Political Cartoon Influence - EIU
Political Cartoons:What Influence Do They Have?by Marie FoilesStudents will explore and analyze primary sourcepolitical cartoons pertaining to Abraham Lincoln andGeorge W. Bush. They will compare similarities anddifferences between the presidents. Students will alsoexplore how the public has been influenced bypolitical cartoons. As a culminating event students willbe given a choice of three activities.--- -----------------------------------Subject:U.S. HistoryTime Required:Five 50 minute class periodsGrade Range:9 - 12Understanding Goal:Primary source political cartoons provide students anopportunity to explore how political cartoons were used inthe past to influence public opinions and are still being usedto influence public opinion today.Investigative orEssential Question:How can primary sources help us define the role politicalcartoons play in forming public opinion of political leadersboth in the past and present?
Materials Purpose ofPrimary source cartoons are an excellent resource inLibrary of Congress Items: facilitating student exploration and analysis of the rolepolitical cartoons play in shaping public opinion. Also thecartoon analysis activity at LOC is a step by step guide thatprepares students to give an in depth analysis of a variety ofcartoons.Library of Congress Items: Bibliographical Information attached.Additional Materials:Required Vocabulary: Cartoonist Persuasive Techniques Sheet(attached) Cartoon Analysis Sheet (attached) Political Cartoon Rubric (attached)It’s No Laughing alcartoon/PowerPoint Example (attached Presentation Rubric (attached)Bring Em On spAnalyze, stereotyping, exaggeration, media, caricature,analogy, symbolism, irony, bias, political cartoon, primarysourcePolitical Cartoons: What Influence Do They Have?2
Prior Content Knowledge: In addition to knowledge of how to analyze primary sourcesbeing used, the students will need background knowledgeof Abraham Lincoln and George W. Bush (For example,dates of presidency, their personal and presidential life, theircontribution to the United States, etc.). Students will alsoneed to know how to use the Library of Congress (LOC)website.Technology Skills:Students must be able to access the internet. Students willneed to know how to use a word processing program suchas Microsoft Word. Students will also need to know how tocreate a slide presentation using power is Learning Standards: 16, 16A2cFor information on specific Illinois Learning Standards go to www.isbe.state.il.us/ils/ Actions Description of Teacher Actions:Build Prior Knowledge (Anticipatory Set)Start with brainstorming activity (Lincoln then Bush) makingsure students have background knowledge before thislesson. What do we know about Lincoln? Answers shouldinclude: President during the Civil War, EmancipationProclamation, Gettysburg Address, ETC. Keep this for laterwhen you are doing a comparison of the two presidents.Zoom In Activity of Cartoon, “Nigger In The Woodpile”(PowerPoint file) Discuss what was happening at the time thiscartoon was made. Discuss appropriateness of language (“nigger”). Discuss how language has changed over theyears: negro, coloreds, blacks, African Americans.Political Cartoons: What Influence Do They Have?3
Model Learning1. On LCD projector, display “It’s No Laughing Matter”, anonline lesson from LOC on analyzing political cartoons.2. As a whole class, complete the learning activity and fillout the cartoon analysis worksheet.3. Give each student a copy of the cartoon in the Zoom Inactivity. As an out of class assignment, have students fillout analysis worksheet.Next1. Go over cartoon analysis to check for understanding ofthe process.2. Discuss the cartoon. If students are confident of theirability to analyze cartoons go on. If they are still havingdifficulties, spend another class period analyzingcartoons.3. Acquaint students with LOC and primary sourcecartoons.4. Have students go online and investigate the resourcesavailable in the cartoon collection found in LOC’s Prints& Photographs Online catalog.Student Investigative Activity1. Display Lincoln cartoon on projector. As a group, useanalysis guide to analyze the cartoon and fill inworksheet.2. Brainstorm what students know about President GeorgeBush.3. Go to the website with cartoons containing PresidentGeorge Bush.4. Then analyze the cartoon using a cartoon analysis guide.Find a President Bush cartoon online at: Bring Em On(MSNBC), http://cagle.msnbc.com/news/Bring-EmOn/2.asp5. Compare the two cartoons and discuss how cartoonshave influenced thinking.6. Use a Venn diagram and compare what we know aboutPresident Lincoln and what we know about PresidentBush. Answers could reflect how they becamepresidents, their challenges/accomplishmentsduring presidency, serving during wartime, militarycareers, etc."Political Cartoons: What Influence Do They Have?4
