finding the main idea - weebly

708 SkillBuilder Handbook

Finding the Main Idea . . . . . . . . . . . . . . . . .709

Taking Notes and Outlining . . . . . . . . . . . .710

Reading a Time Line . . . . . . . . . . . . . . . . . .711

Sequencing and Categorizing Information . . . . . . . . . . . . . . . . . . . . . . . . .712

Recognizing Point of View . . . . . . . . . . . . .713

Distinguishing Fact From Opinion . . . . . . .714

Analyzing Library and Research Resources . . . . . . . . . . . . . . . . . . . . . . . . . . .715

Analyzing Primary Source Documents . . .716

Building a Database . . . . . . . . . . . . . . . . . .717

Summarizing . . . . . . . . . . . . . . . . . . . . . . . .718

Evaluating a Web Site . . . . . . . . . . . . . . . . .719

Understanding Cause and Effect . . . . . . . .720

Making Comparisons . . . . . . . . . . . . . . . . .721

Making Predictions . . . . . . . . . . . . . . . . . . .722

Drawing Inferences and Conclusions . . . .723

Recognizing Economic Indicators . . . . . . .724

Interpreting Political Cartoons . . . . . . . . .725

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SkillBuilder Handbook

Finding the Main Idea

SkillBuilder Handbook 709

Why Learn This Skill? Understanding the main idea allows

you to grasp the whole picture and getan overall understanding of what youare reading. Historical details, such asnames, dates, and events, are easier toremember when they are connected to amain idea.

Follow these steps when trying tofind the main idea:

• Read the material and ask, “Why wasthis written? What is its purpose?”

• Read the first sentence of the first para-graph. The main idea of a paragraph isoften found in the topic sentence. Themain idea of a large section of text isoften found in a topic paragraph.

• Identify details that support the mainideas.

• Keep the main idea clearly in yourmind as you read.

Read the paragraph in the next col-umn that describes how the culture ofthe world is changing. Answer the ques-tions, and then complete the activity thatfollows. If you have trouble, use thegraphic organizer to help you.

Cultural diffusion has increased as aresult of technology. Cultural diffusion isthe process by which a culture spreads itsknowledge and skills from one area toanother. Years ago, trade—the way peopleshared goods and ideas—resulted in cultur-al diffusion. Today communication technol-ogy, such as television and the Internet,links people throughout the world.

1. What is the main idea of this paragraph?

2. What are some details that support thatmain idea?

3. Practice the skill by reading three paragraphsin your textbook and identifying their mainideas.

4. Do you agree or disagree with the main idea presented above? Explain.

Bring a newspaper or magazine to class. With a partner, identify the main ideas in three different articles. Then describe how other sentences orparagraphs in the article support the main idea.

detaildetail

main idea

detail

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Taking Notes and Outlining

Why Learn This Skill?If you asked someone for his or her

phone number or e-mail address, howwould you best remember it? Most peo-ple would write it down. Making a noteof it helps you remember. The same istrue for remembering what you read in a textbook.

Taking notes as you read your text-book will help you remember the infor-mation. As you read, identify and sum-marize the main ideas and details andwrite them in your notes. Do not copymaterial directly from the text.

Using note cards—that you canreorder later—can also help. First writethe main topic or main idea at the top ofthe note card. Then write the details thatsupport or describe that topic. Numberthe cards to help you keep them in order.

You also may find it helpful to use anoutline when writing notes. Outlining canhelp you organize your notes in a clearand orderly way.

First read the material to identify themain ideas. In this textbook, section head-ings and subheadings provide clues to themain ideas. Supporting details can thenbe placed under each heading. Each levelof an outline must contain at least twoitems. The basic pattern for outlines is asfollows:

Main TopicI. First idea or item

II. Second idea or itemA. first detailB. second detail

1. subdetail2. subdetail

III. Third idea or itemA. first detailB. second detail

Look back at Chapter 2, Section 1.Outline the main ideas of the section asshown above.

