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Establishes essential questions on how citizens influence government, how political cartoons communicate ideas, and how they expanded the effects of Brown v. Board. Provides outcomes, preparation guidance for students’ background on segregation and desegregation, instructional activity sequence using group work and a graphic organizer, accommodations for reading and differentiation, assessment strategies, and an extension activity to create student cartoons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lesson-civic-engagement-and-political-cartoons/413653/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lesson-civic-engagement-and-political-cartoons/413653.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of using political cartoons in this lesson?","Question",{"text":112,"@type":113},"The lesson uses political cartoons to exemplify civic participation and to help students interpret how political art reflects community ideas and reactions to events.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What essential questions guide students during the lesson?",{"text":117,"@type":113},"Students consider how ordinary citizens influence local and national governments, what a political cartoon is, how cartoons communicate perspectives, and how cartoons broadened the effects of Brown v. Board.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students complete the activity during instruction?",{"text":121,"@type":113},"Students work in groups analyzing assigned cartoons, fill in the first side of a worksheet/graphic organizer, then regroup for jigsaw sharing to discuss and complete the second column before sharing conclusions as a class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},413653,1791332912,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","LESSON: Civic Engagement and Political Cartoons  \n\n| GRADE LEVEL: Middle School\u003Cbr>SUBJECT: Civics, Government, Public Activism\u003Cbr>TIME REQUIRED: 45-60 minutes\u003Cbr>This lesson is meant to exemplify and expand upon ideas of civic participation and political art. | R\u003Cbr>P\u003Cbr>re\u003Cbr>ce\u003Cbr>w g\u003Cbr>N\u003Cbr>of\u003Cbr>to | ATIONALE\u003Cbr>olitical cartoons can particularly and more sincerely flect the ideas of a certain community or reactions tortain events. Creating and sharing political art offers aay for individuals to spread opinions and perspectives onovernmental and social developments.\u003Cbr>OTE: This lesson is designed as part of a series on types political activism. It can be adapted to fit a unit of this pic as needed. |\n| --- | --- | --- |\n\nFind lesson plans and more resources on Brown v. Board of Education produced by LDF and the Thurgood Marshall Institute here.  \nOVERVIEW  \nESSENTIAL QUESTIONS  \n● How can ordinary citizens interact with and influence their local and national governments?  \n● What is a political cartoon?  \n● How do political cartoons communicate ideas and perspectives?  \n● To what extent did political cartoons broaden the effects of Brown v. Board?  \nOUTCOMES AND OBJECTIVES  \nAfter the lesson students will…  \n● define what a political cartoon is and how it can be used.  \n● analyze how political cartoons can be useful in making change.  \n● question the relationship between Brown v. Board and contemporary political cartoons.  \nPREPARING TO TEACH  \n● Students should have a foundational understanding of Brown v. Board and the basic timeline of events associated with the development of segregation and desegregation in America.  \n● Teachers should  \n○ Print a copy of the attached page for all students.  \n○ Print (or virtually share) copies of the selected cartoons with students.  \nSCAFFOLDS AND ACCOMMODATIONS TO SUPPORT LEARNERS  \nReading support   \nTeachers might consider providing students with definitions for the words on the cartoons orthe vocabulary necessary to describe the cartoon.  \nDifferentiation…  \nTeachers can choose to edit the number of cartoons used in their class activity, depending on how they think their class could manage the differences of interpretation required for the selected cartoons.  \nAdjusting for high school grades…  \nTeachers may expand this lesson for high school grades by elevating the questions on the graphic organizer, or by encouraging students to analyze multiple cartoons (thus expanding their comparison analyses) . Teachers may also invite students to answer the questions they create about their cartoons by doing their own research.  \nINSTRUCTIONAL ACTIVITIES SEQUENCE  \n1. Review any necessary information/history with students to prepare them for the content of the lesson.  \n2. Explain to students that today’s lesson is about analyzing visual types of political activism. Divide students into six groups and assign each group one cartoon to work with. Instruct students to fill in the first side of the worksheet with their group as they analyze their cartoon.  \n3. Reorganize students so they are in groups with 6 members where each member has  \nlooked at a different cartoon (jigsaw sharing) . Invite students to share about their cartoon and fill out the first column of the graphic organizer.  \n4. Invite students to discuss the second column of the graphic organizer collectively and fill in the boxes.  \n5. Bring students back together and invite students to share their answers in the graphic organizer for each of the cartoons. Answer any final questions about the cartoons and their meaning.  \nASSESSMENT  \nTeachers can collect the students’ worksheets from this lesson in order to analyze student learning.  \nIf time allows, or as an extension of the lesson, teachers may invite students to design their own political cartoons around a theme of Brown v. Board.  \nMATERIALS NEEDED AND ADDITIONAL RESOURCES FOR ENRICHMENT  \nSources  \n● Binder 1, Thurgood Marshall Institute, pg. 29 (attached below)  \n● He","cbCaih9WPMb9I0su","https://ap.wps.com/l/cbCaih9WPMb9I0su","pdf",1498799,13,"English","# Overview\n# Essential Questions\n# Outcomes and Objectives\n# Preparing to Teach\n# Scaffolds and Accommodations to Support Learners\n# Instructional Activities Sequence\n# Assessment\n# Materials Needed and Additional Resources for Enrichment\n## Political Cartoons-Investigation Worksheet","[{\"question\":\"What is the purpose of using political cartoons in this lesson?\",\"answer\":\"The lesson uses political cartoons to exemplify civic participation and to help students interpret how political art reflects community ideas and reactions to events.\"},{\"question\":\"What essential questions guide students during the lesson?\",\"answer\":\"Students consider how ordinary citizens influence local and national governments, what a political cartoon is, how cartoons communicate perspectives, and how cartoons broadened the effects of Brown v. Board.\"},{\"question\":\"How do students complete the activity during instruction?\",\"answer\":\"Students work in groups analyzing assigned cartoons, fill in the first side of a worksheet/graphic organizer, then regroup for jigsaw sharing to discuss and complete the second column before sharing conclusions as a class.\"}]","LESSON: Civic Engagement and Political Cartoons | PDF",1790595401,33]