questions on many topics in us history
apush question of the day
LIVING CONSTITUTION PROJECT
WHS-Perspectives on Politics- Honors- Mrs. Kroll
You are to read newspapers and magazines (recent past and present) for the
next eight weeks looking for evidence that the rules to the game of government
embodied in our Constitution are still in force.
• Gather twenty (20) clippings following these rules:
1. Each clipping is to demonstrate only one rule of the Constitution. (You
cannot use the same clipping twice.)
2. You can only use a rule of the Constitution once.
3. You will try to demonstrate as many different parts of the Constitution as
possible, concentrating as much on powers and limitations as on details.
4. You should try to have one each of the following to illustrate federalism:
one article on state government, one on county, one on municipal government
and one on the national government.
5. You must illustrate at least five of the first ten amendments (The
Bill of Rights), BUT YOU CAN ONLY USE AN AMENDMENT ONCE! You can use no more
than ten amendments; the rest of the articles have to deal with the
Constitution itself, prior to the amendments.
6. Be sure that the remaining clippings demonstrate as many different parts
of the Constitution as possible.
7. At least two clippings should be editorial cartoons; at least two should
be written editorials.
8. You may use
o newspaper articles
o magazine articles
o editorial cartoons
(yes, you can access these on the internet)
DETAILS, DETAILS!
1. As you read an article, highlighting a specific segment of the Constitution,
• highlight the significant words.
• cut the whole article out and glue it to a piece of typing/copying paper. No
staples or tape, please.
• write the name of the newspaper under the article.
• use the original article or carefully copy it.
2. Setting up each article:
• Put the articles in a folder in the order in which they appear in the
Constitution.
• Include a Table of Contents which numbers your articles from 1-20.
• At the top of the page, over the clipping, note the constitution article and
clause [paragraph] or amendment illustrated, and write/type the exact wording
from the Constitution.
It is suggested that on the left hand side of your book you have the portion
from the Constitution and on the right hand side you have the
article/editorial/cartoon, followed by your typed commentary on the interplay
between the portion of the constitution and the current day piece you have found.
3. Presentation— be prepared once this is handed in to discuss in class what
your approach has been.
• Cut neatly! Use a ruler.
• Glue. No staples or tape.
• NO PAGE PROTECTORS!
• No envelopes. Fold the article neatly so that it fits on the page.
• Type preferably all commentary.
START NOW. Do not wait until the last few days to do this!
DUE FRIDAY, JANUARY 9---PERIOD 5!!!
SUPREME COURT CASE ANALYSIS
Tracking a Supreme Court Case
The Supreme Court resolves some of the most pressing and controversial issues
in the United States today. The Court receives thousands of petitions each
year, thus each case it decides to
hear typically is one that tackles a politically volatile issue. To
familiarize yourself with the process by which cases reach the Supreme Court
and to better understand the political significance
of one of the Court’s decisions, choose a case that has been heard in the
Supreme Court in the past year and answer the following questions.
1. What is the title of the case you have chosen to examine?
___________________________________
2. Who is the plaintiff in the case?
_______________________________________________________
3. Who is the defendant in the case?
______________________________________________________
4. Explain, in detail, the original case.
____________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Who had original jurisdiction in the case?
_______________________________________________
6. Remember that appeals courts cannot make a decision on issues of fact, only
on issues of law. What was the issue of law in question before the appeals court?
___________________________________
7. What was the decision of the appeals court?
_____________________________________________
8. Why did the Supreme Court agree to hear this case?
_______________________________________
9. In whose favor did the Supreme Court
find?______________________________________________
10. What was the final vote?
_____________________________________________________________
11. Who wrote the majority decision?
_____________________________________________________
12. Summarize the majority decision.
_____________________________________________________
_________________________________________________________________________________
13. Who wrote the dissenting opinion?
_____________________________________________________
14. Summarize the dissenting opinion.
_____________________________________________________
_________________________________________________________________________________
15. What is the political impact of this decision?
_____________________________________________
_________________________________________________________________________________
16. Do you agree with the majority opinion or the dissenting opinion? Why?
++++++++++++++++++++++++++++++++++++++
APUSH 2 ---BOARD GAME ASSIGNMENT
DIRECTIONS:
Your TWO member group has been chosen by Milton-Bradley game manufacturers to
create a educational board game to assist high school students to understand
one aspect of U.S. history.
