Political Cartoon Instructions & Rubric



US HISTORY

Gilded Age Comic

Name____________________________

Hour_____________________________

Political Cartoon Instructions & Rubric

YOUR TASK:

Create a cartoon that explains something unique about what we have learned the last few days based on the mid to late 19th century.

How do I begin to create a political cartoon?

First you must ask yourself, “What is the issue I want to write about?” The issue at hand is the Gilded Age (1870’s-1900). A good way to decide is to look over your notes. What issue stands out to you? Meaning, was there something that shocked you, something that you think is not right, something that seems hypocritical, something that you think needs change, something that is emotional, etc. You should write down your statement and then ask yourself “why do I feel this way and what should be done?”

Examples:

1. Triangle Shirtwaist Factory

2. The American Dream and the Gilded Age

3. Bessemer Process

4. Chinese Immigrants and the Railroads

5. Creation of time zones

6. New inventions / vast natural resources

It can be humorous, serious, ironic, etc. It can be a single drawing, a series of “boxes” (comic strip), or a before and after comparison, etc. (use your creativity).

If you can draw well, then draw well. If you can only draw stick figures (like myself), then draw stick figures. I only ask that you are neat, you add color, and you give your cartoon a title. Also, please add a caption or thought bubbles (words) to make the cartoon make sense. Do not assume I can figure out your drawings!

Where: on the back of this paper

How: using the coloring supplies in the front of the room

Due: Tomorrow at the beginning of class. Have a good time exploring your creative side!

Please note:

It is very tempting to copy cartoons that have already been done. Some students believe that they can take an idea from an artist, change a thing or two, and then claim it is their own. This is plagiarism and will result in a “0” on your assignment. You must come up with an original idea.

________/10 points: Cartoon portrays a concept unique to the Gilded Age. Historical information (characters, setting, dates, names) are factually accurate and meaningful.

________/5 points: Cartoon flows and can be understood by others. Thought bubbles or captions explain the concept to the reader. If separate frames are used, they flow from one to the next with action or speech.

________/5 points: Substantial artistic effort was made (stick figures OK!), and must show detail and neatness.

________/20 points: Final grade Comments

________/10 points: Cartoon portrays a concept unique to the Gilded Age. Historical information (characters, setting, dates, names) are factually accurate and meaningful.

________/5 points: Cartoon flows and can be understood by others. Thought bubbles or captions explain the concept to the reader. If separate frames are used, they flow from one to the next with action or speech.

________/5 points: Substantial artistic effort was made (stick figures OK!), and must show detail and neatness.

________/20 points: Final grade Comments

Political Cartoon Rubric

| |6 |5-4 |3-2 |1-0 |

| | | | | |

|Meets Basic Requirements |Student’s project follows|Student’s project is |Student’s project is |Student’s project does |

| |all five instruction |missing a minor point |missing a major point |not conform to more than |

| |points. |from instructions (for |(for example: paper is |one major point. |

| | |example: date or title) |not 8.5X11) but is still | |

| | | |completed | |

|Organization & |The political cartoon is |The political cartoon is |The political cartoon is |The political cartoon |

|Preparation |of excellent quality and |of good quality and it is|of fair quality and seems|appears to have been |

| |it is apparent that the |apparent that the student|rushed. |hastily created and |

| |student spent time in |spent some time. | |appears messy or |

| |preparing it. | | |disorganized. |

|Knowledge & Concept of |The political cartoon |The political cartoon |The political cartoon |The political cartoon |

|the Topic |demonstrates higher level|demonstrates an |demonstrates recognition |demonstrates that the |

| |understanding of an |understanding of an |of an issue but not a |student is still |

| |issue. |issue. |clear understanding. |struggling to understand |

| | | | |the issue. |

|Creativity of the Product|The political cartoon’s |The political cartoon’s |The political cartoon’s |The political cartoon’s |

| |style, color, and impact |style, color, and impact |style, color, and impact |style, color, and impact |

| |align perfectly with the |align well with the |do not align well with |seem disjointed and |

| |students ideas. |students ideas. |the students ideas. |rushed. |

|Visual Expression of |The political cartoon is |The political cartoon is |The political cartoon |The political cartoon |

|Ideas |rich with symbolism. The|rich with symbolism. The|demonstrates little |demonstrates little to no|

| |message goes beyond a |message goes beyond a |symbolism. The message |symbolism. The message |

| |statement and reflects an|statement and reflects an|does not really go beyond|does not really go beyond|

| |in-depth opinion |in-depth opinion |a statement (for example |a statement (for example |

| |answering more than one |answering one of the |“people in Africa are |“people in Africa are |

| |of the “questions to |“questions to answer.” |starving”) and does not |starving”) and does not |

| |answer.” | |reflect an in-depth |reflect an in-depth |

| | | |opinion answering more |opinion. |

| | | |than one of the | |

| | | |“questions to answer.” | |

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