Student Resources:

• Early American Conflicts Essay
• Early American Conflicts Primary Source

Teacher Resources:

• Two or more printed copies of each political cartoon:
  • Cartoon 1 
  • Cartoon 2

Facilitation Notes

• This lesson asks students to view two political cartoons. It is suggested that the cartoons are printed and hung around the room for students to visit in small groups. The text on the cartoon does not need to be readable.

Engage

• Display the following scenario for students to see:
  • Imagine two friends are having a disagreement. What are the benefits of remaining neutral? Are there any drawbacks to remaining neutral? What if you agree with one friend more than the other, would you choose a side, why or why not?
• Explain to students that “When America was a young nation, it also had to choose sides or remain neutral in several disputes. Today we will look at how the leaders chose to handle those issues.”

Explore

• Assign and distribute the appropriate essay for students to read based on their reading level. Students can read individually, or teachers may select from the Modes of Reading Teacher Support Resource.
• When students have finished reading, distribute the student handout and put students in small groups to view the political cartoon.
  • There are two political cartoons, so groups will see one source and then switch with another group to see another. For example, there might be three copies of each political cartoon around the room. So, there will be 6 groups of students.
• As students view the first political cartoon, have student groups answer the first two questions then choose one from the remaining questions:
  • Which conflict from the essay is represented?
  • What pieces of evidence help identify the conflict?
  • Choose a Question:
  • What would you add to the cartoon to make it clearer?
  • If you could read or rewrite what the characters were saying what would it say?
  • Does the artist of the cartoon pick a side? What makes you think that way?
• Move the groups to the second political cartoon and repeat the question exercise.
  • You might encourage students to answer a different optional question at the new cartoon.

Assess & Reflect

Group Response Questions:

• Once students have read the essay and viewed both political cartoons, on the back of their handout, ask students in their groups to answer the following questions:
  • Which president was the most determined to remain neutral? Explain.
  • Which president was the most willing to use force to maintain national interests? Explain.
  • Which president had the most support from the public? Explain.
• Share group answers with the class and discuss any that do not have the same answers.

Extend (Optional)

• Ask students to create their own political cartoon for one of the other conflicts from their essay.