The publisher wants the following elements incorporated into the game:
1. It must be a board game that 2-6 people can play.
2. Vocabulary and concepts of the U.S. time period chosen must be
incorporated into the game to help students understand the topic.
3. Various levels of difficulty should be used to challenge the participants’
knowledge.
4. Instructions should be typed and easy to follow.
Your designing group will demonstrate to Milton Bradley ( the class ) how the
game is played.
You will field test the game to an actual class. They will evaluate your game
using a peer feedback sheet to see if your game is marketable.
Construction of the game.
• Information from the time period chosen
• Give your game a name.
• Total of 40 questions. These questions are to be placed on 3x5 index cards
or into a question booklet.
• You will need to construct a die or a spinner
• The game should last 40 minutes
• Create different options for difficulty
• Game must have a professional look
• Game must have an appealing look
• Board map must be placed on the inside of a manila folder or narrow box.
• Board can be hand or computer generated, but can not be copied from an
existing game.
• All loose pieces must be placed in a sealed plastic bag
Be Creative (Think outside the box!!!!!!)
A good board game combines elements of luck and skill.
It should also be fun.
PEER FEEDBACK SHEET
Board Game Assignment
DESIGNERS_____________________________BOARD GAME__________________
1. Instructions were clear and easy to understand. (Circle one below that applies)
Disagree Somewhat Disagree N/A Somewhat Agree Agree
2. All parts of the game were present and worked well. (Circle one below that
applies)
YES NO
3. The game discussed learning terms and or types of information from the
chapter. (Circle one below that applies)
Disagree Somewhat Disagree N/A Somewhat Agree Agree
4. The board game was fun. (Circle one below that applies)
Disagree Somewhat Disagree N/A Somewhat Agree Agree
5. The game was challenging but not too difficult. (Circle one below that applies)
Disagree Somewhat Disagree N/A Somewhat Agree Agree
6. My favorite part of the game was…
7. I would recommend that the group change this part of the game to make it
more fun…
8. Additional comments / suggestions
APUSH 2 --TURNING US HISTORY INTO FICTIONAL SHORT STORY
Will your Idea Sustain a Short Story or Novel?
Not every incident deserves to be developed into a story. (Some ideas in your
“idea file” will be good for a short story rather than a full-length novel.)
To have a workable novel you must have a story that will sustain interest for
around three hundred pages. To have a workable short story, the idea should be
at least five pages, more like ten or fifteen. Pick your idea with care. It
must be an idea you have strong enthusiasm for and is worthy of your time.
Developing a Fictional Story from True Events from The Past
When writing fiction based on true events from the past, don’t attempt to
rewrite history. In this assignment you are to take a real story and change
the result. Imagine if something different happened to change the course of
history. Many a work of fiction has also originated from a real experience.
Some of these experiences may have been frightening, upsetting, life-changing
or inspiring. All make a good basis for a short story or a novel. Take a
small incident and embellish, embellish, embellish.
Go through your notebook and find the Stories and Characters Creating Plot and
Character for your Story. Now that you have chosen an idea, you still do not
have all the makings of a
short story or novel. What you have is a premise. A premise must be developed
a piece at a time. First, you must come up with a cast of characters and
provide a background for each. You must do research so you know enough about
the layout of the setting you have chosen. If police or investigations are
involved in the story, you may need some knowledge about the workings of a
particular department. Do
whatever research you think you will need ahead of time. If you need detailed
information you will have to get it from books or the Internet. So, right off,
you have two tasks to do. Get your characters and plot outline in order, and
gather the research material you will need. Now you are developing an idea
into a story.
Where do you Find Ideas?
True Crime and Murder Cases in Old Papers or on Television
Politicians and other high profile people always make the news. The newspaper
and other media sources are both good places to find mystery plots or those
involving intrigue and scandal.
