Political Cartoons Visual Protests

Origins of the political cartoon Began as caricatures in the time of Leonardo da Vinci (1400s) Editorial elements (aka commentary) emerged in the time of Martin Luther (1500s) where he used ‘political cartoons’ in his pamphlets to rail against the Catholic Church Makes its way to North America with works by Benjamin Franklin (1750s)

Lucas Cranach the Elder for Martin Luther images contrast the actions of Jesus with those of the Church hierarchy; the hegemony of religion at the time ensured that when someone drew a Biblical episode like that of Jesus driving the moneychangers out of the Temple, everyone would recognize it. The artist juxtaposed the first scene with a contemporary tableau that many people would also understand: the Pope writes indulgences while common folk pay their hard earned money in tribute. The two pictures clearly intend to raise public consciousness by illustrating the premise that changes must be made within the Church for life to ever become more Christlike. "Passional Christi und Antichristi" also demonstrates the artist's use of the second element of political cartoons-- the context of a widely-recognized story or setting-- to get his point across.

Benjamin Franklin (1754)

The high-point of political cartoons The 19th and 20th century are times of great change in many parts of the world, especially related to politics, therefore political cartoons feature prominently in pamphlets, magazines, and newspapers

Post-Civil War America: “The Cinderella of the Republican Party and her Sister”

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What’s the point of a political cartoon? Takes serious issues and presents them in a funny way that is more socially acceptable Doesn’t seem as harsh or critical as an editorial or an article communicating the same message or point of view Designed to affect the viewer's opinion Thus appeal and influence are key!

STEPS TO ANALYZE A POLITICAL CARTOON Read pgs 216-217 in textbook & make notes   STEP 1: ESTABLISH A KNOWLEDGE BASE STEP 2: IDENTIFY THE ISSUE STEP 3: DETERMINE DEVICES STEP 4: IDENTIFY BIAS

STEP 1: ESTABLISH A KNOWLEDGE BASE Who is pictured in the cartoon? What aspects do you recognize? What does the caption say? What wording is used in the cartoon?

STEP 2: IDENTIFY THE ISSUE Using info from Step 1 answer the following: What is the subject or message of the cartoon? What particular issue is being identified? What makes you think this? What ‘evidence’ can you provide from the cartoon to support your determination?

STEP 3: DETERMINE DEVICES What stands out to you in the cartoon? What ‘characters’ are in it? How do they look? Remember to consider: Caricature Analogy Symbols Facial expressions & gestures Words

STEP 4: IDENTIFY BIAS What is the cartoonist’s point of view? Positive? Negative? (Rarely if ever is a cartoonist neutral!) Remember to consider: National/regional/local Political Racial/ethnic Economic Gender Personal values

"Now mother's all-Canadian boy can go wave his all-Canadian flag while his all-Canadian father reads his all-Canadian magazine, and his all-Canadian mother watches her all-Canadian T.V., and we develop our all-Canadian culture...“ (Leonard Norris, Vancouver Sun, March 23, 1956)

STEP 1: STEP 2: STEP 3: STEP 4:

Who says we don’t have national color and character Who says we don’t have national color and character? (Leonard Norris, Vancouver Sun, Nov. 16, 1956)

STEP 1: STEP 2: STEP 3: STEP 4: