POLITICAL CARTOONS: OPINIONS IN PICTURES! - Turneri.cdn.turner.com/cnn/tour/pdf/school.trip/grade5.pdf · POLITICAL CARTOONS: OPINIONS IN PICTURES! ... CRN (Class Room News) ... •

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KEYS TO LEARNING

POLITICAL CARTOONS: OPINIONS IN PICTURES!

OBJECTIVES• Studentswillreadthehistoryofthe1991Persian

GulfWar.

• Studentswillusethisinformationtocreateapoliticalcartoon.

• Studentswillexplorehowthemediacanaffectpublicopinion.

MATERIALS• AccesstotheInternet

• Drawingpaper,pens,pencils,etc.

• AvarietyofpoliticalcartoonsfromnewspapersORfrom:http://www.time.com/time/cartoonsoftheweek

PROCEDURE1. Bringtoclassanumberofpoliticalcartoons.Many

currentnationalcartoonscanbecopiedfrom:http://www.time.com/time/cartoonsoftheweek ortheycanbecutfromlocalnewspapers.

2. Discussthepurposeofpoliticalcartoons.(Politicalcartoonscuttotheessenceofapoliticalproblemorpointofview,oftensatirizingsomethingorsomeone.)Discussthepointsofviewdisplayedbythecartoonsyouhavepassedouttostudents.

3. Askstudentstogoto:http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=13&sub=1 andreadthepagesgivingthehistoryofthewarswithIraq.IfyourstudentsdonothaveaccesstotheInternet,pagescanbecopiedandgiventostudents.

4. Whenfinished,askstudentstousetheinformationlearnedonthewebsitetoprepareapoliticalcartoonaboutsomeissueaboutwhichpointsofviewdifferedduringoneofthoseconflicts.Thiscartoonshouldshowonesideofapoliticalpointof

grade 5 pre-visit activity - 60-90 minutesSOCIAL STUDIES + LANGUAGE ARTS

SOCIAL STUDIES STANDARDS

SS5H9 ThestudentwilltraceimportantdevelopmentsinAmericasince1975

a.DescribeUSinvolvementinworldeventsincludingeffortstobringpeacetotheMiddleEast,thecollapseoftheSovietUnion,PersianGulfWarandtheWaronTerrorisminresponsetoSeptember11,2001.

LANGUAGE ARTS STANDARDS

ELA5LSV2 Thestudentlistenstoandviewsvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.

Critical Component:Thestudentlistenstoandviewsvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.

b.Evaluatestheroleofthemediainfocusingattentionandinforminganopinion.

http://www.time.com/time/cartoonsoftheweek

http://www.time.com/time/cartoonsoftheweek

http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=13&sub=1

http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=13&sub=1


KEYS TO LEARNING


viewthatcouldhavebeenpublishedatthattime.Askstudentstoconsiderthecauseandeffectofeventswhendecidingontheircartoon.

5. Whenthecartoonsarefinished,displayunderthetitle:“PoliticalCartoons-OpinionsinPictures!”

CLOSING ExplaintostudentsthattheirfieldtriptoCNNiscomingupsoon.TheywillseeandcanwatchavideoaboutaHumvee,nowlocatedinthelobbyofCNN,thatwasusedbyembeddedCNNjournalistsduringthewarinIraq.CNNjournalists,alongwithjournalistsfromothernewsorganizations,reportedonthatwar.Professionaljournalistsholdtoacodeofethicsthatrequirestruthfulness,accuracy,objectivity,impartiality,fairnessandpublicaccountabilityinthegatheringandreportingofnews.Becausejournalistsarepeople,andpeopleformopinions,impartialitycouldbeachallengetopractice.Opinionsexpressedontelevision,innewspapers,magazinesandpoliticalcartoonscanallimpactpublicopinion.Askstudentstowatch2or3televisionnewsbroadcasts,includingCNNbroadcasts,foratleastahalfhourbeforegoingonthefieldtrip.Studentsshoulddecideifeachnewsorganizationwhosebroadcaststheyviewedcouldbeconsideredasourceofimpartialnews.Askstudentstosupporttheiranswerbasedonwhattheysawduringthathalfhour.

