Section outline

  • EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

        • We are EXPLORING the current situation in Ukraine and its historical origins;
        • We are ANALYSING political cartoons that depict the Ukrainian crisis



    Analysing Political Cartoons


    TASKS

    1. Read the information below.
    2. Watch the video on Google Classroom "How to Analyse a Political Cartoon"
    3. Complete tasks on Assignment  in Google Classroom - Ukraine Political Cartoons.


    Cartoons can sometimes make a serious point. Benjamin Franklin’s 1754 “Join or Die” began the use of political cartoons. These visuals have been important in history by informing illiterate citizens and conveying a point of view on a political issue.  Cartoonists, with a single picture, could insult enemies, celebrate allies, change people’s minds on important issues, and be humorous enough to make an impact on the public’s view. Political cartoons bring humor and exaggeration to past and current issues. I tell my students political cartoons are pictures with a point.  We can provide students with the tools and questions they can use to decode and understand political cartoons.

    Benefits of using political cartoons

    Political cartoons are in most of today’s textbooks. However, even adults can have a hard time decoding the meaning. Providing opportunities for students to learn to decipher and understand political cartoons can:

    • Give a more personal view of historical events
    • Provide opportunities to develop critical thinking skills
    • Encourage building connections to the past
    • Provide a picture which can be less intimidating than text
    • Illustrate contemporary attitudes toward key events in history
    • Allow practice in identifying persuasive techniques/bias
    •  

    Ways to analyse political cartoons

    Political cartoons allow students to examine the many persuasive techniques cartoonists use to change people’s minds. The most used persuasive techniques are symbolism, exaggeration, labeling, analogy, and irony. Students can learn to spot these techniques. There are a lot of people out there trying to change our minds. By knowing how they’re doing it, we can teach students to make informed decisions.

    Symbolism - Simple objects, or symbols, can stand for larger concepts or ideas. Have students identify any symbols and what they are intended to represent.

    Exaggeration - Physical characteristics of people or things may be exaggerated to make a point. Students should look for these exaggerations and why the artist chose to exaggerate these features.

    Labeling - Sometimes objects or people are labeled to make it obvious what they stand for. When students see labels, ask them to decide why the artist decided to add a label.

    Analogy - By comparing two different things, cartoonists can help their readers see a different point of view. If students discover an analogy, have them decide what the analogy is comparing and the point the comparison makes.

    Irony - Irony is the difference between the ways things are and the way things should be or are expected to be. Students should decide if the irony expresses an opinion on the issue.


    Questions to ask while analysing

    • What point is the cartoonist trying to make?
    • What techniques, such as symbols, words, caricature, exaggeration, and irony, communicate the message?
    • Which method of making a point is most effective? Why?
    • How would the cartoon be different if it had been created by a cartoonist with a different point of view?
    • What conditions might have given rise to this cartoon?
    • What groups might it have appealed to?
    • What values does the cartoon express?