Use the outline that you created instep 2 to write a paragraph with a mainidea and at least three supporting details.

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Schools in the Middle Ages• Catholic church set up cathedral schools.

• Only sons of nobles could goto these schools.

3

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Reading a Time Line

Why Learn This Skill?Have you ever had to remember

events and their dates in the order inwhich they happened? A time line is aneasy way to make sense of the flow ofdates and events. It is a simple diagramthat shows how dates and events relateto one another. On most time lines, yearsare evenly spaced. Events on time linesare placed beside the date they occurred.

To read a time line, follow thesesteps:

• Find the dates on the opposite ends ofthe time line. They show the period oftime that the time line covers.

• Note the equal spacing between dateson the time line.

• Study the order of events.

• Look to see how the events relate toeach other.

Examine the time line below. Itshows major events in the history ofearly Egypt. Then answer the questionsand complete the activity that follows.

1. When does the time line begin? When doesit end?

2. What major event happened during the1500s B.C.?

3. How long did the Hyksos rule Egypt?

4. What happened to Egypt during the 300s B.C.?

List 10 key events found in Unit 1 andthe dates on which these events tookplace. Write the events in the order inwhich they occurred on a time line.

Egypt3000 B.C. 2500 B.C. 1500 B.C. 500 B.C. A.D. 1 A.D. 500 A.D. 1000 A.D. 1500 1000 B.C.2000 B.C.

Upper and Lower Egypt unite

3100 B.C.

Great Pyramid of Khufu builtc. 2500 B.C. The Hyksos

conquer Egypt1750 B.C.

The Hyksos are overthrownc. 1500 B.C.

Egypt is part of Greek Empire

300s B.C.

Ancient Egypt

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Sequencing and Categorizing Information

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Why Learn This Skill?Sequencing means placing facts in

the order in which they happened.Categorizing means organizing informa-tion into groups of related facts andideas. Both actions help you deal withlarge quantities of information in anunderstandable way.

Follow these steps to learn sequenc-ing and categorizing skills:

• Look for dates or clue words that pro-vide you with a chronological order: in2004, the late 1990s, first, then, finally,after the Great Depression, and so on.

• Sequencing can be seen in unit andchapter time lines or on graphs whereinformation covers several years.

• If the sequence of events is not impor-tant, you may want to categorize theinformation instead. To categorize infor-mation, look for topics and facts thatare grouped together or have similarcharacteristics. If the information isabout farming, one category might betools of farming.

• List these categories, or characteristics,as the headings on a chart.

• As you read, look for details. Fill inthese details under the proper cate-gories on the chart.

Read the paragraph below and thenanswer the questions that follow.

Buddhism started in India about 500 B.C.but was mostly driven out by 300 B.C. Thereligion of Islam also influenced India’s his-tory. In the A.D. 700s, Muslims from south-west Asia brought Islam to India. In the1500s, they founded the Mogul empire andruled India for the next 200 years.

1. What information can be organized bysequencing?

2. What categories can you use to organize theinformation? What facts could be placedunder each category?

Look at the Geographic Dictionary onpages GH14 and GH15. Record any termsthat would fit into the category “bodies ofwater.” Also, find two newspaper or mag-azine articles about an important localissue. Sequence or categorize the informa-tion on note cards or in a chart.

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Recognizing Point of View

Why Learn This Skill?If you say, “Cats make better pets

than dogs,” you are expressing a point ofview. You are giving your personal opin-ion. Knowing when someone is givingyou his or her personal point of viewcan help you judge the truth of what isbeing said.

Most people have feelings and ideasthat affect their point of view. A person’spoint of view is often influenced by his or her age, background, or position in a situation.

To recognize point of view, followthese steps:

• Identify the speaker or writer andexamine his or her views on an issue.Think about his or her position in lifeand relationship to the issue.

• Look for language that shows an emo-tion or an opinion. Look for words suchas all, never, best, worst, might, or should.

