage them to try
their best.

Motivator/Bridge (5-8 minutes):

1) The class will review the warm up together.
2) Teacher will lead discussion about other symbols that were not included in the
worksheet.
3) The teacher will state that these symbols are important in understanding and
analyzing different political cartoons.
4) The teacher will state the goal and objectives for the day’s lesson, which is also
written on the white board.

Modeling (5 min):

1) Teacher will show the first political cartoon on the screen and state a few details about
the cartoon.
2) Teacher will ask students what message the political cartoon is trying to convey.
3) Teacher will explain the most commonly used persuasive techniques in political cartoons
(irony, symbolism, analogy, exaggeration, caricature, juxtaposition, and labeling).
4) Teacher will show the persuasive techniques graphic organizer on a split screen.
5) Teacher will ask students what persuasive techniques they can see in the political cartoon.
6) Teacher will summarize students’ statements along with support of how the political
message is effectively conveyed.

Guided Practice (5-10 min):

1) The next two examples will be analyzed with the students as a class, with increase
student talk time.
2) The teacher will guide questions and ask students to support their analysis with the
persuasive techniques that are used.
a. Some questions that can be asked:
i. “What techniques do you see being used?”
 “What is this technique trying to accomplish?”
ii.
iii. “What message is this cartoon trying to tell?”
iv.“Does the label/caption help with understanding the message?”
v.“What opinion does the cartoonist have?”
vi.“What is the event or issue that inspired this cartoon?”
vii.“What background knowledge would you need to understand the
cartoon?”
viii. “What do you think about this message?”
ix. “How do you think the public reacted to this kind of political cartoon?”
x. “Do you think we experience propaganda on a day to day basis?”
3) The persuasive techniques and their definitions will be up on the white board while
students are looking at the political cartoon.

Independent Tasks (15-20 min):

1) The teacher will explain the independent task; the objective will be on the screen.
2) The teacher will call out sections of the classroom to get up and retrieve a laptop.
3) Teacher will hand out the persuasive techniques graphic organizer.
4) Once students are seated they will use their laptops to research 3 political cartoons.
5) The political cartoons can be from any country and time period, as long as it is in
English.
a. Some research about the historical context of the political cartoon will be required
to accurately understand the message behind it.
6) Students will correctly identify at least 2 different persuasive techniques for each political
cartoon.
a. A total of at least 5 different persuasive techniques must be found.
7) Students will fill out the graphic organizer and write a brief paragraph for each persuasive
technique they identified and interpreted.
8) In the final paragraph, students will answer these two questions:
a. What is the event or issue that inspired this cartoon?
b. What is the message and what is your opinion on it?
9) The source must be provided in MLA format for the political cartoon found online.
10) The teacher will walk around the classroom helping students individually and call out
time to pace students.

Summary / Closure (5 minutes):

1) About five minutes before the bell rings, the teacher will ask students to save their work
into a Dropbox folder that is shared with the teacher.
a. This way both teacher and student will be able to access the file outside the
school.
2) Students will return the laptops to the front of the class.
3) The teacher will tell students that if they did not finish analyzing three political cartoons,
the rest will be finished for homework, due the next day.
 4) The teacher will inform students that an example of an analysis of a political cartoon and
the descriptions of the persuasive techniques will be provided online through the class
website.

Adaptations:

1) For lower level students, if students struggle to find their own political cartoons, the
teacher will provide easier, more straight-forward political cartoons
2) During the individual assignment, the teacher will walk around the classroom and offer
hints and opinions about the chosen cartoons if needed.
3) With higher-level students, the teacher will push them to find multiple messages or look
for smaller details in the cartoon.
4) Some students may not have access to a computer to finish the work at home. If this is
the case, the teacher will give the students print-outs of one or two political cartoons so
that they can write it out by hand at home.

Assessment:
Formative assessment

1) The teacher will observe which students are struggling with answering the questions
correctly during discussion
2) The teacher will walk observe students getting ready for individual work, taking note of
who is taking longer to settle down and why.
a. If two students are over talkative, they seats will be moved the next class
b. If some students are not on task on their laptops, the teacher will have them
moved closer to the front of the class so they are easier to monitor.
3) During individual work, the teacher will walk around the classroom making note of
students that need extra help and offering them support.