History, Travel, and Nonfiction Adventure Books
History repeats itself. History books are always a good source for ideas,
especially obscure books that few people have read. Personal accounts and
journals will give you a better perspective for writing fiction than books
filled with dry facts. For example, if you want to set a story in the civil
war era, with a female heroine, a book with a title like “One Woman’s Account
of the Civil War” will provide more human detail than “General Lee’s Campaign
Strategies.” Books about local legends and ghost stories can also generate
ideas for fiction. Accounts of travel are also interesting places to search
for ideas.
Mrs. Kroll, Weehawken High School, 2010
Vickie Britton, www. Suite 101.com, 2007
++++++++++++++++++++++++++++++++++++++++++++++++++++++
ICONIC PHOTO ASSIGNMENT – THE 1960’S
UNITED STATES HISTORY 2- GENERAL STUDIES- WEEHAWKEN HIGH SCHOOL
IN PREPARATION FOR THIS, READ CHAPS 31,32,33 IN YOUR TEXTBOOK- YOU ARE NOT
REQUIRED TO DO THE NOTES, BUT RATHER FILL OUT THE "GUIDED READING STRATEGIES"
FOR EACH CHAPTER
Overview:
In this lesson, students consider the value of a photograph and the
circumstances under which photographs are taken, and research the importance
of a particular photograph that illustrates the emotions, events or ideas
portrayed in photographs of international news.
The eight categories (# 1-8) assigned are: Civil Rights, Women, Chicanos, American
Indians, Elderly/Disabled, Gay/Lesbian, Counterculture, Anti-Vietnam War
Objectives: Students will---
1. Consider the value of a photograph and the opportunities for perfect
pictures in the 1960’s.
2. Examine the propaganda piece to determine what type of propaganda the image
is that you are analyzing.
3. Research the political, social and historical facts of a photograph and
examine the meanings conveyed by that image.
Resources / Materials:
-International sections of The New York Times or copies of photos printed from
the online edition of the International section (http://www.nytimes.com/world)
or from On This Day in History
( http://www.nytimes.com/learning/general/onthisday)
Activities / Procedures:
1. Each student responds to the following prompts: “What is a ‘photo
opportunity’? What does the phrase, ‘A picture is worth a thousand words’
mean?” What is the difference between a posed and a candid photo. At what
events are photographs usually staged? What types of people are often in posed
photos? Why?
2. Each student should find what he or she feels is the iconic photograph of
the 1960’s in the category assigned. Analyze the photograph taken from the
International section of the New York Times for its historical, political and
social value. Using this information, each student will then create a headline
and article that explains the context for their photograph.
3. The context for the article should answer the following questions:
–Is this a candid or posed shot? How can you tell?
-Who took the photograph and were they amateur or professional?
–Where was it taken?
–When was it taken?
–Why was it taken?
–What “message” does it convey?
–What is the meaning behind the photo?
–How was this photo illustrating a particular event, emotion, cause or struggle?
–Who might use this photo today to promote a particular event, emotion, cause
or struggle?
4. Each student will present their photo and the facts as part of a larger
discussion about the 1960’s, and iconic images through photography.
5. Each student will answer the following thought provoking questions about
their topic (the assigned category should fill in the blank) and their iconic
photo.
-Examine the origins of the struggles of ________________ for equal rights.
What factors contributed to growing radicalization of this groups during the
1960s?
-Which strategy--court battles, non-violent protest, or violent
confrontation--was most effective in bringing about social change?
-What do you think was the major goal of the struggles of ---------- for equal
rights--a transformation of American society or equal participation within the
existing order?
6. Evaluation / Assessment:
Students will be evaluated based on initial responses, participation in class
and pair discussions, thoughtful completion of pre-work and research, title
and article completion, and presentation.
