Dr. Michael Calvert
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“We enjoyed the program last year and used it frequently.”
Short questions assignment
Analyzing Political Cartoons During the Gilded Age
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Grade 11HistorySocial StudiesHumy team
A ready-made set of 10 short questions for Grade 11. Students answer 10 questions and Humy's AI tutor replies to each. Humy scores every answer against the rubric below.
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- Format
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- Grade
- 11
- Grading
- Per answer
Analyzing Political Cartoons During the Gilded Age
PreviewInstructions
During the Gilded Age, a period in American history spanning the late 19th century, political cartoons became a powerful means of communicating the issues and sentiments of the time.
Question 1
Describe the main issues addressed in the given political cartoons from the Gilded Age.
Your answer...Question 2
What symbols are commonly used in political cartoons from this period, and what do they represent?
You have 2 submission attempts
Finish assignmentThe assignment
During the Gilded Age, a period in American history spanning the late 19th century, political cartoons became a powerful means of communicating the issues and sentiments of the time. These cartoons often addressed topics such as economic disparity, political corruption, and social change. In this assignment, you will examine a selection of political cartoons from the Gilded Age to understand the historical context and the messages conveyed by the artists.
To start, you will review two political cartoons: one addressing the issue of economic disparity and another highlighting political corruption. As you analyze these cartoons, consider the following:
- Identify the symbols and characters used in the cartoons.
- Interpret the artist's message or critique.
- Consider the historical events or figures that may have influenced the cartoons.
Your task is to answer the following questions to demonstrate your understanding and analytical skills.
The 10 questions
- Describe the main issues addressed in the given political cartoons from the Gilded Age.
- What symbols are commonly used in political cartoons from this period, and what do they represent?
- Explain how political cartoons could influence public opinion during the Gilded Age.
- Analyze the cartoon addressing economic disparity. What message is the artist trying to convey?
- In what ways do the cartoons highlight the issues of corruption among politicians and businessmen?
- Compare the two cartoons provided. What are the similarities and differences in their messages and artistic styles?
- Discuss the role of prominent cartoonists, such as Thomas Nast, in shaping political discourse during the Gilded Age.
- How do the cartoons reflect the social and economic conditions of the time?
- Evaluate the effectiveness of political cartoons as a tool for social and political critique during the Gilded Age.
- Create your own political cartoon addressing a current issue. Explain how the techniques and styles of Gilded Age cartoonists influenced your work.
Rubric
Students can open this rubric while they work. Humy scores each answer against it.
Answers are either correct or incorrect and scored out of 1 point max. Answers should demonstrate the ability to identify symbols and characters, interpret the artist's message or critique, and consider relevant historical events or figures.
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Jacob Chisom
World and American History, Monticello High School, Arkansas
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“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
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They answer 10 questions in Humy. They get 2 attempts at each. Humy's AI tutor replies to every answer, and Humy scores each one.
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