Herblock's Cartoon of Harry Truman's 1948 Campaign

2 Historical Letters: Integrating History and Language Arts Kay A. Chick

8 ‘Toonin’ into History: Online Collections of Political Cartoons James M. Duran

12 Weaving a Map: Making Global Connections Visible Teresa Secules and Rhodis Thompson

16 Great Zeus! Creating Greek Myth Cards John Marshall Carter

Supplement to Herblock’s Cartoon of National Council for the Social Studies Publications Number 29 Harry Truman’s 1948 Campaign May/June 2007 www.socialstudies.org Middle Level Learning 29, pp. M–M7 ©2007 National Council for the Social Studies

Historical Letters: Integrating History and Language Arts Kay A. Chick

Introduction descriptions of the same event, written In 1948 a woman named Lucile in Newark, Delaware wrote to her family in Blairsville, by two different people, may contradict Pennsylvania, about the presidential election of 1948. The letter is an interesting one another. For example, letters, news- example of one person’s opinion about a historic event (Figure 1). In this article, paper editorials, and oral histories of the I discuss some of the benefits and challenges of using personal, historical letters as Truman v. Dewey election could contain tools for teaching and suggest how such a lesson can serve the purpose of curriculum very different points of view from that integration. I help students analyze and comprehend a significant event in history with of the author of the letter in Figure 1. the use of this lesson.1 At the end of the article, I list extension activities that emphasize Therefore, no single source can be con- the six language arts, so that teachers might provide students with experiences to sidered unquestionably true and accurate. improve their literacy skills while also fostering historical knowledge and inquiry. It is the teacher’s responsibility to assist students as they consider various viewpoints and make inferences about the “I Was There” how people participated in and reacted meaning of different passages. Thus, the Primary sources are materials such as dia- to events as they happened.3 analysis of primary sources can be quite ries, oral histories, letters, photographs, Finally, original documents assist stu- complex, but introducing middle school drawings, and maps that were created by dents as they become skilled in reading, students to the challenge is valuable for people who experienced or witnessed a writing, and research. Primary sources many reasons. historical event. They represent moments often contain vocabulary and spelling in history that can provide insight into that is challenging, and content that is A Unique Contribution historical events, time periods, people, not easily comprehended. Locating docu- Historical letters are a primary source and places.2 ments, even with document facsimiles that is available in abundance in some As teaching tools, primary sources easily available on the Internet, requires communities. Especially (but not exclu- offer significant enhancements to the patience and diligence. These types of sively) among the well-educated, earlier usual secondary sources, such as text- reading, writing, and research skills are generations were prolific letter writers, books or instructional films. First, a often new to students, but are necessary with correspondence often passing primary source can stimulate curiosity, for them to make meaning from the docu- between writers on a daily basis. Some promote historical inquiry, and foster ment in front of them. writers would begin a letter at the begin- critical thinking. Original historical ning of a week, adding new information sources encourage students to observe, Rough Drafts of History for several days before mailing it. In the make inferences, and ask questions, just The nature of primary sources is very estate of one elderly woman, over 400 as historians do. Second, they humanize different from secondary sources such letters were found.4 Composed from the history, which provides human interest as most textbooks or children’s literature, early 1900s through the 1950s, the let- and allows students to analyze the experi- where authors usually provide their own ters tell of her brother’s participation in ences, behavior, thoughts, and feelings of analysis of history. Primary sources chal- World War II, the Pennsylvania flood of people from the past. Once students have lenge students to begin creating their own 1936, Hitler’s invasion of Austria, and acquired background information on his- views of the past. her experiences in college. Letters of this torical events and time periods, a deeper Using primary sources can foster criti- time period often detailed the daily life understanding comes from examining cal thinking. Because primary sources of individuals, highlighting events such documents that foster comprehension of carry the perspective of the writers, two as clothes and hair washing, cleaning,