Assessment/ Evaluation1. After completing a venn diagram give students a choiceof one of three culminating activities. Write a comparison paper using the information thatwe have gathered. Create a power point presentation. Design and analyze their own political cartoon.2. Go over grading rubrics.3. Evaluate culminating activity, classroom participation, anindividual cartoon analysis using rubrics.Best Instructional Practices:Teaching for UnderstandingIncorporating a modeling activity on how to analyzepolitical cartoons increases student success in analyzing theirown cartoon.Literacy Instruction/Reading ComprehensionAll final products includes student writing to showunderstanding of the topic under study.Differentiated InstructionAllowing students to choose one of three different levels ofculminating activities allows for differentiation of product.Technology IntegrationStudents increase their information literacy skills by searchingwebsites for relevant information to complete theirassignments. Student products also include the use oftechnology.Political Cartoons: What Influence Do They Have?5
ary of Congress Resources:Title:I am glad, I am out of the scrape!Collection or ExhibitPrints and PhotographsMedia /h?pp/PPALL:@field(NUMBER @1(cph 3b35988))Title:"The nigger" in the woodpileCollection or ExhibitPrints and PhotographsMedia p/PPALL:@field(NUMBER @1(cph 3a11429))Title:The Commander-in-Chief conciliating the soldier's votes on the battle fieldCollection or ExhibitPrints and PhotographsMedia h?pp/PPALL:@field(NUMBER @1(cph 3b36102))Political Cartoons: What Influence Do They Have?6
Cartoon Analysis GuideUse this guide to identify the persuasive techniques used in political cartoons.SymbolismCartoonists use simple objects, or symbols, to stand for larger concepts or ideas.Identify symbols in the cartoonand explain what you believe thecartoonist means each torepresent.ExaggerationSometimes cartoonists overdo, or exaggerate, physical characteristics of people or things inorder to make a pointLook for characteristics that seemoverdone or overblown. (Facialfeatures and clothing are some ofthe most commonly exaggeratedcharacteristics.) Tell what pointthe cartoonist may have beentrying to make by exaggeratingthemLabelingCartoonists often label objects or people to make it clear exactly what they stand for.Look for different labels thatappear in a cartoon, and explainwhy the cartoonist may havechosen to label that particularperson or object. Does the labelmake the meaning of the objectmore clear?AnalogyAn analogy is a comparison between two unlike things. By comparing a complex issue orsituation with a more familiar one, cartoonists can help their readers see it in a different lightAfter studying a cartoon, explainwhat you believe the mainanalogy is. What two situationsare compared? Once youunderstand the main analogy,decide if this comparison makesthe cartoonist’s point more clearIronyIrony is the difference between the ways things are and the way things should be, or theway things are expected to be. Cartoonists often use irony to express their opinion on anissueLook for irony in the situation thecartoon depicts. Explain whatpoint the irony might be intendedto emphasize. Does irony help thecartoonist express his or heropinion more effectively?Political Cartoons: What Influence Do They Have?7
Once you’ve identified the persuasive techniques that the cartoonist used, ask yourselfthese questions:What issue is this political cartoon about?What do you think is the cartoonist’s opinion on this issue?What other opinion can you imagine another person having on this issue?Did you find this cartoon persuasive? Why or why not?What other techniques could the cartoonist have used to make this cartoon morepersuasive?Political Cartoons: What Influence Do They Have?8
U.S. NATIONAL ARCHIVES & RECORDS ADMINISTRATIONCartoon AnalysisLevel 1Visuals1. List the objects or people you see in thecartoon.Words (not all cartoons include words)1. Identify the cartoon caption and/or title.2. Locate three words or phrases used bythe cartoonist to identify objects or peoplewithin the cartoon.3. Record any important dates or numbersthat appear in the cartoon.Level 2Visuals2. Which of the objects on your list aresymbols?Words4. Which words or phrases in the cartoonappear to be the most significant? Why doyou think so?3. What do you think each symbol means?5. List adjectives that describe the emotionsportrayed in the cartoon?Level 3A. Describe the action taking place in the cartoon.B. Explain how the words in the cartoon daily the symbols.C. Explain the message of the cartoon.D. What special interest groups would agree/disagree with the cartoon’smessage? Why?Political Cartoons: What Influence Do They Have?9
Model PowerPointPolitical CartoonsZoom In InquiryExamine the clues carefully.Determine what you see and whatquestions you might ask to get the“Big Picture”.What do you think this is a pictureOf?Has this changed yourOpinion?When do you think thisWas created?Predict what message theyare trying to send.Do you recognize the new character?Look at the expressions, are they happy?Does this image send a good or bad impression?Why?After seeing the whole picture, how has your impressionchanged? Is this what you expected?Political Cartoons: What Influence Do They Have?10
Political 1. Has clear vision of finalproduct1,2,34,5,67,8,92. Properly organized tocomplete project1,2,34,5,67,8,93. Managed time wisely1,2,34,5,67,8,94. Acquired needed knowledgebase1,2,34,5,67,8,95. Communicated efforts ryExcellent1. Format1,2,34,5,67,8,92. Mechanics ofspeaking/writing1,2,34,5,67,8,93. Creativity1,2,34,5,67,8,94. Demonstrates Knowledge1,2,34,5,67,8,95. Other1,2,34,5,67,8,9Product (Project)Total ScoreTeacher Comments:Political Cartoons: What Influence Do They Have?11
