"A cartoonist is a writer and artist, philosopher, and punster, cynic and community conscience. He (She) seldom tells a joke, and often tells the truth, which is funnier. In addition, the cartoonist is more than a social critic who tries to amuse, infuriate, or educate. He (She) is also, unconsciously, a reporter and historian. Cartoons of the past leave records of their times that reveal how people lived, what they thought, how they dressed and acted, what their amusements and prejudices were, and what the issues of the day were." ( Ruff, Thomas P., and Jennifer T. Nelson. Classroom Ready Activities for Teaching History and Geography in Grades 7-12. Needham, MA: Allyn and Bacon, 1999.)

1.5. Quality of Writing

A. Write with a sharp, distinct focus.
• Identify topic, task and audience.
• Establish and maintain a single point of view.

1.6. Speaking and Listening

F. Use media for learning purposes.
• Use various forms of media to elicit information, to make a student presentation and to complete class assignments and projects.

A. Synthesize and evaluate historical sources.

• Different historical perspectives
• Visual data presented in historical evidence

B. Evaluate historical interpretation of events.
• Impact of opinions on the perception of facts
• Issues and problems in the past
• Multiple points of view
• Illustrations in historical stories and sources

C. Synthesize historical research.
• Primary sources

D. Demonstrate specific styles in combination through the production or performance of a unique work of art

E. Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.

F. Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.

Start with cartoons or topics students are familiar with to introduce analyzing and creating political cartoons.

Form teams of 3 – 4 and give each team a current cartoon. Ask each team to analyze the cartoon by completing the questions:

Introductory questions

1) List the people and objects in the cartoon.

Are there any real people in the cartoon? If yes, who is portrayed?

2) List any symbols in the cartoon. What do they represent?

3) What is the event or issue that inspired the cartoon?

4) What is the cartoonist’s opinion about the topic portrayed in the cartoon? How do you know?

5) Do you agree or disagree with the cartoonist’s opinion? Why?

You may also ask students to :
a) pick the one cartoon they agree with the most or explain why
b) pick the one cartoon they this is the most effective and why

In order to interpret a cartoon, you have to use tools of an historian:

a) background knowledge of the event, people and or issues from a particular time period

b) understand the different elements in the cartoon based on interpretations from the time period

c) speculate or find out the cartoonist’s motives and point of view

Steps in an analysis of an historical cartoon:

Some historical cartoon include stereotypes and caricatures that are blatantly racist, sexist, and extremely offensive by today’s

standards. 19th century U.S. cartoons of immigrants, African American, Chinese American and Native Americans provide an

opportunity to understand some attitudes and values that led to U.S. policies and laws.

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--What is your initial reaction to the cartoon?

--Is it offensive and if so why?

--How can we use the cartoon to understand the issue, events or values of the time period?

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1. Determine the date of time period. What is the location of the cartoon? (city? country?)

Brainstorm a list of issues / events associated with the time period in the particular location.

2. List what is in the cartoon – objects, people, key words. What action is taking place?

What is the focal point of the cartoon? If you don’t recognize the people, what do they represent? (soldier, politician, worker, etc.)

3. Find out who drew the cartoon. What do you know about the cartoonist? What or who might have

influenced his (her) opinions at the time?

4. Based on what you’ve learned about the cartoon, what is the message of the cartoon?

5. How does the cartoon help us understand an opinion about an event, person or issue of that time period?

How might people have responded to the cartoon? How might the cartoon have influenced public opinion and legislation?

(Remind students what images were available during the time period versus the many sources of images we have today.)

In order for students to interpret and create cartoons, they need to understand the “craft” of cartooning and its elements.

1. Divide the class into teams of 3 or 4 students. Each team will analyze a cartoon based on its elements. Distribute a cartoon

to each group that features one (or more ) of the following attributes:

(1) drawing, design and layout; (2) literary and/ or historical references; (3) captions, headings and/or words; (4) symbols and analogy; (5) humor and irony;

(6) exaggeration and / or understatement; (7) caricature and / or stereotypes; and (8) focus and / or main idea.

2. At the end, have teams define their terms based on the cartoon.

3. Each team should present their terms, definitions and cartoon to the class. Students should have the list of terms and after

each presentation write a definition of how it is used in a cartoon.

Elements with sample student created cartoons:

(1) Drawing, design and layout:
Things to consider: What facial expressions are needed to convey the message? How can contrast in color or shading enhance the message?

What number of elements or objects are needed? What is the focal point? Which visuals need to be emphasized? Did the artist avoid clutter?

Border Line to the U.S. - "Need Work" Cartoonist: Kate M.

(2) Literary and / or historical references
Things to consider: Is the story or historical reference widely known? Is there a present day reference? If there are historical people,

are they easily identified? If phrases are used from a literary source, is it well known? What background knowledge does the viewer

need to understand the references?

Reparations for Slavery (in the U.S.) - Compensation vs. Empty Apology

Cartoonist: Doreen A.

