Introduction Write down the word on the board and ask students for their input on the meaning of the word. “perspective” Guide them to the understanding that history is made up of perspectives. This political cartoon includes several issues presented in this lesson so it serves as a tool to access student prior knowledge. Teacher will need to clarify misconceptions. Provide each student a copy of the Political Cartoon handout. As you ask leading questions write the answers on the board or circle items on a copy of the students’ cartoon. Ask questions such as: (People with distorted faces, dumping dark substance in What objects or people do you see in the cartoon? water off ships, tree with noose, club, feather-covered person, teapot, paper, tree, etc.) What are some words or phrases used by the cartoonist to identify objects or people within the cartoon? (Bostonians, excise (tax), Liberty Tree, Stamp Act, Tea, etc.) (Bostonians are drawn with distorted faces to symbolize What do you think the objects or people symbolize? their lawless behavior against the excise (tax) collector. Stamp Act document is drawn upside down to symbolize of this act. Liberty Tree with a noose on it symbolizes that hanging the tax colonists’ rejection collectors will bring liberty. Allow students to express other examples of symbolism.) (Allow students to guess what is happening based on their What do you think is happening in this cartoon? prior knowledge about this time period.) Whose point of view or perspective is represented in this cartoon? (The British point of view is represented since Bostonians are portrayed as lawless people.) Why? (Agree-British/Loyalists; What groups would agree/disagree with the cartoon’s message? Sons of Liberty/Patriots) Tell the students: In this lesson we will look at how ones perspective affects historical events.
Introduction Write down the word “perspective” on the board and ask students for their input on the meaning of the word. Guide them to the understanding that history is made up of perspectives. This political cartoon includes several issues presented in this lesson so it serves as a tool to access student prior knowledge. Teacher will need to clarify misconceptions. Provide each student a copy of the Political Cartoon handout. As you ask leading questions write the students’ answers on the board or circle items on a copy of the cartoon. Ask questions such as: What objects or people do you see in the cartoon? (People with distorted faces, dumping dark substance in water off ships, tree with noose, club, feather-covered person, teapot, paper, tree, etc.) What are some words or phrases used by the cartoonist to identify objects or people within the cartoon? (Bostonians, excise (tax), Liberty Tree, Stamp Act, Tea, etc.) What do you think the objects or people symbolize? (Bostonians are drawn with distorted faces to symbolize their lawless behavior against the excise (tax) collector. Stamp Act document is drawn upside down to symbolize colonists’ rejection of this act. Liberty Tree with a noose on it symbolizes that hanging the tax collectors will bring liberty. Allow students to express other examples of symbolism.) What do you think is happening in this cartoon? (Allow students to guess what is happening based on their prior knowledge about this time period.) Whose point of view or perspective is represented in this cartoon? (The British point of view is represented since Bostonians are portrayed as lawless people.) What groups would agree/disagree with the cartoon’s message? Why? (Agree-British/Loyalists; of Liberty/Patriots) Tell the students: In this lesson we will look at how ones perspective affects historical events. Sons