Political cartoon analysis sheet
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This document provides a template for analyzing political cartoons by prompting the reader to identify the events or issues depicted, any real or symbolic people portrayed, the cartoonist's opinion on the topic, and whether the reader agrees or disagrees with that opinion.
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Cartoon Analysis Worksheet
This document provides a worksheet to guide students in analyzing political cartoons. The worksheet is divided into three levels. Level 1 has students list objects, people, symbols and identify words or phrases from the visual and textual components of the cartoon. Level 2 has students determine which objects are symbols and what each symbol means, and find the most significant words. Level 3 has students describe the action, explain how words clarify symbols, the cartoon's message, and what groups would agree/disagree and why. The worksheet aims to help students understand visual and textual aspects of cartoons and extract meaning.
Cartoon worksheet short answers
This document provides guidance for analyzing political cartoons. It instructs the reader to identify the main idea by determining the political event or idea depicted, key people or groups, how they are depicted through symbols, and any captions or speech bubbles. It also has the reader analyze the cartoonist's method by determining if the style is realistic or exaggerated, funny or serious, and what drawings are used to grab attention. The overall goal is to understand the cartoonist's intended message and persuasion.
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This document provides a worksheet to guide students in analyzing political cartoons. The worksheet is divided into three levels. Level 1 has students list objects, people, symbols and identify words or phrases from the visual and textual components of the cartoon. Level 2 has students determine which objects are symbols and what each symbol means, and find the most significant words. Level 3 has students describe the action, explain how words clarify symbols, the cartoon's message, and what groups would agree/disagree and why. The worksheet aims to help students understand visual and textual aspects of cartoons and extract meaning.
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This document provides guidance for analyzing political cartoons. It instructs the reader to identify the main idea by determining the political event or idea depicted, key people or groups, how they are depicted through symbols, and any captions or speech bubbles. It also has the reader analyze the cartoonist's method by determining if the style is realistic or exaggerated, funny or serious, and what drawings are used to grab attention. The overall goal is to understand the cartoonist's intended message and persuasion.
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Day 1
The document outlines the agenda for an economics class, including a do now activity, reviewing the syllabus, defining economics, and taking notes on economic systems. The notes section will cover the three main economic systems - traditional, command, and market - explaining their key characteristics and differences. Examples of each system will also be provided and discussed.
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Day 24
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Day 23
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1. A DO NOW activity completing a worksheet from the previous day.
2. An agenda covering a review, notes on presidential powers and roles, a graphic organizer, and a project to design a president.
3. Objectives to identify the different roles of the presidency and create a fictional president with qualities fulfilling those roles.
4. An overview of the president's roles as legislative leader, commander-in-chief, foreign policy leader, and various other powers like appointments and pardons.
Day 20
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Day 20
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Congressional powers jigsaw notes
Congress has both enumerated and implied powers according to the Constitution. [1] Enumerated powers include financing the government through taxes and borrowing, regulating interstate and foreign commerce, declaring war, and establishing courts. [2] Implied powers allow Congress to pass any laws necessary to carry out its enumerated powers, such as establishing military academies. [3] Congress also has the power to impeach and remove federal officials for serious misconduct through a process that involves charges in the House and a trial in the Senate.
Day 19 ccp
This document provides a to-do list for students to review notes that will help them study for an upcoming test, including a unit study guide, graphic organizer, slides on the two houses of Congress and congressional powers, and notes on how a bill becomes law. It also lists the day's agenda, beginning with reviewing the do now task and notes, followed by an activity, question generation, and current event group discussion.
Day 19 acc
The document provides instructions for students to prepare a comic strip presentation by getting the rubric and writing their names on it. It then lists the agenda for the class which includes comic strip presentations, a color wars activity, question generation and review, and a current events group discussion about Abraham Lincoln. The review section reminds students to have specific notes to study for an upcoming test, including a study guide, graphic organizer, slides on the two houses of Congress and how a bill becomes law, and typed notes from a jigsaw activity.
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Comic rubric
The document provides a rubric for assessing a supply and demand comic assignment. The rubric evaluates students on content, analysis, synthesis, and demonstrating competency. For strong performance, the comic would use in-depth content terms and facts to effectively answer the essential question. It would clearly analyze the information and use appropriate structure. For weak performance, the comic would use incomplete content terms and facts with minimal analysis and an ineffective structure. Students are tasked with creating an 8-slide comic demonstrating the relationship between supply and demand using one of three provided situations.
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The document outlines the agenda for an economics class, including a do now activity, reviewing the syllabus, defining economics, and taking notes on economic systems. The notes section will cover the three main economic systems - traditional, command, and market - explaining their key characteristics and differences. Examples of each system will also be provided and discussed.
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The document provides instructions for creating a children's book describing traditional, command, market, and mixed economic systems. The book must be between 8-10 pages and answer questions for each system about who determines production and who production is for. It must also describe the role of consumers and producers in each system and demonstrate an understanding of each in simple terms.
Cases and statutes to be familiar with
This document lists 14 important court cases and statutes related to religion and prayer in public schools. Some of the key cases mentioned include Santa Fe School District v. Doe which involved student-led prayer at school events, Engel v. Vitale regarding prayer in schools, and Tinker v. Des Moines Independent Community School District concerning free speech rights of students. The document recommends being familiar with these rulings and how they relate to the Establishment Clause of the First Amendment.