• Examine the speech or writing forimbalances. Does it have only one view-point? Does it fail to provide equal cov-erage of other viewpoints?

• Identify statements of fact. Factualstatements usually answer the Who?What? When? and Where? questions.

• Determine how the person’s point ofview is reflected in his or her state-ments or writing.

Read the following statement aboutwildlife in Africa, and answer the ques-tions below.

Mountain gorillas live in the mistymountain forests of East Africa. Loggingand mining, however, are destroying theforests. Unless the forests are protected, allof the gorillas will lose their homes and dis-appear forever. As a concerned African nat-uralist, I must emphasize that this will beone of the worst events in Africa’s history.

1. What problem is the speaker addressing?

2. What reasons does the speaker give for theloss of the forests?

3. What is the speaker’s point of view aboutthe problem facing the gorillas in East Africa?

Choose a “Letter to the Editor” from anewspaper. Summarize the issue beingdiscussed and the writer’s point of viewabout that issue. State what an opposingpoint of view to the issue might be.Describe who might hold this other view-point in terms of their age, occupation,and background.

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Distinguishing Fact From Opinion

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Why Learn This Skill?Suppose a friend says, “Our school’s

basketball team is awesome. That’s afact.” Actually, it is not a fact; it is anopinion. Knowing how to tell the differ-ence between a fact and an opinion canhelp you analyze the accuracy of politi-cal claims, advertisements, and manyother kinds of statements.

A fact answers a specific questionsuch as: What happened? Who did it?When and where did it happen? Why didit happen? Statements of fact can bechecked for accuracy and proven.

An opinion, on the other hand,expresses beliefs, feelings, and judgments.It may reflect someone’s thoughts, but itcannot be proven. An opinion oftenbegins with a phrase such as I believe, I think, probably, it seems to me, or in myopinion.

To distinguish between facts andopinions, ask yourself these questions:

• Does this statement give specific infor-mation about an event?

• Can I check the accuracy of this statement?

• Does this statement express someone’sfeelings, beliefs, or judgment?

• Does it include phrases such as I believe,superlatives, or judgment words?

Read each statement below. Tellwhether each is a fact or an opinion, andexplain how you arrived at your answer.

(1) The Han dynasty ruled China from202 B.C. to A.D. 220.

(2) The Han dynasty was a much betterdynasty than the Qin dynasty.

(3) The Han divided the country into dis-tricts to be better able to manage sucha large area.

(4) The government should not haveencouraged support for arts andinventions.

(5) The Han kept very good records ofeverything they did, which helps his-torians today learn about them.

(6) Han rulers chose government officialson the basis of merit rather than birth.

(7) No other ruling family in the worldcan compare with the Han dynasty ofChina.

(8) Han rulers should have defended thepoor farmers against the harsh actionsof wealthy landowners.

Read one newspaper article thatdescribes a political event. Find threestatements of fact and three opinionsexpressed in the article.

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Analyzing Library and Research Resources

Roman mosaic showing gladiators in battle

Why Learn This Skill?Imagine that your teacher has sent

you to the library to write a report on thehistory of ancient Rome. Knowing howto choose good sources for your researchwill help you save time in the libraryand write a better report.

Not all sources will be useful for yourreport on Rome. Even some sources thatinvolve topics about Rome will not alwaysprovide the information you want. In ana-lyzing sources for your research project,choose items that are nonfiction and thatcontain the most information about yourtopic.

When choosing research resourcesask these questions:

• Is the information up-to-date?

• Does the index have several pageslisted for the topic?

• Is the resource written in a way that is easy to understand?

• Are there helpful illustrations and photos?

Look at the following list of sources.Which would be most helpful in writinga report on the history of ancient Rome?Explain your choices.

