Each learner selects a social issue that he or she feels is important. The learner creates an editorial cartoon expressing his or her viewpoint on the selected issue. The cartoons are displayed throughout the school.

Day One
Anticipatory Set:
Put the Marmaduke cartoons on the overhead projector (See Attachment One: Marmaduke Cartoons). Cover the bottom cartoon so students just see the first. Allow students time to read the cartoon.

• Ask students to describe what they observe using the five Ws. What is it? Who created it? When was it created? Why was it created? Where might it be published? Record the students’ responses on the board.
  
  
• Display the second Marmaduke cartoon. Ask students to describe what they observe using the five Ws. What is it? Who created it? When was it created? Why was it created? Where might it be published? Record the students’ responses on the board.
  
  
• Put the Mike Thompson Editorial Cartoons on the overhead projector (see Attachment Two: Mike Thompson Editorial Cartoons). Display the first cartoon addressing driving safety. Ask the students to name the five Ws. Record their responses.
  
  
• Display the second cartoon addressing energy and conservation. Ask the students to name the five Ws. Record their responses.
  
  
• Pass out to each student a copy of the Venn diagram (Attachment Three: Venn Diagram). Students work with partners to organize the information recorded on the board and fill in their Venn diagrams comparing entertainment and editorial cartoons.
  
  Day Two
  Anticipatory Set:
  Display the Core Democratic Values on the overhead projector (Attachment Four: Core Democratic Values). Read the CDVs together and discuss any unfamiliar terms. Ask the students to recall what they know about editorial cartoons: why they are created and why people read them (as a public voice to bring attention to social/political issues).
  
  
• Ask students to reflect on how the CDVs and public voice are connected. Discuss which CDVs are evident when we use our public voice to try to bring about change. Tell the students that when they make a public statement, they are attempting to educate the public for the common good. For example, editorial cartoons about cleaning up the environment raise awareness of the issue and may cause more people to take action, therefore bringing about a social change. Because the change is for the common good, making an editorial cartoon may be a form of philanthropy
  
  
• Brainstorm a list of social (or environmental or political) issues that are important to the students. Record the students’ ideas on the board. Ask the students to choose one of these issues or come up with another of their own. They will make a statement about the chosen issue in an editorial cartoon.
  
  
• Pass out copies of Attachment Five: Editorial Cartoon Rubric. Each student uses art supplies and paper or poster board to create his or her own editorial cartoon voicing a point on an issue. The students use the rubric as a quality guideline. Students use the writing process to write the concise sentence that goes with the cartoon. They revise and edit in response to suggestions on word choice.
  
  
• Display the finished cartoons throughout the school.

• Interactive Parent / Student Homework:
  Tell students to read editorial cartoons in the newspaper at home this week and discuss the meaning with their families.

• Cartoons.com <http://www.unitedmedia.com/categories/index.html> (03 August 2003)
  
  
• The Detroit Free Press <http://www.freep.com/voices/cartoons/061103_mt_450.htm> (03 August 2003)
  
  
• The Detroit Free Press <http://www.freep.com/voices/cartoons/052803_mt_450.htm> (03 August 2003)
  
  
• Core Values of American Constitutional Democracy <http://www.ehhs.cmich.edu/~dnewby/coredvalues4.html> (03 August 2003)