Discussthefollowingissues:

1. Whyitisimportanttohaveanimpartialnewssource?

2. Woulditbeproblematictohavepublicopinionshapedbyanewsorganizationifithadaspecificpointofvieworagenda?

3. Isaneditorialdifferentfromapresentationofthenews?How?

L.A. STANDARDS (CON’T)

ELA5R1Thestudentdemonstratescomprehensionandshowsevidenceofawarrantedandresponsibleexplanationofavarietyofliteraryandinformationaltexts.

Critical Component:Forinformationaltexts,thestudentreadsandcomprehendsinordertodevelopunderstandingandexpertiseandproducesevidenceofreadingthat:

e.Distinguishescausefromeffectincontext.

g.Makesperceptiveandwell-developedconnections.

KEYS TO LEARNING

PROCEDURE (CON’T)

grade 5 pre-visit activity - 60-90 minutesSOCIAL STUDIES + LANGUAGE ARTS


KEYS TO LEARNING


GIFTED CONNECTIONAskgiftedstudentstothinkofoneissueatyourschool(suchasaproblemontheplayground,behavioratlunch,etc.)Askstudentstowriteashortarticleabouttheprobleminanobjectivewayandtowriteaneditorialaboutthesameissue.Fortheeditorial,studentsmaychoosetoincludetheirownopinion,buttheopinionmustbesupportedbyfacts.

ASSESSMENT

1. Assessyourstudents’abilitytousetheinformationreadontheInternetandusethatinformationtocreateareasonablepoliticalcartoon.

2. Informallyassesseachstudent’sthoughtprocessduringthediscussionoutlinedintheclosingsectionofthelessonplan.

grade 5 pre-visit activity - 60-90 minutesSOCIAL STUDIES+ LANGUAGE ARTS


KEYS TO LEARNING

WHAT A GREAT IDEA! grade 5 pre-visit activity - 2 sessions / 60 minutes eachLANGUAGE ARTS

OBJECTIVES• Studentsusereadingskillstoaquireinformationand

usethatinformationtoproduceapersuasivepieceofwriting.

• Studentswillevaluatewhatelementsmakeasuccessfulpieceofpersuasivewriting.

MATERIALS• AccesstotheInternetandaprinter

• Paper/pencils/pens

PROCEDURE1. ExplaintostudentsthatthetriptoCNNiscoming

soon.

2. Tellstudents:ThepeopleweseereportingfromthenewsdeskonCNNeachdayarecalled“anchors.”Theyarereporterswhoworkwithaproductionteamthatseeksoutnewsstories,writesthem,anddeliversthemtousdaily.Anchorsarechosenbasedontheirabilitytoreportthenews,buttheyallhavedifferentbackgroundsandpastexperiencesinreportingdifferentnewsstoriesandevents.Tellstudentsthattheyaregoingtoawebsitelocatedat:http://www.cnn.com/CNN/anchors_reporters/ OnthissitearelinkstostoriesaboutthebackgroundsandexperienceofalloftheanchorsseenonCNN.ChoosetheCNNtabattherightofthescreenandchooseatleastfourorfiveanchorstoreadabout.

3. Next,studentswillchoseoneanchorandusetheinformationgivenonhis/herwebpagetoconstructapersuasiveargument.ThestudentwilltakethepositionthattheanchorchosenisworkingforCRN(ClassRoomNews)andistryingtolaunchanewshowthathe/shehasdevelopedaboutthelivesofchildrenthroughouttheworld.Thisshowwillbecalled,“TheChildrenWillLeadUs”andwillhighlighthowchildrenarehelpingtoshapeworldevents.Studentsshouldchoosetheanchorwhothey


ELA5C1 Thestudentdemonstrates

understandingandcontroloftherulesoftheEnglishlanguage,realizingthatusageinvolvestheappropriateapplicationofconventionsandgrammarinbothwrittenandspokenformats.Thestudent:

a.Usesandidentifiestheeightpartsofspeech.

f.Usesandidentifiescorrectmechanicsandcorrectsentencestructure.