(1) A travel guide to Italy today

(2) A guide to early Roman art and architecture

(3) A children’s storybook about ancientEurope

(4) A history of ancient Greece

(5) A study of the rise and fall of theRoman Empire

(6) A book on modern republican ideas

(7) A biographical dictionary of ancientrulers of the world

(8) An atlas of the world

Go to your local library or use theInternet to create a bibliography ofsources you might use to write a reporton the history of ancient Rome. List atleast five sources.

Pierre Belzeaux/Photo Researchers

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Analyzing Primary Source Documents

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Why Learn This Skill?Historians determine what happened

in the past by combing through bits ofevidence to reconstruct events. Thesetypes of evidence—both written andillustrated—are called primary sources.Examining primary sources can help you understand history.

Primary sources are sources that werecreated in the historical era being studied.They can include letters, diaries, photo-graphs and pictures, news articles, legaldocuments, stories, literature, andartwork.

To analyze primary sources, askyourself the following questions:

• What is the item?

• Who created it?

• Where did it come from?

• When was it created?

• What does it reveal about the topic I am studying?

The primary source that followscomes from Stories of Rome by Livy.Livy was a Roman historian who livedfrom 59 B.C. to A.D. 17. Here he has writ-ten a story with a moral, or lesson to belearned. Read the story, and then answerthe questions that follow.

Once upon a time, the different parts of the human body were not all in agree-ment. . . . And it seemed very unfair to theother parts of the body that they shouldworry and sweat away to look after thebelly. After all, the belly just sat there . . .doing nothing, enjoying all the nice thingsthat came along. So they hatched a plot.The hands weren’t going to take food to the mouth; even if they did, the mouth wasn’t going to accept it. . . . They wentinto a sulk and waited for the belly to cryfor help. But while they waited, one by one all the parts of the body got weakerand weaker. The moral of this story? Thebelly too has its job to do. It has to be fed,but it also does feeding of its own.

Excerpt from Stories of Rome,Livy, c. 20 B.C.

1. What is the main topic?

2. Who did the hands and mouth think waslazy?

3. What did the hands and mouth do about it?

4. What was the moral—or lesson—of thestory?

Find a primary source from your past—a photo or newspaper clipping.Explain to the class what it shows aboutthat time in your life.

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Building a Database

U.S. International CommerceCountry Japan United Kingdom Canada

Exportsto U.S.

Engines, rubbergoods, cars,trucks, buses

$128 billion $35.2 billion $232.6 billion

$67.3 billion $42.8 billion $199.6 billion

Dairy products,beverages,petroleumproducts, art

Wheat, minerals,paper, miningmachines

Meat, fish,sugar, tobacco,coffee

Fruit, tobacco,electricalequipment

Fish, sugar,metals, clothing

Value ofExportsto U.S.

ImportsfromU.S.

Value ofImportsfromU.S.

Why Learn This Skill?A database is a collection of informa-

tion stored in a computer or on diskettefiles. It runs on software that organizeslarge amounts of information in a waythat makes it easy to search and makeany changes. It often takes the form of achart or table. You might build databasesto store information related to a class atschool or your weekly schedule.

To create a database using word-processing software, follow these steps:

• Enter a title identifying the type ofinformation in your document and filenames.

• Determine the set of specific points ofinformation you wish to include. As the database example on this pageshows, you might want to record dataon the imports and exports of specificcountries.

• Enter the information categories alongwith country names as headings in acolumned chart. Each column makes upa field, which is the basic unit for infor-mation stored in a database.

• Enter data you have collected into thecells, or individual spaces, on yourchart.

• Use your computer’s sorting feature toorganize the data. For example, youmight alphabetize by country name.

• Add, delete, or update information asneeded. Database software automatical-ly adjusts the cells in the chart.

On a separate sheet of paper, answerthe following questions referring to thedatabase on this page.

1. What type of information does the databasecontain?

2. What related fields of information does itshow?

3. The author learns that Canada also exportsclothing, beverages, and art to the UnitedStates. Is it necessary to create a new data-base? Explain.

Build a database to help you keeptrack of your school assignments. Workwith four fields: Subject, AssignmentDescription, Due Date, and CompletedAssignments. Be sure to keep your data-base up-to-date.

