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Lesson Title: Watergate through political cartoons Length of lesson (days): 1

Standards:

Wisconsin State Academic standards:

B.12.1 Explain different points of view on the same historical event, using data gathered from

various sources, such as letters, journals, diaries, newspapers, government documents, and

speeches

B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their

relevance, make comparisons, integrate new information with prior knowledge, and come to a

reasoned conclusion

B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical

position, such as a decision to go to war, the impeachment of a president, or a presidential pardon,

and explain the issues involved

National Council for the Social Studies: C3 Framework:

D2.His.9.9-12. Analyze the relationship between historical sources and the secondary

interpretations made from them.

D2.His.10.9-12. Detect possible limitations in various kinds of historical evidence and differing

secondary interpretations.

D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary

interpretation.

Enduring Understandings

EU #1: The Watergate scandal was a complex

political crisis.

Essential Questions

EQ #1: How was the complexity of the

Watergate scandal displayed in political

cartoons?

Knowledge and Skill Objectives

Students will be able to:

KSO #1: Construct an understanding of the significant events surrounding the Watergate

scandal including:

a. The Watergate break-in;

b. The Washington Post investigation;

c. President Nixon’s resignation.

KSO #2: Examine various themes that were revealed in political cartoons about the

Watergate scandal.

KSO #3: Work collaboratively to interpret, evaluate, and deliberate the meaning of

political cartoons.

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Lesson Preparation:

1. Print political cartoons. 2. Copy political cartoon graphic organizer. 3. Make additional copies of The cartoon analysis checklist from teachinghistory.org. or

Cartoon Analysis Guide from Library of Congress Just in case students forgot/lost their copy. (both are attached).

Lesson Technique: Station Hop:

1. As students enter class remind them to take out their cartoon analysis checklist or

cartoon analysis guide. Remind them they will need something to write with.

2. Hand out cartoon graphic organizer.

3. Divide the class into six groups (no more than four students in a group). If needed,

divide the class into nine groups.

4. Station 1 and 4: Watergate break in.

5. Station 2 and 5: The investigation

6. Station 3 and 6: The resignation

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Political Cartoon Graphic Organizer: Name Hour Date Investigation:

1. What do you see in the cartoon?

2. Does the cartoon have a caption, if yes, what does the caption tell you?

Interpretation:

1. Are there people, objects, or symbols used in the cartoon? (list them)

2. What are people doing in the cartoon? (describe in detail).

3. What are the objects used for in the cartoon?

4. Write two sentences that describe the cartoon.

Perspective taking:

1. Whose perspective does this cartoon represent?

2. What is the main idea of the cartoon? (at least two sentences).

Analysis:

1. Is there anything in the cartoon that is confusing?

2. What do you believe is the purpose of the cartoon?

TheWatergatebreakin:Station1or4

TheWatergatebreakin:Station1or4

TheWatergatebreakin:Station1or4

TheInvestigation:Station2or5

TheInvestigation:Station2or5

TheInvestigation:Station2or5

NixonResigns:Station3or6

NixonResigns:Station3or6

NixonResigns:Station3or6

TEACHING GUIDE

   

Source: http://teachinghistory.org/teaching-materials/teaching-guides/21733

TEACHINGHISTORY.ORG is funded by the U.S. Department of Education (ED-07-CO-0088).

THE CARTOON ANALYSIS CHECKLIST

VISUAL SYMBOLS AND METAPHORS: A visual symbol in a cartoon is any image that stands for some other thing, event, person, abstract idea or trend in the news. For example, a dollar sign may stand for the entire economy. An octopus may stand for a powerful corporation with “tentacles” controlling many other institutions. Metaphors are like symbols in that they describe one thing as something else entirely. Shakespeare used a metaphor when he wrote “All the world’s a stage.” (A cartoon would simply show the world as a stage.)

Begin any cartoon analysis by describing all the details in it that are symbols and metaphors. VISUAL DISTORTION: Changes or exaggerations in size, shape, emotions or gestures often add extra meaning to the symbols the cartoon includes. For example, a dragon is often used as a symbol for China. But a huge, snorting dragon will make a different point about China from a tired, limping, meek dragon. Every detail in a cartoon, especially one that is distorted in some way, is likely to be a part of the cartoon’s meaning.

Identify the cartoon’s symbols and notice how they are drawn. IRONY IN WORDS AND IMAGES: Irony is a form of humor in which something is said in a way that undercuts or mocks its own apparent meaning. In other words, what is said seems to mean one thing, but it will be taken to mean the opposite. Irony is well suited to political cartoons, which often seek to mock something and show how false, unfair or dangerous it is. Irony always entails a contradiction. Often, an amusing image undercuts and reverses the meaning of the words in a caption. Sometimes, however, the image alone conveys the double meaning.

Consider whether irony is used and if so, how? STEREOTYPES AND CARICATURE: A stereotype is a vastly oversimplified view of some group. Stereotypes are often insulting. Yet they may give cartoons a shorthand way to make a complex point quickly. They also reveal broad cultural attitudes. Caricature is the opposite of a stereotype. It is an exaggerated or distorted drawing of an individual highlighting what the artist sees as most unique about that individual. You should be critical of cartoon stereotyping, yet also notice how it contributes to making a point dramatically and forcefully. If there are stereotypes in the cartoon you are analyzing, how would you evaluate them?

Identify any stereotypes and caricatures and consider what they communicate. AN ARGUMENT NOT A SLOGAN: Slogans merely assert something. “An apple a day keeps the doctor away.” A good editorial cartoon is more than a slogan. Though blunt and opinionated, it actually invites you to consider its argument or its reasoning. At its best, a cartoon offers visual and written features that together “make its case.” In other words, it presents reasons to support its view, or at least it hints at or suggests those reasons. So even though it is biased, the cartoon gives you grounds for responding and even arguing back.

Consider what features of the cartoon help present its argument or make its case. THE USES AND MISUSES OF POLITICAL CARTOONS Editorial cartoons may be funny, outrageous, even insulting. Yet above all, their aim is to provoke thought about some issue in the news. They cannot be taken as simple reflections of “the way things were.” Yet that is a common misuse of them. They reveal cultural assumptions, prevailing moods, even real insights about events and trends. They can be used as evidence of all these things.

Political cartoons always represent points of view that can be challenged.

Cartoon Analysis Guide Use this guide to identify the persuasive techniques used in political cartoons. Cartoonists’ Persuasive Techniques Symbolism

Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist means each symbol to stand for.

Exaggeration

Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make by exaggerating them.

Labeling

Cartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear?

Analogy

An analogy is a comparison between two unlike things. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. After you’ve studied a cartoon for a while, try to decide what the cartoon’s main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonist’s point more clear to you.

Irony

Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively?

Once you’ve identified the persuasive techniques that the cartoonist used, ask yourself these 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 more persuasive?