7. Works Cited- please give me a separate paper attached to the iconic photo
and the answers to the questions. The iconic photo should be roughly 8” X 10”
so that we can put in on one of the window panes.
who does what:
period 1
1Civil Rights,
2Women,
3Chicanos,
4American Indians,
5Elderly/Disabled,
6Gay/Lesbian,
7Counterculture,
8Anti-Vietnam War
Andujar, Christina 1
Condello, Cody 2
Estrella, Martin 3
Garcia, Veronica 2
Germosen, Marimar 5
Gutierrez, Dianna 6
Immerfall, Giselle 7
Ledo-Mendes, Larissa 8
Machuca Franco, Alejandro 1
Mendez, Michael 4
Minier, Kenneth 3
Mirhaji, Pedram 4
Moran, Roberto 5
Mosquea, Allison 6
Ndiaye, Aicha 7
Paradas, Tricia 8
Perdomo, Michelle 1
Rodriguez, Gregory 2
Rodriguez, Michael 3
Sosa Santiago, Pedro 8
Steen, Nicholas 4
Stepkovich, Alexandria 6
Wangsgaard, Ty 7
period 6
1Civil Rights,
2Women,
3Chicanos,
4American Indians,
5Elderly/Disabled,
6Gay/Lesbian,
7Counterculture,
8Anti-Vietnam War
Caraballo, Ray 1
Cruz, Jessenia 2
Duffy, Natalie 3
Flores, Bianca 4
Gomez, Daniel 5
Gonzalez, Kristinna 6
Manente, Michael 7
Mesa, Jose 8
Mezzina, Dorothy 1
Moya, Carlos David 8
Perez, Vanessa 6
Rodriguez, John Paul 5
Tzic, Johan 7
Valerino, Carlos 2
PROPAGANDA
Propaganda is a specific type of message presentation, aimed at serving an
agenda. Even if the message conveys true information, it may be partisan and
fail to paint a complete picture. The book Propaganda And Persuasion defines
propaganda as "the deliberate, systematic attempt to shape perceptions,
manipulate cognitions, and direct behavior to achieve a response that furthers
the desired intent of the propagandist."
o
Kinds of Propaganda
Propaganda shares many techniques with advertising or public relations; in
fact, advertising and PR can be said to be propaganda promoting a commercial
product. As commonly understood, however, the term usually refers to political
or nationalist messages. It can take the form of leaflets, posters, TV
broadcasts or radio broadcasts.
In a narrower and more common use of the term, propaganda refers to
deliberately false or misleading information that supports a political cause
or the interests of those in power. The propagandist seeks to change the way
people understand an issue or situation, for the purpose of changing their
actions and expectations in ways that are desirable to the interest group. In
this sense, propaganda serves as a corollary to censorship, in which the same
purpose is achieved, not by filling people's heads with false information, but
by preventing people from knowing true information. What sets propaganda apart
from other forms of advocacy is the willingness of the propagandist to change
people's understanding through deception and confusion, rather than persuasion
and understanding. The leaders of an organization know the information to be
one sided or untrue but this may not be true for the rank and file members who
help to disseminate the propaganda.
Propaganda is a mighty weapon in war. In this case its aim is usually to
dehumanize the enemy and to create hatred against a special group. The
technique is to create a false image in the mind. This can be done by using
special words, special avoidance of words or by saying that the enemy is
responsible for certain things he never did. In every propaganda war two
things are needed: Injustice and Faint. The faint or the injustice may be
fictitious or may be based on facts, the aim is always to create hate.
Propaganda is also one of the methods used in psychological warfare. More in
line with the religious roots of the term, anti-cult activists accuse the
leaders of cults of using propaganda extensively to recruit followers and keep
them.
Examples of political propaganda:
• English propaganda against Germany in the First World War, see RMS Lusitania
• German propaganda against Poland to start the Second World War, see Attack
on Sender Gleiwitz
In an even narrower, less commonly used but legitimate sense of the term,
propaganda refers only to false information meant to reassure people who
already believe. The assumption is that, if people believe something false,
they will constantly be assailed by doubts. Since these doubts are unpleasant
people will be eager to have them extinguished, and are therefore receptive to
the reassurances of those in power. For this reason propaganda is often
addressed to people who are already sympathetic to the agenda.
Other general methods used for controlling populations:
1) Isolation/control: Isolating groups can take many forms whether racial,
demographic or social. Isolating groups politically can be a simple or complex
process but always results in leveraged control and potential political
marginalization with potential ultimate control as in a one-party state.
Propaganda is an essential tool in providing the information to that will
allow a particular group of people to be isolated from the mass.