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Summarizing

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Why Learn This Skill?Imagine you have been assigned a

long chapter to read. How can youremember the important information?Summarizing information—reducinglarge amounts of information to a fewkey phrases—can help you rememberthe main ideas and important facts.

To summarize information, followthese guidelines when you read:

• Separate the main ideas from the sup-porting details. Use the main ideas in asummary.

• Use your own words to describe themain ideas. Do not copy the selectionword for word.

• If the summary is almost as long as thereading selection, you are including toomuch information. The summaryshould be very short.

To practice the skill, read the para-graph below. Then answer the questionsthat follow.

The Ming dynasty that followed theMongols tried to rid the country of Mongolinfluence. The Ming leaders believed thatChina could become a great empire. Theyexpanded Chinese control over parts ofEast Asia, including Korea, Vietnam, andMyanmar (Burma). To re-establish theimportance of Chinese culture, theyencouraged the practices of older Chinesetraditions, especially in the arts. Chinese lit-erature during the Ming era followed thestyles of ancient Chinese writers. Some ofthe finest Chinese paintings and potterywere created during this period. Ming rulersalso built the Forbidden City.

1. What are the main ideas of this paragraph?

2. What are the supporting details?

3. Write a brief summary of two or three sen-tences that will help you remember what theparagraph is about.

Read a newspaper or short magazinearticle. Summarize the article in one ortwo sentences.

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Evaluating a Web Site

Why Learn This Skill?The Internet has grown to become a

necessary household and business toolas more people use it. With so manyWeb sites available, how do you knowwhich one will be the most helpful toyou? You must look at the details, so youdo not waste valuable time in Websearches.

The Internet is a valuable researchtool. It is easy to use, and it often pro-vides fast, up-to-date information. Themost common use of the Internet by stu-dents is in doing research. However, someWeb site information is not really accurateor reliable.

When using the Internet to doresearch, you must evaluate the informa-tion very carefully. When evaluating theWeb site, ask yourself the followingquestions:

• Do the facts on the site seem accurate?

• Who is the author or sponsor of the site,and what is that person’s or organiza-tion’s reason for maintaining it?

• Does the site information explore a subject in-depth?

• Does the site contain links to other useful resources?

• Is the information easy to read andaccess?

To practice the skill, find three Websites on the shoguns or samurai of Japan.Follow these steps and write yourexplanation.

1. Evaluate how useful these sites would be ifyou were writing a report on the topic.

2. Choose which one is the most helpful.

3. Explain why you chose that site.

If your school had a Web site, whatkind of information would be on it? Writea paragraph describing this site.

A Japanese samurai warrior

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Understanding Cause and Effect

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Why Learn This Skill?You know if you watch television

instead of completing your homework,you probably will not get a good grade.The cause—not doing homework—leadsto the effect—not getting a good grade.

A cause is any person, event, or condi-tion that makes something happen. Whathappens as a result is known as an effect.

These guidelines will help youidentify cause and effect.

• Identify two or more events.

• Ask questions about why events occur.

• Look for “clue words” that alert you tocause and effect, such as because, led to,brought about, produced, and therefore.

• Identify the outcome of events.

As you read the following passage,record cause-and-effect connections in achart or graphic organizer.

Around 200 B.C., Mesopotamians were among the first in the world to blendcopper and tin to make bronze.

Bronze brought many changes to life inMesopotamia. For one thing, bronze wasmuch harder than the copper products thatwere used until that time. Because it washarder, bronze made better tools and sharp-er weapons. This improvement in technolo-gy was a help to farmers, craftworkers, andsoldiers alike.

Molten [melted] bronze was also easierto pour than the metals used earlier.Craftworkers were able to make finerarrows, ax-heads, statues, bowls, and otherobjects.

Look again at the chapter youare currently reading. Choose amajor event that is described andlist its causes.

