HomeLibraryTimeline

[Return]
Session 1: Introduction to Political Cartoons

  1. Make an overhead transparency of a current political cartoon. Choose one that is about an issue with which you believe most of your students will be familiar. For the purposes of this first experience, choose familiarity over importance. It should include at least one caricature of a recognizable public figure, at least one symbol of a group (for example, taxpayers, the poor) and some verbal cues like labels, captions, or titles.

  2. Project the transparency and allow the class to look at it for several minutes. Inevitably, some students will laugh or say, "I get it." While kids are justifiably proud to be able to put the elements together, such responses sometimes inhibit other students from thinking further. It would be well to suggest that students view the cartoon quietly, that those who don't get it should observe as much as they can, and that it isn't necessary to understand the cartoon to participate in the discussion.

  3. Write the following questions on the board:
    • What current issue is this cartoon about?
    • Who are the real people in the cartoon?
    • What are the symbols in the cartoon?
    • Whose side is the cartoonist on? How do you know?

  4. Go over the questions one by one:
    • What current issue is this cartoon about? Could someone explain the issue about which the cartoonist has drawn and written?
    • Who are the real people in the cartoon? How do you know? Does the person have a label? What physical or other features of the person were exaggerated to let you know who it was?
    • What are the symbols in the cartoon? How do you know? Do the symbols have a label? What physical or other features provide you with information to let you know what is being represented?
    • Whose side is the cartoonist on? How do you know? Does everyone feel the same way about this issue? If not, what are the different sides (encourage kids to begin their statements with, "Some people believe that....")? Do you feel the cartoonist takes a side here? What evidence is there in the cartoon to support your belief?

  5. Summarize and generalize: Make the point that political cartoons vary in style, but that in most of them, students will see that some event or issue is being considered, that caricature, symbols, and verbal information are given, and that the artist takes a position on the issue.

    Explain that the more you know about each of these parts, the easier it will be to understand the whole, to get it, and that it is important to be able to identify which part or parts are causing problems. To say, "I don't know who this is supposed to be," is a better statement than, "I don't get it," because it puts you closer to an understanding. Encourage students to use each other as well as other resources to figure out the pieces they are missing.