May/June 2007 and meal preparation. They not only letters. For example, by clicking on the understand that the circumstances of his provide insight into historical events, collection, “California As I Saw It: First- first term (he became president upon the but allow students to compare and con- Person Narratives of California’s Early death of Franklin D. Roosevelt) affected trast earlier generations with their own. Years, 1849-1900,” teachers can access how the public perceived his legitimacy Students must be reminded, however, the letters of Franklin A. Buck, a Yankee as president, until he won an election for that letters provide only a snapshot of trader in the gold rush.9 that high office. an event in history, and do not grant us To further study this (or any) letter, the complete story. Students must fill in Dewey v. Truman students can use a Letter Analysis Form the gaps, just as historians do. Historical letters are one type of primary (Figure 3).11 After they have completed At the local level, many historical source that is easily integrated with lan- their forms individually, they can com- societies acquire letters and file or store guage arts instruction. Some educators pare responses with a partner, and then them by topic or time period. Such acqui- state that a primary document is best dyads can discuss their analyses with the sitions are often available to schools presented after students have background class. Questions on the Letter Analysis for historical studies. Collections can knowledge of the time period, or of a spe- Form can be used to initiate discussion, be found in books such as Dear Mrs. cific historical event, or both.10 However, which is an important component of Roosevelt: Letters from Children of the letters can also be used as an anticipatory social studies and language arts lessons. Great Depression5 and articles such as set to invite student attention, curiosity, Students need opportunities for free- Eli Landers: Letters of a Confederate and engagement, and set the stage for what flowing discussion and reflection, and Soldier,6 which provides teachers with is to come as the lesson progresses. letters such as this are crucial elements in discussion questions, teaching ideas, and Consider again the letter written by such conversations. As students begin to extension activities. Lucile, describing her reactions to the ask their own questions and gain experi- presidential election of 1948 (Figure 1). ence in historical inquiry, teachers may Letters Online I distribute this letter to students and we act as facilitators.12 They guide the pro- For teachers who are not able to eas- read it aloud. (I ask four students to each cess by asking students to consider what ily find letters in their community, the read aloud one paragraph.) I ask the class else they might like to know about the internet is a valuable source for document to consider key phrases and discuss their 1948 election and this period in history, retrieval. I’ve provided a small sample of meaning. For example, students might or how they might demonstrate what they online citations to letters from select peri- discuss why people in 1948 would be have learned. ods in our nation’s history, which teachers listening to election results over the radio, may wish to integrate into social studies and how that experience might be differ- Extension Activities classrooms (Figure 2). For example, in ent from watching the results on televi- As students gain knowledge about this the History Matters collection at George sion, as we often do today. historical event, they can demonstrate Mason University, teachers can select a I ask students what this phrase means: what they have learned through a quiz, topic such as women, military history, or “Maybe he has ability never seen, at least but teachers should also consider using contemporary United States, and then let us hope for it….” Do students under- extension activities, which are designed select letters and diaries as the primary stand that “he” refers to Harry S. Truman? to provide choice and promote creativ- source.7 Collections appear with links Can they explain that, although Truman ity. Extension activities can also provide and a description of each resource. For is now considered to be one of our great students with experience in all six of the example, by selecting “Contemporary presidents, his potential for leadership language arts, listening, speaking, reading, United States,” teachers can access the was not evident to many Americans in writing, viewing, and visually represent- National Baseball Hall of Fame and 1948? ing. Moreover, extension activities are Museum. By typing “Jackie Robinson Students can discuss what they already performance-based, so students demon- letters” in the search box, readers can know about Truman and how he first strate and apply their knowledge rather retrieve a letter written by Senator John came to be in office. Ensure that students than reiterate information on an exam. F. Kennedy to Jackie Robinson in 1960, concerning the senator’s desire for “first class citizenship for all Americans.” 8 ON THE COVER: “Cannon to Right of Them, Cannon to Left of Them.” (Published in the Letters can also be located at the Washington Post on February 23, 1948. Library of Congress collection). During the 1948 Learning Connections webpages of the presidential election, Southern Democrats (led by Strom Thurmond) rebelled, protesting President Harry Truman’s civil rights program. Left-leaning Democrats split off to form the American Memories collections at the Progressive Party (led by Henry A. Wallace). This prompted cartoonist Herb Block to invoke Library of Congress (Figure 2). This the heroic, if ill-fated warrior in Alfred Tennyson’s poem “The Charge of the Light Brigade.” website, designed specifically for teach- Truman surprised almost everyone, and proved pollsters’ predictions wrong, by winning the ers, contains alphabetized collections of election in November. primary source documents, including

Middle Level Learning Figure 1.

May/June 2007 Language arts activities can be completed events and people. Whether used at 5. Robert Cohen, ed., Dear Mrs. Roosevelt: Letters individually or in small groups. Extension the beginning or the end of a unit of from Children of the Great Depression (University of North Carolina Press: Chapel Hill, 2002); Mary activities for middle school students com- study, the work of analyzing a histori- Mason Royal, “Maybe You Could Help?” Middle pleting a study of the 1948 election are cal letter invites curiosity, engagement, Level Learning 22 (January/February, 2005): 2-8. 6. Stephanie Wasta and Carolyn Lott, “Eli Landers: not hard to imagine (Figure 4). Students critical thinking, and research. Personal, Letters of a Confederate Soldier,” Social Education choose from among eleven options, or historical letters can rarely serve as a 66, no. 2 (2002). create their own activity with teacher stand-alone, authoritative source; they 7. American Social History Project/Center for Media and Learning (CUNY) and the Center for History input and approval. are rather a catalyst, energizing students and New Media (George Mason University), In addition to sharing with classmates, to extend their historical thinking and “History Matters: The U.S. Survey Course on the Web” (2006), historymatters.gmu.edu/. students might benefit from sharing exten- pursue an active understanding of their 8. National Baseball Hall of Fame. “Primary Sources- sion activities and expertise with a larger social world. Jackie Robinson” (Cooperstown, NY: NBHF, 1999), audience. Give students the opportunity at www.baseball halloffame.org/education/. Notes 9. Library of Congress. “American Memory Collections” to demonstrate the knowledge gained 1. The letter, excerpted in this article, is in the private (Washington, DC: Library of Congress, 2006), from their work by giving a presentation collection of the author. memory.loc. gov/learn/. to parents, the elderly, or children in a 2. Carol Fuhler, Pamela Farris, and Pamela Nelson, 10. Theresa McCormick, “Letters from Trenton, 1776: “Building Literacy Skills Across the Curriculum: Teaching with Primary Sources,” Social Studies and younger grade. Such a culminating event Forging Connections with the Past Through the Young Learner 17, no. 2 (November/December elevates the status of students’ research Artifacts,” The Reading Teacher 59, no. 7 (April 2004): 5-12. 2006); Susan Veccia, Uncovering Our History 11. The Letter Analysis Form was modified from a and helps them internalize their knowl- (Chicago, IL: American Library Association, 2004), Written Document Analysis Worksheet created by edge and discoveries. 3. the National Archives and Records Administration, 3. Keith Barton, “Primary Sources in History: Breaking www.archives. gov/education/lessons/worksheets/document. Through the Myths,” Phi Delta Kappan 86, no. 10 html. Let students know that it is okay to write Conclusion (June 2005); Monica Edinger, Seeking History: “Unknown” where appropriate on this form. A lesson using historical letters can make Teaching with Primary Sources in Grades 4-6 12. Laurel Singleton and Carolyn Pereira. “Civil (Portsmouth, NH: Heinemann, 2000); Veccia, 3. Conversations Using Primary Documents,” Social a unique contribution to the integration 4. These letters are in the private collection of the Education 69, no. 7 (November/December 2005). of history and the language arts. This author. primary source, providing a snapshot of Kay A. Chick is an associate professor of cur- history, challenges students to develop riculum and instruction at Penn State Altoona, their own insights about historical Pennsylvania.