The Royal Banner of Ur

Michael Holford

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Making Comparisons

Homeland

Cultural Characteristic

Political Organization

Method of Rule

Main Occupations

Canaan

Phoenicians

city-states

kings/merchant councils

artisans, traders, shippers

Canaan

Israelites

12 tribes; later, kingdom

kings/council of elders

herders, farmers, traders

Phoenician and Israelite Civilizations

Religion

Main Contribution

belief in many gods and goddesses

spread of an alphabet

belief in one, all-powerful god

principles of social justice

Why Learn This Skill?Suppose you want to buy a portable

CD player, and you must choose amongthree models. To make this decision, youwould probably compare various fea-tures of the three models, such as price,sound quality, size, and so on. By mak-ing comparisons, you will figure outwhich model is best for you. In the studyof world history, you often compare peo-ple or events from one time period withthose from a different time period.

When making comparisons, youexamine and identify two or more groups,situations, events, or documents. Thenyou identify any similarities (ways theyare alike) and differences (ways they aredifferent). For example, the chart on thispage compares the characteristics of twoancient civilizations.

When making comparisons, applythe following steps:

• Decide what items will be compared.Clue words such as also, as well as, like,same as, and similar to can help youidentify things that are being compared.

• Determine which characteristics youwill use to compare them.

• Identify similarities and differences inthese characteristics.

To practice the skill, analyze theinformation on the chart at the bottom ofthis page. Then answer these questions.

1. What items are being compared?

2. What characteristics are being used tocompare them?

3. In what ways were the Phoenicians andIsraelites similar? In what ways were theydifferent?

4. Suppose you wanted to compare the twopeoples in more detail. What are some of the characteristics you might use?

Think about two sports that areplayed at your school. Make a chartcomparing such things as: where thegames are played, who plays them, whatequipment is used, and other details.

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Making Predictions

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Why Learn This Skill?In history you read about people

making difficult decisions based on whatthey think might happen. By making predictions yourself, you can get a betterunderstanding of the choices people make.

As you read a paragraph or section inyour book, think about what might comenext. What you think will happen is yourprediction. A prediction does not have acorrect or incorrect answer. Making pre-dictions helps you to carefully considerwhat you are reading.

To make a prediction, ask yourself:

• What happened in this paragraph orsection?

• What prior knowledge do I have aboutthe events in the text?

• What similar situations do I know of?

• What do I think might happen next?

• Test your prediction: read further to seeif you were correct.

To practice the skill, read the follow-ing paragraph about the Aztec Empire.Then answer the questions.

The Aztec of ancient Mexico built thestrongest empire of any Native Americangroup. They mined gold, silver, and othergoods for trade. In building their empire,they conquered many other Native American groups. The Aztec fought their enemiesusing wooden weapons with stone blades.

In the 1500s, a Spanish army seekinggold heard about the Aztec and their riches.Led by Hernán Cortés, the Spaniards werehelped by enemies of the Aztec. Armed withsteel swords, muskets, and cannons, theSpaniards moved towards the Aztec capital.

1. Choose the outcome below that is most likelyto occur between the Aztec and Spaniards.

a.The Spaniards will avoid the Aztec altogether.

b.The two groups will become friends.

c.The Spaniards will conquer the Aztec.

d.The Aztec will conquer the Spaniards.

2. Explain why you chose the answer you did.

Watch a television show or a movie.Halfway through the show, write yourprediction of how it will end on a piece ofpaper. At the end of the show, check yourprediction.

Aztecshield

Museum of Ethnology, Vienna

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Drawing Inferences and Conclusions

Why Learn This Skill?Suppose your teacher brought an

artifact to class and a classmateexclaimed, “That came from Greece, didn’t it?” You might infer that yourclassmate had an interest in Greece.

To infer means to evaluate informationand arrive at a conclusion. Social studieswriters do not always spell out every-thing in the text. When you make infer-ences you “read between the lines.” Youmust then use the available facts and yourown knowledge of social studies to drawa conclusion.