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The document outlines various roles in a mock trial dealing with separation of church and state. It describes the responsibilities of the prosecution and defense, which include presenting opening and closing statements, questioning witnesses, and knowing relevant legal precedent. The paralegal's role is to assist the lawyers by researching precedent cases. The jury must consider evidence from both sides and research relevant law. Supreme Court justices must be well-versed in constitutional law and precedent, question the sides, and write opinions. Witnesses must understand their character and testify accurately while withstanding questioning. Several specific witnesses are also outlined.
Day 27
The document provides an overview of the agenda and objectives for a lesson on nominating and electing leaders. It includes notes on the electoral college process, explaining that voters elect electors who then elect the president, and outlining the number of electoral votes each state receives. It also summarizes the nomination process at national conventions and the role of platforms and planks. The document concludes with a discussion question asking about the effect of the electoral college system on voter turnout.
Study guide q's unit 3
This study guide provides definitions and questions to help the student prepare for a test on civics topics including the roles and powers of the president, the executive branch, political parties, elections, and voting. It includes 35 multiple choice and short answer questions testing the student's understanding of key terms and concepts covered in class such as foreign policy, treaties, political platforms, electoral votes, and more.
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This document provides information about the voting process in the United States. It discusses how to become a registered voter by being 18 years old, a US citizen, and meeting state registration requirements. It describes the two types of elections - primary elections where parties choose candidates, and general elections where the public votes for leaders. It also outlines the differences between closed and open primaries, how independent candidates can get on ballots, when general elections are held, and the history and process of voting.
Day 24
The document outlines the agenda and objectives for a civics class. It includes a DO NOW activity, reviewing sections 6.3 and 6.4, taking notes on the two party system, analyzing a political cartoon, learning about the political spectrum, and taking a quiz. It then provides information about political parties, their roles, and the advantages and disadvantages of a two and multi-party system as well as one party governments. It concludes with reminders about an upcoming test, current events assignment, and notebook checks.
Day 23
The document discusses the powers of the presidency, including the presidential power to pardon individuals without checks from other branches of government. It then outlines an in-class activity where students will finish and present their "Design a President" projects. The rest of the class will include notes, reading checks, analyzing a political cartoon, and reviewing the lesson, which focuses on competencies including identifying the different roles of the presidency.
Design a president
The document provides instructions for students to create a story about a future president of the United States, including writing a brief biography outlining where they were born and grew up and their educational background, 2-3 paragraphs describing their presidency and role as head of state, and designing a campaign poster with a slogan and policy platforms. Students are asked to incorporate various constitutional qualifications and presidential responsibilities such as amendments, the cabinet, budgets, and judicial, legislative, and foreign policy powers.
Day 21 acc
This document provides an agenda and objectives for a lesson on the roles and powers of the President. It includes:
1. A DO NOW activity completing a worksheet from the previous day.
2. An agenda covering a review, notes on presidential powers and roles, a graphic organizer, and a project to design a president.
3. Objectives to identify the different roles of the presidency and create a fictional president with qualities fulfilling those roles.
4. An overview of the president's roles as legislative leader, commander-in-chief, foreign policy leader, and various other powers like appointments and pardons.
Day 20
The document discusses qualities and requirements for the US presidency. It lists 3 key constitutional qualifications: being a natural born US citizen, at least 35 years old, and a US resident for at least 14 years. It also discusses presidential terms, salaries, amendments affecting the presidency like term limits, and current leadership.
Executive branch classroom duties
The document outlines various student officer positions in a class including President, Vice President, and various Secretary roles. The President is responsible for starting class, calling on students, and reading the agenda. The Vice President takes over for the President when absent and can also substitute for the teacher. Secretaries track absent students, organize extra materials, pass back papers, remind students about the classroom environment, and manage supplies.
Day 20
The most important quality for a president is competency in understanding and fulfilling the powers and duties of the presidency as outlined in the US Constitution. The Constitution establishes three main qualifications for the president: being a natural born US citizen, at least 35 years of age, and a resident of the US for at least 14 years. Additionally, amendments have established a four year term limit and a maximum of two terms for the presidency.
Congressional powers jigsaw notes
Congress has both enumerated and implied powers according to the Constitution. [1] Enumerated powers include financing the government through taxes and borrowing, regulating interstate and foreign commerce, declaring war, and establishing courts. [2] Implied powers allow Congress to pass any laws necessary to carry out its enumerated powers, such as establishing military academies. [3] Congress also has the power to impeach and remove federal officials for serious misconduct through a process that involves charges in the House and a trial in the Senate.
Day 19 ccp
This document provides a to-do list for students to review notes that will help them study for an upcoming test, including a unit study guide, graphic organizer, slides on the two houses of Congress and congressional powers, and notes on how a bill becomes law. It also lists the day's agenda, beginning with reviewing the do now task and notes, followed by an activity, question generation, and current event group discussion.
Day 19 acc
The document provides instructions for students to prepare a comic strip presentation by getting the rubric and writing their names on it. It then lists the agenda for the class which includes comic strip presentations, a color wars activity, question generation and review, and a current events group discussion about Abraham Lincoln. The review section reminds students to have specific notes to study for an upcoming test, including a study guide, graphic organizer, slides on the two houses of Congress and how a bill becomes law, and typed notes from a jigsaw activity.
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Political cartoon analysis sheet
- 1. Political Cartoon Analysis Sheet What are the event(s) or issue(s) that Are there any real people in the cartoon? inspired the cartoon? Who are these people? Are there symbols in the cartoon? What What is the cartoonist's opinion about the are they and what do they represent? topic portrayed in the cartoon? Do you agree or disagree with the Additional comments…. cartoonist's opinion? Why?