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What’s So Funny?Using Political Cartoons in the Classroom
NCCSS 2015AnneMarie Walter
Angela JohnsonRachel Tallent
What are Primary Sources?
• An original item or record that has survived from the past and was part of a direct personal experience of a time or event.
Political Cartoons as Primary Sources• An original item or record that has survived from
the past and was part of a direct personal experience of a time or event.
Long ago past
Political Cartoons as Primary Sources• An original item or record that has survived from
the past and was part of a direct personal experience of a time or event.
Recent past
Persuasive Techniques:
• Symbolism the practice of representing
things by symbols, or of investing things with a symbolic meaning or character. – Symbol - - something used
for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign.
Persuasive Techniques:
• Bias- - a particular
tendency or inclination, especially one that prevents unprejudiced consideration of a question; prejudice.
Persuasive Techniques:
• Irony - - the use of words to
convey a meaning that is the opposite of its literal meaning; or undercuts its literal meaning.
Persuasive Techniques:
• Caricature - - a picture, description, or
imitation of a person or thing in which certain striking characteristics are exaggerated in order to create a comic or grotesque effect.
• Stereotype - - A vastly oversimplified
view of a group
Persuasive Techniques:
• Exaggeration • - - magnified beyond
the limits of truth; overstated; represent disproportionately.
Persuasive Techniques:
• Labeling• - - a short word or
phrase descriptive of a person, group, intellectual movement, etc.
Cartoon analysis
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/index.html
Hands-on ActivityUse the stickers to point to the persuasive techniques in your cartoon.
What’s So Funny?
• Why do students need to have a body of knowledge about a cartoon’s topic in order to be able to interpret a cartoon?
What’s So Funny?
• What are some of the ways you can support students in obtaining that knowledge?
What’s So Funny?
• Why do you think that we are looking at cartoons from recent history in this activity rather than cartoons from, say, the 18th Century?
What’s So Funny?
• What are some factors that you will use when choosing cartoons for use in your classroom?
Motives for Imperialism
Motives for Imperialism
Motives for Imperialism
Why Use Primary Sources?
• Engage Students– Help student relate in a personal way to events
of the past– Promote deeper understanding of history as a
series of human events– Encourage students to seek additional evidence
through research– First person accounts of events make them
more real.
Why Use Primary Sources?
• Develop Critical Thinking Skills– Requires students to be both critical & analytical– Primary sources are often incomplete and have
little context. Student must use prior knowledge and work with multiple primary sources to find patterns
– Questions of creator bias, purpose and point of view may challenge students’ assumptions.
Why Use Primary Sources?
• Construct Knowledge– Encourage student to wrestle with
contradictions & compare multiple sources, confronting the complexity of the past.
– Form reasoned conclusions based on evidence, connect primary sources to the context, synthesizing information from multiple sources
– Integrate new knowledge with prior knowledge to deepen understanding.
Library of Congress
What’s So Funny?
• AnneMarie Walter [email protected]– Summer Institute– Online classes– Workshops at your school
• Rachel Tallent [email protected]• Angela Johnson [email protected]
All materials are posted to www.mhu.edu/tps
