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Political Cartoons Help Students Unpack the Issues

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Should students talk politics at school? “Yes,” says Brad Lakritz, an 8th grade social studies teacher at James Denman Middle School in San Francisco, “now more than ever.” But debating the issues doesn’t have to mean just gloom and doom. We can also bring humor to the conversation. Lakritz often turns to political cartoons to help students make sense of current events.

Now Lakritz’s students and others can create and share their own political cartoons as part of our newest youth media challenge: Political Cartooning With Mark Fiore .

“People cannot shy away from politics in America anymore. Teaching political cartoons as a way of summarizing a story makes it easy to digest and understand key issues from one side or another. Lakritz said. “Students feel pride in having their voice and perspective seen. Students learn about the perspectives of their classmates, the greater society, and the world.”

KQED’s Political Cartooning youth media challenge invites students to create one-panel political cartoons on any issue, local or national. Cartoons can be hand-drawn or created using digital tools, but they must be original work. (No memes.) 

Drawing (pun intended!) on art and humor, political cartoons are a more inclusive way to start conversations about tough issues, according to Mark Fiore, KQED’s Pulitzer Prize-winning political cartoonist. 

“If you just write an opinionated sentence that says, “I think this and this is why,” people tend to put up their walls or shut down,” Fiore said. “If you bring them in with humor or a clever drawing, they let their guard down and are more receptive to your message or the story you’re trying to tell.” 

Students like the chance to share their views creatively and explore an issue that matters to them. Lisa Ernst’s 6th grade students at Alice Fong Yu (K-8) School in San Francisco embraced their political cartoon project, even during remote learning.

“The students loved the lessons and were totally engaged,” Ernst said. “For some students, their voice is through art, and what better way to do this, then share it through a political cartoon.”

Political Cartooning With Mark Fiore will open for submissions in mid-February. Sign up to be notified when submissions are open and preview the curriculum to start planning.

Want hands-on support for this project? Come to our workshop with Mark Fiore on March 10! Register here .

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Analyzing the Purpose and Meaning of Political Cartoons

• Resources & Preparation
• Instructional Plan
• Related Resources

The decisions students make about social and political issues are often influenced by what they hear, see, and read in the news. For this reason, it is important for them to learn about the techniques used to convey political messages and attitudes. In this lesson, high school students learn to evaluate political cartoons for their meaning, message, and persuasiveness. Students first develop critical questions about political cartoons. They then access an online activity to learn about the artistic techniques cartoonists frequently use. As a final project, students work in small groups to analyze a political cartoon and determine whether they agree or disagree with the author's message.

Featured Resources

It’s No Laughing Matter: Analyzing Political Cartoons : This interactive activity has students explore the different persuasive techniques political cartoonists use and includes guidelines for analysis.

From Theory to Practice

• Question-finding strategies are techniques provided by the teacher, to the students, in order to further develop questions often hidden in texts. The strategies are known to assist learners with unusual or perplexing subject materials that conflict with prior knowledge.
• Use of this inquiry strategy is designed to enhance curiosity and promote students to search for answers to gain new knowledge or a deeper understanding of controversial material. There are two pathways of questioning available to students. Convergent questioning refers to questions that lead to an ultimate solution. Divergent questioning refers to alternative questions that lead to hypotheses instead of answers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

• Computers with Internet access and printing capability
• Several clips of recent political cartoons from a local newspaper
• Overhead projector or computer with projection capability
• Editorial Cartoon Analysis
• Presentation Evaluation Rubric

Preparation

Student objectives.

Students will

• Develop critical question to explore the artistic techniques used in political cartoons and how these techniques impact a cartoon's message
• Evaluate an author or artist's meaning by identifying his or her point of view
• Identify and explain the artistic techniques used in political cartoons
• Analyze political cartoons by using the artistic techniques and evidence from the cartoon to support their interpretations

Session 2 (may need 2 sessions, depending on computer access)

Sessions 3 and 4.