2) Confusion/diversion: Splitting a major issue into separate components can
work to resurrect failed but desired consequences, for example when one
contentious element of an issue fails related or independent components of the
issue serve as new justifications. For example the original goal in Iraq was
the quest for WMD's but when WMD's were disproved the issue was transformed to
providing "freedom and liberty" for the Iraqi people, and later on simply the
idea of toppling Saddam Hussein was the desired goal.
3) Separation: Related to isolation and control, behavioral psychologists
sometimes refer to the principle of "divide and conquer". Divide and conquer
is an extremely useful tool to maintain control over disparate groups and
propaganda provides the information upon which separation is based.
4) Reaction: strength is based upon action and it is desirable to place the
people and unruly groups in positions where they must react, propaganda is a
useful tool and adjunct in forcing people to react as a large group.
Government takes its strength from action where the strong act upon certain
information and the weak and unwary are left to react.
5) Disinformation as weakness: weakness is indicated by reaction, reaction is
induced by misinformation and disinformation. Strength is manifest in action
to which an adjunct may be the supply of misinformation or disinformation.
Individuals must not be allowed to act or think independently, and individuals
must not be permitted to act in the face of government coercion. By forcing
people to react to disinformation and misinformation individuals in power can
pursue their own private agenda.
6) Coercion: a government's capability is determined by the government's
ability to coerce citizens into adopting certain behaviors. In this manner the
government may control and condition its people or the government cannot be
successful. Propaganda is an essential tool and sometimes directs the manner
in which the coercion is focused.
From the dictionary
From the Department of Defense Dictionary of Military and Associated Terms, a
742-page and growing work, most recently amended in November (online here);
cited in Peter Edidin, "Give a Blood Chit to the Confusion Agent" (New York
Times, January 30)
1. "Any thought or idea expressed briefly in a plain or secret language and
prepared in a form suitable for transmission by any means of communication."
—Definition of "message"
2. "Any form of communication in support of national objectives designed to
influence the opinions, emotions, attitudes, or behavior of any group in order
to benefit the sponsor, either directly or indirectly."
—Definition of "propaganda," in above cited dictionary
3. "Those overt international public information activities of the united
states government designed to promote united states foreign policy objectives
by seeking to understand, inform, and influence foreign audiences and opinion
makers, and by broadening the dialogue between american citizens and
institutions and their counterparts abroad."
—Definition of "public diplomacy," in above cited dictionary
Techniques of Propaganda Generation
A number of techniques are used to create messages which are persuasive, but
false. Many of these same techniques can be found under logical fallacies
since propagandists use arguments which, although sometimes convincing, are
not necessarily valid.
Some time has been spent analyzing the means by which propaganda messages are
transmitted, and that work is important, but it's clear that information
dissemination strategies only become propaganda strategies when coupled with
propagandistic messages. Identifying these propaganda messages is a necessary
prerequisite to studying the methods by which those messages are spread.
That's why it is essential to have some knowledge of the following techniques
for generating propaganda:
Appeal to fear: Appeals to fear seeks to build support by instilling fear in
the general population - for example Joseph Goebbels exploited Theodore
Kaufman's Germany Must Perish! to claim that the Allies sought the
extermination of the German people.
Appeal to authority: Appeals to authority cite prominent figures to support a
position idea, argument, or course of action.
Bandwagon: Bandwagon-and-inevitable-victory appeals attempt to persuade the
target audience to take a course of action "everyone else is taking." "Join
the crowd." This technique reinforces people's natural desire to be on the
winning side. This technique is used to convince the audience that a program
is an expression of an irresistible mass movement and that it is in their
interest to join. "Inevitable victory" invites those not already on the
bandwagon to join those already on the road to certain victory. Those already,
or partially, on the bandwagon are reassured that staying aboard is the best
course of action.
Obtain disapproval: This technique is used to get the audience to disapprove
an action or idea by suggesting the idea is popular with groups hated, feared,
or held in contempt by the target audience. Thus, if a group which supports a
policy is led to believe that undesirable, subversive, or contemptible people
also support it, the members of the group might decide to change their position.
