1. Funded by the Library of Congress

9. Teacher’s Guide AnalyzingPoliticalCartoons B SE R O VE Guide students with the sample questions as they respond to the N R O E I primary source.Encourage them to go back and forth between the T F SL columns; there is no correct order. EEUCQT O B S E R V E Have students identify and note details. Sample Questions: Describe what yousee. · What do you noticefirst? ·Whatpeopleandobjectsareshown? ·What,if any, words do you see?· Whatdo yousee thatlooksdifferent than it would in a photograph?· Whatdoyou seethat might referto another work of art orliterature?·What do you see that might be asymbol?· Whatotherdetailscanyousee? R E F L E C T Encourage students to generate andtest hypotheses about the source. Wh at's happ ening in the cartoon? ·What washappening when this cartoon was made? ·Whodoyouthink wasthe audience for this cartoon?·What i ssue do you think this cartoon is about?·Whatdoyou th inkthe cartoonist'sopinion on this issue is? What methods does the cartoonist use to persua detheaudience? Q U E S T I O N Have students ask questions to lead tomore observations and reflections. What do you wonder about...who? · what? · when? · where? · why? · how? F U R T h E R I N V E S T I g AT I O N Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers. Sample Question: What more do you want to know, and how can you find out? LOC.gov/teachers A few follow-upBeginningAdvancedFor more tips on using primaryactivity ideas:Think about the pointthecartoonist was trying to make withSelectapolitical cartoon. Think about th epoint of view of thes ources, go tothi scartoon.Were you persuaded? Why or why not?cartoonist. Describe or drawh ow the cartoon might be differenthttp://www.loc.gov/teachersif it had been created by a cartoonist with a different pointofview. Intermediate Comparetwo political cartoons that are on the same side ofanissue. Identify the different methods — likesymbols, allusions,orexaggeration — th at thet wo cartoons usetopersuade their audience.

10. a. Key Ideas and Details Read closely to determine what the text says explicitly ∙ Cite specific textual evidence ∙ Summarize the key supporting details and ideas a. Key Ideas and Details (cont) Make logical inferences∙ Support conclusions drawn from the text ∙ Determine central ideas or themes of a text and analyze their development b. Craft and Structure Interpret words and phrases as they are used in text ∙ Analyze how specific word choices shape meaning or tone ∙ Analyze the structure of texts ∙ Assess how point of view or purpose shapes the content and style of text c. Integration of Knowledge and Ideas Analyze how and why individuals, events and ideas develop and interact over the course of a text Integration of Knowledge and Ideas (cont)Integrate and evaluate content presented in diverse formats ∙ Delineate and evaluate the argument and specific claims ∙ Analyze how two or more texts address similar themes to build knowledge or to compare the approaches the authors take

16. Pressure for campaign finance reform is not new. Herb Block has been pointing out for five decades how special interests use campaign donations to gain influence. In 1950 Congress failed to take action on a proposal by a House committee to set up an inquiry into the relationship between lobbying and election campaigns. The issue and the cartoon are fresh today. "What do you figure this one would cost?" September 12, 1950 Ink, graphite, and opaque white over graphite underdrawing on layered paper Published in the Washington Post (29) LC-USZ62-126904 "What do you figure this one would cost?" LC-USZ62-126904

17. Identify persuasive techniques using the Cartoon Analysis Guide http://www.loc.gov/teachers/classroommaterials/presenta tionsandactivities/activities/political-cartoon/cag.html http://www.loc.gov/teachers/classroommaterials/presenta tionsandactivities/activities/political-cartoon/cag.html Practice identifying persuasive techniques using the activity “It’s No Laughing Matter” on the Teachers Page. http://www.loc.gov/teachers/classroommaterials/presenta tionsandactivities/activities/political-cartoon/model.html http://www.loc.gov/teachers/classroommaterials/presenta tionsandactivities/activities/political-cartoon/model.html Create a civil rights political cartoon using persuasive techniques. Journal thoughts about civil rights Find more resources at the Library of Congress website www.loc.gov www.loc.gov