STIMULI-BASED INSTRUCTION

Guiding Questions• What instructional strategies can be utilized to

analyze stimuli, such as political cartoons?• How can these strategies assist to: support mastery

of Florida Standards, support mastery of Next Generation Sunshine State Standards for Social Sciences, and prepare students for success on the EOC assessment?

• What resources exist to support quality social science instruction?

Analyzing Political Cartoons

What Are Political Cartoons?

• Political cartoons are an art form that serves as a window into history by showing us what people were thinking and talking about at a given time and place.

Uses of Political Cartoons• Presents a particular viewpoint on political, economic,

or social issues

• Make use of humor, symbolism, historical events, and stereotypes to draw attention to an idea, event, or person

• Stimulates debate on an issue

How To Read Them?• Artist’s viewpoint:

What subject or issue is the artist commenting on?

• CaptionsWhat language do the artist use?

• Symbols, Humor, and SatireWhat do you see in the cartoon? What feelings are suggested by the image?

• Historical ImagesRecognizing the historical or literary images is necessary to understand the meaning of the cartoon

Symbolism: Using an object to stand for an idea

Captioning and Labels: Used for clarity and emphasis

Metaphor: a comparison between two unlike things that share some characteristics

Irony: the difference between the way things are and the way things should be or the way things are expected to be

Exaggeration-overstating or magnifying a problem or a physical

feature or habit

SS.7.C.3.7: Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. (NGSSS-SS)

LAFS.68.RH.3.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts (Florida Standards)

LET’S GIVE THIS A TRY!

March on Washington for Jobs and Freedom

On August 28, 1963 more than 200,000 people came to Washington D.C. from across the country to highlight the civil rights struggles of African-Americans and to call for a passage of the Civil Rights Act in Congress. The march culminated on the steps of the Lincoln Memorial with Martin Luther King Jr. delivering his now famous “I Have a Dream” speech as he looked out at the crowds surrounding the Lincoln Memorial Reflecting Pool.

 

Background

Voting Rights in 1963

The Fifteenth Amendment guaranteed African-American men the right to vote in 1870 stating, "right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude."

However half a century later there were still barriers created to restrict or prevent groups of people from voting including African- American, Native Americans, Asian Americans, Alaska Natives and Latinos.

Before 1965, federal laws did not challenge the authority of states and localities to establish and administer their own voting requirements. Around the country various tactics were used to block minority populations from voting.

Background

Literacy Tests and Voter Registration Forms

In some states the voter registration system was changed four times within a single year and there could be as many as 100 versions in existence at the same time making it an impossible test to study for.

L

Questions from a 1960’s literacy test

Background

Poll TaxThis tax for voting in federal and state elections often included a grandfather clause. The clause allowed for any adult male whose father or grandfather had voted in specific year prior to the abolition of slavery to vote without paying the tax.

As a result the white population in states with a poll tax law did Not have to pay a tax to vote.

“Do you know I've never voted in my life, never been able to exercise my right as a citizen because of the poll tax?”

-Mr. TroutAtlanta, Georgia.

American Life Histories: Manuscripts from the Federal Writers’ Projects, 1936-1940

Background

Threats and Intimidation

Americans that gathered to non-violently protest these laws were met with physical violence by individuals, groups, and sometimes law enforcement officers.

In some states African-Americans and Latinos were discouraged from even attempting to register to vote through threats of violence, loss of jobs, and home eviction.

Police attack marchers in Selma, Alabama 1965

Background

English Only Ballots

Voting ballots were only written in English even in communities with large populations ofnon-English speaking citizens.

http://www.flickr.com/photos/winmac/92847877/

Photograph by myJohn

Background

LET’S DO ANOTHER!

http://www.thinglink.com/scene/356147360616677378

Resources1.Visit: http://socialsciences.dadeschools.net

➢ Current News➢ Civics EOC Middle School Support

➢ Module 2➢ Test-taking strategies

2. Visit: http://www.archives.gov/education/lessons/worksheets/➢ Contains analysis forms for various typed of stimuli

3. https://www.thinglink.com/edu➢ Technology tool to bring stimuli to life. You can add, music, link to background reading, video,

etc.---all to better help students analyze and understand the stimuli.

4. Finding political cartoons:➢ http://www.politicalcartoons.com/➢ http://www.cagle.com/politicalcartoons/➢ http://editorialcartoonists.com/➢ http://townhall.com/political-cartoons/