In this cartoon, Laxman shares the state of India, before and after elections. Although it was published in the 70s, the theme is still relevant. The apathy of the Common Man, who is promised heaven during the elections is totally ignored once the elections are over.

 

Representation: the common man

Textual analysis focus: symbolism (denotation and connotation); satire; deconstructing visuals

-Pre-teach the stylistic devices before introducing the text

-Audience/purpose/context

Context: the ordinary man before and after the elections

Thinking, research, social and communication skills

Students find a cartoon on a social or political issue from any other country (perhaps their country of origin) and analyse how political/social message is conveyed through the effective use of satire and symbolism. 

Conceptual questions: How important is satire in the modern world? How can we use cartoons to highlight social issues and use them for social reforms? 

Interdisciplinary Research Project: Culture, Language and Identity

Areas of Exploration: Time and Space

How does texts reflect, represent or form of cultural practices

Concepts: Culture, Identity

Activity: Learners watch 3 different versions of Macbeth films. Learners are to recognize similarities and differences in terms of setting, and how cultural practice (especially in witchcraft)  is reflected through text and action in each setting and synthesise these observations on a tableted worksheet 

Approach to Learning: Research

HIPOCRACY AND CENSORSHIP

1.       Looking at cartoons and commenting them, our emotions and connections to reality we live in. Initial responce.

2.       Analisys, denotation, connotation, analysing technical apsects of cartoons. Annotations, labeling.

3.       How it works according to the audience’s perception.

4.       Intertextuality – research, analyse and present (looking for the cartoon of different authors, similar to those, that will be addressed to the specific audience of our choice; chosen cartoons are passed to the next group which do the analysis of it in time circumstances eg 10 mins).

5.       Propaganda, fake news, misinformation in modern context. Discussion.

6.       Students generate propaganda campaign based on fake news (the ethics of media production, tehnics of persuasion and using language that can be misinterpreted).

7.       Analysis of a cartoon – essay.

Questions – 

1.       What do you think you know and what questions do you have?

2.       How are you affected by the text?

3.       In what ways is meaning constructed, negotiated, expressed and interpreted? 

4.       How does the structure or style of a text affect meaning?

5.       What do you think you know more about the text which you did not know earlier and what questions do you still have?

Compare these challenges and critique these concepts.

2. How do texts reflect, represent, or form a part of cultural practices.

Discuss how a text can influence the perception of a woman’s role in different times and cultures.

Concepts: Perspective & Culture

2.     Do you think it was sexist? Why? Do you think it’s it is still sexist? Why?

3.     Does this offer insight into American culture? Is it a global phenomenon? 

4.     Do you think it was a better marketing campaign considering it might have appealed to all men and women?

5.     What does this add tell us about consumerism and capitalism in America? How was it different from your country? 

6.     Have the gender roles changed today in America and worldwide? 

7.     For learner portfolio - Engage creatively with the text, invert the gender roles and create a new Budweiser add.  

8.     For learner portfolio - Find out other advertisements of other products from 50s and compare and contrast. 

9.     For learner portfolio - WIP - Something to highlight the need v/s greed; especially in the third world countries.  

 

Now I can build my course and select texts 

 

Now I am ready to begin the course with a clear understanding of AoEs and concepts

 Now I can tell my students what I expect from them and what is expected from them on the exams as this is my first year of teaching IB as well as answer any other questions my students may have.

 

Now I am ready to start teaching and guiding my students in a confident way.