• Daryl Cagle's Professional Cartoonist Index and The Association of American Editorial Cartoonists: Cartoons for the Classroom both provide additional lesson plans and activities for using political cartoons as a teaching tool. Students can also access these online political cartoons for additional practice in evaluating their meaning, message, and persuasiveness.
• Students can create their own political cartoons, making sure to incorporate a few of the artistic techniques learned in this lesson. Give students an opportunity to share their cartoons with the class, and invite classmates to analyze the cartoonist's message and voice their own opinions about the issue.
• This lesson can be a launching activity for several units: a newspaper unit, a unit on writing persuasive essays, or a unit on evaluating various types of propaganda. The ReadWriteThink lesson "Propaganda Techniques in Literature and Online Political Ads" may be of interest.

Student Assessment / Reflections

Assessment for this lesson is based on the following components:

• The students' involvement in generating critical questions about political cartoons in Lesson 1, and then using what they have learned from an online activity to answer these questions in Lesson 2.
• Class and group discussions in which students practice identifying the techniques used in political cartoons and how these techniques can help them to identify an author's message.
• The students' responses to the self-reflection questions in Lesson 4, whereby they demonstrate an understanding of the purpose of political cartoons and the artistic techniques used to persuade a viewer.
• The final class presentation in which students demonstrate an ability to identify the artistic techniques used in political cartoons, to interpret an author's message, and to support their interpretation with specific details from the cartoon. The Presentation Evaluation Rubric provides a general framework for this assessment.
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• Kindergarten K

The New York Times

The Learning Network | Drawing for Change: Analyzing and Making Political Cartoons

Drawing for Change: Analyzing and Making Political Cartoons

Updated, Nov. 19, 2015 | We have now announced the winners of our 2015 Editorial Cartoon Contest here .

Political cartoons deliver a punch. They take jabs at powerful politicians, reveal official hypocrisies and incompetence and can even help to change the course of history . But political cartoons are not just the stuff of the past. Cartoonists are commenting on the world’s current events all the time, and in the process, making people laugh and think. At their best, they challenge our perceptions and attitudes.

Analyzing political cartoons is a core skill in many social studies courses. After all, political cartoons often serve as important primary sources, showing different perspectives on an issue. And many art, history and journalism teachers take political cartoons one step further, encouraging students to make their own cartoons.

In this lesson, we provide three resources to assist teachers working with political cartoons:

• an extended process for analyzing cartoons and developing more sophisticated interpretations;
• a guide for making cartoons, along with advice on how to make one from Patrick Chappatte, an editorial cartoonist for The International New York Times ;
• a resource library full of links to both current and historic political cartoons.

Use this lesson in conjunction with our Editorial Cartoon Contest or with any political cartoon project you do with students.

Materials | Computers with Internet access. Optional copies of one or more of these two handouts: Analyzing Editorial Cartoons ; Rubric for our Student Editorial Cartoon Contest .

Analyzing Cartoons

While political cartoons are often an engaging and fun source for students to analyze, they also end up frustrating many students who just don’t possess the strategies or background to make sense of what the cartoonist is saying. In other words, understanding a cartoon may look easier than it really is.

Learning how to analyze editorial cartoons is a skill that requires practice. Below, we suggest an extended process that can be used over several days, weeks or even a school year. The strength of this process is that it does not force students to come up with right answers, but instead emphasizes visual thinking and close reading skills. It provides a way for all students to participate, while at the same time building up students’ academic vocabulary so they can develop more sophisticated analyses over time.

Throughout this process, you might choose to alternate student groupings and class formats. For example, sometimes students will work independently, while other times they will work in pairs or small groups. Similarly, students may focus on one single cartoon, or they may have a folder or even a classroom gallery of multiple cartoons.

Open-Ended Questioning

We suggest beginning cartoon analysis using the same three-question protocol we utilize every Monday for our “ What’s Going On in This Picture? ” feature to help students bring to the surface what the cartoon is saying:

• What is going on in this editorial cartoon?
• What do you see that makes you say that?
• What more can you find?

These simple, open-ended questions push students to look closely at the image without pressuring them to come up with a “correct” interpretation. Students can notice details and make observations without rushing, while the cyclical nature of the questions keeps sending them back to look for more details.

As you repeat the process with various cartoons over time, you may want to ask students to do this work independently or in pairs before sharing with the whole class. Here is our editorial cartoon analysis handout (PDF) to guide students analyzing any cartoon, along with one with the above Patrick Chappatte cartoon (PDF) already embedded.

