Princess Anne Middle School
Subject: Social Studies 7
Bell(s):
Daily Lesson Plan
Unit:
Date:
Topic: Analyzing Political Cartoons
Lesson Objective(s):
Assessment/Evaluation:
Pre-assessment
Walkabout assessment
Future evaluation: Analysis of a content-area
editorial cartoon; Create own cartoon using
techniques
1. Define a political cartoon and its purposes.
2. Identify techniques cartoonists use to get their point across
(symbolism, exaggeration, labeling, analogy, and irony).
3. Analyze a political cartoon.
4. Use techniques to create a political cartoon.
VBCPS Obj: skills
Lesson Checklist:
___ Review previous
lesson
___ Reveal lesson
objective
___ Promote lesson
purpose
___ Describe lesson
strategies
___ Provide/teach
information, concepts,
and examples
incorporating
differentiation
___ Model the lesson
___ Check
comprehension
___ Provide practice
guided independent
___ Provide feedback
___ Guide through
closure
___ Preview next
lesson
SOL:
Procedures / Strategies:
1. Pre-assessment of cartoons in an earlier class.
Based on Sandra Kaplan’s work, students will use:

Language of the discipline

Details

Points of view
Motivation:
2. Using multi-media projector, project slide show. The first slide is about the 300th million
American with a sly commentary about Americans’ obesity.
Ask the following questions:
a) What people and objects do you see?
b) What action is taking place in the cartoon?
c) What symbols do you see?
d) What do the symbols represent?
e) How do the words in the cartoon explain or clarify the symbols?
f) Is there any exaggeration?
g) What background knowledge would you need to understand this cartoon?
h) What message do you think the artist is sending? Is anything ironic?
i) What is the purpose of this cartoon?
3. Project the second slide, which is about e.coli in spinach outbreak.
Ask the following questions:
a) What people and objects do you see?
b) What action is taking place in the cartoon?
c) What symbols do you see?
d) What do the symbols represent?
e) How do the words in the cartoon explain or clarify the symbols?
f) Is there any exaggeration?
g) What background knowledge would you need to understand this cartoon?
h) What message do you think the artist is sending? Is anything ironic?
i) What is the purpose of this cartoon?
Input:
4. Lead discussion using the following questions:
a) What do the two cartoons have in common? (words, pictures, viewpoint)
b) Why do you think the cartoonists use symbols in their cartoons?
c) What makes it easier for a person to understand the cartoons? (sufficient
background knowledge)
d) What other techniques does a political cartoonist use to get his message
across?
5. Teacher instruction:
Cartoonists use several methods, or techniques, to get their point across. Not every cartoon includes all of these
techniques, but most political cartoons include at least a few. Some of the techniques cartoonists use the most are
symbolism, exaggeration, labeling, analogy, and irony. Have students help to define each term through the rest of the
PowerPoint presentation.
6. Guided practice:
To illustrate these techniques, project the cartoon of the concerned parent with the overweight child. Have students
identify and discuss the techniques—
Symbolism: Simple objects to stand for larger concepts or ideas (overweight child=obese American children;
parent=clueless parents)
Exaggeration: an overdoing of the physical characteristics of people or things in order to make a point on purpose
(forklift needed to lift child; child eating seat cushions from couch)
Labeling: Using words to clarify the picture so the viewer knows exactly what the object and people stand for (what the
mother is saying)
Irony: the difference between the ways things are and the way things should be, or the way things are expected to be
(one would expect the mother to insist that her child eat healthy foods, instead of junk foods)
Ask: What background knowledge do you need to understand and appreciate the comic? (obesity in America; eating
healthy foods)
Put up the Iraq Madness cartoon. Go through the parts again:
Symbolism: Simple objects to stand for larger concepts or ideas (Uncle Sam; brackets from tournament; bomb)
Exaggeration: an overdoing of the physical characteristics of people or things in order to make a point on purpose
(Uncle Sam using a tournament bracket to figure out a game plan for the war in Iraq)
Labeling: Using words to clarify the picture so the viewer knows exactly what the object and people stand for (positive
statements are on one side; negatives are on the other—battle between good and evil)
Analogy: a comparison between two unlike objects that share some characteristics—by comparing a complex issue or
situation with a more familiar one, cartoonists can help their readers see it in a different light (comparing March Madness
NCAA tournament with war in Iraq
Irony: the difference between the ways things are and the way things should be, or the way things are expected to be
(one would expect the mother to insist that her child eat healthy foods, instead of junk foods)
Output:
Give students sheet with four different editorial cartoons and an analysis sheet. Students will do a walkabout-type activity
to gain information and interpret the cartoons.
Differentiation:
Low level: Identify the symbols and their meanings in all four cartoons.
Medium level: Identify the labeling, symbols, exaggeration and the topic in two of the cartoons.
Highest level: Identify the analogy and irony in two of the cartoons. Explain completely.
Explain to students that once they learn to spot these techniques, they’ll be able to see the cartoonist’s point more clearly.
They should also be aware of any political slant, or bias, that the cartoonist might have. When you know where the
cartoonist is coming from, it’s easier to make up your own mind on the issue.
Suggestions for future use of editorial cartoons for practice:
Tiered suggestions (low to high):
a) Scavenger Hunt using www.cagle.com, a booklet of cartoons (or access them on-line using links sheet saved in
kidswork/gurley folder), or a power point with a more limited list or a booklet of WWII cartoons. Students can look for
common symbols and identify what they represent.
b) Tic-Tac-Toe using a power point of current or content-focused political cartoons
c) go to http://memory.loc.gov/learn/features/political_cartoon/about.html (Website for political cartoon analysis through
the Library of Congress)
d) Give a booklet of cartoons to pairs. Have them analyze the cartoons for

symbolism, exaggeration, labeling, analogy, irony—based on content information

use General Suggestions for Analyzing a Cartoon with different levels

Higher level: Complete a chart using higher level thinking skills

What issue is this political cartoon about?

What 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?
Extension: Interested students may create a booklet of cartoons about a specific time/event in history or current
events.
Assessment:
Informal assessment: 1-1-1 (ticket-out-of-the room); Walkabout activity task cards
Future Formal assessment: Use 3 of the 5 techniques to create a political cartoon of your own on a subject dealing with
the content you are currently studying in social studies.
Reference Materials/Equipment/Supplies: pre-assessments; multi-media projector; PowerPoint
presentation; cartoons for walkabout activities; overhead of directions for walkabout activity
Homework: