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e-AuthoringCourseware

Project: e-Authoring Lesson made with Adobe Captivate


Author: Marcus Byrd
Summary: This lesson is centered around analyzing political cartoons. The plan is to discover
the encoded message or central thesis of the cartoon through a close analysis. Students will be
assessed on their ability to deconstruct the messages of a political cartoon. The ADDIE design
principles

GuidingQuestions Plan

Analysis -Whoneedsthetraining? ThislessonisdesignedforhighschoolUSHistorystudentsto


developtheirmasteryofinterpretingandanalyzingpoliticalcartoons.
-Whenwilltheyneedthenew TheskillisneededforafullerpictureofUShistorybuttheskillset
skills? willalsobeusefulastheyseemoderncartoonsthatdepictmodern
events.Cartoonshaveencodedmessagesthataresimple
-Whydopeopleneedthe
illustrationsofcomplexevents.Ifapersondoesnotunderstandthe
training?
rhetoricaldevices(irony,symbolism,satire,allusion,humor,
-Wheremaythetrainingbe exaggeration,etc)..usedincartoonsthentheymaymissthe
conducted? complexityofthemessagebeingcommunicatedormissthe
messagealtogether.
-Whatskillsneedtobe
learned? Thistrainingcouldtakeplaceinatraditionalclassroomsettingorin
adistancelearningenvironment.Studentswillneedtolearnhowto
-Howmaythenewskillsbe researchtheculturalcircumstanceinwhichapoliticalcartoonis
taught? createdaswellasunderstandhowtodetecttheliterarydevices
usedtoencodeamessageinthecartoons.Theskillscanbeobtained
throughpracticeexercises.Atthehighschoollevel,studentsarenot
beingintroducedtotheconceptforthefirsttime.

Oneapproachcouldincludeananalysisofmoderncartoonthat
requiresunderstandingculturalnormstounderstandtheauthor's
message.Afterthisexercisestudentscouldbeintroducedto
cartoonsthatarenotfamiliartothem.

LearningGoals:

-Studentscaninterprettheencodedmessageofcommonpolitical
cartoons.

-Studentscanidentifyliterarydevicesthatareusedincartoons.

-Studentscancreateoriginalcartoonsandutilizesymbolism,to
simplifyacomplextopic.
AnalysisDiscussion Ialwaysfindmyselfthinkingthatthiswouldbebetterwithateam
workingonaprojectratherthanbymyself.Iusedtheguidelinesand
standardsforUShistoryascreatedbytheGaDOE.Politicalcartoons
areapartofcontentthatshouldbemasteredbyhighschool
students.Iwantedtopreparealessononthatneed.Studentsenjoy
cartoonsbutarentalwaysawareoftheelementsusedtocreate
them.

Design -Determinetopicstobe Inthislesson,PoliticalCartoonsfromtheGAPE(GildedAgeand


coveredandhowmuchtime ProgresssiveEra)willbeusedtofacilitateculturallyspecific
willbespentoneach referencesneededtounderstandacartoon.

-Writelearningobjectives LearningObjectives:
(Specifythebehavior,
conditionandstandard) -Studentswillidentifytheencodedmessageofacomicbylookingat
examplesofcartoons.
-Identifylearningactivities
andexercisestobeused -Studentswillstudythevariouselementsofacartoon'smessage.

-Identifyassessment CulturalAwareness
instruments Humor
Symbolism
-Selectmedia
Aftercompletingthecoursework,studentswillcompleteaquizin
Sway.

DesignDiscussion

Develop -Preparedraftmaterialsand IchangedeverythingintoaSwaypresentationfromthedesignstage.


activities Ibelievethatitworksforeverythingthatwasrequiredofthe
assignment.Itisaccessiblebyabrowserandincludesaquizasa
-Tryoutmaterialsand waytocollectstudentperformancedata.
activitieswithtarget
audiencemembers Onceastudentcompletesaquiz,theycanimmediatelyseetheir
performanceandreviewthecontentasneeded.
-Revise,refineandproduce
materialsandactivities

-Produceinstructortraining
materialsifneeded

DevelopDiscussion IworkedwithAdobeCaptivateforalittlebit.Iamnotsurewhybut
thesoftwarewasnotworkingproperly(mybestguessisthatI
installedtheincorrectbitformywindowspc).Iamdisappointedin
myinabilitytoworkwiththeadobeproductbutpleasedwiththe
outcomeofmyalternative.

Implement -Delivertraining Studentswillaccesstheinstructioninalessoncreatedthrough


Sway.Asstudentsworkthroughthelessontheywillhaveaccessto
-Providehelporsupportas aclassdiscussionboardforsupportandquestions.
needed

ImplementDiscussion Implementingtheswayisrelativelysimple.Allthatisneededisalink
andabrowser.Oncestudentsareintherightplacetheycanwork
throughthelessonandcompletethequiz.

Evaluate -Didthestudentsachieve Studentswillbeevaluatedwithaquiz.Studentswillbeaskedto


expectedlearning identifytheencodedmessageofapoliticalcartoon.Additionallythey
outcomes? willbeaskedtowritetheirowncaptionstoacartoonthathas
-Whathaveyoulearned? missingcaptions.Ifstudentsareabletoidentifythemessageofthe
cartoonthentheywillhavelearnedhowtointerprethistorical
-Howcanyoumakethe cartoons.
coursebetter?
Dependingonstudentperformanceandfeedbackchangeswillbe
madetothedesignofthelesson.

EvaluateDiscussion Thisisadifficultstagetocompletewithoutmorefeedbackand
studentresults.

References:
BickfordIII,J.H.(2012).Originalpoliticalcartoonmethodologyandadaptations.SocialStudies

ResearchandPractice.

Risinger,C.,&Heitzmann,R.(2008).UsingtheInternettoteachaboutpoliticalcartoonsandtheir

influenceonUSelections.SocialEducation,72(6),288-290.

Thomas,S.J.(2004).TeachingAmerica'sGAPE(oranyotherperiod)withpoliticalcartoons:A

systematicapproachtoprimarysourceanalysis.TheHistoryTeacher,37(4),425-446.
Yaman,H.(2010).CartoonsasaTeachingTool:AResearchonTurkishLanguageGrammarTeaching.

EducationalSciences:TheoryandPractice,10(2),1231-1242.

Images
AllimageswerecreatedwithToondooorfoundsearchingcreativecommons.