Figure 2. Examples of Historical Letters Available Online Letter Writer and Recipient Historical Period Website Online Publisher

Sarah Bagley to historymatters.gmu.edu/mse/ History Matters, George Women’s Rights, 1846–1848 Angelique Martin sia/letters.htm Mason University

Civil War Home, located through Louisiana State Absolom A. Harrison to www.civilwarhome.com/ Civil War, August 2, 1862 University, His Wife letter15.html www.cwc.lsu.edu/links/links6. htm

memory.loc.gov/ammem/ Learning Connections, California’s Early Years, Franklin A. Buck narrative cbhtml/calbkbibAuthors01. American Memory, Library of 1849–1900 html Congress

Capt. Robert Hanes to His docsouth.unc.edu/wwi/ Documenting the South, World War I, 1914–1916 Wife hanesletters/hanesletters.html University of North Carolina

A fifteen-year-old girl to The Great Depression, newdeal.feri.org/eleanor/ The New Deal Network Mrs. Eleanor Roosevelt 1929–1935 mi0136.htm

Middle Level Learning Figure 3. Letter Analysis Form Date of letter: Location from which letter was mailed:

Author of the letter: Position (Title) or information known about this author:

Recipient of the letter: Position (Title) or information known about this individual:

Location where this letter was received:

Unique physical characteristics of the letter (check one or more): Interesting letterhead Seals Handwritten “Received” stamp Typed Other

Analysis of the Content A. Why do you think this letter was written? ______

B. List three things the author said that you think are important or interesting and explain why. ______

C. List two things the letter tells you about life in the United States at the time it was written. ______

D. What perspectives, viewpoints, or bias does the author communicate? ______E. Write a question to the author that is left unanswered by the letter. ______

Source: This worksheet is based on materials from “Teaching with Documents: Lesson Plans” at www.archives.gov/education/lessons/.

May/June 2007 Figure 4. Extension Activities for the Presidential Election of 1948 Online Research the campaigns of Harry S. Truman, Thomas Dewey, Strom Thurmond, Resources for and Henry A. Wallace for the presidential elections of 1948. Then choose one of Students activities below as your culminating project for this unit of study. Your work will be graded, and it is due ______. American President (Univ. of Virginia), “Harry S. Truman: Campaign and 1. Create interview questions and interview an elderly person who remembers the Elections,” election of 1948. Videotape your interview and share it with the class. www.millercenter. virginia.edu/Ampres/ essays/truman/biography/3. 2. Perform a newscast from the past by interviewing Truman or Dewey the day before the election, the day after, or both. The Internet Public Library, “Harry S. Truman,” 3. Design posters for the campaigns of Truman and Dewey that state the position of www.ipl.org/div/potus/hstruman.html. each candidate on what you believe to be the significant issues in that election. Truman Presidential Museum and 4. Draw a political cartoon based on newspaper accounts of the 1948 presidential Library, “Truman Biographical Sketch,” election. www.trumanlibrary.org/kids/index.html.

5. Write and perform a speech supporting one of the two major candidates. Books for 6. Write a news editorial for publication on the day after the election of 1948. Students 7. Research ways that technology has changed campaigning and elections since 1948. Display your results as a poster or PowerPoint presentation.

8. Compose and perform a musical composition that reflects the events of the 1948 election and citizens’ reactions to it in the musical style of that era.

9. Write a creative essay describing how American history might have been different if courtesy www.lernerbooks.com either Dewey, Wallace, or Thurmond had been elected.

10. Write and illustrate an acrostic poem, a biopoem, or a concrete poem that repre- sents your understanding of the 1948 election or one of the candidates.

11. Perform a skit representing reactions to the newspaper headlines following the 1948 election.

12. (Student’s idea for a project) I would like to: Cannarella, Deborah. Harry S. Truman (Profiles of the Presidents). Minneapolis, MN: Compass Point Books, 2002.

Lazo, Caroline E. Harry S. Truman (Presidential Leaders). Minneapolis, MN: Lerner, 2002.

Morris, Jeffrey B. The Truman Way (Great Presidential Decisions). Minneapolis, MN: Lerner, 1994.

Otfinoski, Steven. Harry S. Truman: I will work individually, or I would like to work with: America’s 33rd President (Encyclopedia of Presidents). Danbury, CT: Children’s Press, 2005.

James M. Duran

With the advent of the Internet, a free and extensive collection of editorial relaying the multitude of perspectives cartoons covering various periods throughout American history has been placed at that existed at the time on the issues of the fingertips of every social studies teacher who has access to the web. As is often slavery and the Kansas Territory, John the case, however, teachers have too little time to locate and review these educational Brown’s raid on the armory at Harper’s resources. I have reviewed five sites that contain a variety of editorial cartoons and Ferry, and events leading up to the split provide practical ideas about how to incorporate these images into lesson plans for of the Democratic Party into Northern the classroom.1 and Southern factions.

When Benjamin Franklin created his such an exploration, the publishers of Herblock’s History: Political 1754 “Join or Die” cartoon in an attempt Harper’s have compiled digital versions of Cartoons from the Crash to the to persuade colonists to unite in the com- editorial cartoons covering the fourteen Millennium ing war against France, he could hardly presidential elections from 1860 to 1912. www.loc.gov/rr/print/swann/her have imagined the impact cartoons The site draws upon Harper’s Weekly, a block/intro-jhb.html would go on to have in today’s media. well-known publication of that period, Herbert Lawrence Block (1909–2001), The sites described here are large collec- as well as a variety of other electronic better known as “Herblock,” is viewed tions of drawings, but they also provide collections, averaging fifty cartoons, by many to be the preeminent editorial resources about how such images can campaign banners, and political prints cartoonist of the twentieth century. This be interpreted as powerful, but partial from each election. Library of Congress website chronicles and imperfect, samples of the historical record. Such critical analysis is a skill every teacher must include as part of any lesson that introduces cartoons into the classroom (Handout, page 11).

