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Analyzing the Purpose and Meaning of Political Cartoons Overview As young people develop into adults they begin to make decisions about social and political issues. Often these decisions are influenced by what they hear, see, and read in the news. For this reason, it is important for students to learn how to evaluate messages portrayed by the news media. In this lesson, high school students learn to evaluate political cartoons for their meaning, message, and persuasiveness. Students first develop critical questions about political cartoons. They then access an online activity to learn about the artistic techniques cartoonists frequently use. As a final project, students work in small groups to analyze a political cartoon and determine whether they agree or disagree with the author's message. From Theory to Practice Ciardiello, A.V. (2003). "To wander and wonder": Pathways to literacy and inquiry through question-finding. Journal of Adolescent & Adult Literacy , 47(3), 228–239. Question-finding strategies are techniques provided by the teacher, to the students, in order to further develop questions often hidden in texts. The strategies are known to assist learners with unusual or perplexing subject materials that conflict with prior knowledge. Use of this inquiry strategy is designed to enhance curiosity and promote students to search for answers to gain new knowledge or a deeper understanding of controversial material. There are two pathways of questioning available to students. Convergent questioning refers to questions that lead to an ultimate solution. Divergent questioning refers to alternative questions that lead to hypotheses instead of answers. Question-finding is based on the curiosity theory of psychologist Daniel Berlyne. His theory is known as the epistemic theory. The term refers to a behavior exhibited by individuals wanting additional information. Berlyne's theory is designed to encourage students to discover their own critical questions, and this skill will initiate critical thinking and inquiries throughout their lives.

Analyzing the Purpose and Meaning of Political Cartoons

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Overview

As young people develop into adults they begin to make decisions about social and political issues. Often these decisions are influenced by what they hear, see, and read in the news. For this reason, it is important for students to learn how to evaluate messages portrayed by the news media.

In this lesson, high school students learn to evaluate political cartoons for their meaning, message, and persuasiveness. Students first develop critical questions about political cartoons. They then access an online activity to learn about the artistic techniques cartoonists frequently use. As a final project, students work in small groups to analyze a political cartoon and determine whether they agree or disagree with the author's message.

From Theory to Practice

Ciardiello, A.V. (2003). "To wander and wonder": Pathways to literacy and inquiry through question-finding. Journal of Adolescent & Adult Literacy, 47(3), 228239. Question-finding strategies are techniques provided by the teacher, to the students, in order to further develop questions often hidden in texts. The strategies are known to assist learners with unusual or perplexing subject materials that conflict with prior knowledge. Use of this inquiry strategy is designed to enhance curiosity and promote students to search for answers to gain new knowledge or a deeper understanding of controversial material. There are two pathways of questioning available to students. Convergent questioning refers to questions that lead to an ultimate solution. Divergent questioning refers to alternative questions that lead to hypotheses instead of answers. Question-finding is based on the curiosity theory of psychologist Daniel Berlyne. His theory is known as the epistemic theory. The term refers to a behavior exhibited by individuals wanting additional information. Berlyne's theory is designed to encourage students to discover their own critical questions, and this skill will initiate critical thinking and inquiries throughout their lives.

Student Objectives

Students will Develop critical question to explore the artistic techniques used in political cartoons and how these techniques impact a cartoon's message Evaluate an author or artist's meaning by identifying his or her point of view Identify and explain the artistic techniques used in political cartoons Analyze political cartoons by using the artistic techniques and evidence from the cartoon to support their interpretations

Instructional Plan

Preparation1.As preparation for this lesson, you will first need to view the online learning activity at It's No Laughing Matter: Analyzing Political Cartoons. This activity explores five techniques cartoonists frequently use to persuade their readers: symbolism, exaggeration, labeling, analogy, and irony. Students can see how the techniques are used in a few real-world political cartoons.

2.Visit The Association of American Editorial Cartoonists Political Cartoons to find current samples of political cartoons that you may decide to use as part of the lesson. You can also spend several days clipping political cartoons from the local newspaper. Be careful to select cartoons that present a variety of opinions. Create overheads of three to four examples, one for use during the first lesson and two to three for follow-up lessons. For the first lesson, it is most effective to have an extremely interesting, controversial, or timely cartoon that will generate student interest.

3.Ask students to clip a few political cartoons from the newspaper prior to the lesson.

4.If you are planning to have students access Daryl Cagle's Professional Cartoonist Index as an extension activity (see Extensions), you may wish to visit this site in advance to evaluate the cartoons for their appropriateness. (Note: The political cartoons on this site frequently change to coincide with recent news, and the site has a few advertisements that may be against your school policy.)

