SUBJECTS

History, Government, Social Studies

 GRADE LEVEL

10-12

Students will understand that political cartoons may send messages as strongly as documents and speeches.  As a result of this activity, students will know that primary sources have perspective and a purpose. Studying political cartoons and analysis will enable students to: (1) evaluate and gather information from a first person narrative, (2) analyze, interpret, and synthesize political cartoon primary sources, and, (3) identify and use clues from an illustration and text to make decisions about the cartoons meaning.

 INVESTIGATIVE QUESTION

How do the elements and techniques of political cartoons communicate with readers?

 LESSON PLAN

Background Information:

 Attention must be paid to details in order to read images and text accurately.

 The meaning of primary sources may change over time and may differ among people.

Performance Tasks:

Identify where a cartoonist uses any of the following persuasive techniques within their work:

Symbolism	Analogy
Exaggeration	Irony
Labeling

Use the persuasive techniques to interpret:

Opinion of the artist	Focus and/or main idea
Opinions others might have	Literary and/or historical relevance

Identify elements of cartooning:

 Sensory qualities – refer to the Elements of Cartooning handout including – line, shape, texture, and color.

 Formal qualities – refer to conventions related to the specific medium, such as exaggeration or distortion in the cartooning medium.

 Expressive qualities – refer to meaning, use of symbol, feelings they evoke, etc.

 Technical qualities – refer to the method and use of materials.

 Judgmental qualities – refer to the viewer’s sense of the value of the work.

 MODEL ACTIVITY

 Each participant will receive a copy of the attached cartoon – "Think This Crop is Worth Saving?"

 Each person will circle and label areas on their cartoon that match items on the Cartoon Analysis or Elements of Cartooning handouts.

 Everyone will then be broken into two groups based on analysis and elements. At this time they will share their findings with their group.

 If more than one cartoon is used, participants will then find the person that has the same cartoon. They will take a few minutes to share what they have circled and why they circled it.

Before the session ends, brainstorm ways to use primary source political cartoons in the classroom

 CREDIT

This lesson is based on the Library of Congress lesson plan, “It’s No Laughing Matter” and presented by a past Congress in the Classroom® participant.