Developing an Academic Vocabulary and a Keener Eye

Once students gain confidence noticing details and suggesting different interpretations, always backed up by evidence, it is useful to introduce them to specific elements and techniques cartoonists use. Examples include: visual symbols, metaphors, exaggeration, distortion, stereotypes, labeling, analogy and irony. Helping students recognize and identify these cartoonists’ tools will enable them to make more sophisticated interpretations.

The Library of Congress (PDF) and TeachingHistory.org (PDF) both provide detailed explanations of what these elements and techniques mean, and how cartoonists use them.

In addition to those resources, three other resources that can help students develop a richer understanding of a cartoon are:

• The SOAPSTone strategy, which many teachers use for analyzing primary sources, can also be used for looking at political cartoons.
• This student handout (PDF) breaks up the analysis into two parts: identifying the main idea and analyzing the method used by the artist.
• The National Archives provides a cartoon analysis work sheet to help students reach higher levels of understanding.

Once students get comfortable using the relevant academic vocabulary to describe what’s going on in a cartoon, we suggest returning to the open-ended analysis questions we started with, so students can become more independent and confident cartoon analysts.

Making an Editorial Cartoon

The Making of an Editorial Cartoon

Patrick Chappatte, an editorial cartoonist for The International New York Times, offers advice on how to make an editorial cartoon while working on deadline.

Whether you are encouraging your students to enter our Student Editorial Cartoon Contest , or are assigning students to make their own cartoons as part of a history, economics, journalism, art or English class, the following guide can help you and your students navigate the process.

Learn from an Editorial Cartoonist

We asked Patrick Chappatte, an editorial cartoonist for The International New York Times, to share with us how he makes an editorial cartoon on deadline, and to offer students advice on how to make a cartoon. Before watching the film above, ask students to take notes on: a) what they notice about the process of making a cartoon, and b) what advice Mr. Chappatte gives students making their own cartoons.

After watching, ask students to share what information they find useful as they prepare to make their own editorial cartoons.

Then, use these steps — a variation on the writing process — to help guide students to make their own cartoons.

Step 1 | Brainstorm: What Is a Topic or Issue You Want to Comment On?

As a professional cartoonist, Mr. Chappatte finds themes that connect to the big news of the day. As a student, you may have access to a wider or narrower range of topics from which to choose. If you are entering a cartoon into our Student Editorial Cartoon Contest, you can pick any topic or issue covered in The New York Times, which not only opens up the whole world to you, but also historical events as well — from pop music to climate change to the Great Depression. If this a class assignment, you may have different instructions.

Step 2 | Make a Point: What Do You Want to Say About Your Topic?

Once you pick an issue, you need to learn enough about your topic to have something meaningful to say. Remember, a political cartoon delivers commentary or criticism on a current issue, political topic or historical event.

For example, if you were doing a cartoon about the deflated football scandal would you want to play up the thought that Tom Brady must have been complicit, or would you present him as a victim of an overzealous N.F.L. commissioner? Considering the Republican primaries , would you draw Donald Trump as a blowhard sucking air out of the room and away from more serious candidates, or instead make him the standard- bearer for a genuine make-America-great-again movement?

You can see examples of how two cartoonists offer differing viewpoints on the same issue in Newspaper in Education’s Cartoons for the Classroom and NPR’s Double Take .

Mr. Chappatte explains that coming up with your idea is the most important step. “How do ideas come? I have no recipe,” he says. “While you start reading about the story, you want to let the other half of your brain loose.”

Strategies he suggests for exploring different paths include combining two themes, playing with words, making a joke, or finding an image that sums up a situation.

Step 3 | Draw: What Are Different Ways to Communicate Your Ideas?

Then, start drawing. Try different angles, test various approaches. Don’t worry too much about the illustration itself; instead, focus on getting ideas on paper.

Mr. Chappatte says, “The drawing is not the most important part. Seventy-five percent of a cartoon is the idea, not the artistic skills. You need to come up with an original point of view. And I would say that 100 percent of a cartoon is your personality.”

Consider using one or more of the elements and techniques that cartoonists often employ, such as visual symbols, metaphors, exaggeration, distortion, labeling, analogy and irony.

Step 4 | Get Feedback: Which Idea Lands Best?