Harper’s Weekly: The Presidential Elections 1860–1912 elections.harpweek.com/ There exist few more appropriate win- dows into the soul of America’s past than Particularly useful at theHarper’s site is his work from his early days as a 19-year- its presidential elections. From the issues the fact that each cartoon is paired with old staff cartoonist at the Chicago Daily addressed by the candidates to the cam- an explanation of the image (as well as News (his first cartoon was a 1929 piece paign methods utilized by the political the sometimes-cryptic symbolism within advocating the preservation of our parties of the day, an exploration of these it) that places it in its proper historical national forests) to his final days at the elections allows students of history to context. Take for example the election of Washington Post. The site includes place their fingers firmly on the pulse Abraham Lincoln in 1860. The images Herblock’s illustrated essay about his of the nation at that time. To facilitate found on this site do a superb job of profession and its usefulness in a free

May/June 2007 society, which would be quite readable their own (one exhibit alone, “’Cartoon and, thus, created works that are often for most middle school students. “The America:’ The James Arthur Wood, Jr. very cluttered), but the explanations and political cartoon is not a news story and Collection,” contains over 36,000 origi- background information provided with not an oil portrait. It’s essentially a means nal drawings). images make it possible to understand and for poking fun, for puncturing pompos- One of the exhibits worthy of empha- use them effectively in your classroom. ity,” says Herblock. “If the prime role of sis here is “Bill Mauldin: Beyond Willie The Library of Congress also provides a free press is to serve as critic of govern- and Joe,” which chronicles the military tools to assist teachers in using these ment, cartooning is often the cutting edge images to create an effective educa- of that criticism.” tional environment. The section “It’s No Over his seventy plus yeas as a cartoon- Laughing Matter” has background infor- ist, Herblock witnessed first hand and mation and practice activities to assist commented on the twentieth century’s the reader in taking apart a cartoon and most memorable people and events. His deciphering its message (memory.loc.gov/ drawings capture the era of the Great learn/features/political_cartoon/index.html). Depression, the Nazi menace, World “What makes funny cartoons seriously War II, the Civil Rights Movement, and persuasive? Cartoonists’ persuasive tech- the Viet Nam War. He seemed to fear no niques do. All cartoonists have access to reprisals in the 1950s during Wisconsin a collection of tools that help them get Senator Joseph McCarthy’s hunt for and civilian career of the two-time their point across.” The activities on this communists (Herblock coined the term Pulitzer Prize winner (www.loc.gov/rr/print/ site, along with the additional links found “McCarthyism”) or during the Watergate swann/mauldin/). Although best known under “Resources for Teachers” provide scandal of the early 1970s that ended for the cartoons and wartime observa- teachers and students alike with tools to Richard Nixon’s presidency. In recog- tions created while a member of the U.S. effectively analyze political cartoons. nition of his work during that period, Army’s 45th Infantry Division, Mauldin Herblock was mentioned alongside Bob was equally adept in capturing American Association of American Editorial Woodward and Carl Bernstein when the society in the post war era. His work dur- Cartoonists Washington Post was awarded the 1973 ing the Civil Rights Movement while editorialcartoonist.com/index.cfm Pulitzer Prize for Public Service. working at the St. Louis Post-Dispatch, If the ultimate goal of a social studies Herblock also received the Pulitzer including the Prize on three separate occasions (1942, memorable image 1956, and 1979). For his lifetime contri- o f A b r a h a m butions, he was awarded the Presidential Lincoln sobbing at Medal of Freedom, the nation’s highest the news of John civilian award, in 1994. In conferring Kennedy’s assas- the award, then President Bill Clinton sination, remain acknowledged Herblock’s “service to our some of his most democracy and to humanity... [advanc- enduring images. ing] the common interest of freedom-lov- The webpage ing people, not only here at home but “American Cartoon throughout the world.” Prints,” while not much to look at, is Library of Congress Prints and a main crossroads Photographs Reading Room, from which one Caroline and Erwin Swann Founda- can access many tion for Caricature and Cartoon. collections (lcweb2. www.loc.gov/rr/print/swann/ loc.gov//pp/apphtml/appabt.html). Although teacher is the creation of an informed As impressive as the works of Herbert the search function can be somewhat cum- citizenry, as it should be, then current Block undoubtedly are, they represent bersome (using precise and descriptive events must be included into the curricu- only a small piece of the enormous pie key words helps), once you have mas- lum. As John W. Gardner so eloquently that is the cartoon collection of the U.S. tered it, you can be assured of finding an put it, “History never looks like history Library of Congress. This site contains image from virtually any time period in when you are living through it.” Thus, numerous on-line exhibits, each one American History. Some of the drawings the usefulness of editorial cartoons once containing images capable of serving are not the best quality (it seems that 18th again surfaces as a tool of instruction in as an invaluable teaching resource on century artists believed “more is better” the history classroom.