Use the following steps to help drawinferences and make conclusions:

• Read carefully for stated facts andideas.

• Summarize the information and list theimportant facts.

• Apply related information that you mayalready know to make inferences.

• Use your knowledge and insight todevelop some conclusions about thesefacts.

Read the passage below and answerthe questions.

Many Greek temples were decoratedwith sculpture. Greek sculpture, like Greekarchitecture, was used to express Greekideas. The favorite subject of Greek artistswas the human body. Greek sculptors didnot copy their subjects exactly, flaws andall. Instead, they tried to show their idealversion of perfection and beauty.

1. What topic is the writer describing?

2. What facts are given?

3. What can you infer about Greek cities fromthe information?

4. What conclusions can you draw about howthe Greeks felt about sculptures?

Read one of the biographies in thistext. What can you infer about the life ofthe person described? Draw a conclusionabout whether or not you would like tomeet this person.

Ancient Greeksculptures ofSocrates (far left),Plato (middle), andAristotle (left)

(c)Museo Capitolino, Rome/E.T. Archives, London/SuperStock, (others)Scala/Art Resource, NY

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Recognizing Economic Indicators

Why Learn This Skill?Every day, business and government

leaders are faced with the challenge oftrying to predict what will happen to theeconomy in the coming months and years.To help these leaders in making decisions,economists, or scientists who study theeconomy, have developed ways to meas-ure an economy’s performance. Theseways are called economic indicators.

Economic indicators are statistics, ornumbers, that tell how well the economyis doing and how well the economy isgoing to do in the future. They includethe number of jobless, the rate at whichprices rise over a period of time, and theamount of goods and services that areproduced and sold. Each month, the U.S.Department of Commerce gathers datafor 78 economic indicators covering allaspects of the state of the United Stateseconomy. The chart below lists some com-mon terms for economic indicators thatyou may read about.

Start an Economics Handbook. Usinga dictionary, look up each economic termlisted on this chart. Write a definition foreach term in your Economics Handbook.

Think about one of the countries youhave read about in this text that hasgrown to be wealthy. Using the terms thatyou just defined, write a paragraphdescribing that country’s wealth.

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SavingTerm

Income

Gross DomesticProduct (GDP)Interest Rates

Definition

CreditExport

Import

Expenditure

Consumption

Inflation

Debt

Economic Indicators

Prices on the stock market often rise or fallbased on changes in economic indicators.

Tim Flach/Getty Images

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Interpreting Political Cartoons

Why Learn This Skill?Political cartoonists use art to express

political opinions. Their work appearsin newspapers, magazines, books, andon the Internet. Political cartoons aredrawings that express an opinion. Theyusually focus on public figures, politicalevents, or economic or social conditions.A political cartoon can give you a sum-mary of an event or circumstance andthe artist’s opinion in a quick and enter-taining manner.

To interpret a political cartoon, fol-low these steps:

• Read the title, caption, or conversationballoons. Most cartoons will carry atleast one of these elements. They helpyou identify the subject of the cartoon.

• Identify the characters or people shown.They may be caricatures, or unrealisticdrawings that exaggerate the characters’physical features.

• Identify any symbols shown.Symbols are things thatstand for something else. Anexample is the American flagthat is a symbol of our coun-try. Commonly recognizedsymbols may not be labeled.Unusual symbolism will belabeled.

• Examine the actions in thecartoon—what is happeningand why?

• Identify the cartoonist’s purpose. Whatstatement or idea is he or she trying toget across? Decide if the cartoonistwants to persuade, criticize, or justmake people think.

On a separate sheet of paper, answerthese questions about the political car-toon below.

1. What is the subject of the cartoon?

2. What words give clues as to the meaning ofthe cartoon?

3. What item seems out of place?

4. What message do you think the cartoonist istrying to send?

Bring a news magazine to class. With apartner, analyze the message in eachpolitical cartoon that you find.

Jerry Barnett

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