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Grade Level

7th - 12th Grade

Duration

35 Minutes

Class Size

25 Students

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Learning Objectives

• CCSS.ELA-LITERACY.RH.6-8.2 / RH.9-10.2
  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
• CCSS.ELA-LITERACY.RH.6-8.7 / RH.9-10.7
  Integrate visual information with other information in print and digital texts to reason and understand the subject matter.
• CCSS.ELA-LITERACY.SL.6-8.4 / SL.9-10.4
  Present claims and findings, sequencing ideas logically, using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
• CCSS.ELA-LITERACY.WHST.6-8.2 / WHST.9-10.2
  Write informative/explanatory texts, including the narration of historical events, to convey ideas clearly.

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Standards Alignment Summary

This lesson closely integrates Reading for History (RH) standards around analyzing and summarizing historical texts, Speaking & Listening (SL) standards tied to presentation skills, and Writing for History (WHST) standards through explanation of artistic symbolism and historical context.

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Materials Needed

• Digital drawing tools (tablets/computers with drawing apps) or paper, pencils, colored markers
• Handouts with brief descriptions of key US History events or figures (e.g., Civil Rights Movement, The New Deal, Women’s Suffrage, The Vietnam War, etc.)
• Rubric handouts for assessment criteria (success criteria see below)

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Lesson Activities

1. Introduction & Group Formation (5 minutes)

• Teacher briefly introduces the day’s objective: to collaboratively design a political cartoon representing a key event or figure from US History, focusing on historical context and symbolism.
• Students split into 5 groups of 5. Each group receives a different topic/event from the handouts.
• Teacher reviews how political cartoons use symbolism, exaggeration, and irony as historical commentary.

2. Research and Planning (7 minutes)

• Groups review handout materials and discuss what the key message or critique in their cartoon will be.
• They plan their cartoon sketch, deciding on symbols, characters, text, and layout to demonstrate critical understanding.
• Teacher circulates to scaffold research, encourage evidence-based reasoning, and support vocabulary related to political and historical concepts.

3. Create Political Cartoon (15 minutes)

• Groups work collaboratively to create their political cartoon either on digital drawing apps or paper.
• Emphasis on visual symbolism linked to historical facts or perspectives.
• Teacher supports artistic and historical accuracy, prompts students to explain symbolism as they work.

4. Group Presentations & Explanation (7 minutes)

• Each group presents their cartoon (2-3 minutes per group).
• Presenters explain the historical context, the symbolism used, and the intended message or critique.
• Peers and teacher provide brief feedback focused on historical accuracy, clarity of symbolism, and communication effectiveness.

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Success Criteria

Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement
Historical Content Understanding	Clear, accurate explanation of event/figure; insightful interpretation of symbolism	Accurate and clear explanation; symbolism linked to event	Limited or inaccurate historical context; symbolism unclear or missing
Collaboration & Participation	Equal contribution, active listening, collaborative refinement of ideas	Active participation, some cooperation	Minimal participation or unclear team roles
Visual & Symbolic Literacy	Cartoon shows creative, strong use of symbolism to communicate complex ideas	Cartoon uses obvious, relevant symbols	Symbolism weak, confusing, or absent
Presentation & Communication	Confident, clear, logical delivery; engages audience	Clear delivery and logical reasoning	Unclear or incomplete explanation; poor engagement

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Differentiation Strategies

• For Diverse Learners:

  • Provide vocabulary support sheets with political and historical terms with definitions and visuals.
  • Encourage digital drawing for students with fine motor difficulties.
  • Allow groups to assign roles based on strengths (e.g., historian, artist, presenter).
  • Use graphic organizers to help organize thoughts before drawing.

• For English Language Learners (ELLs):

  • Use sentence starters for presentations (e.g., “This symbol represents...”)
  • Pre-teach essential vocabulary and symbols used in political cartoons.
  • Provide translated keywords or bilingual glossaries if applicable.

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Extension Activities for Advanced Learners

• Research additional political cartoons from US History, analyze how cartoonists influenced public opinion in various eras, and write a short essay summarizing findings.
• Create a digital portfolio of political cartoons on different historical themes with critical reflections about changing symbolism over time.
• Engage in a debate defending or critiquing one political cartoon’s message, citing historical evidence.

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Teacher Reflection Notes

Encourage students to think critically about how political cartoons can simplify complex historical events and influence public opinion — making history accessible and engaging through art and symbolism. Emphasize collaborative creativity and communication as core skills supporting Common Core standards.

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End of Plan