Middle Level Learning The Association of American Editorial Society.) In addition to current images, Websites of Interest Cartoonists (AAEC) website is a place an archive of past cartoons, organized to Teachers where anyone can gather countless images by topic, provides detailed information that inform and comment on the major and points of view from events as far Apple Learning Interchange, “Political Cartoons in the Classroom.” A lesson stories of the day. Combining works from back as 2001. What sets Cagle’s site apart for students to gain experience with the artists of more than fifty magazines is its decidedly international flavor. In analyzing political cartoons. and newspapers across the United States, addition to a large number of cartoons ali.apple.com/ali_sites/deli/exhibits/ 1000810/The_Lesson.html this website, which is updated daily, pro- updated regularly from American sources, vides a single location for students and the Cagle site includes links to artists Library of Congress, “It’s No Laughing teachers view a variety of perspectives. from more than thirty countries around Matter: Analyzing Political Cartoons.” Of particular use to teachers are the world. These cartoons convey points This site offers resources for teachers, lesson ideas, and a learning activity “Cartoons for the Classroom” lesson of view that students might not otherwise (that requires Flash plug in). plans, which are based on specific edito- receive from their local news sources. memory.loc.gov/learn/features/political_ rial cartoons (nieonline.com/aaec/cftc.cfm).2 These international images, when viewed cartoon/index.html A biweekly two-page lesson plan is posted alongside cartoons from U.S. publica- Newsweek, “Analyzing Political to the site for teachers to download and tions, provide ample opportunities to Cartoons.” This Newsweek Education print out for their individual classrooms. compare and contrast local and inter- Program activity walks students through the process of analyzing The first page is the lesson based on a national perspectives. political cartoons. particular hot topic from current events. The Cagle site contains lesson plans, www.newsweekeducation.com/extras/ The second page is a blank cartoon on five each for the elementary, middle, policartoons.php the same event, where students can try and high school levels, which contain PBS, “Cartoon Commentary.” This out their own captions/dialogue in an detailed instructions on methods for lesson from the PBS Art in the 21st effort to demonstrate their knowledge using the cartoon in the classroom (cagle. Century Lesson Library focuses on of the event while placing an emphasis msnbc.com/ teacher/). In addition to these the history and analysis of political cartoons. on critical thinking. Teachers can access grade-specific lessons, generic “Current www.pbs.org/art21/education/ an archive of lessons that dates back to Events” lessons, regularly updated on the abstraction/lesson2.html September 2003. As most issues are not site, provide five current cartoons and Truman Library and Museum, entirely resolved within a day, this archive a series of specific topic-related ques- “Cartoons and Lesson Plans,” A col- allows teachers to follow an event as it tions for each. The questions, along with lection of teaching materials and over the weeks, as reflected in a series of teacher notes designed to aid in guiding a cartoons of the era. editorial cartoons. discussion on the cartoon and the event, www.trumanlibrary.org/whistlestop/ cartoons/cartoon_central.htm allow even a novice teacher to acquire the prerequisite knowledge necessary to use Additional the political cartoons in the classroom in responsible and interesting ways. Collections

FDR Cartoon Collection Database, www.nisk.k12.ny.us/fdr/index.html Notes 1. William Ray Heitzmann, “Teaching with Cartoons: Looking at Elections through the Cartoonist’s Eye,” The Impeachment of Andrew Johnson, Social Education 64, no. 5 (September 2000), 314- www.impeach-andrewjohnson.com/ 319; Dwight C. Holliday and Janice A. Grskovic, “Using Political Cartoons: An Activity for Students Political Cartoons of the Lilly Library of Every Ability,” Middle Level Learning 15, (2002), (1765-1865), 8-9. 2. “Cartoons in the Classroom” is a project of The www.indiana.edu/~liblilly/cartoon/ AAEC, the Newspaper in Education program, and cartoons.html Daryl Cagle’s Professional the Nieman Foundation for Journalism. Cartoonists Index Oliphant’s Anthem, cagle.msnbc.com/ www.loc.gov/exhibits/oliphant/ Much like the AAEC site, Daryl Cagle’s Political Cartoon Primary Sources, Professional Cartoonists Index provides nhs.needham.k12.ma.us/nhs_media/ a plethora of editorial cartoons, covering James M. Duran is a social studies teacher at cartoonspolitical.html a wide variety of perspectives on count- Coleman Middle School in Tampa, Florida. He less topics. (Cagle is the daily editorial is an adjunct faculty member at the University World War I Cartoons, of South Florida in Tampa. rutlandhs.k12.vt.us/jpeterso/uboatcar.htm cartoonist for MSNBC.com and a former president of the National Cartoonists

10 May/June 2007 Middle Level Learning 29, p. M11 ©2007 National Council for the Social Studies Handout Cartoon Analysis Guide Use this guide to identify the persuasive techniques used in political cartoons.

Symbolism Analogy Cartoonists use simple objects, or symbols, to stand for larger An analogy is a comparison between two concepts or ideas. unlike things that share some character- After you identify the symbols in a cartoon, think about what istics. By comparing a complex issue or the cartoonist intends each symbol to stand for. situation with a more familiar one, cartoonists can help their readers see it in a Exaggeration different light. Sometimes cartoonists overdo, or exaggerate, the physical char- After you’ve studied a cartoon for a while, try to decide what the acteristics of people or things in order to make a point. cartoon’s main analogy is. What two situations does the cartoon When you study a cartoon, look for any characteristics that compare? Once you understand the main analogy, decide if this seem overdone or overblown. (Facial characteristics and clothing comparison makes the cartoonist’s point more clear to you. are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make Irony through exaggeration. Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists Labeling often use irony to express their opinion on an issue. Cartoonists often label objects or people to make it clear exactly When you look at a cartoon, see if you can find any irony in the what they stand for. situation the cartoon depicts. If you can, think about what point Watch out for the different labels that appear in a cartoon, the irony might be intended to emphasize. Does the irony help and ask yourself why the cartoonist chose to label that particular the cartoonist express his or her opinion more effectively? person or object. Does the label make the meaning of the object more clear? Discussion Questions

Once you’ve identified the persuasive techniques that the Finally, a complex but important question to ask about a car- cartoonist used, ask yourself: toon is this: • What issue is this political cartoon about? • Is the cartoonist being fair and accurate in his or her portrayal of people and events? • What is the cartoonist’s opinion on this issue?

• What other opinion can For example, history shows that cartoonists can use exaggeration you imagine another per- to promote an ugly ethnic stereotype; or draw an analogy only son having on this issue? by ignoring key facts; or poke fun at the victims of oppression, • Did you find this rather than the powerful. Naturally, we do not like cartoons that cartoon persuasive? lampoon our own favorite candidate or reveal the weak side of Why or why not? an opinion that we hold. But we do not have a right to not be offended in the civic forum. So when does a cartoon go beyond • What other techniques could fair criticism? Discuss this question with your peers using editorial the cartoonist have used to make cartoons that have been recently published in the newspapers. this cartoon more persuasive?

