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The Marshall Plan through Political Cartoons

Lesson Author
Required Time Frame
5-6 class periods
Grade Level(s)
Lesson Abstract
Students will examine the Marshall Plan through political cartoons of the era.
  • Each student will concept map each section of the chapter (post WW III).
  • Each student will draw a political cartoon based on the chapter reading. All cartoons will be posted.
Rationale (why are you doing this?)
  • Meets state and district performances and course objectives.
  • Will promote cooperative learning.
  • Will promote interpretive skills of primary documents
Lesson Objectives - the student will
  • Develop cooperative/partner learning skills.
  • Student centered learning.
  • Provides for differentiated learning.
  • Promote a deeper understanding of the Marshall Plan.
  • Computer skills.
District, state, or national performance and knowledge standards/goals/skills met
  • USD 449 Performance 6- evaluate events and changes in United States during 20 &21st century.
  • Course objectives- discuss the Truman Era.
  • Kansas Performances- 10 use of primary sources. 14 compare and contrast same event
  • Common Core- Public Speaking.
  • Missouri CLE 3aW:  Describe and evaluate the evolution of United States domestic and foreign policies including the Cold War.
Secondary materials (book, article, video documentary, etc.) needed
  • Textbook- America’s Story
  • DVD- The Story of Us (Discovery Channel)
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
  • Google search- Marshall Plan Political Cartoons ( 80 plus cartoons)
Fully describe the activity or assignment in detail. What will both the teacher and the students do?
    • Each class will be divided into teams of 2-3(4 if large class).
    • Each team will go to the Google site and pick two (2) cartoons- one pro, one con of the Marshall Plan (the students will have already constructed 4-6 political cartoons from previous chapters).
    • Each team will select 2 cartoons (one pro, one con) from the web site (will be allowed time to explore if none meet their fancy).
    • Each team will cite the meaning and three (3) examples from the cartoon that explains the meaning.
    • Teacher will move amongst the groups to monitor progress and offer suggestions if teams are having difficulties.
    • Each team will present their cartoons with their three examples from the cartoon as evidence of its meaning.
      Assessment: fully explain the assessment method in detail or create and attach a scoring guide
      • Concept Maps- 50 points-due end of class (3-4 sections/ chapter)
      • Chapter political cartoon- 50 pts. It must- A) be based on an event from the chapter, B) must make a comment or have a message. C) Be understood by anyone who has read the chapter. All cartoons will be posted in the room.
      • Daily Team/ Partner work: A) on task, contributing to the team- 30 pts. B) On task most of the time, some contributing to the team-24pts. C) Little contributions to team, off task – 18 pts.
      • Team Presentation: 40 pts. -  team has eye contact, each member speaks in a clear voice, good posture. 32pts. –little eye contact, most members speak clearly, good posture. 24pts. - almost no eye contact, muddled voice, bad posture.
      • Exit card: 1) which cartoon was your favorite. 2) Why?
      • Chapter test- 100 pts, MC, Match, Essay.