Content Objective: I will be able to explain how 19th-century Chinese immigrants helped to make America great.
Standard Objective: I will be able to identify claims and counterclaims explicitly stated in text or determine implicit claims and counterclaims from text.
Content Objective: I will be able to explain how 19th-century Chinese immigrants helped to make America great.
Standard Objective: I will be able to identify claims and counterclaims explicitly stated in text or determine implicit claims and counterclaims from text.
Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.
Warm Up: How is your week going? Is there anything you are looking forward to or would like to share with Ms. Truong?
Warm Up: One interesting historical fact I learned from the pre-work is…
Applying Knowledge Together: Today, we are going to analyze a political cartoon from the time that the Chinese Exclusion Act was passed. Recall the persuasive techniques of political cartoons that we learned last week
Applying Knowledge: Let's take a look at another political cartoon from the time period we're studying.
Meet the Cartoon: What do you notice first? (Circle the 3 most obvious elements in "Show Your Work")
Observe the Visuals: List the people, objects, and places. Consider actions or activities as you caption each element. Which ones do you think are symbolic?
Consider the Words: Which words or phrases are most significant? List adjectives that describe the emotions portrayed in your captions.
4. Dig Even Deeper: Who drew this cartoon? What do we know about them? When is it from? What was happening historically at the time it was created?
5. Use as Evidence: What is the overall message of this image?
Exit Ticket: Which persuasive techniques were used in the "Golden Gate of Liberty" political cartoon?
Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4:
