Political Cartoons Lesson Plan

Teacher: Jamie Navone

Grade: 9th

Title: Political Cartoons

History
Political cartoons are composed of two parts; caricature and allusion. The caricature is a parody of the individual and the allusion creates the situation in which the individual is placed. It can be presented as an illustration or comic strip containing a political message that usually relates to current events or personalities. Beginning in the 1720s, William Hogarth created many humorous political cartoons which were widely distributed. Ben Franklin also created a piece, Join or Die which supported the French and Indian War. Francisco Goya produced a series of etchings called los Caprichos to make political statements about the topics of the day, which relates to his later series about the disasters of war. Political cartoons were very common during both world wars, mainly as propaganda for numerous countries war efforts. In the United States, Great Britain, and Canada, anti-Japanese and German cartoons were popular. Also, in the United States during and since the Vietnam War, numerous political cartoons were published in underground newspapers, comic books and pamphlets. Some common symbols that have been used over the years by cartoonists are; Uncle Sam for the United States, a bear for Russia, and a beaver for Canada.

Standards:
9.1 A
9.1 B
9.2 A
9.2 E
9.3 G
9.4 B

Goal: Students will review political cartoons and then create their own cartoon about a current issue to present to the class.

Objectives:
• Students will review the history of political cartoons to get a perspective of how they were utilized in the past.
• Students will recognize symbols, caricature, and the message, opinion or point of view of political cartoons.
• Students will research how political cartoons convey information differently than an editorial cartoon.
• Students will work in groups of two or three to explore topics and interpret political cartoons centered on a current issue in the news.
• Students will develop their own political cartoon for a presentation to the class.

Materials:
• Computer with internet access
• Library books
• Pens
• Pencils
• Notebook paper
• Drawing paper
• Colored pencils
• Markers
• Pastels
• Rulers
• Bristol board

Introduction:
The teacher will welcome the class. The class is asked if they have ever heard of political cartoons. Students who raise their hands are given the chance to answer. The teacher shows examples of political cartoons. The class is then asked what they feel are some popular issues in today’s society. The students are then divided into groups to brainstorm and research.

Directions:
Week 1:
Students will research political cartoons using the web and resource books provided. They will write in their notebooks their definition of a political cartoon. Students will also note political cartoons they found and like. After 2 hours the class will resume as a whole and everyone will discuss what they found and show examples. The students will regroup for 30 minutes and choose an issue in today’s society for their cartoon. Whatever time remains, the students can start working on their sketch.

Week 2:
The class immediately gets into their groups and continues working on their sketches. The entire class time is devoted to the sketching process and final copy. The teacher facilitates throughout the room making sure everyone is on the right track. The students will have 2 hours to complete a sketch and have it approved by the teacher. Once approved by the teacher, a final copy may be started. All final copies will be completed on a large sheet of bristol board.


Week 3:
Students are given the first 3 hours of class to finish their project. Students also need to answer the questionnaire and read to the class during their presentation. After 3 hours have passed the class meets as a whole. Each group stands up in front of the room and presents their cartoon.

Critique:
Students will use the questionnaire sheet when presenting to the class. The following questions must be answered:
1. Briefly summarize the topic or issue researched.
2. Who are the people, events, or institutions involved in this topic?
3. Describe the actions taken by the people, the sequence of the events, and/or the purpose and role of the institutions involved.
4. What do you see as the different view points or positions forming around this topic or issue?
5. What is your opinion on this issue?

Extensions:
Students will find and review several editorials on different topics for the upcoming election. They will then find different political cartoons that reflect the theme and position of the editorial. A one page essay will be written on how the cartoon reflects the views of the editorial.

Time Budget:
3 weeks, 4.5 hours per week

Vocabulary:
Editorial- a phrase or article by a news organization, newspaper or magazine that expresses the opinion of the editor, editorial board, or publisher.

Propaganda- a concerted set of messages aimed at influencing the opinions or behavior of large numbers of people.

Safety Concerns:
None.








References:

http://editorialcartoonists.com/
http://cagle.msnbc.com/politicalcartoons/
http://www.nytimes.com/pages/cartoons/

Hess, S. The ungentlemanly art : a history of American political cartoons. New York : Macmillan, 1975.

Nevins, A. A century of political cartoons; caricature in the United States from 1800 to 1900. New York, C. Scribner's Sons, 1944.

Press, C. The political cartoon / Charles Press. Rutherford, N.J. Fairleigh Dickinson University Press ; London : Associated University Presses, 1981.