Student cartoonists won’t be able to get feedback from professional editors like Mr. Chappatte does at The International New York Times, but they should seek feedback from other sources, such as teachers, fellow students or even family members. You certainly can ask your audience which sketch they like best, but you can also let them tell you what they observe going on in the cartoon, to see what details they notice, and whether they figure out the ideas you want to express.

Step 5 | Revise and Finalize: How Can I Make an Editorial Cartoon?

Once you pick which draft you’re going to run with, it’s time to finalize the cartoon. Try to find the best tools to match your style, whether they are special ink pens, markers or a computer graphics program.

As you work, remember what Mr. Chappatte said: “It’s easier to be outrageous than to be right on target. You don’t have to shoot hard; you have to aim right. To me the best cartoons give you in one visual shortcut everything of a complex situation; funny and deep, both light and heavy; I don’t do these cartoons every day, not even every week, but those are the best.” That’s the challenge.

Step 6 | Publish: How Can My Editorial Cartoon Reach an Audience?

Students will have the chance to publish their editorial cartoons on the Learning Network on or before Oct. 20, 2015 as part of our Student Contest. We will use this rubric (PDF) to help select winners to feature in a separate post. Students can also enter their cartoons in the Scholastic Arts & Writing Awards new editorial cartoon category for a chance to win a national award and cash prize.

Even if your students aren’t making a cartoon for our contest, the genre itself is meant to have an audience. That audience can start with the teacher, but ideally it shouldn’t end there.

Students can display their cartoons to the class or in groups. Classmates can have a chance to respond to the artist, leading to a discussion or debate. Students can try to publish their cartoons in the school newspaper or other local newspapers or online forums. It is only when political cartoons reach a wider audience that they have the power to change minds.

Where to Find Cartoons

Finding the right cartoons for your students to analyze, and to serve as models for budding cartoonists, is important. For starters, Newspaper in Education provides a new “ Cartoons for the Classroom ” lesson each week that pairs different cartoons on the same current issue. Below, we offer a list of other resources:

• Patrick Chappatte
• Brian McFadden

A Selection of the Day’s Cartoons

• Association of American Editorial Cartoonists
• U.S. News and World Report

Recent Winners of the Herblock Prize, the Thomas Nast Award and the Pulitzer Prize

• Kevin Kallaugher in the Baltimore Sun
• Jen Sorensen in The Austin Chronicle
• Tom Tomorrow in The Nation
• Signe Wilkinson in the Philadelphia Daily News
• Adam Zyglis in The Buffalo News
• Kevin Siers in The Charlotte Observer
• Steve Sack in the Star Tribune

Historical Cartoonists

• Thomas Nast
• Paul Conrad

Other Historical Cartoon Resources

• Library of Congress | It’s No Laughing Matter
• BuzzFeed | 15 Historic Cartoons That Changed The World

Please share your own experiences with teaching using political cartoons in the comments section.

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Drawn and Caricatured: French Cartoonists on the Campaign Trail

Cartoonists play a high-profile role in France’s political discourse, and they have been busy drawing the presidential candidates as the race approaches its end.

By Saskia Solomon

PARIS — There is little time left until the French choose their next president on Sunday , and image is important. As media teams flutter around the two remaining candidates, President Emmanuel Macron and the far-right leader Marine Le Pen , the nation’s political cartoonists are out in force, ready to accentuate even the smallest slip.

When they pounce, many will be waiting in a country where political cartoons have deep roots, thriving as expressions of unhappiness during the French Revolution and continuing to play an outsize role in modern-day politics.

Comic books regularly top the French best-seller lists, and weekly satirical newspapers — most notably Charlie Hebdo and Le Canard Enchaîné — are considered national institutions. Last year, when Mr. Macron’s government granted teenagers 300 euros (about $325) to spend on culture, many bought comic books .

“The world of politics is very artificial,” said Mathieu Sapin, a cartoonist behind several comic books featuring Mr. Macron and his predecessor, François Hollande. “It’s very codified, which makes it deeply fascinating from a drawing perspective.”

For Mr. Sapin, the French president is a character of fascination. He is often depicted by cartoonists as a gaptoothed, square-shouldered, somewhat boyish figure. But he also remains aloof, granting significantly less access than did Mr. Hollande, who courted cartoonists as much as journalists.