Summative assessment

1) Students will be assessed through their analysis of three political cartoons, due on the
second day.
a. Students will be graded based on accuracy in identifying the persuasive
techniques, the political message, and their support.
b. While the assignment is due on the second day, most students will be done with at
least one analysis. Since the assignment is shared online through Dropbox with
the teacher, the teacher will be able to check to see how far the student has
finished the assignment and whether they are going in the right direction.

Generalization/Extension Activity:

1) For students that finish early, the teacher will provide a few political cartoons in a foreign
language that students can analyze.

Review/Reinforcement (Homework):
 1) Students will complete the analysis of 3 political cartoons as homework.
2) Students will research one more political cartoon to bring to class the next day to share
with the class.

Reflection: Some difficulties that might arise are that some students may not be able to catch all
the persuasive techniques that are being used and some students might not be able to fully
support their findings with adequate analysis. Some solutions to those difficulties are to help
students individually when they are working independently by helping them identify characters,
symbols, and objects, then helping them look for clues and details that would give further
meaning. Students will finish this assignment as homework, but there might be some students
that do not have access to a computer. Most schools have computers available during lunch or
after school in the library, and I would encourage my students to use the computer at school if
possible. If there are students that cannot access the computer before the next class day (I would
know this ahead of time through previous experience with the class), I would quietly talk to the
student during class, have him/her pick out three political cartoons, and print them out so that
they can have a hard copy to take home.
Lesson 2
Name: Christina Yeji Lee Grade: Grade 9

Unit: Propaganda Time Allotted: 45 minutes

Sub-unit: Propaganda in Political Cartoons

Lesson Topic: Applying persuasive techniques, part 1

Context for Learning: This is the second day of lessons about political cartoons. Students
should have a strong understanding of how to analyze political cartoons and how persuasive
techniques are used to convey a message. There are laptops available for each student in the
classroom for individual research. There are white paper, markers, and colored pencils available
for the day’s group work. In the beginning of class, desks in the classroom are arranged in a U,
with space in the middle for the teacher to walk around and a screen/board in the front. This
format will encourage more discussion and will be easier for teachers to monitor the classroom.
During group work, students can rearrange their desks to be closer to their partners.

Standards: NCTE/IRA Standards 1, 6, 7, 12

Objectives (observable and measurable):

1) Students will discuss political cartoons as a class and accurately identify the persuasive
techniques used (symbolism, irony, exaggeration, ect) that effectively conveys a message.
2) Students will be able to effectively work as a group to incorporate persuasive techniques
into their own political cartoon and create a clear message.

Materials:

1) Laptops
2) White paper
3) Markers & color pencils
4) Foreign political cartoon
5) Brainstorming worksheet

Proactive Behavior Management: A poster of classroom rules will be up on a wall. Before

starting discussion the teacher will remind students that they must raise hands to give input.
Distractions will be asked to be put away (cell phones, ect). Talkative students will be separated
from each other before class starts and placed near the teacher to prevent distractions. Students
will only move to their groups once teacher allows them to move. Groups will be arranged by the
teacher to optimize student interaction and work.

Provisions for Student Learning: The teacher will both call out time and write it on the board
to pace students during group work. The teacher will time students (30 seconds) to move into
their groups and arrange their desks to prevent students from trying to talk with their friends in
between the change. During warm-up and discussions, the teacher will call students randomly to
answer questions to keep the classroom engaged and focused on the discussion. Students will
pick up laptops in sections that the teacher will call out. Markers, colored pencils, and white
paper will be picked up in sections by one member of the group.

Procedures

Warm-Up/Opening (5-8 minutes):

1) Students are settled into their seats before the bell rings.
2) After a brief greeting, the teacher will put up a political cartoon from a foreign country on
the screen.
3) Students will analyze the political cartoon silently for about 1 minute.
4) Teacher will lead a brief discussion about what persuasive techniques are used, what the
students think the message is, and why and how they came to that conclusion in spite of
the cartoon being in a foreign language.