Glittering generalities: Glittering generalities are intensely emotionally
appealing words so closely associated with highly valued concepts and beliefs
that they carry conviction without supporting information or reason. They
appeal to such emotions as love of country, home; desire for peace, freedom,
glory, honor, etc. They ask for approval without examination of the reason.
Though the words and phrases are vague and suggest different things to
different people, their connotation is always favorable: "The concepts and
programs of the propagandist are always good, desirable, virtuous."
Rationalization: Individuals or groups may use favorable generalities to
rationalize questionable acts or beliefs. Vague and pleasant phrases are often
used to justify such actions or beliefs.
Intentional vagueness: Generalities are deliberately vague so that the
audience may supply its own interpretations. The intention is to move the
audience by use of undefined phrases, without analyzing their validity or
attempting to determine their reasonableness or application
Transfer: This is a technique of projecting positive or negative qualities
(praise or blame) of a person, entity, object, or value (an individual, group,
organization, nation, patriotism, etc.) to another in order to make the second
more acceptable or to discredit it. This technique is generally used to
transfer blame from one member of a conflict to another. It evokes an
emotional response which stimulates the target to identify with recognized
authorities.
Oversimplification: Favorable generalities are used to provide simple answers
to complex social, political, economic, or military problems.
Common man: The "plain folks" or "common man" approach attempts to convince
the audience that the propagandist's positions reflect the common sense of the
people. It is designed to win the confidence of the audience by communicating
in the common manner and style of the audience. Propagandists use ordinary
language and mannerisms (and clothes in face-to-face and audiovisual
communications) in attempting to identify their point of view with that of the
average person.
Testimonial: Testimonials are quotations, in or out of context, especially
cited to support or reject a given policy, action, program, or personality.
The reputation or the role (expert, respected public figure, etc.) of the
individual giving the statement is exploited. The testimonial places the
official sanction of a respected person or authority on a propaganda message.
This is done in an effort to cause the target audience to identify itself with
the authority or to accept the authority's opinions and beliefs as its own.
Stereotyping or Labeling: This technique attempts to arouse prejudices in an
audience by labeling the object of the propaganda campaign as something the
target audience fears, hates, loathes, or finds undesirable.
Scapegoating: Assigning blame to an individual or group that isn't really
responsible, thus alleviating feelings of guilt from responsible parties
and/or distracting attention from the need to fix the problem for which blame
is being assigned.
Virtue words: These are words in the value system of the target audience which
tend to produce a positive image when attached to a person or issue. Peace,
happiness, security, wise leadership, freedom, etc., are virtue words.
Slogans: A slogan is a brief striking phrase that may include labeling and
stereotyping. If ideas can be sloganized, they should be, as good slogans are
self-perpetuating memes.
See also doublespeak, information warfare, meme, psyops
Techniques of Propaganda Transmission
Common methods for transmitting propaganda messages include news reports,
government reports, historical revision, theater, books, leaflets, movies,
radio , television , and posters.
Recognizing Propaganda
Some of the most effective propaganda techniques work by misdirecting or
distracting the public's finite attention away from important issues. It's
important to read between the lines of the news and see what isn't being
reported, or what is reported once, quietly, and not followed up. In an age of
information overload, distraction techniques can as effective as active
propaganda. One way to test for distraction is to look for items that appear
repeatedly in foreign press (from neutral and hostile countries) and that
don't appear in your own. But beware of deliberately placed lies that are
repeated with the hope that people will believe it if it is repeated often enough.
All active propaganda techniques can be tested by asking if they tend the
target audience to act in the best interests of the distributor of the
propaganda. Propaganda presents one point of view as if it were the best or
only way to look at a situation.
Sometimes propaganda can be detected by the fact that it changes before and
after a critical event, whereas more honest information like medicine, science
or any training manual should largely remain the same after the event as
before. If there are big disparities, or if some "valuable lesson" or "wake-up
call" has occurred, it means that what was provided before the fact was not
really "instruction" but "guessing," or - if there is no consistent
explanation that survives - propaganda..
POP-BOWLING FOR COLUMBINE--GENERAL DISCUSSION QUESTIONS
ANSWER THE FIRST 5 QUESTIONS; THEN FIND 5 MORE FROM THE REMAINING 15 TO ANSWER.