“Macron is more distant with the media, though he did once come up to me to tell me how much he loved cartoons,” recalled Mr. Sapin. “He’s a real seducer.”

How much so was illustrated in Mr. Sapin’s previous book, “Comédie Française,” in 2017. In one cartoon, the two men shake hands. A bead of sweat appears on Sapin’s forehead. “This handshake is taking a long time,” reads the thought bubble.

Mr. Sapin is drawing Mr. Macron for “Campaign Notebooks,” his 240-page comic book on the 2022 presidential election. The project brings together Mr. Sapin and five other veteran cartoonists: Dorothée de Monfreid, Kokopello, Louison, Morgan Navarro and Lara.

Each cartoonist was assigned one or two candidates to follow for the course of the campaign — most of whom were eliminated in the first round on April 10. For eight months, they traveled the breadth of the country, attending rallies and meetings, and even tagging along on trips overseas.

The team has worked independently, occasionally meeting in Mr. Sapin’s studio to plot on a big dry-erase board. “We are all recounting different events, but it’s all rendered in the same way,” said Louison, who goes by one name. For her, the small details are the most compelling.

“Political gaffes, the sight of an aide frantically helping a politician with their tie before a speech, backstage pep talks and spats — these make the comics,” said Louison, who followed Anne Hidalgo, the mayor of Paris, during her unsuccessful campaign, joining her on bike rides around the city.

Beyond being used as a tool for revolt, political cartoons have long been used as an ideological weapon — Communists and radically conservative Catholic groups in France used cartoons to influence the country’s youth after World War II — and their importance is not lost on Mr. Macron.

He gave the keynote speech two years ago at the International Comics Festival in Angoulême, the first presidential visit since François Mitterrand attended the event in 1985, and he announced plans for a European House of Press and Satirical Cartoons to open in the capital by 2025.

“Still,” said Mr. Sapin, “he wants to protect his image.”

His rival, Ms. Le Pen, is often drawn as a self-congratulatory figure, her mop of yellow hair and twinkling blue gaze emphasized. Mr. Navarro has chosen to home in on what he sees as a smug air, representing Ms. Le Pen with spiky, upturned features and eyes narrowed in steely determination.

Mr. Navarro has noticed some of her subtler tics, too, such as the nervous puffing on an e-cigarette, or the readjusting of a particular strand of hair. These he has worked into his drawings for humorous effect, but also a degree of pathos — something not usually associated with a far-right politician who was once depicted on the cover of Charlie Hebdo dressed in a dirndl and holding a gun to Europe’s head.

While in Marseille, Mr. Navarro was startled by the sight of Ms. Le Pen, whose message is fiercely anti-immigrant, posing for a selfie with a group of Muslim men, a moment he captured for the book. “Her image has changed, somewhat — they seemed unfazed by her reputation,” Mr. Navarro said.

The sequential structure of a cartoon strip is well suited to politics, but as the team learned in the case of the far-right candidate Éric Zemmour, not everything goes as planned.

In the early days of the campaign, Mr. Zemmour was “a joke,” Mr. Sapin said, and the team didn’t even bother to assign anyone to cover him. “But then in the autumn he became a serious candidate, and we had to adapt.”

With his eccentric mannerisms and caterpillar eyebrows, Mr. Zemmour was easy prey for cartoonists — attracting comparisons to Gargamel, the villain from the Smurfs. But Mr. Navarro noticed something else: “I was surprised by how many young people were among his supporters, they seemed really fired up.”

“In the newspapers he often comes across as a caricature,” Mr. Navarro said. “But what we’re doing here is showing the context of events — not just caricaturing each candidate.”

Bringing the different campaigns together in a book affords unusual insights into strategy. Were the candidates playing the long game? Did their approaches remain the same throughout?

“And it also shows just how long they’ve all been working up to this moment,” said Kokopello, who also goes by one name and drew Valérie Pécresse, the now-eliminated, center-right Republican candidate. “Many people seem to think the campaigns started just a couple of months ago, but it’s been much longer.”

Along with the election’s twists and turns, the book chronicles the shifting national mood: In the opening pages, the pandemic dominates the narrative, face masks slowly fading from view; the emergence of surprise candidates, the failure of early hopefuls; Russia’s invasion of Ukraine in February.