ELA5LSV1 Thestudentparticipatesinstudent-

to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:

c.Respondstoquestionswithappropriateinformation.

f.Displaysappropriateturn-takingbehaviors.

h.Offersownopinionforcefullywithoutdomineering.

i.Respondsappropriatelytocommentsandquestions.

j.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.

l.Clarifies,illustratesorexpandsonaresponsewhenaskedtodoso;asksclassmatesforsimilarexpansions.

http://www.cnn.com/CNN/anchors_reporters/

http://www.cnn.com/CNN/anchors_reporters/


KEYS TO LEARNING

WHAT A GREAT IDEA!

believehasthebackgroundandexperiencetoputsuchashowtogether,andtoprovideaconvincingargumentforputtingtheresourcesofCRNintosuchanendeavor.Thepieceshouldbewritteninthefirstperson,asthoughtheyweretheCRNanchortheyhavechosen.

4. Whenfinished,askstudentstoreadthepiecetotheclass.

5. Discusswiththeclasswhattypesofthingsmadeapersuasivecasefortheanchorinvolved.Whattypesofthingsdidnot?Askhowtheinformationintheanchor’sbackgroundhelpedorhinderedtheirargumentfortheprogram.Discusshowthisrelatestocauseandeffect.

6. Displaythewrittenpiecesonthewall,withtheheading,“WhataGreatIdea!”

7. Asafollow-uplesson,askstudentstogothroughthepapersdisplayedandchooseonepapertoreadthattheydidnotwrite.Studentsshouldusethispapertolist3mainideascontainedinthepaperandatleastonesupportingdetailforeachmainidea.

ASSESSMENT

Usethepiecewrittentodeterminetheabilityofstudentstopresentasolidcasewhentryingtopersuade.Assessifstudentsusedappropriateinformationfromthewebsitethatwouldsupporttheirargument.

GIFTED CONNECTION

AllowgiftedstudentstodecidewhattypeofshowtheiranchorisinterestedinpresentingtotheheadofCRN,aswellasitstitle.Studentsmustusetheinformationcontainedintheiranchor’sworkhistorytodetermineandsupporttheideafortheshow.

PROCEDURE (CON’T)

grade 5 pre-visit activity - 2 sessions / 60 minutes eachLANGUAGE ARTS


ELA5LSV2 Thestudentlistenstoandviews

variousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.

ELA5R1 Thestudentdemonstrates

comprehensionandshowsevidenceofawarrantedandresponsibleexplanationofavarietyofliteraryandinformationaltexts.

Critical Component:

Forinformationaltexts,thestudentreadsandcomprehendsinordertodevelopunderstandingandexpertiseandproducesevidenceofreadingthat:

a.Locatesfactsthatanswerthereader’squestions.

e.Distinguishescausefromeffectincontext.

f.Identifiesandanalyzesmainideas,supportingideas,andsupportingdetails.

g.Makesperceptiveandwell-developedconnections.


KEYS TO LEARNING

WHAT A GREAT IDEA! grade 5 pre-visit activity - 2 sessions / 60 minutes eachLANGUAGE ARTS


ELA5W2 Thestudentdemonstrates

competenceinavarietyofgenres.

Critical Component:

Thestudentproducesapersuasiveessaythat:

a.Engagesthereaderbyestablishingacontext,creatingaspeaker’svoice,anotherwisedevelopingreaderinterest.

b.Statesaclearpositioninsupportofaproposal.

c.Createsanorganizingstructureappropriatetoaspecificpurpose,speaker’svoice,anotherwisedevelopingreaderinterest.


c.Createsanorganizingstructureappropriatetoaspecificpurpose,audience,andcontext.

f.Excludesextraneousdetailsandinappropriateinformation.

g.Providesasenseofclosuretothewriting.

h.Raisestheleveloflanguageusingappropriatestrategies(wordchoice).


