Funded by the Library of Congress

Teaching with Primary Sources

at Illinois State University

Teacher’s Guide Analyzing PoliticalCartoonsBSEROVEGuide students with the sample questions as they respond to the NROEIprimary source. Encourage them to go back and forth between the TFSLcolumns; there is no correct order.EEUCQTO B S E R V EHave students identify and note details.Sample Questions: Describe what you see. · What do you notice first? · Whatpeopleandobjectsareshown? · What,if any, words do you see?· What do yousee that looks different than it would in a photograph?· Whatdo you seethat might referto another work of art orliterature? · What do you see that might be a symbol?· What otherdetailscanyousee? R E F L E C TEncourage students to generate and test hypotheses about the source.Why at's happening in the cartoon? · What washappening when this cartoon was made? · Whodoyouthink was the audience for this cartoon?· Whati ssue do you think this cartoon is about? · Whatdoyouth inkthe cartoonist's opinion on this issue is?What methods does the cartoonist use to persua detheaudience?Q U E S T I O NHave students ask questions to lead to more observations and reflections.What do you wonder about... who? · what? · when? · where? · why? · how?F U R T h E R I N V E S T I g AT I O NHelp students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.Sample Question: What more do you want to know, and how can you find out?LOC.gov/teachersA few follow-up BeginningAdvancedFor more tips on using primary activity ideas:Think about the point the cartoonist was trying to make withSelectapolitical cartoon.Think about th e point of view of thesources, go to thi scartoon. Were you persuaded? Why or why not?cartoonist. Describe or drawhow the cartoon might be differenthttp://www.loc.gov/teachersif it had been created by a cartoonist with a different point of view.Intermediate Comparetwo political cartoons that are on the same side ofanissue. Identify the different methods — likesymbols, allusions,orexaggeration — th at thetwo cartoons usetopersuade their audience

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a. Key Ideas and Details Read closely to determine what the text says explicitly ∙ Cite specific textual evidence ∙ Summarize the key supporting details and ideas

a. Key Ideas and Details (cont) Make logical inferences∙ Support conclusions drawn from the text ∙ Determine central ideas or themes of a text and analyze their development b. Craft and Structure

Interpret words and phrases as they are used in text ∙ Analyze how specific word choices shape meaning or tone ∙ Analyze the structure of texts ∙ Assess how point of view or purpose shapes the content and style of text

c. Integration of Knowledge and Ideas Analyze how and why individuals, events and ideas develop and interact over the course of a text

Integration of Knowledge and Ideas (cont)Integrate and evaluate content presented in diverse formats ∙ Delineate and evaluate the argument and specific claims ∙ Analyze how two or more texts address similar themes to build knowledge or to compare the approaches the authors take

Pressure for campaign finance reform is not new. Herb Block has been pointing out for five decades how special interests use campaign donations to gain influence. In 1950 Congress failed to take action on a proposal by a House committee to set up an inquiry into the relationship between lobbying and election campaigns. The issue and the cartoon are fresh today.

"What do you figure this one would cost?" September 12, 1950 Ink, graphite, and opaque white over graphite underdrawing on layered paper Published in the Washington Post (29) LC-USZ62-126904

“What do you figure this one would cost?"