“We are recording how things played out, in real time,” Mr. Sapin said.

The last 12 pages are still blank, awaiting a final result that will likely be close. “Anything can happen — that’s what makes it so thrilling.”

Using Political Cartoons in the Classroom

by Roy Winkelman | Using Digital Content

I had some wonderful high school teachers who made history come alive. In addition to learning the facts, dates, and figures, we got a feel for the times we were studying by activities such as reading Civil War poetry or singing our way through a couple of World Wars. We were also exposed to innumerable political cartoons along the way to increase our understanding of the culture and issues of the day. The drawing of original cartoons was sometimes used as a comprehension check as well. I particularly remember one I drew about colonial Philadelphia as a homework assignment. That was, ahem, well over 50 years ago. While I can’t guarantee that using political cartoons in history classes will make all your homework assignments memorable a half century from now, I can promise that political cartoons have the potential to engage students with the significant issues of any period.

It doesn’t take much imagination to realize how any of the following examples could be effectively used in the classroom.

“But wherever would we find such an exciting collection of political cartoons?” you might ask. Well, you’re in luck. The ClipArt ETC website offers over 300 political cartoons for classroom use. Although you may have to do a little searching to find specific topics, many of the cartoons have been tagged with specific time periods or topics:

• All political cartoons
• Cartoons by Thomas Nast
• Election of 1868
• Grant Administration
• Election of 1872
• Election of 1876
• Election of 1880
• Election of 1884
• Cleveland Administration
• Election of 1892
• Native American Suffrage
• Woman Sufffrage
• World War I

Since FCIT’s political cartoon collection is mainly from the late 1800s, you may also want to search the National Archives or the Library of Congress for additional cartoons from earlier or later periods. The following LOC collections are of particular interest:

• American Cartoon Prints
• Cartoon Drawings
• Herblock Collection

The National Archives and the Library of Congress have also created helpful guides for analyzing cartoons as a classroom activity:

Teacher's Guide: Analyzing Political Cartoons

This one-page PDF from the Library of Congress includes many questions for students to consider when responding to a political cartoon.

Analyze a Cartoon (Younger Students)

This one-page PDF from the National Archives takes younger students through the four steps of analyzing a political cartoon.

Cartoon Analysis Guide

This two-page PDF from the Library of Congress identifies the persuasive techniques used in political cartoons.

Analyze a Cartoon (Older Students)

This one-page PDF from the National Archives takes older students through the four steps of analyzing a political cartoon.

I hope you’ll find the above resources a help in utilizing political cartoons as windows into various time periods. And just maybe, fifty years from now, one of your students will be writing about how memorable your classes were way back in the 2023-2024 school year.

Roy Winkelman is a 40+ year veteran teacher of students from every level kindergarten through graduate school. As the former Director of FCIT, he began the Center's focus on providing students with rich content collections from which to build their understanding. When not glued to his keyboard, Dr. Winkelman can usually be found puttering around his tomato garden in Pittsburgh. Questions about this post or suggestions for a future topic? Email me at [email protected] . To ensure that your email is not blocked, please do not change the subject line. Thank you!

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Political Cartoons: Then and Now

Students will analyze and share the history of a political cartoon and then create their own cartoon about a current event..

Apps: Wixie ® , Pixie ® , or Share ™

For over 250 years, political cartoons have used humor and exaggeration to reach people on a variety of topics, even if they can't read. Learn how to use this powerful communication tool as you explore a political cartoon from the past, share the history of its conception, and use what you have learned to create your own cartoon based on a current event.

Students have most likely seen a political cartoon, though they may confuse political cartoons with a single-panel illustration designed simply for humor. More than just a funny drawing, a political cartoon is a pointed commentary on a current event or the actions of a person or group in politics.

Show students Ben Franklin's “ Join or Die ” cartoon, but don't explain its meaning or origin.

Ask them if they have seen this image before. What do they think it might mean? Bring up Ben Franklin or the early American Colonies and see if that helps them recognize that the initials in the image represent colonies.