KEYS TO LEARNING

RESPONDING TO TERRORISMgrade 5 post-visit activity - 60 - 90 minutesSOCIAL STUDIES + LANGUAGE ARTS

OBJECTIVES• Studentswillconstructapersuasiveargument

basedonawrittentext.

• Studentswillpresenttheirargumentinfrontoftheclass.

MATERIALS• AccesstotheInternet

• Posterboard/artmaterials(optional)

PROCEDURE1. ReviewtherecentfieldtriptoCNN.Discusswith

studentstheimportanceofthenewsinkeepingcitizensinformed.

2. DiscussthewaysyourstudentsareawareofthataremeanttodefendtheU.S.againstterrorists.Askstudentstoread“Terrorism:AWarWithoutBorders”fromtheU.S.DepartmentofStatehttp://future.state.gov/educators/lessons/43401.htm Thedocumentcanbeprintedforuseintheclassroom:http://future.state.gov/documents/organization/45696.pdf

3. Askstudentstochooseoneapproachtofightingterrorism,presentedinthesection“ResponsestoTerroristActivitiesCanInclude…”(pg.7)andtoconstructanargumenttodefendtheirpositionthatitisthemosteffectiveapproach.

4. Allowstudentstomakeposters,graphsorothervisualstouseduringtheirargument.Furtherresearchmaybeneededtosupporttheirchoice.

5. Oncestudentshaveconstructedtheirarguments,allowthemtoindividuallypresenttheirargumenttotheclass.

6. Whenfinished,askstudentstovoteonwhichargumentwasmostpersuasive.Discusswhythisargumentworkedwell.

SSOCIAL STUDIES STANDARDS

SS5H9 ThestudentwilltraceimportantdevelopmentsinAmericasince1975

a.DescribeUSinvolvementinworldeventsincludingeffortstobringpeacetotheMiddleEast,thecollapseoftheSovietUnion,PersianGulfWarandtheWaronTerrorisminresponsetoSeptember11,2001.

http://future.state.gov/educators/lessons/43401.htm

http://future.state.gov/documents/organization/45696.pdf

http://future.state.gov/documents/organization/45696.pdf


KEYS TO LEARNING

RESPONDING TO TERRORISM

CLOSINGDiscusswithstudentstheelementsofapersuasiveargument.Whatparticularstrategiesusedduringthepresentationswereespeciallyusefultotheargument?Onceallargumentshavebeenpresented,askstudentsiftheywouldnowchangetheiropinionofwhichstrategymightbebesttofightterrorism.

GIFTED CONNECTIONAskgiftedstudentstoevaluatetheeffectivenessofterror-preventioneffortsthathavebeenimplementedintheU.S.airports.Askstudentstocritiquetheeffectivenessofthesemethodsandcreateaninterestingwaytopresentwhattheyhavelearned.

ASSESSMENT1. Assesstheoralargumenttoascertainthestudents’

abilitytoconstructagoodpersuasiveargument.

2. Informallyassessthediscussionoutlinedintheclosingsectionofthelesson.


ELA5W2 Thestudentdemonstratescompetenceinavarietyofgenres.