Motivator/Bridge (5 minutes)
1) Teacher will state the objective of the day’s lesson:
a. Students will work in groups of two or three to effectively create their own
political cartoon with at least three persuasive techniques and a clear message.
b. It will be stressed that while creativity will be a part of the grade, artistry will
not be.
c. Students will be told that they will continue this assignment into day three so
they do not need to feel rushed or short on time.
d. The homework will discussed and shown on whiteboard throughout class.
e. Students will be given a brainstorming worksheet so that they can take notes
and gather ideas before starting their assignment.

Developmental Activity (25-30 min):

1) Assign group roles (note-taker, one or two researchers) and group location
2) Assignment will be displayed on the projector.
3) Students will move into groups and the teacher will hand out brainstorming worksheets.
4) Teacher will call out sections for groups to pick up laptops and drawing material.
5) Students will choose their topics within 5 minutes.
a. Students that cannot agree on a topic will either vote or do rock-paper-scissors.
6) Students will decide what message they are trying to convey and brainstorm symbols and
persuasive techniques that can be included in the cartoon. (10 minutes)
7) One student can draw while the other two research and give ideas on what to draw, or the
group can take turns drawing different items or writing the caption. (15 minutes)

Summary / Closure (5 minutes):

1) The teacher will tell students to wrap up their work and rearrange their desks.
2) Students will put back laptops and drawing material.
 3) Students will hand their political cartoons in so that the teacher can keep them safe until
the next day.
4) The teacher will remind students that the activity will continue to the next day for twenty
minutes and will show the homework on the board.

Adaptations:

1) For lower level students, the teacher will help groups in choosing a topic and give ideas
for at least one symbol or persuasive technique that they can use.
2) The teacher will walk around the room during group work and offer advice.
3) With higher-level students, the teacher will push them to include more obscure
symbolism and persuasive techniques.
4) For students that can’t draw or refuses to, they will be given the option of using images
from the internet to make a collage on Power-point. However, each image must be clearly
labeled and cited along with an explanation of why it was chosen.
5) For students that are behind, the teacher will them students to come in during lunch or
afterschool to continue their work.

Assessment:
Formative assessment

1) The teacher will observe students during warm-up discussion.

2) The teacher will walk observe students getting ready for group work, taking note of who
is taking longer to settle down and why.
3) During group work, the teacher will walk around the classroom, taking note of which
group is lagging behind and offering support.

Summative assessment

1) Students will work in groups to create their own political cartoon.

a. Students will be graded on effective use of persuasive techniques and whether
their message is clearly stated.

Generalization/Extension Activity:

1) Highly doubtful that students will finish early

a. If students finish early for this assignment, the work is most likely not as creative
or colorful as it can be.
b. Teacher will encourage students to create a “final draft” of their work if this is the
case, encouraging them to include color, more details, and label their drawings if
needed.
2) If students have done an excellent job and finished early, the teacher will have them start
on their personal reflections for day three’s assignment.

Review/Reinforcement (Homework):
 1) Students will brainstorm and write down three persuasive techniques that can be included
in the political cartoon.
Reflection: The biggest challenge is to get students who are not confident in their drawing skills
to be engaged in the activity. If students look like they are struggling to draw, the teacher must
reinforce the fact that they are not graded on their artistic skills. The teacher can make
suggestions before and during the activity that instead of drawing an elaborate picture, students
can use labels to explain their stick figures, or just speech bubbles to explain a situation. During
the activity, if students look like they are continuing to struggle, the teacher can offer the option
of using images from the internet to make a Powerpoint political collage. However, each image
must be clearly labeled, cited, and explained in detail of why it was chosen and how it
contributes to the overall message. On the other hand, there may be some students that enjoy
drawing and might want to take a long time in drawing out details. The teacher will remind the
class of time and if needed, the student can come in during lunch or afterschool times to work on
the cartoon. For groups that struggle to find a topic, the teacher can offer help in choosing a topic
and message, and give ideas for at least one persuasive technique.
Lesson 3
Name: Christina Yeji Lee Grade: Grade 9

Unit: Propaganda Time Allotted: 45 minutes

Sub-unit: Propaganda in Political Cartoons

Lesson Topic: Applying persuasive techniques, part 2

Context for Learning: This is the last day of lessons about political cartoons. Students should
have a strong understanding of how to analyze political cartoons and how persuasive techniques
are used to convey a message. There are laptops available for each student in the classroom for
individual research. There are white paper, markers, and colored pencils available for group
work. During independent/group work, students can rearrange their desks to be closer to their
partners.

