Using Cartoons to Analyze the Effect of Human Population Growth on
the Environment.
Katy Klokkenga & David Weber
Normal Community West High School
Fall 2012
Herblock. “Toxic Waste” Cartoon. Washington Post. December 15, 1985.
Herbert L. Block Collection,
Prints and Photographs Division. Library of Congress.
8 Oct. 2012
http://myloc.gov/_assets/Exhibitions/herblock-down-to-earth/exhibition-items/Assets/11166v_enlarge.jpg
Students will analyze cartoons from the Library of Congress website as an introduction to
the effects of human population growth on the environment.
Overview/ Materials/Historical Background/LOC Resources/Standards/
Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 Understand how the growth of the human population
has affected the environment through the analysis of
cartoons found on the LOC website.
1-50 minute class period.
11th -12th
Science, Populations unit
 7 printed Herblock environmental cartoons (see
handouts)
 Cartoon analysis worksheet from the Library of
Congress.
Illinois State Learning Standards
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Science:
Goal 11: Know and apply concepts, principals and
processes of scientific inquiry
 11.A. Know and apply the concepts, principles and
processes of scientific inquiry.
 11.A.4c Collect, organize and analyze data
accurately and precisely.
 11.A.4f Using available technology, report, display
and defend to an audience conclusions drawn from
investigations.
Teaching with Primary Sources
Illinois State University
Goal 12: Know and apply concepts that describe how
living things interact with each other and with their
environment
 12.B. Know and apply concepts that describe how
living things interact with each other and with their
environment.
 12.B.4a Compare physical, ecological and
behavioral factors that influence interactions and
interdependence of organisms.
 12.B.4b Simulate and analyze factors that influence
the size and stability of populations within
ecosystems (e.g., birth rate, death rate, predation,
migration patterns).
Procedures
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Day One:
 Create 7 student groups.
 Hand out a cartoon to each group along with a LOC
cartoon analysis sheet.
 Students will analyze each cartoon and fill out the
analysis sheet.
 Students will then share their analysis of the cartoon
with the class and we will have a class discussion.
Evaluation
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
Extension
Students will be assessed on their presentation of
their cartoon analysis to the class.
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

Students will use the Library of Congress website to
research 1 additional cartoon dealing with
population growth the effect it is having on the
environment.
They will fill out another analysis sheet about this
additional cartoon.
Teaching with Primary Sources
Illinois State University
Historical Background
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Students will need to learn about human population trends over time. The human
population shows exponential growth. Throughout most of the human history, the human
population has grown slowly, however with recent cultural advances such as modern
medicine, sanitation, and technology. At the beginning of the Industrial Era, the human
population began to grow rapidly. The human population was around 1 billion at the start
of the Industrial Era and in the last 500 years has grown to over 7 billion.
We would also have discussed factors that have allowed certain countries around the
world to have higher population growth, thus have higher birthrates and lower death
rates, low infant mortality, and high life expectancy. We will discuss the effect of a
country’s economy, culture, and government on its population growth.
Due to the growing population, resource consumption has rapidly increased which has
had a negative effect on the environment. Some of the ways humans have impacted the
environment include overexploitation of trees, fossil fuels, etc. As humans use more
resources, more waste is produced. For example air and water pollution, nuclear waste,
and trash.
The cartoon analysis will then be a way for students to think about how the growing
human population is affecting the environment.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Herblock often used a ticking
bomb, this time in the form
of a barrel of chemicals
under a playground, to depict
the hazards of toxic waste
dumping
When Herblock portrayed his
John Q. Public figure in a gas
mask, standing on a filthy
planet Earth overwhelmed by
toxic spills, polluted
waterways, and
unprecedented levels of air
pollution, he was showing
his support for the passage of
the Clean Air Act of 1970.
The visual metaphor of
baying wolves and a chain
link fence helped Herblock
convey his objection to
developers clamoring to
eliminate the legislation that
separated them from access
to the untapped Alaskan
wilderness.
Herblock used irony, with a
hint of sarcasm, to contradict
a positive newspaper
headline announcing the end
of the Cold War. Although
the Soviet Union and the
United States ended the
nuclear weapons showdown
Citation
Herblock. “Toxic Waste”
Cartoon. Washington
Post. December 15, 1985.
Herbert L. Block
Collection, Prints and
Photographs Division.
Library of Congress. 8 Oct.
2012
<http://myloc.gov/_asset
s/Exhibitions/herblockdown-to-earth/exhibitionitems/Assets/11166v_enla
rge.jpg>
Herblock. “The Formerly
Good Earth” Cartoon.
Washington Post. December
31, 1970. Herbert L. Block
Collection, Prints and
Photographs Division.
Library of Congress. 8 Oct.
2012
<http://myloc.gov/_assets/Ex
hibitions/herblock-down-toearth/exhibitionitems/Assets/07676v_enlarge
.jpg>
Herblock. “Call of The
Wild” Cartoon. Washington
Post. March 23, 1979.