Political Cartoon Essay on4321Position is clearlystated andconsistentlymaintained.Clear referencesto the issue(s)are stated.Evidence clearlysupports theposition;evidence issufficient.Position is clearlystated andconsistentlymaintained.References toissue(s) at handare missing.Evidence clearlysupports theposition; butthere is notenoughevidence.Structuredevelopedreasonably well,but lacks clarityPosition isstated, but is notmaintainedconsistentlythroughoutwork.Statement ofpositioncannot bedetermined.Argument issupported bylimitedevidence.Evidence isunrelated toargument.Some attemptto structure theargument hasbeen made, butstructure ispoorlydeveloped.Tones does notcontribute topersuasivenessThere is a totallack ofstructure.Work containsstructuralweaknesses andgrammaticalerrors.Work pays littleattention topropersentencestructure.There are two orthree errors inpunctuationand/orcapitalization.There are fouror more errorsin re of workis clearlydeveloped.Tone Of LetterTone is consistentand n&CapitalizationptsSentencestructure iscorrectPunctuation andcapitalizationare correct.Tone enhancespersuasiveness,but there areinconsistencies.Sentencestructure isgenerallycorrect. Someawkwardsentences.There is one errorin punctuationand/orcapitalization.Tone isinappropriateto purposeTotal PointsTeacher Comments:Political Cartoons: What Influence Do They Have?12
Presentation RubricCriteria12Points34StudentStudentAudience haspresentsAudience cannotpresentsdifficultyinformation inunderstandinformation presentationinterestingbecause there issequencebecausesequenceno sequence ofwhichstudent jumpswhichinformation.audience canaround.audience canfollow.follow.StudentStudent isStudent does notdemonstratesuncomfortable Student is athave grasp offull knowledgeease withwith informationContentinformation;(more thanand is able tocontent, butKnowledgestudent cannotrequired)withanswer onlyfails toanswer questionsexplanationselaborate.rudimentaryabout subject.andquestions.elaboration.StudentStudent usedoccasional usedVisuals relatedvisuals toStudent used novisuals thatto text andreinforceVisualsvisuals.rarely supportpresentation. screen text andtext Presentationpresentation hadhas no morePresentationhad threefour or morethan twohas nomisspellingsmisspellings orMechanicsspelling .errors.Student mumbles,StudentStudent's voice Student used aincorrectlyincorrectlyis clear.clear voicepronounces terms, pronouncesStudentand correct,Deliveryand speaks too terms. Audiencepronouncesprecisequietly for students members havemost wordspronunciationin the back of class difficulty hearingcorrectly.of terms.to hear.presentation.Total---- Teacher Comments:Political Cartoons: What Influence Do They Have?13
Political Cartoons: What Influence Do They Have? 4 Model Learning 1. On LCD projector, display “It’s No Laughing Matter”, an online lesson from LOC on analyzing political cartoons. 2. As a whole class, complete the learning activity and fill out the cartoon analysis worksheet.
draw a political cartoon. First, let’s review the basic components of a political cartoon. (Distribute RS#05: Elements of a Political Cartoon. At this point, it would be helpful for the teacher to share sample political cartoons to examine the key elements.) Now, I’d like you to draw your own political cartoon.
2. Complete a political cartoon analysis activity. 3. Discuss various political cartoon captions and select an entry for an online political cartoon caption contest. 4. Discuss out loud and/or in writing the effects of political cartoons on the candidates, election results and on
emotion recognition in cartoon faces and sheds some light on directions for future research on intelligent human-computer interactions. Keywords: cartoon faces, emotion recognition, facial features, expression intensity, happy, sad INTRODUCTION As an attractive art form, cartoon faces are widely used in daily life. Cartoon animation is an
2 Designing Training Programmes for EIU and ESD: A Trainer's Guide Chapter 2: DESIGNING A TRAINING OF TRAINERS' WORKSHOP ON EIU AND ESD Training Workshop Design Training is a way of creating learning outcomes in a simulated or purposefully designed learning environment. In a training programme environment, it may be relatively easier to
The wall painting was destroyed in a fire in 1698 and only part of the cartoon has survived. How could you transfer a drawing like this on to a wall? - The drawing on the wall must be the same size and the same way round as the cartoon; it is too slow simply to copy it and the cartoon was not stuck to the wall. CLUE - all the lines on the cartoon have lots of small holes pricked through them .
If the reviewing court follows Cartoon Network LP v. CSC Holdings, Inc. (“Cartoon Network”), a recent Second Circuit Court of Appeals 1 This hypothetical is based on the fact pattern of Cartoon Network LP v. CSC Holdings, Inc., 536
Political Cartoon Analysis: Understanding Brexit Teaching with the News Online Resource 2. Identify at least two techniques that the cartoonist used and explain what ideas are conveyed through each tech-nique. a. b. 3. What is the message of the cartoon? 1. Observation Describe the objects or people in the cartoon. Describe the action taking .
Step-by-step learning in playing and reading, starting from absolute scratch Performance pieces in a range of styles from classical and folk through to jazz A helpful and stimulating CD with recordings of the pieces together with many ‘play-along’ tracks and aural development exercises Explanation of music theory Warm-up exercises Even more performance pieces for each .
