Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Duration:
Two Forty-Five Minute Class Periods
Objectives:
The learners will:
- compare and contrast various cartoons.
- connect the Core Democratic Values to the concept of public voice.
- create an editorial cartoon.
Service Experience:
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.
Materials:
- Overhead projector copy of Attachment One: Marmaduke Cartoons
- Overhead projector copy of Attachment Two: Mike Thompson Editorial Cartoons
- Student copies of Attachment Three: Venn Diagram
- Overhead projector copy of Attachment Four: Core Democratic Values
- Student copies of Attachment Five: Editorial Cartoon Rubric
- Paper or poster board
- Various art supplies
Instructional Procedure(s):
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.
Assessment:
Assess student participation in whole-group discussions throughout the lesson. Assess student cartoons according to the Editorial Cartoon Rubric (Attachment Five).
School/Home Connection:
- Interactive Parent / Student Homework:
Tell students to read editorial cartoons in the newspaper at home this week and discuss the meaning with their families.
Cross-Curriculum Extensions:
Students make booklets with an editorial cartoon cut out of the newspaper on each page. Below each cartoon they write an analysis of the cartoon’s message. At the top of each page, the student writes a title (related to the topic or viewpoint). The cartoons are organized in the booklet in a meaningful way.
Bibliographical References:
- 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)
Lesson Developed By:
Virginia HowellHolton Public Schools
Holton Elementary
Holton, MI 49425
Handouts:
Handout 1Print Handout 1
Marmaduke Cartoons
Handout 2Print Handout 2
Mike Thompson Editorial Cartoons
Handout 3Print Handout 3
Venn Diagram
Caricaturas de Editoriales Caricaturas de Entretenimiento
Handout 4Print Handout 4
Core Democratic Values
|
Handout 5Print Handout 5
Editorial Cartoon Rubric
Editorial Cartoon
Create your editorial cartoon with the following three objectives as your guide. You will be awarded points for your performance in the three areas. The point value is described below. The points earned for each objective are added up for a total score.
0-2 total points equals a Low Performance.
3-4 total points equals an Average Performance.
5-6 total points equals an Exemplary Performance.
Objective One: Cartoon addresses a real social issue.
0 points
Cartoon does not address a real social issue.
1 point
The issue addressed is unclear.
2 points
Cartoon addresses a real social issue.
Objective Two: Cartoon clearly displays creator’s viewpoint through art and words.
0 points
Cartoon does not display creator’s viewpoint through art and words.
1 point
Creator's viewpoint is unclear because one of the elements is missing.
2 points
Cartoon clearly displays creator’s viewpoint through art and words.
Objective Three: Cartoon is respectful of others’ rights.
0 points
Cartoon is clearly disrespectful of others’ rights.
1 point
Cartoon could be interpreted as disrespectful of others' rights, but with minor adjustments could be corrected.
2 points
Cartoon is respectful of others’ rights.
Total Score ___________
Handout 6Print Handout 6
Valores Democráticos Básicos
|
Verdad
· honestidad
· integridad
· sinceridad
|
Soberanía Popular
· consentimiento del gobierno
· independencia
· mayoría tiene derecho de hacer decisiones políticas
|
Diversidad
· derechos de individuos
· respetar diferencias
|
|
Patriotismo
· lealtad a los valores y principios de la democracia en América encontrados en documentos como la Jura a la Bandera
· Carta de Derechos
|
Gobierno Constitucional
· Pesos y contrapesos
· Separación de los poderes
· federalismo
|
El Bien Común
· proveer seguridad
· promover el bienestar general
|
|
Justicia
· el debido proceso
· protección contra el allanamiento y encautación irrazonables
· imperio de la ley
· derecho a un juicio público y rápido por un jurado
|
Igualdad
· igualdad ante la ley
· igualdad social
· derecho a votar y a ocupar cargos
· igualdad de oportunida-des laborales
· oportunidad equitativa de vivienda
|
Derechos Individuales
· vida
· libertad
· libertad de prensa
· libertad de expresión
|
Handout 7Print Handout 7
Rúbrica para la Caricatura Editorial
0-2 puntos en total equivale a un Rendimiento Bajo.
3-4 puntos en total equivale a un Rendimiento Promedio.
5-6 puntos en total equivale a un Rendimiento Ejemplar.
0 puntos
La caricatura no aborda un tema social real.
1 punto
El tema no está claro.
2 puntos
La caricatura aborda un tema social real.
0 puntos
La caricatura no muestra claramente el punto de vista del creador por medio del arte y las palabras.
1 punto
El punto de vista del creador no está claro porque hace falta uno de los elementos.
2 puntos
La caricatura claramente muestra el punto de vista del creador por medio del arte y las palabras.
0 puntos
La caricatura es claramente una falta de respeto a los derechos de los demás.
1 punto
La caricatura puede ser interpretada como falta de respeto a los derechos de los demás, pero puede ser corregida con menores ajustes.
2 puntos
La caricatura respeta los derechos de los demás.
Unit Contents:
Overview:We the Kids—The Three Branches and Me Summary
Lessons:
- 1.
- Building the Foundation
- 2.
- No Joke—My Voice Counts!
- 3.
- Dancing and Singing through the Bill of Rights
- 4.
- Kid-Friendly CDVs
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
My kids loved this lesson. Kids are attracted to cartoons so they already had a high degree of motivation. They hadn't thought about cartoons as a way of communicating opinions on issues. They're used to seeing them as entertainment. What was really nice is this lesson fit with our process writing program in Lang Arts. They could make the connection to "audience".
(The positive aspect of using this lesson was) the connection between political involvement and philanthropy.
This allows students to connect previous knowledge with new knowledge. It also allows students to discover new ways of looking at and thinking about familiar things like cartoons.