Is+the+representation+compelling?

//Below is this activity in the new template format. I changed/added a few things...feedback is always welcomed.



Thinking about// **Deciding whether the representation is compelling**


 * Strategy/challenge:** Decide whether the representation of a particular opinion is compelling


 * Catalyst for Thinking:** Political Cartoons

Political cartoons on the topics of: - fair trade - climate change - debt - foreign aid - poverty
 * Description (** examples of the kind of data that students might explore)


 * Objective (purpose)** / occasions / applications include:
 * examine a current geographical issue
 * read implicit message in various media forms


 * Selection of Data…(** see investigating images)
 * if comparing cartoons, consider choosing at least two different cartoonists to help students see various styles and/or perspectives
 * consider the impact of colour when choosing cartoons

//Introduce the idea that political cartoons convey a message - Present students with a simpler political cartoon on a topic with which they are likely to be familiar - e.g. // - Invite students to brainstorm the cartoonists' message - what is he or she trying to say? - Gather students answers on the board - Ask students to identify the clues in the cartoon that gave them hints that the author disapproved of drivers talking on their cell phones (or that cell phones made drivers unaware of their surroundings) - point them towards phrases used, images, etc. - Invite students to brainstorm with a partner other images that might have conveyed the same message; ask them to share their ideas with the class; note when students approve of another students' idea and suggest that there must be something in those ideas which make them compelling or convincing

//Introduce the task//

Explain to students that they will be examining several political cartoons on a topic they have been studying and their challenge will be to decide which political cartoon is most compelling.

//Build criteria for a compelling political cartoon//

- Invite students to return to the political cartoon regarding cell phones (see above) - Ask them whether the cartoonist's message is clear. Why might someone agree with the cartoonist's message? (i.e. they know people who have been in accidents; it's funny and maybe shocking but rings true - i.e. we know that cell phones do cause accidents from statistics, newspaper reports and personal experience; etc.) - suggest to them that they have uncovered the criteria for a compelling representation of an opinion:
 * it's accurate (based on accurate evidence; consistent with our background knowledge)
 * it presents adequate evidence
 * it makes use of powerful images and phrases
 * it provides a provocative/thoughtful message

//Connect to students' previous knowledge//

- Ask students to recall the lesson previously taught on Fair Trade or topic taught in present unit. - Invite students to share the key features of Fair Trade and explain that by activating their background knowledge it will help them be successful on the next task.

//Share the images/political cartoons //

- Invite students to look at the various Fair Trade political cartoons (see above) as you scroll through the power point presentation. - Encourage students to look beyond the obvious details, using the criteria they had just created. - As students have already learned about Fair Trade, encourage them to draw upon this understanding when reading the political cartoon's message.

//Select the most compelling political cartoon // There's some great stuff in: Snapshots of century Canada - Pg. 118 and in Exemplars in Historical Thinking - pg. 151-157 that we could adapt

// - Invite students to select the most compelling cartoon that meets the selected criteria using the "Deciding Whether the Representation is Compelling" blackline master. - Ask students to rank the political cartoons from least to most compelling using a numbering system individually.

Share findings//

- Ask students to get in groups according to the cartoon that they chose to be most compelling. - Ask students to discuss in their groups why they chose their cartoon, reminding them to use the selected criteria. - Invite students to share with the class why they believe their cartoon is the most compelling (make sure to display the individual cartoon as students are sharing).

//Summarize the information//

- Drawing on all the political cartoons and the students' explanations, as a class summarize what insights this activity has offered on the issue of Fair Trade. Provide additional information about the topic to challenge any dubious conclusions that have been proposed.

__Opportunities for Differentiation__

- Students can search for other political cartoons on the chosen topic - Students can use the criteria they just developed to create their own political cartoon - Students can rework the piece by creating a caption/phrase or changing an image to create what they believe to be a more effective political cartoon - For a variety of academic levels, choose political cartoons that have simpler or more difficult messages to understand.