Herbert L. Block Collection,
Prints and Photographs
Division. Library of
Congress. 8 Oct. 2012 <
http://myloc.gov/_assets/Exh
ibitions/herblock-down-toearth/exhibitionitems/Assets/09619v_enlarge
.jpg>
Herblock. “Good News –
We’ve Reduced the Nuclear
Threat from Abroad”
Cartoon. Washington Post.
October 5, 1993. Herbert L.
Block Collection, Prints and
Photographs Division.
Library of Congress. 8 Oct.
URL
http://myloc.gov/_assets/Exh
ibitions/herblock-down-toearth/exhibitionitems/Assets/11166v_enlarge
.jpg
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ibitions/herblock-down-toearth/exhibitionitems/Assets/07676v_enlarge
.jpg
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ibitions/herblock-down-toearth/exhibitionitems/Assets/09619v_enlarge
.jpg
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ibitions/herblock-down-toearth/exhibitionitems/Assets/12645v_enlarge
.jpg
Teaching with Primary Sources
Illinois State University
that had begun during World
War II, nuclear waste
remained a risk within both
countries
In 1995, Herblock objected
to legislation introduced by
the House to alter the Clean
Water Act and defer to
industry and special interest
groups.
Herblock commented on his
belief in the long-term need
to explore solar energy
sources by showing people
laboring to clean up damage
from oil, coal, and nuclear
energy while dismissing
solar energy as impractical.
When Herblock used the
trash-laden globe as a
metaphor for world pollution,
he conveyed the
overwhelming nature of the
problem
2012 <
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ibitions/herblock-down-toearth/exhibitionitems/Assets/12645v_enlarge
.jpg>
Herblock. “We Can Even
Improve On Turning Things
Over to the States—We Can
Let the Industries Regulate
Themselves” Cartoon.
Washington Post. May 19,
1995. Herbert L. Block
Collection, Prints and
Photographs Division.
Library of Congress. 8 Oct.
2012 <
http://myloc.gov/_assets/Exh
ibitions/herblock-down-toearth/exhibitionitems/Assets/13030v_enlarge
.jpg>
Herblock. “Nah—It
Wouldn’t Be Practical”
Cartoon. Washington Post.
March 29, 1989. Herbert L.
Block Collection, Prints and
Photographs Division.
Library of Congress. 8 Oct.
2012 <
http://myloc.gov/_assets/Exh
ibitions/herblock-down-toearth/exhibitionitems/Assets/14211v_enlarge
.jpg>
Herblock. “There Goes the
Entire Neighborhood”
Cartoon. Washington Post.
February 20, 1973. Herbert
L. Block Collection, Prints
and Photographs Division.
Library of Congress. 8 Oct.
2012 <
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ibitions/herblock-down-toearth/exhibitionitems/Assets/08163v_enlarge
.jpg>
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ibitions/herblock-down-toearth/exhibitionitems/Assets/13030v_enlarge
.jpg
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ibitions/herblock-down-toearth/exhibitionitems/Assets/14211v_enlarge
.jpg
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ibitions/herblock-down-toearth/exhibitionitems/Assets/08163v_enlarge
.jpg
Teaching with Primary Sources
Illinois State University
Rubric
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Herblock Enviroment Cartoon Presentation
Students Name:
CATEGORY
Content
Comprehension
Stays on Topic
Collaboration
with Peers
Posture and
Eye Contact
Vocabulary
________________________________________
4
Shows a full
understanding of the
topic.
3
Shows a good
understanding of the
topic.
2
Shows a good
understanding of
parts of the topic.
1
Does not seem to
understand the topic
very well.
Student is able to
accurately answer
almost all questions
posed by classmates
about the topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.
Stays on topic all
(100%) of the time.
Stays on topic most
(99-90%) of the time.
Stays on topic some
(89%-75%) of the
time.
It was hard to tell
what the topic was.
Almost always listens
to, shares with, and
supports the efforts
of others in the
group. Tries to keep
people working well
together.
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new to
most of the
audience.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause \"waves\" in
the group.
Stands up straight
and establishes eye
contact with
everyone in the
room during the
presentation.
Often listens to,
shares with, and
supports the efforts
of others in the
group but sometimes
is not a good team
member.
Sometimes stands up
straight and
establishes eye
contact.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.
Uses vocabulary
appropriate for the
audience. Includes 12 words that might
be new to most of
the audience, but
does not define
them.
Uses vocabulary
appropriate for the
audience. Does not
include any
vocabulary that
might be new to the
audience.
Uses several (5 or
more) words or
phrases that are not
understood by the
audience.
Slouches and/or
does not look at
people during the
presentation.
Total: ______ / 24
Teaching with Primary Sources
Illinois State University
Handouts
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http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
Teaching with Primary Sources
Illinois State University
Herblock. “Toxic Waste” Cartoon.
Herblock. “The Formerly Good Earth” Cartoon
Herblock. “Call of The Wild” Cartoon.
Herblock. “Good News –We’ve Reduced the Nuclear Threat from Abroad” Cartoon.
Herblock. “We Can Even Improve On Turning Things Over to the States—We Can Let the Industries
Regulate Themselves” Cartoon
Herblock. “Nah—It Wouldn’t Be Practical” Cartoon.
Herblock. “There Goes the Entire Neighborhood” Cartoon.