Critical Component:Thestudentproducesapersuasiveessaythat:

a.Engagesthereaderbyestablishingacontext,creatingaspeaker’svoice,andotherwisedevelopingreaderinterest.


c.Supportsapositionwithrelevantevidence.

d.Createsanorganizingstructureappropriatetoaspecificpurpose,audience,andcontext.

e.Addressesreaderconcerns.

f.Excludesextraneousdetailsandinappropriateinformation.

g.Providesasenseofclosuretothewriting.

h.Raisestheleveloflanguageusingappropriatestrategies(wordchoice).

grade 5 post-visit activity - 60 - 90 minutesSOCIAL STUDIES + LANGUAGE ARTS

grade 5 post-visit activity - 60 minutesLANGUAGE ARTS


KEYS TO LEARNING

WHERE CAREERS BEGIN

OBJECTIVES• Studentswillwriteashortpaperaboutanexperience

involvingapotentialcareer.

• Thestudentwillgothroughthewritingprocess.

MATERIALS• TranscriptofKyraPhilipstalkingaboutherinterview

withDr.Seussinthefifthgrade.

PROCEDURE1. Askstudentsiftheyalreadyknowwhattheywould

liketodoasacareerwhentheygrowup.Askthemwhateventintheirlifemadetheminterestedinthiscareer.

2. Askstudentstothinkbacktothevideoattheendofthetourfeaturingdifferentanchorsdescribinghowtheybecameinterestedinbecomingareporter.KyraPhilips,whoisananchoronCNN,discoveredwhatshewantedtodoinfifthgrade.Eithershowthevideohere,orpassoutthetranscriptandreadtogether.

3. Askstudentstothinkaboutsomethingintheirlifethatcausedthemtothinkaboutacareerrelatedtotheincident.Thismightberelatedtoapet,somethinginschooloranyothereventorexperiencetheymighthavehad.

4. Askstudentstowriteashortpaperabouttheexperienceandhowitmadethemthinkaboutacareerrelatedtothatincident.Ifstudentshavenothadanexperiencethatmadethemthinkaboutaspecificcareer,askthemtowriteaboutacareertheythinkwouldbeinterestingandwhy.Remindstudentstouseprewriting,revisingandeditingbeforehandingintheirwriting.


ELA5LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-student,andgroupverbalinteractions.

Thestudent:

b.Asksrelevantquestions.

c.Respondstoquestionswithappropriateinformation.

h.Offersownopinionforcefullywithoutdomineering.

i.Respondsappropriatelytocommentsandquestions.

k.Givesreasonsinsupportofopinionsexpressed.

ELAW1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughoutandsignalsasatisfyingclosure.Thestudent:

a.Selectsafocus,anorganizationalstructureandapointofviewbasedonpurpose,genreexpectations,audience,lengthandformatrequirements.

b.Writestextsofalengthappropriatetoaddressthetopicortellthestory.

ELA5W2 Thestudentdemonstratescompetenceinavarietyofgenres.

grade 5 post-visit activity - 60 minutesLANGUAGE ARTS


KEYS TO LEARNING

WHERE CAREERS BEGIN

CLOSINGDiscusswithstudentstheimportanceofchoosingacareerthattheyfeelwouldbeofgreatinterest.Oftentheseinterestsstartinchildhood.Childrenwholiketodrawmightbecomeartists.Thosewholovetowritestoriesmaybecomeafamousauthors.Discussthedifferencebetweenchoosingacareerbasedonaninterestorpassion,andonechosenbecauseoftheamountofmoneytheywouldbepaid.Whataretheprosandconsofchoosingacareerbyeitherofthesemethods?

GIFTED CONNECTIONAskgiftedstudentstointerviewanumberofpeopleindifferentprofessionsabouthowtheyeitherchoseorendedupinthatprofession.Thismayinvolvephoneorpersonalinterviewswithbusinessmen,politicalrepresentatives,andotherpeopleofinterest.Whenfinished,askstudentstodecide,basedontheresponsestotheinterviews,whatthemostimportantelementappearstobethatdeterminestheselectionofaspecificprofessionorjob.

ASSESSMENTUsethewrittenpieceasassessment.Collectthefirstdraftaswellasrevisionsandeditstoseehowstudentsarechangingtheiroriginalwritingthroughtheuseofthewritingprocess.


