Students study editorial cartoon persuasion in this lesson. Students are going to: 
- enumerate characteristics of political cartoons. 
- determine the author's intent throughout reading and examining cartoons. 
- determine and assess the persuasiveness, vocabulary, and literary devices used to make a case.

- In what ways does text interaction encourage thought and action?

- Irony: The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the actual result of a sequence of events and the expected result. 
- Propaganda Techniques and Persuasive Tactics (logical fallacies): Propaganda techniques and persuasive tactics are used to influence people to believe, buy, or do something. Students should be able to identify and comprehend the propaganda techniques and persuasive tactics listed below. 
1. Name-calling is an attack on a person instead of an issue. 
2. A bandwagon appeal tries to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it. 
3. A red herring is an attempt to distract the reader with details not relevant to the argument. 
4. An emotional appeal tries to persuade the reader by using words that appeal to the reader’s emotions instead of to logic or reason. 
5. A testimonial attempts to persuade the reader by using a famous person to endorse a product or idea (for instance, a celebrity endorsement). 
6. Repetition attempts to persuade the reader by repeating a message over and over again. 
7. A sweeping generalization (stereotyping) makes an oversimplified statement about a group based on limited information. 
8. A circular argument states a conclusion as part of the proof of the argument. 
9. An appeal to numbers, facts, or statistics attempts to persuade the reader by showing how many people think something is true. 
- Satire: A literary tone used to ridicule or make fun of human vice or weakness.

- “Common Political Cartoon Symbols” http://arch.k12.ar.us/apush/files/Assignments/Political%20Cartoon%20symbols.pdf 
- “The Sneetches” (2-minute clip) https://www.youtube.com/watch?v=sh1qWZWNGGE 
- This clip can be shown in class. As an alternative, read aloud from the following:
- Dr. Seuss. (1961). The Sneetches and Other Stories. Random House.
- Hitler woodpecker cartoon http://orpheus.ucsd.edu/speccoll/dspolitic/pm/10522cs.jpg 
- “Dr. Seuss Went to War: A Catalog of Political Cartoons.” Mandeville Special Collections Library, 2000. http://orpheus.ucsd.edu/speccoll/dspolitic/ 
- “The Political Dr. Seuss.” Independent Lens. PBS. https://www.pbs.org/independentlens/politicaldrseuss/gallery.html 
- Editorial Cartoon Devices (L-L-8-1_Editorial Cartoon Devices and KEY)
- Building a Portfolio instructions (L-L-8_Building a Portfolio)

- Call on students during discussion periods to gauge their understanding of the material, and move around to offer support as they work through the study guide questions. If further practice is required, offer reteaching or examples as needed, along with more resources.

Modeling, explicit instruction, scaffolding, and active engagement 
W: Consider the potential effects of persuasion and propaganda on attitudes and behavior. 
H: Use the well-known Dr. Seuss picture book The Sneetches to get students talking, and have them consider how the story might serve as an allegory for a serious subject. 
E: Construct a foundation for political cartoon analysis by offering educational definitions and vocabulary. 
R: Have students create a portfolio as a means of facilitating introspection about the new ideas through their own cartoon analysis and search. 
E: Assign students to write succinctly to demonstrate their grasp of the cartoon's persuasive strategies and how the artist intended for it to be conveyed. This will give them independent practice.
T: Customize instruction by giving readers pre-selected cartoons based on differences in reader and cultural knowledge, giving students who struggle with abstract analysis prescribed questions to help with analysis, and using flexible grouping for analysis practice.
O: Plan learning activities using guided instruction, independent study, critical thinking, and analysis revision.

Main Question: How can cartoons and art have an impact?

Read a passage from the book or play a video clip from Dr. Seuss's Sneetches. Ask, "What seems to be an issue in this story?" ( discrimination and bias) Students may point out the irony between the Jews being required to wear stars and the outcasts not having any. ) "Why does the writer employ humor to address such a serious subject?" (To amuse readers while introducing them to ideas that provoke thought)

Say, "Dr. Seuss—real name Theodore Geisel—wrote children's stories and also drew political cartoons during World War II. Seuss expressed his opinions through a cartoonish style."

Part 1

Go over the Editorial Cartoon Devices handout (L-L-8-1_Editorial Cartoon Devices and KEY) with the class. Discuss which terms refer to cartoon characteristics and which are text-expression techniques. Answer the questions to examine a WWII Dr. Seuss political cartoon as a class.

Students can consult "Common Political Cartoon Symbols" for further information about well-known symbols found in literature and cartoons. Assign students to pairs so they can test one another on definitions related to drawing political cartoons. Ask students to list a current issue that concerns them, share their thoughts on it, and name one symbol that has something to do with it.

Part 2

Say, "The unit's performance assessment will include a few of the assignments from this unit. At the end of the unit, you will turn in your portfolio, which contains all of your assignments." Give copies of the L-L-8_Building Portfolio instructions for creating a portfolio. Talk about the guidelines and address all questions. NOTE: You might want to gather the portfolios after each lesson if the lessons are given over a long period.

Offer severable magazines, pamphlets, and newspapers. Note: Old magazines can be found in libraries and used for this purpose.

Say, "Find two or three political cartoons to add to your collection. Examine the content and presentational strategies of each cartoon. Compose a critique of the cartoonist's methods for expressing their viewpoint. Your unit assessment portfolio will include this collection."

Allow enough time to locate cartoons and finish the analysis. Help students who might require more guidance. Instruct students to include the completed projects in their portfolios.

Extension:

Students who are willing to go above and beyond the call of duty should be encouraged to look for political cartoons or murals on the websites under Related Resources. Students should discuss text, colors/mood, and the artist's message or position in addition to describing the mural or cartoon in succinct terms and pointing out symbols. To fully comprehend the political and social events that served as the inspiration for the mural or cartoon, some background research may be required.

To find out if misunderstandings about the literary devices are preventing students from analyzing cartoons, have those who require more learning opportunities go over the devices first. Ask students to look over and evaluate contemporary cartoons using a multiple-choice format with your help. Examine the logic behind the incorrect answers.