Instruction and Activities

Lesson 1 (45 minutes)1.Begin by placing a political cartoon on the overhead. The cartoon selected for this lesson should present an interesting, controversial, or timely issue that will be of interest to your students. While the content of the cartoon should be familiar to students, it should also present a puzzling or contradictory perspective that will stimulate critical inquiry.

2.Ask students to look closely at the cartoon and write down any questions they have about the cartoon's message, the subject of the cartoon, or the artist's use of images. These questions can be general with regard to the purpose of political cartoons or they can be specific to the cartoon they are viewing.

3.Next, have students organize their questions into the following categories: Cartoon's message Subject of the cartoon Use of images or artistic techniques

4.Allow students to share the questions they have generated about political cartoons. Explain that you will not be giving them the answers nor are you looking for them to answer the questions at this time. Encourage students to add any interesting questions posed by their classmates to their own lists.

Lesson 2 (One to two 45-minute sessions depending on computer access)1.Begin the second lesson by having students complete the online learning activity It's No Laughing Matter: Analyzing Political Cartoons. As students work through the online activity they will have the opportunity to learn about the different artistic techniques political cartoonists use and to practice identifying these techniques in some sample cartoons. By the end of the activity, students will better understand the purpose of political cartoons, as well as the persuasive techniques that are common in them.

2.Once students have completed the online activity, have them return to the questions they generated in the previous lesson. Ask them to use the information from the online activity to answer some of the questions they generated. For example, if a student asked, "Why did the artist make George Bush's ears so big in this cartoon?", they should be able to realize that the artist is using exaggeration to express an idea.

3.At this time, explain to students that there are two areas to look at when evaluating political cartoons, the subject and the artistic techniques. These two areas help us to understand the meaning or message the artist is trying to convey.

Lesson 3 (Two 45-minute sessions)1.Begin this lesson by asking students the purpose of political cartoons. Facilitate a discussion around the students' ideas based on what they have learned from the online learning activity in the previous lesson. Ask students the following questions: How are political cartoons different from other cartoons in the newspaper? How are these cartoons different from news articles? Based on what you have learned, why might it be important to be able to evaluate these cartoons?

2.Return to the political cartoon from the first lesson. Ask students to use the information they have learned about political cartoons to identify the author's point of view or message. The author's message is the main point that he or she is trying to get across to the reader or viewer. Remind student to look at the subject and the artistic techniques (i.e., symbolism, irony, exaggeration, labeling and analogy) to help them identify the author's message. Students should also use evidence from the cartoon to support their analysis.

3.Display an overhead of another political cartoon (as prepared in advance of the lesson), and ask students to describe what they see. Are there any images of famous places or famous people? If not, what images are present? Are any of the images being used as a symbol to stand for a larger concept or idea? If so, what is the meaning of the symbol? Is the cartoonist using any other artistic techniques (e.g., irony or exaggeration) to express his or her opinion on an issue? Does the writer label anything in the cartoon? If so, what is the importance of the label? What message is the author trying to convey in this cartoon? What evidence in the cartoon supports your opinion?

4.Tell students that they will be evaluating several clips of political cartoons. Students will work in small groups to complete this activity.

5.Distribute the Editorial Cartoon Analysis sheet and a sampling of political cartoons. (For this activity, students can also use the political cartoons they brought to class.)

6.Explain to students that when they are finished, they will be using the cartoon analysis sheet to create a two- to three-minute presentation to share their findings with the class. As part of the presentation, students will need to present their political cartoon, identify the persuasive techniques used by the cartoonist, explain the author's message or point of view, and share whether they agree or disagree with this message. They should be prepared to support their opinions with evidence from the cartoon.

7.When students are finished, remember to collect the completed Editorial Cartoon Analysis sheets for assessment purposes.

Lesson 4 (One to two 45-minute class sessions)1.Invite students to give their class presentations, allowing the class to also comment on each cartoon's message and use of artistic techniques. The Presentation Evaluation Rubric may be used as a general framework for assessment of the presentations.

2.End the lesson by having students reflect in writing on what they have learned about political cartoons. Ask them to: Explain how their understanding of the artistic techniques used to create political cartoons helps them to understand the author's message. Evaluate the ways in which an artist uses artistic forms of figurative language (e.g., irony, symbolism, exaggeration) to persuade or manipulate the viewer.