(3) Captions / headings and / or words
Things to consider: How do the words work with the visual features of the cartoon? How does the title help you understand the

cartoon? How many words, if any , are needed to communicate with the viewer? Are the words familiar to the viewers?

Which words aren’t necessary? Is the heading necessary?

Reparations : Palestinians were kicked out of their homes. It's about time to let us go home

Cartoonist: Eman M.

(4) Symbols and analogy
Things to consider: How does the cartoon show an ideas or opinion without stating the opinion? (What is used to represent something

else? symbol) Is the issue or idea likened to something else? (analogy) Does the cartoon make the viewer “stretch” his/ her imagination?

Is this fair? Welcome to Florida (Cuban) / you are not welcome in Florida (Haiti) Cartoonist: Chris R.

Symbols: Are the symbols well known? Do the symbols add to other elements of the cartoon? Does the symbol not only

represent something but help the cartoonist make a point?

Analogy: Is it clear what the analogy represents?

(5) Humor and Irony

(Irony is an implied difference between what is said or expected and what is meant or actually occurs.)

Things to consider: Do the words or images express a meaning contrary to the overall point of the cartoon? (irony) Does

the message make fun of something or someone? (satire) Is the humor respectful? What makes the cartoon humorous or ironic?

(images, words) Does the humor or irony make the reader more open to the cartoonist’s point of view?

Like father like son: Sadam has weapons of mass destruction. War !!! (U.S. troops - RIPin Iraq)

Cartoonist: David L.

(6) Exaggeration and / or Understatement
Things to consider: What is the point of changing the proportion of objects or people in a cartoon? What does the proportion

tell you about the relationships between the objects and / or people? How does the exaggeration or understatement grab the viewers

attention or force a response? Is the exaggeration or understatement used to encourage debate or force the viewer to think? Does the

exaggeration or understatement look too ridiculous or silly?

Young woman sexually abused by employer

Back in the day: "Come here. Let me tell you something. (Crying) Please no. I'll do anything but not that again.

Now -n-day: "Come here little Mama. Do me this favor. You better get out of my face. I QUIT.

Cartoonist: Sheria G.

(7) Caricature and Stereotypes:
Things to consider: What does the caricature of the person emphasize or exaggerate? Is it a fair exaggeration? What does the

exaggeration in the caricature (nose, jaw, eyes, ears, etc.) indicate about the cartoonist’s view of the person? Do the exaggerations

encourage debate or an emotional response? Is it effective?

Stereotypes have to be used carefully. Is the stereotype harmful? Prejudicial? Naïve? Unfairly insulting to an entire group? Does the

stereotype reinforce the cartoonist’s opinion or distract from his/her opinion?

Cartoonist: Biljana T.

(8) Focus or main idea
Things to consider: Is there one topic or issue? Does it express one opinion? Does the cartoonist understand the issue or topic?

Does the cartoon force the viewer to use his/ her imagination while clearly communicating the cartoonist’ opinion?

Cartoonist: Tamara G.

Select a topic or theme for study. At the end of the unit, assign a political cartoon(s) which requires the student to demonstrate his/her

knowledge and analysis of a topic. Political cartoons also require the student to take a position and portray their position in the cartoon.

(I do not include any evaluation of the student’s artistic skills – a clear political cartoon may be drawn with shapes or stick figures.)

Drawing political cartoons

1. must have a single, clear idea (focus) or point of view on an issue

2. must demonstrate understanding of the issue or topic

3. should “visually tease” the viewer with an idea or image which forces the viewer to use his or her imagination – versus literal statement

4. should be able to explain how and why cartoon elements are included and the intended viewers reaction

Assignment and Evaluation options:

Select one CURRENT issue related to (topic / theme). You will design a political cartoon which clearly states your position on the issue.

a. Topic of the cartoon is : (5 points)

b. My position on the issue / event is: (should be clear in the cartoon) (10 pts)

c. Which of the following did you include in the cartoon? Explain why and how you used the element. (at least 3 – 15 pts each)
symbol, analogy, humor, irony, caricature, stereotypes, captions and other words
exaggeration, understatement , historical (or literary) reference

d. The cartoon demonstrates my knowledge of the topic or theme by: (10 points)

e. On a separate piece of paper, write complete answers about your process of creating the cartoon. (1) What steps did you take to develop your topic and point of view? (2) What steps did you take to select the images and language in the cartoon? (3) What do you think is the strength of your cartoon? What would you like to continue to work on to improve the cartoon? (4) What influenced your position on the topic? (5) What advise do you have for other cartoonists? (5 points each – 25 points total)

f. The viewer should appreciate the following about the drawing / design of the cartoon: (5 points)

Rubric option:

Total: _____________ x 2.5 = _______________ / 50

Explanation paragraph: Write the 3 or more elements of a cartoon you included. Why and how did you include the elements? How do you want

the viewers to react to your cartoon? Why?