NAME______________________
1. What issues and themes does the film present?
2. What questions about the United States are raised in the film?
3. Why is it important to examine U.S. history when asking these complex
questions?
4. What additional information would be helpful when seeking solutions to
problems presented in the film?
5. Brainstorm examples of short-term solutions vs. long-term solutions.
6. Long-term solutions are more complex and difficult to address and require a
greater commitment. What are some policies the U.S. government and others will
need to change to make a more peaceful and just world for future generations?
7. Michael Moore asks the Lockheed manager if kids think, "Dad goes off to the
factory every day and builds missiles. These are weapons of mass destruction.
What's the difference between that mass destruction and the mass destruction
over at Columbine High School?" The Lockheed manager suggests that there is
not a connection. In a persuasive essay, support a thesis in which you argue
whether Moore's statement of a connection makes sense.
8. Define satire. Name a well-known historical figure that has used satire to
make a political point. How does the film use political satire to make a
point? (Describe some examples.)
9. Is it your responsibility as an American to support gun rights or have
modern weaponry and living conditions made the Second Amendment obsolete?
Things to consider:
• What was the population of the United States when the Second Amendment was
drafted and how did most Americans live?
• Compare this life to the current living conditions (both urban and rural) of
the United States.
• What dangers (personal and social) did people face then compared to now?
• Consider the language of the Second Amendment. Do you think it refers to the
individual right to possess guns or to the collective right of the people?
10. An underlying theme in the film is the issue of white racism and how this
racism has spawned fear. Using specific examples from the film as well as
other research, agree or disagree with the concept that racism in our country
leads to fear.
11. When young people commit violent acts, who and/or what is to blame?
12. What are the rights to gun ownership in other countries (e.g. Canada,
Great Britain, Japan, Australia, France, Germany, etc.), and how do these laws
compare to our own laws?
13. In our democratic society, what is the media's responsibility to the
American public?
14. Does the media play on our fears or create new messages? Why/why not?
15. Take a position and support it: Do you believe the U.S. media is reliably
reporting what is happening around the world?
16. Consider all the shots and scenes with bowling pins. What do you think
they could symbolize and why?
17. Moore uses various editing styles throughout the film (dramatic, humorous,
shocking, satirical, etc.) to convey his messages. Describe and explain as
many of them as you can. What point is the filmmaker trying to make? How/why
are these effective or not in your view?
18. According to filmmaker Michael Moore, the number of household guns in a
country does not necessarily equate the degree of gun violence in that
country. If it's not the number of guns, what factors do contribute to the
violent nature of a society?
19. Other than the gun violence, what other forms of violence does Moore point
to in the film? Moore has stated that sometimes governmental acts, such as
Michigan's Welfare to Work program, amount to state-sponsored acts of violence
on the poor. What do you think he means by this? (See also lesson plan: Whose
Terrorism? to explore a broader definition of terrorism and violence.)
20. How does Moore use the soundtrack to convey his messages? What song would
you select to convey the overall feel of this film?
watergate cast of characters
CARTOON ANALYSIS WORKSHEET
Visuals and Words (Not all cartoons have words)
Level One:
1. List the objects or people you see in the cartoon. (6 )
a.
b.
c.
d.
e.
f.
g.
h.
2.Identify the cartoon caption and/or title. (5 )
3.Locate three words or phrases used by the cartoonists to identify objects
or people within the cartoon. (6 )
a.
b.
c.
4.Record any important dates or numbers that appear in the cartoon. If none,
when was the cartoon published?(5)
Level Two:
5.Which of the objects on your list are symbols? (14)
a. c. e.
b. d. f.
6.What do you think each symbol means? (14 )
a. c. e.
b. d. f.
7. Which words or phrases in the cartoon appear to be the most significant?(5)
8.Why do you think they are the most significant? (5)
Level Three:
9. Describe the action taking place in the cartoon. (5)
10. Explain the message of the cartoon. (20)
11.Identify a special interest group (not you) that would either agree or
disagree with the cartoon’s message. (5)
12.Explain why they would agree or disagree? (10)