Extensions Daryl Cagle's Professional Cartoonist Index provides additional lesson plans for using political cartoons as a teaching tool. Students can also access these online political cartoons for additional practice in evaluating their meaning, message, and persuasiveness. Students can create their own political cartoons, making sure to incorporate a few of the artistic techniques learned in this lesson. Give students an opportunity to share their cartoons with the class, and invite classmates to analyze the cartoonist's message and voice their own opinions about the issue. This lesson can be a launching activity for several units: a newspaper unit, a unit on writing persuasive essays, or a unit on evaluating various types of propaganda. The ReadWriteThink lesson "Propaganda Techniques in Literature and Online Political Ads" may be of interest.

Student Assessment/Reflections

Assessment for this lesson is based on the following components: The students' involvement in generating critical questions about political cartoons in Lesson 1, and then using what they have learned from an online activity to answer these questions in Lesson 2. Class and group discussions in which students practice identifying the techniques used in political cartoons and how these techniques can help them to identify an author's message. The students' responses to the self-reflection questions in Lesson 4, whereby they demonstrate an understanding of the purpose of political cartoons and the artistic techniques used to persuade a viewer. The final class presentation in which students demonstrate an ability to identify the artistic techniques used in political cartoons, to interpret an author's message, and to support their interpretation with specific details from the cartoon. The Presentation Evaluation Rubric provides a general framework for this assessment.

IRA/NCTE Standards1-Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

6-Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

8-Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

11-Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

'Afflicting the Comfortable'Cartoonist Paul Conrad Puts Words Behind the PicturesBy YVONNE FRENCHEditorial cartoonist Paul Conrad made the audience laugh at presidents, politics and himself as he brought his bold humor to the Library on Sept. 8 for a "Books & Beyond" program.