Standards: NCTE/IRA Standards 4, 6

Objectives (observable and measurable):

1) Students will be able to effectively work as a group to incorporate persuasive techniques

into their own political cartoon and create a clear message.
2) Students will be able to give constructive peer review for other group’s work.

Materials:

1) Laptops
2) Drawing material (white paper, markers, colored pencils, ect)

Proactive Behavior Management: A poster of classroom rules will be up on a wall. Before

starting discussion the teacher will remind students that they must raise hands to give input.
Distractions will be asked to be put away (cell phones, ect). Talkative students will be separated
from each other and placed near the teacher to prevent distractions.

Provisions for Student Learning: The teacher will call out time and also have it written on the
board to pace activities. The teacher will call out sections of the classroom to pick up or drop off
laptops. The teacher will time students (30 seconds) to move to their groups and rearrange their
desks.

Procedures

Warm-Up/Motivator (3 minutes):
1) Before bell rings, students will turn in homework into the homework bin
2) Students are settled into their seats once the bell rings.
 3) After a brief greeting, the teacher will state the objectives for the day.
a. Students will have 20 minutes to finish their political cartoons.
b. Students will do a peer-review of another group’s political cartoons.
c. The homework will be stated.

Developmental Task 1 (20 min):

1) Students will be called in sections to retrieve laptops and drawing material.

2) Students will finish up working on their political cartoons.
3) Teacher will walk around the room, helping groups.
4) Teacher will call out time to pace students.

Developmental Task 2 (12 minutes)

1) Students will wrap up their first developmental tasks and return laptops and drawing
material. They will hand in their political cartoon as well. (2 minutes)
2) Teacher will state objective of the second developmental task and have the directions on
the projector (2 minutes)
a. Students will have about 5-7 minutes to write:
i. 1 compliment about the political cartoon
ii. 1 persuasive technique they identified
iii. 1 thing that can be done better/changed
3) Teacher will hand out the political cartoons to different groups (1 minute).
4) Students will write their peer review individually.

Summary / Closure (5 minutes):

1) Five minutes before the bell, the teacher will wrap up the second developmental task
and collect the political cartoons.
a. Students will hand in their peer review as their exit card.
2) Teacher will state the homework in detail, due the next week Monday (gives students
2-4 days to finish it)

Adaptations:

1) During group work, teacher will walk around classroom and help lower level students
or students that are lagging behind.
2) During peer review, students can quietly ask their group members questions if
needed.
3) If students are behind in their first developmental task, they will continue into the
second developmental activity. If they are still not finished, the group will be told to
come in during lunch time that day or the next to finish up.

Assessment:

Formative assessment
 1) The teacher will observe students during the two developmental tasks.
a. Students that are behind in their work will be told to come in during lunch time or
afterschool to continue.

Summative assessment

1) Students will be graded on their political cartoon

a. Effective use of 3 persuasive techniques
b. Clear message
c. Creativity
2) Students will be graded on their peer review
a. Thoughtful and clear answers
3) Students will be graded on their final homework (will give students 2-4 days to complete)

Generalization/Extension Activity:

1) For students that finish their first developmental task early, the teacher will give them
two options
a. Help another group with their drawing without disrupting them
i. If the student is disrupting the group, they will be removed and extra
homework will be given/points docked from their participation points
b. Give them a meme or a funny cartoon with blank speech bubbles or labels
i. If a student can write a funny/witty captions, they will be given brownie
points/candy

Review/Reinforcement (Homework):

1) The teacher will scan the political cartoons into the class website so they are available
for all students.
2) Students will have 4 days to write a reflection of their work
a. What topic, issue, or event is your political cartoon about?
b. What persuasive techniques did you use?
c. Do you think it was effectively used?
i. If not, why and what could you have done better?
d. What is the message of your political cartoon and why is it important?
e. How do you think viewers will react and why?

Reflection: Some students may not be able to finish their political cartoons by the third day. If
that is the case, the group will be told to come in during lunch or after school that day or the next
until they are finished. Hopefully, students will work more quickly because they do not want to
come in during lunch/after school. Students that do not have access to a computer at home will
not be able to view their cartoon online. The teacher will print out hardcopies for those that do
not have internet access.