Sources: Library of Congress, “It’s No Laughing Matter: Analyzing Political Cartoons,” memory.loc.gov/learn/features/political_cartoon/ Art Spiegelman, “ Drawing Blood: Outrageous Cartoons and the Art of Outrage,” Harper’s (June, 2006).

Weaving a Map Making Global Connections Visible

Teresa Secules and Rhodis Thompson

Teaching in a school with numerous immigrant students gave Rhodis some this time students were starting to won- advantages for teaching world geography. Some students in each of her seventh grade der about these places, and asking more classes had been born in a foreign country, while others were born in the United States, questions about people, manufacturing, but had family members who had immigrated. She’d made use of this knowledge base and trade. in previous years, asking students to bring in artifacts from other places and talk about I led students in creating a huge wall their families’ countries of origin. map of the world, using an opaque pro- jector to enlarge each continent to the On the other hand, learning about questions that came up unanswered, but appropriate scale. Students summarized other places, much less teaching concepts challenged students to seek the answers some of the trends they noticed emerging like “economic interdependence” did not over the next few days: from the data that they were collecting, seem easy for Rhodis’s seventh graders. • How does our purchasing goods such as “sneakers from South Asia,” by Her school is located in a working class, from other countries provide jobs to stringing a piece of yarn from that area of inner-city neighborhood. Some of the people in those countries? the world to the United States. A small students had never been outside of the • How do nations support (or conflict paper arrow labeled “sneakers” marked city. Most of the native-born students with) one another by purchasing the U.S. endpoint. Then, as we progressed understood little of the rest of the world things from each other? in our study of world geography, students and seemed to care less. Even the new • How are things we “need” different noticed other connections and added immigrants had a tendency to see the from things we “want”? more “connections” to the map. United States as all-powerful and inde- • Why couldn’t we just make these The first region we investigated was pendent both culturally and economi- items here? North America—the United States and cally. Rhodis decided to confront this • Why have many U.S. companies Canada. Then we moved on to the neigh- misconception right from the start of the moved their manufacturing plants to boring regions to the south, Central and school year. The following description other countries? South America. Although some of the is given from her point of view. • What kinds of jobs can we have in students with family members from a this country now, if manufacturing region were very knowledgeable about The Evidence jobs are declining? it, they discovered they had much more On the first day of school, I asked stu- For homework, I asked students to to learn about economic connections dents to look at their own shoes, jackets, chose a room in their home and list the between nations. and backpacks to find out where these origin of every item in that room if that items were made. Students were surprised information could be identified. The next Two-Way Exchange to discover that they had never heard day their list of manufacturing countries At first students noticed obvious imports, of many of the countries whose names increased tremendously. I made a list such as cars from Japan and clothes from appeared on things they use every day. on the board of items and their origins, China. They read in their textbook about Students located each country on a world locating countries on the map. Students agricultural products (cheese, fruit) and map and talked about their purchase notice that some countries appeared on raw materials (petroleum, zinc) other and use of these items. I left most of the our list more frequently than others. By countries exported to the United States.

12 May/June 2007 Students were also excited to discover the origins of various foods and recipes. Latino students informed native-born students that the tacos they loved origi- nated in Mexico. Students whose families 3rd World Factory Floor came from the Middle East brought in hummus, made with ground garbonzo beans and mild spices, which was new to many of their classmates. The textbook also listed major imports for each Fund Rights Labor Romano/International Robin country, and students discovered some of the major goods and materials that come from the United States (such as lumber sold to Japan and grain sold to Saudi Arabia). Students learned that today, Russians can visit a McDonald’s “drive through” and order a Big Mac. Soon arrows on our big map began to appear in the other direction as well, leaving the United States and going to other countries. A young boy raking cocoa beans on drying rack at family compound in the Soubré re- Culture and Communication gion of Côte d’ Ivoire (Ivory Coast). Much of the cocoa in the chocolate that U.S. consum- With guidance from the teacher, students ers enjoy is farmed by children in West Africa. Visit www.ilrf.org to learn more. were beginning to think more broadly. They realized that not all imports were global interdependence and its ramifica- best to maintain peaceful relationships material goods—that ideas, philosophies, tions, both personal and political. with global neighbors. and cultural trends also moved from I saw signs that immigrant and country to country. We began to investi- native-born students were practicing How Students Learn gate how these exchanges had been going increased cooperation and tolerance for Understanding of important underlying on for quite a long time. one another. For example, some of the concepts—big ideas—is vital for students Students learned that, although our native students would remind me that to develop proficiency in a subject. We language had come from England with certain immigrant students were absent know from studies of how experts think the colonists, many currently used expres- from school for religious observances. that their rich knowledge bases appear sions came from other languages: Italian, This behavior may have been a result to be organized by the big ideas of the Yiddish, and Spanish, for example. When of sharing of ethnic artifacts, working in domain.1 A person’s ability to retrieve they started to trace the roots of their cooperative groups, participating in open information, analyze a situation, and favorite music they found African influ- discussions about cultures. Whatever the solve problems appears to.2 ences, as well as British. They learned that reason, students seemed to be developing Global interdependence is certainly our Founding Fathers had been inspired a greater awareness and respect for the one of the big ideas in world geography. by French philosophers, and that the different traditions represented in their The National Council for Social Studies political ideals stated in the opening of own community. lists, among the ten thematic strands, the Declaration of Independence and Students’ understanding of the impor- Global ConnectionS.3 Several of the Constitution have, in turn, inspired tance of interdependence in a global the eighteen National Geography stan- people in many other parts of the world. society grew over the school year. They dards relate to global interdependence, Talking with the immigrant students in often asked “what if” this or that could be including those on economic interdepen- their own classes, native-born students done in various situations. They came to dence, migration of human populations, learned that American culture now understand that natural disasters such as and Earth’s cultural mosaics.4 reaches around the world instantaneously earthquakes and tornadoes could inter- My students developed a rich under- through television and the internet. By rupt global interdependence. They knew standing of the big idea of global inter- this time the map was full of yarn con- that war could alter trade, taxes, migration, dependence because their learning nections between continents. and communication within and between experience continued over the entire As the year went on, students devel- countries. As the year progressed, stu- school year. I started by helping them oped an appreciation of the enormity of dents began to express a feeling that it is discover some of their own personal

