These may be used for the whole class, or for individual enrichment. They are presented as directions for students.

1. FDR as a Cartoon Character: FDR was stricken with polio in 1921 at the age of 39 and never walked or stood unaided again. Yet in the cartoons he is always presented as able-bodied, whether the bias is pro- or anti-TVA. Think about these questions:
   • Why do you think cartoonists always presented FDR as able-bodied?
   • If the President had a physical handicap today, do you think he or she would be portrayed as able-bodied or handicapped in political cartoons? Explain.
   • How have attitudes about handicaps and attitudes toward people who are physically challenged changed since Roosevelt's presidency?

   Now imagine you were FDR. You read the newspaper and see one of the cartoons in the collection (choose one) in which you are shown walking, standing, or running. Write a note to the cartoonist in which you express your feelings and opinion about the way you were portrayed, and about the cartoon itself.

2. Caricature A: Try your hand at caricature. Choose someone about whom you are studying (Roosevelt would be a good place to start). Collect several artists' renditions of FDR from the collection of political cartoons and observe which features are commonly exaggerated. Then try some light pencil sketches of your own.
   • Use a hard lead so it will be easy to erase.
   • Work on card stock.
   • Choose one or two you made which seem most successful.
   • Ink them with a thin line marker and then erase the pencil lines.

3. Caricature B: Locate some photographs of FDR. Note the physical features that might be exaggerated (made larger or smaller) and then try to sketch some cartoons of the person.
   • Use a hard lead so it will be easy to erase.
   • Work on card stock.
   • Choose one or two you made that seem most successful.
   • Ink them with a thin line marker and then erase the pencil lines.

4. Be a Political Cartoonist: You now know the components of a political cartoon. Choose an issue from history (like the TVA controversy) or a current issue and make notes that answer these questions:
   • What issue will this cartoon be about?
   • Who are the real people involved in this issue?
   • What groups of people might I symbolize? What labels will I need to use?
   • Which side of this issue am I on? How will I communicate that to the audience?

   Make a preliminary sketch or two in pencil.

   • Use a hard lead so it will be easy to erase.
   • Work on card stock.
   • Choose one or two you made that seem most successful.
   • Ink them with a thin line marker and then erase the pencil lines.

5. Political Cartoons About Other Historical Events: Over the course of this year, you will be learning about other historical events of the 20th century. Try to find political cartoons that were drawn about those events.

   The New York Times prints a collection of the previous week's cartoons in a section called "The News of the Week In Review," which appears each Sunday. Your school might have the Times on microfiche in the library, or it might subscribe to a service that could provide you with the Times via the Internet.

   You might also check history text books and back issues of Time and Newsweek magazines. Photocopy the cartoons, make notes about your interpretation, and bring your materials to class for discussion.