The program marked the official acceptance by the Library of a gift of 21 original editorial cartoons from Mr. Conrad. In 1994 Mr. Conrad had donated to the Library 52 drawings dating from 1969 to 1993 and covering such topics as the Vietnam War, the presidency and foreign relations.Harry Katz, curator of applied and graphic art in the Prints and Photographs Division, displayed the 21 newly donated drawings in the Mumford Room, where the lecture was held. Said Mr. Katz: "We collect what we feel are the best graphic artists of the current generation and past generations."The Books and Beyond lecture series, sponsored by the Center for the Book, features authors of recent books that have a connection to the Library's collections or programs. Mr. Conrad's new book, Drawing the Line (Los Angeles Times, 1999), presents 200 black-and-white drawings ranging from the 1960s to President Clinton's administration.The lecture was cosponsored by the Swann Foundation for Caricature and Cartoon.Mr. Conrad, a tall Midwesterner with long hair swept straight back from his forehead, displayed a trait that he said he often wished for in his subjects: the ability to laugh at oneself.In a slide show following his talk, he showed responses mailed by his readers to the Los Angeles Times. Many were scrawled over his cartoons, and some included artwork. Some were complimentary. Some were not appropriate for reprinting in this publication. However, one written on a Los Angeles Times bill said, "Please deduct the portion that goes to Conrad." Another, written on a veterinarian's reminder postcard, said, "Our records show that it is time for Conrad to receive the immunization listed below: rabies." One handwritten note that blasted Conrad and was signed "no name -- I'm a friend of your wife's."Mr. Conrad called these missives "hilarious." He poked fun at the foibles of presidents from Eisenhower to Clinton, begging, in a rare self-portrait on Nov. 7, 1984, for four more years for Ronald Reagan, whom he had also lambasted as governor of California, so much so that Mr. and Mrs. Reagan regularly called the Times to complain, according to an introductory account in Conartist: 30 Years with the Los Angeles Times (Los Angeles Times, 1993).One of Mr. Conrad's personal favorites was a cartoon of Nixon nailing himself to the cross. Mr. Conrad said he was proud to be added in 1973 to Nixon's enemies list. Former Los Angeles Times editor and executive vice president Shelby Coffey III wrote in the introduction to Conartist that Mr. Conrad had "afflicted the comfortable and comforted the afflicted" since he was hired in 1964.Mr. Conrad said the worst times for him as an editorial cartoonist were during the assassinations of John F. Kennedy, Martin Luther King Jr. and Robert F. Kennedy. "I'll never forget those guys. I often wonder what the country would have been like if those men had not been erased from the American political scene."Mr. Conrad was at the Denver Post for 14 years, until he won his first Pulitzer Prize in 1964. He then headed for the Los Angeles Times, where he was chief editorial cartoonist until 1993. He went into semiretirement on April 1 of that year -- April Fool's day, as some of his readers pointed out. He still draws four cartoons a week for the Times, "whether they use them or not."Today Mr. Conrad's work is syndicated by the Los Angeles Times and appears in newspapers around the world. In addition to winning Pulitzer Prizes for a year of cartoons in 1964, 1971 and 1984, he has won many other professional accolades in his more than five decades as a political cartoonist.He got his start drawing on the bathroom wall in St. Augustine's school in Des Moines, Iowa. He knew better than to write on the bathroom wall, he said. But he did illustrate someone else's editorial comment at age 8 and learned four lessons, he wrote in the introduction to the book."First I learned that one picture is worth a thousand words, and that when the establishment gets mad, they always go after the cartoonist, not the editorial writer!"Second, I learned that it takes a big man to laugh at himself and that, tragically, many of the members of the establishment are not very big men."Third, I learned that I could draw cartoons better than any other kid at St. Augustine's, and that people got excited about my drawings."Last, I learned there was deep inside me an urge to say what I thought about life and the establishment to any and all who would look at my drawings. There's too much to be concerned about, and I am a concerned citizen."Editorial cartoonist Doug Marlette of Newsday delivered a tribute to Conrad in 1993, saying: "In the objective, emotionally distant and often cold-blooded world of journalism, where values and passion are scorned, Conrad is our designated feeler."Said Mr. Conrad: "I can't wait to open the paper in the morning. Sometimes I don't even have to go beyond Page 1 anymore." Mr. Conrad said that before sitting down to draw; he reads every story he can find on a subject in order to get all possible angles. "Then I decide who is right and who is wrong. It isn't drawing. It is an opinion."How do the ideas come to him? He cannot explain it, he told one of the 80 or so lecture-goers during a question-and-answer session. They simply come in a flash from his subconscious, he said. "You have to be furious about it at the moment."How did he get so furious? One formative moment, Mr. Katz speculated, might have been back at the University of Iowa, where Mr. Conrad attended on the G.I. bill after serving in World War II. He took some of his work to show conservative political cartoonist Ding Darling at the Des Moines Register, who said: "I don't think you have it in you," citing a lack of perspective and conviction, Mr. Conrad said.Later his opinions became so strong that during Watergate, the Los Angeles Times moved his cartoons off of the editorial page and onto the op-ed page. He grumbled that editors today "don't want any ripples. The Los Angeles Times is beginning to look like a shopper. They have no fire in their bellies. We may be witnessing the death of a truly American icon. We are the only country with a First Amendment that gives us the right and privilege to say what is on our minds," he said.He saved his worst invective for the yuppie generation, whom he said have "money but no character, sensibility but no sense, and nostalgia but no history." They talk about themselves and their perceptions. If this is what sensitivity means, I wish I'd taken up a life of crime."He said he overhears them debating about balsamic vinegars and cold-pressed vs. warm-pressed olive oil in the aisles of his local supermarket in California, where they clog the streets with their sport-utility vehicles. "This is a self-absorbed group the like of which I really can't compare.""People can be accountable and responsible for an entire career and that's what I've attempted to do," Conrad concluded.The Center for the Book was established in 1977 to stimulate public interest in books, reading and libraries. For information about its activities, visit its Web site at www.loc.gov/loc/cfbook.The Swann Foundation, administered by the Prints and Photographs Division, supports a continuing program at the Library of preservation, publication, exhibition, acquisition and scholarly research in the related fields of cartoon, caricature and illustrations. For more information, visit the Swann Foundation Web site at www.loc.gov/rr/print/swann/swannhome.html.

About This Activity Political Cartoons: Pictures with a PointA political cartoon is a cartoon that makes a point about a political issue or event. You can find them in any daily newspaper, but they wont be in the comics section. Instead, look on the editorial pages theyre right next to the editorial columns, and across from the opinion essays. You can also find them in newsmagazines and on political Web sites. Political cartoons can be very funny, especially if you understand the issue that theyre commenting on. Their main purpose, though, is not to amuse you but to persuade you. A good political cartoon makes you think about current events, but it also tries to sway your opinion toward the cartoonists point of view. The best political cartoonist can change your mind on an issue without you even realizing how he or she did it.Cartoonists Persuasive TechniquesCartoonists use several methods, or techniques, to get their point across. Not every cartoon includes all of these techniques, but most political cartoons include at least a few. Some of the techniques cartoonists use the most are symbolism, exaggeration, labeling, analogy, and irony.Once you learn to spot these techniques, youll be able to see the cartoonists point more clearly. You should also be aware of any political slant, or bias, that he or she might have. When you know where the cartoonist is coming from, its easier to make up your own mind.You might also start watching out for the persuasive techniques used in other media, such as political ads and TV news programs. There are a lot of people out there trying to change your mind its a good idea to be aware of how theyre doing it.Using This Activity How to Use the ModelIn this activity, youll learn about cartoonists persuasive techniques.The model shows a political cartoon and a list of persuasive techniques that cartoonists frequently use to make their point. Click on the technique labels on the right side of the cartoon to reveal where in the cartoon that persuasive technique was used.