Middle Level Learning 13 connection to the interdependent global class, provided some new information the origin of their own sneakers was a economy, establishing relevance through as well. Students began to see patterns discrepant event that confronted their their own sneakers and backpacks. This of economic interdependence between prior misconceptions about U.S. self- thread was strengthened throughout the countries and regions throughout the sufficiency. Second, the wall map was year as they found that more and more world. The map grew more complex as a graphic organizer that visually moti- things of personal importance—not just we added information about economic vated students to achieve. Finally, the food and clothing, but also non-material development and culture. repetition of the pattern with variations things like music and youth culture—had reinforced both the overall concept and global connections. Developing students’ Repetition the complexity that deepened the stu- interest is the first step in scaffolding their The repetition of the same important dents’ understanding. This was a lesson learning.5 concept in a variety of contexts was that extended students’ understanding itself helpful. The fact that the work of beyond the walls of the classroom, and Discover for Yourself previous units was constantly in front of beyond the 50 minutes each day that we Rather than being told their sneakers them helped students recognize repeat- had to begin exploring our connections were made in Asia, students took them ing patterns of connection, as well as with the world. off and looked at the evidence, expe- to see differences between regions. In riencing the discovery themselves. For this way, the wall map acted like a scaf- Notes years teachers have been told that some fold to hold together students’ thinking 1. James F. Voss, Terry R. Greene, Timothy A. Post, and Barbara C. Penner, “Problem Solving Skills in children are experiential learners. It can processes, making it possible for them the Social Sciences,” in Gordon W. Bower ed.,The be hard to figure out how to help children to perceive visually some of the patterns Psychology of Learning and Motivation: Advances in Research Theory, vol. 17 (New York: Academic experience social studies, but this simple that economists read from numerical data. Press, 1984), 165-213. act of looking inside their shoes led them The map also helped them keep track of 2. Michelene Chi, P. J. Feltovich, and Robert Glaser, to experience a global connection. the understanding they were constructing, “Categorization and Representation of Physics Problems by Experts and Novices,” Cognitive Furthermore, this discovery flew in the fact by fact, over the school year. Science 5 (1981): 121-152. face of their prior assumptions that the By the end of the year, students had a 3. National Council for the Social Studies, Expectations of Excellence: Curriculum Standards for Social rest of the world was irrelevant. Their deeper understanding of the concept of Studies: Executive Summary (Washington, DC: “all-important” sneakers had come from global interdependence and its impor- NCSS, 1994), summarized at www.socialstudies.org/ other countries. Psychologist Jean Piaget tance to their personal wellbeing. They standards/ execsummary/ 4. Geography Education Standards Project, Geography described this conflict between our had not simply memorized a term with for Life: National Geography Standards (Washington, expectations and a new experience as a few examples from a book. They had DC: National Geographic Research and Exploration, “disequilibrium.” 6 Students had previ- experienced it personally, visually, and 1994). 5. David Wood, Jerome Bruner, and Gail Ross, “The ously been content (in equilibrium) with repeatedly, thus constructing their own Role of Tutoring in Problem Solving,” Journal of their conception of the world, but new understanding piece by piece. Child Psychology & Psychiatry 17 (1976): 89-100; Linda S. Levstik and Keith C. Barton, Doing History information raised questions that their (Mahweh, NJ: Lawrence Erlbaum, 2000), 15. old belief could not explain. Science edu- Variations on a Theme 6. Jean Piaget, “Piaget’s Theory,” in Paul H. Mussen, cators carefully develop similar dramatic A wall map is a scaffold particularly suited ed., Carmichael’s Manual of Child Psychology, vol. 1 (New York: John Wiley & Sons, 1970), 703-732. demonstrations and experiments, called to geography and the effects of geogra- 7. Cathy L. Thompson, “Discrepant Events: What “discrepant events,” to confront students’ phy on history. This map of connections Happens to Those Who Watch?” School Science misconceptions head-on.7 Once chal- could certainly be used in other units of and Mathematics 89, no.1 (January 1989): 26-29. lenged, students work to replace mistaken study that call for an understanding of ideas with scientifically accurate under- interdependence. For example, a study of standings of physical phenomena, such the interdependence of rural and urban as gravity or electricity. areas within one country could be taught The student-created map covered a with a similar map. A somewhat similar whole wall of our classroom, a visual map could be constructed to show the representation of the connections that flow of culture, language, and ideas that students were finding as their studies accompanied historical migrations, such progressed. This graphic organizer was as the Columbian Exchange or the Silk not just a list or a bubble chart. It mod- Road from the Middle East to China. Teresa Secules is an associate professor in eled the understanding that we were Several aspects were vital to the suc- the Department of Secondary Education at working toward; the yarn and arrows cess of this exercise. First, relevance was Piedmont College, Athens, Georgia. showed interdependence between spe- established by having students discover Rhodis Thompson is a seventh grade social studies and science teacher at Appling Middle cific countries. Actually putting the yarn for themselves a personal connection School in Bartlett, Tennessee. and arrows on the map, as we did in this to the topic of the lesson. Discovering