ELA5W2 Critical Component:Thestudentproducesanarrativethat:

a.Engagesthereaderbyestablishingacontext,creatingapointofview,andotherwisedevelopingreaderinterest.

c.Createsanorganizingstructure.

ELA5C1 ThestudentdemonstratesunderstandingandcontroloftherulesoftheEnglishlanguage,realizingthatusageinvolvestheappropriateapplicationofconventionsandgrammarinbothwrittenandspokenformats.Thestudent:

a.Usesandidentifiestheeightpartsofspeech.

f.Usesandidentifiescorrectmechanicsandcorrectsentencestructure.

ELA5W4 Thestudentconsistentlyusesawritingprocesstodevelop,reviseandevaluatewriting.Thestudent:

a.Plansanddraftsindependentlyandresourcefully.

b.Revisesmanuscriptstoimprovethemeaningandfocusofwritingbyadding,deleting,consolidating,clarifying,andrearrangingwordsandsentences.

c.Editstocorrecterrorsinspelling,punctuation.


KEYS TO LEARNING

TRANSCRIPTgrade 5 LANGUAGE ARTSworksheet 1-A

kyra phillips speaks

BelieveitornotIknewIwantedtobeareporter.WhenIenteredelementaryschool,IgotthisideatostartanewspaperandItoldmyprincipalthatIwantedtodo itandhewasall for it.SoI triedtofigure outwhowould be the best first interview.And I knew thatmy friend in theater class - herdadwas a piano tuner - and I remembered thatshe mentioned to me that he tuned Dr. Seuss’piano in La Jolla, California (I grew up in SanDiego). So I thought, okay, that would be theperfect first interview because I always lovedDr.Seuss.

So I said, “Hey, can I come home with you onedayandmaybe Ican findhisphonenumberandcallhimup?”Soshebringsmehometoherhouseafter drama class one day and I started lookingthrough her dad’s Rolodex. And I was lookingforDr. Seuss. And she said, “No, no, no. I thinkhis name is something else… Like TheodoreSomething-Geesel,Geisel.”AndIsaidokay,let’slook for that.Andso IwasthumbingthroughtheRolodexandboom,sureenough,thereitwas.Ofcourse, I always knew him as Dr. Seuss I didn’tknowhisactualname.SoIwrotedownhisphonenumber. And I called him up and explainedwho I was, what I was wanting to do, and if Icould interview him for the first interview for the

newspaper.AndIremembertherewassilenceonthe other end of the phone -”Who is this? Howdid you getmy number?” And I was just honestwith him and explained thewhole situation. Andbelieve it or not, he endedgivingme, oh, I thinkmaybe five or 10minutes,max. So that wasmyvery first interview. And I was hooked from thatmomenton.

I also knew Iwanted to be a reporter because Iloved to write. And I loved to experiment. And Ikept it all in a book, in folders. And through theyearsIjuststartedworkingonmyskillsmoreandmore until finally in elementary school I had theideatostartanewspaper.

I love my job because I wake up everyday andI never know what’s going to happen - I neverknowwhether there’sgoing tobebreakingnewsorthere’sgoingtobesometypeofamazingstoryI’mgoingtogettotell. Imean,everysingledayIcomeinwiththiswonderment,andcuriosity,andexcitement.AndIknowI’mgoingtoleaveabetterperson,asmarterperson-maybeamoreinspiredperson.AndIlookforthat.Idon’talwaysjustwaiton theday. I look for it,aswell.And it justgivesmeareasontowakeupandcomeintoworkandknowthatI’mgoingtodosomethingunique.

Kyra’sbio:http://www.cnn.com/CNN/anchors_reporters/phillips.kyra.html

Documents

POLITICAL CARTOONS: OPINIONS IN PICTURES! - Turneri.cdn.turner.com/cnn/tour/pdf/school.trip/grade5.pdf · POLITICAL CARTOONS: OPINIONS IN PICTURES! ... CRN (Class Room News) ... •