How to Use the "Test Yourself!" CartoonsIn these practice activities, your task is to locate and properly label the persuasive techniques in each cartoon. Study the cartoon to decide where the cartoonist has used a persuasive technique. Then drag the label across the cartoon and drop it in the spot that correctly illustrates that persuasive technique (hint: look for the illuminated boxes). If you are correct, the label will lock into place! Keep trying until you have identified all the persuasive techniques in that cartoon. Beware not every cartoon has every technique, and you may use only one persuasive technique label per spot.

Cartoon Analysis GuideUse this guide to identify the persuasive techniques used in political cartoons.

SymbolismCartoonists use simple objects, or symbols, to stand for larger concepts or ideas.After you identify the symbols in a cartoon, think about what the cartoonist intends each symbol to stand for.

ExaggerationSometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point.When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make through exaggeration.

LabelingCartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear?

AnalogyAn analogy is a comparison between two unlike things that share some characteristics. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light.After youve studied a cartoon for a while, try to decide what the cartoons main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonists point more clear to you.

IronyIrony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively?

Once youve identified the persuasive techniques that the cartoonist used, ask yourself: What issue is this political cartoon about? What is the cartoonists opinion on this issue? What other opinion can you imagine another person having on this issue? Did you find this cartoon persuasive? Why or why not? What other techniques could the cartoonist have used to make this cartoon more persuasive?Cartoon Analysis GuideUse this guide to identify the persuasive techniques used in political cartoons.Print guide [PDF/10k]

SymbolismCartoonists use simple objects, or symbols, to stand for larger concepts or ideas.After you identify the symbols in a cartoon, think about what the cartoonist intends each symbol to stand for.

ExaggerationSometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point.When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make through exaggeration.

LabelingCartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear?

AnalogyAn analogy is a comparison between two unlike things that share some characteristics. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light.After youve studied a cartoon for a while, try to decide what the cartoons main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonists point more clear to you.

IronyIrony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively?

Once youve identified the persuasive techniques that the cartoonist used, ask yourself: What issue is this political cartoon about? What is the cartoonists opinion on this issue? What other opinion can you imagine another person having on this issue? Did you find this cartoon persuasive? Why or why not? What other techniques could the cartoonist have used to make this cartoon more persuasive?About This Activity Political Cartoons: Pictures with a PointA political cartoon is a cartoon that makes a point about a political issue or event. You can find them in any daily newspaper, but they wont be in the comics section. Instead, look on the editorial pages theyre right next to the editorial columns, and across from the opinion essays. You can also find them in newsmagazines and on political Web sites. Political cartoons can be very funny, especially if you understand the issue that theyre commenting on. Their main purpose, though, is not to amuse you but to persuade you. A good political cartoon makes you think about current events, but it also tries to sway your opinion toward the cartoonists point of view. The best political cartoonist can change your mind on an issue without you even realizing how he or she did it.Cartoonists Persuasive TechniquesCartoonists use several methods, or techniques, to get their point across. Not every cartoon includes all of these techniques, but most political cartoons include at least a few. Some of the techniques cartoonists use the most are symbolism, exaggeration, labeling, analogy, and irony.Once you learn to spot these techniques, youll be able to see the cartoonists point more clearly. You should also be aware of any political slant, or bias, that he or she might have. When you know where the cartoonist is coming from, its easier to make up your own mind.You might also start watching out for the persuasive techniques used in other media, such as political ads and TV news programs. There are a lot of people out there trying to change your mind its a good idea to be aware of how theyre doing it.Using This Activity How to Use the ModelIn this activity, youll learn about cartoonists persuasive techniques.The model shows a political cartoon and a list of persuasive techniques that cartoonists frequently use to make their point. Click on the technique labels on the right side of the cartoon to reveal where in the cartoon that persuasive technique was used.

How to Use the "Test Yourself!" CartoonsIn these practice activities, your task is to locate and properly label the persuasive techniques in each cartoon. Study the cartoon to decide where the cartoonist has used a persuasive technique. Then drag the label across the cartoon and drop it in the spot that correctly illustrates that persuasive technique (hint: look for the illuminated boxes). If you are correct, the label will lock into place! Keep trying until you have identified all the persuasive techniques in that cartoon. Beware not every cartoon has every technique, and you may use only one persuasive technique label per spot.