Wheeler, Gilda et al., Engaging Students Through Global Issues: Activity those who live here. It offers an extensive collection of Based Lessons and Action Projects. Seattle, WA: Facing the Future, readings and source material on critical global issues, 2006. 261 pages. Free online as PDFs at www.FacingTheFuture.org. plus teaching ideas, lesson plans, and rich collections of Available as a booklet, $25.00, online or by resources for classroom teachers. It includes numerous calling 206-264-1503. political cartoons, handouts, and black and white photos of working people from around This curriculum guide features the world that photocopy well. “classroom activities for teaching Teachers should be aware that the point of about global issues and solutions.” It view of most of the material is generally critical is filled with handouts and overheads, of globalization: chapter titles include “Kids including gray-scale graphics designed for Sale: Child Labor in the Global Economy” to look sharp after photocopying. and “Colonialism without Colonies.” Charts and graphs are clearly Selected articles are available online in presented. Each of the 40 lessons Spanish. “Poverty and Word Wealth,” a begins with an overview for the classroom exercise that uses chocolate chip teacher and lists the range of grade cookies to teach students about the inequitable levels (upper elementary through distribution of wealth among nations, was grade 12) at which the lesson might be taught. reported on by CNN and in USA Today. Each lesson plan provides inquiry/critical thinking questions, objectives, preparation, introductory discussion, classroom activity, reflection, and action Benegar, John et al., Global Issues for the Middle School. Denver, ideas that include suggestions for service-learning CO: Center for Teaching International Relations, 1994. 206 pages. projects. Lessons are aligned with subject area standards $24.95. www.du.edu.ctir. 800-967-2847. (including those of NCSS). A companion intermediate-level student textbook This book, for teachers of grades 5 through 8, contains Global Issues and Sustainable Solutions: Population, 27 activities, including, “The Global Kid,” “The Poverty, Consumption, Conflict, and the Environment, Trees of Life,” “Sharing Our Global Environment,” as well as an advanced textbook, It’s All Connected, “Biodiversity,” and “The Family Tree of a Language.” are available from Facing the Future. The book opens with three activities designed to In a pinch, this guide could serve as a compendium of stimulate student thinking about the importance of stand-alone classroom activities that could be applied learning about other parts of the world and their own in all sorts of subject areas. On the other hand, the relationship to these. The remaining four sections authors outline a “scope and sequence” for a multiweek, focus on human values, global systems, global issues quarter, or semester unit of study on global issues. and problems, and global history. Each lesson plan describes objectives, the time required, materials needed, and step-by-step procedures. Some of the Bigelow, Bill and Bob Peterson, eds., Rethinking Globalization: entries include suggested extension activities, related Teaching for Justice in an Unjust World. Milwaukee, WI: Rethinking resources, and background information. Schools, 2002. 394 pages. www.rethinkingschools.org. $18.95. 800- There are numerous handouts in the book. The font 669-4192. and graphics are a bit clunky, but clear for photocopying and carefully edited. Although this third edition was This paperback book, the largest of the three described published some time ago, the information in the book here, helps teachers raise critical issues with students is perfectly relevant for today’s classroom. CITR, the in grades 4–12 about the increasing globalization of Center for Teaching International Relations, is at the world’s economies and infrastructures, and the the Graduate School of International Studies at the many different impacts this trend has on our planet and University of Denver.

Middle Level Learning 15 Middle Level Learning 29, p. M16 the back page ©2007 National Council for the Social Studies Great Zeus! Creating Cards of Greek Mythological Characters John Marshall Carter This activity is based on youthful fads such as collecting Yugioh and Pokemon trading cards. I introduce Greek mythological characters to my sixth grade students with this activity. I also hand out a writing rubric, which I give to students for almost any project involving writing.1 I give students nine weeks to create as many as 40 cards (for a grade of A), but the scope of the project could be adjusted to fit a teacher’s needs and the available time. Notes 1. Writing Rubric - Middle School. A rubric from the state of Georgia for assessing John Marshall Carter teaches sixth grade at G.W. expository compositions, including a six point scoring guide with well-defined criteria. Northcutt Elementary in College Park, Georgia. www.middleweb.com/ReadWrkshp/RWdownld/MvaleRubric.pdf.

DIRECTIONS FOR STUDENTS

You have ______weeks to make your personal set of Greek mythology character trading cards. Due date is ______. Our school librarian can provide books that will tell you about all sorts of Greek myths. Each of your 3×5-inch cards should include the following:

1. Name of one Greek mythological character (a god, goddess, origin, possessions, symbol, realm or habitat, and any other hero, creature, or mythic force) pertinent information. 2. Picture of the character Grade: You may help to determine your own grade by how many 3. Written description of the character, which may include what cards you make: A = 25 or more cards, B = 15 to 24 cards, C = 5 it does (its role and purpose), powers, vulnerabilities, story of to 14 cards, D = 1 to 4 cards, F = zero cards

1. Gaea 17. Atlas 33. Dionysius 49. Centaur 2. Uranus 18. Metis 34. Eros 50. Pegasus 3. Cronus 19. Zeus 35. Hebe 51. Sphinx 4. Rhea 20. Poseidon 36. Eris 52. Unicorn 5. Oceanus 21. Hades 37. Helios 53. Minotaur 6. Tethys 22. Hestia 38. Thanatos 54. Satyr 7. Hyperion 23. Hera 39. Pan 55. Medusa 8. Mnemosyne 24. Ares 40. Nemesis 56. Gorgons 9. Themis 25. Athena 41. The Graces 57. Nymphs 10. Iapetus 26. Aphrodite 42. The Muses 58. Hydra 11. Coeus 27. Apollo 43. The Erinnyes 12. Crius 28. Hermes 44. The Fates This is a partial list! There 13. Phoebe 29. Artemis 45. Cyclopes are many more characters to 14. Thea 30. Hephaestus 46. Circe choose from! 15. Prometheus 31. Demeter 47. Calypso 16. Epimetheus 32. Persephone 48. Charybdis

Middle Level Learning Supplement to National Council for the Steven S. Lapham MLL Editor Social Studies Publications Richard Palmer Art Director Number 29, May/June 2007 Michael Simpson Director of Publications www.socialstudies.org ©2007 National Council for the Social Studies

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