Political Cartoons as Muckrakes:
Reform Through Late 19th Century Editorial
Art
James
Garcia - Centennial High School - Champaign, IL
American
History Teachers Collaborative – Summer 2009
To download this lesson in PDF format, click here.
Abstract
High school American History students
examine political cartoons in this multiple day lesson to expand their
knowledge base of muckraking. The popularity of political cartoons to
encapsulate the American opinions of the masses emerged in this era and the
cartoons were used as vehicles for reform. This mini-unit has students gaining
a basic understanding of muckraking, media, and political cartoons. Students
work with partners to examine a particular political cartoon with an
accompanying history of the topic. The partners have been given a cartoon based
on a topic from the era which relates to reform. Partners then present the
pervasive political cartoons along with a set of notes to the class in a jigsaw
to better understand the pervasive issues of the Reform Era.
Essential Questions/Enduring Understandings
1.
What were the reform movements from
the Progressive Era?
a.
What were the different opinions of
the issues at hand?
2.
How were the reform movements from
the Progressive Era linked to each other?
3.
How were political cartoons
effective means of communication?
Assessment
1.
Muckraking PowerPoint notes
2.
Political cartoon primary source
analysis sheet.
3.
Partner presentation and completion
of notes.
4.
Graphic Organizer of Progressive Era
reform movements
Setting the Purpose
Students will begin this unit by having a K part of a KWL chart
discussion. The teacher will introduce a PowerPoint about Muckraking by asking
students what they know about the term or the words in the term. The teacher could
bring in a rake and some homemade muck to help the class visualize what
muckraking is.
Analysis of Local Primary Sources
Students will be looking at various issues that muckrakers exposed
through political cartoons. While the option to cruise through microfiche at
the University of IllinoisÕ History Library would be the best option to find
local political cartoons during the Era of Reform, the best way to analyze
local sources would be to look outside of the boundaries of a political
cartoon. There are a few local primary sources about Prohibition, including a
picture and some Op-Ed articles. A couple student groups will be given the
local primary sources to present to the class after the general political
cartoons have been presented.
Ties to National Primary Sources
The primary sources/political cartoons are tied to national movements
but may reflect a local sentiment. For example, many Minnesotans could have
cared less about Boss Tweed, but the movement of corrupt individuals into the
spotlight was a national movement and a tenet of the Progressive Era.
Procedures
1.
Teacher should introduce topic of
muckraking by completing a K chart along with the class (KWL w/o the W and L)
– 10-20 minutes
2.
Teacher should then transition to
PowerPoint and notes about the issues that will be discussed in the lesson.
Students will complete notes sheet along with the PowerPoint. – 1-2 class
periods
3.
Teacher should divide class into
pairs and explain jigsawing project.
a.
Divide class – 10 minutes
b.
Pass out political cartoon,
accompanying Wikipedia entry about the topic, political cartoon analysis
sheets, political cartoon analysis sheet transparency, and transparency marker
– 10 minutes
c.
Explain to class how they will
present their issue to the class along with their cartoon with a full
explanation of the topic – 10 minutes
4.
Allow class one period to address their
cartoon, analysis sheet, and Wikipedia article – 50 minutes
5.
Have all pairs present 5 minute
presentations about their topic. -
100 minutes
6.
Use remainder of time to complete
Web of Muckraking issues graphic organizer. Allow students to decide which issues
are connected to which other reforms. – 20 minutes
Sources
Child Labor
No Prison Big Enough for Tweed
Women Suffrage British Political Cartoon
http://rationalrevolution.net/images/childlab.png
http://www.authentichistory.com
http://www.law.umkc.edu/faculty/projects/ftrials/haymarket/cartoonhistory.JPG
http://newman.baruch.cuny.edu/digital/redscare/IMAGES_LG/Last_Few_Buttons.gif
http://www.library.gsu.edu/spcoll/spcollimages/labor/19clabor/Labor%20Prints/80-39_1.jpg
http://www.learnnc.org/lp/media/lessons/suffrage/electionday.jpg
http://amhist.ist.unomaha.edu/module_files/Muckraking.gif