Franklin's “Join or Die” is generally acknowledged as the first political cartoon in America, published first on May 9, 1754 in Franklin's Pennsylvania Gazette. Franklin drew this image to generate support at the Albany Congress for his idea of an intercolonial association to respond to the threat of the Iroquois. “Join or Die,&rdquo and this image of the snake, quickly became symbolic of the cause of colonial unification.

Select a current political cartoon that reflects a recent topic or event your students are familiar with. You may also want to ask students to locate a political cartoon in a local paper or using an online source as a homework assignment. Project or distribute the cartoon so all students can view it. What historical moment does the comic depict? Ask students to share additional information they know or research about the topic or event.

What visual elements are present in the cartoon? Discuss what students can see and read in the cartoon. Explore how the cartoon uses caricature to enhance the meaning.

Provide students with analytical tools and questions they can use to decode and understand other political cartoons. The Library of Congress has a great cartoon analysis guide that discusses how political cartoonists use symbolism, exaggeration, labeling, analogy, and irony to communicate their point of view and message.

Have each student choose a time in history that interests them. Task them with the job of searching the web or exploring sites like Cartoons for the Classroom and About.com's Political Humor to find a specific cartoon they want to examine and analyze. If you are concerned about students' ability to analyze on their own, or if you want to provide additional support to students, have them work in small teams to choose and analyze a cartoon.

Distribute the National Archives Cartoon Analysis Guide to each student to help direct their analysis.

Have students use the information from the completed worksheet to create a 1-3 paragraph analysis of their political cartoon that could be used to help other students make sense of the illustration and the subject it depicts.

Have students launch Share and open the Cartoon Scrapbook template (Project>New>Templates>Social Studies). Students can click and drag the cartoon onto the image placeholder to add to the page. Once the image is added, they can use the resize handles to adjust its appearance. They can type or copy and paste their written analysis into the text box. You can also search for “political cartoon” in Wixie and assign this activity to your students.

The template also provides a page for students to draw their own political cartoon. You may choose to have them create another political cartoon depicting the same time period or select a current event or person as the subject for their satirical illustration. Students can use the clip art and drawing tools to make their caricatures and scene or import an image they illustrate on paper.

Students can use the text box below the image to summarize their work or to create a caption that supports the illustration.

You could also use political cartoons to explore a single historical period in greater depth. Instead of having individual students create their own scrapbooks, locate and assign a selection of political cartoons and have students work individually or in small teams to complete an analysis. Have students compile their work on the “example” page of the Share template and then click the Share button on the toolbar to combine everyone's work into a single class book!

Give each student or team an opportunity to present their analysis to the entire class or to small groups of students. You can also export student work as as ePubs you can share as a resource for other students. Click the Project button, Export as an ePub, and upload the files to your iBooks or Google Drive for distribution. If you don't use eReaders, you can instead export students' work as PDF files for easy sharing.

You can assess student's prior knowledge and analytical skills as you begin discussing Franklin's “Join or Die” cartoon. You can continue to evaluate their ability as you ask questions during their analysis of a current event and examine their individual exploration using the Cartoon Analysis worksheet from the National Archives.

Be sure to ask clarifying questions to ensure that students understand how author's/illustrator's use symbolism, exaggeration, analogy, and/or irony. You may find it necessary to revisit these terms, their definitions, and their applications.

During students' presentations of the completed analyses, ask the class to serve as evaluators of success. After a few students have shared, talk as a class about what makes a great cartoon and what constitutes an effective analysis.

Stephen Hess and Sandy Northrup. American Political Cartoons: The Evolution of a National Identity, 1754-2010 ISBN: 1412811198

THE CARTOON: By Herb Block

Political Cartoon Collection: About.com

The National Archives Cartoon Analysis Guide

Library of Congress: Political Cartoons in U.S. History

Library of Congress: It's No Laughing Matter

Cartoons for the Classroom: The Association of American Editorial Cartoonists

Common Core State Standards for English Language Arts Grades 6-8

Key Ideas and Details

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure

6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

ISTE NETS for Students 2016:

6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

d. publish or present content that customizes the message and medium for their intended audiences.

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Political Cartoons

Look at these cartoons with your kids to expand their knowledge of political issues..

What you need:

• Political cartoons (from newspapers and magazines) 
• Spiral notebook 
• Glue or tape 
• Pen or pencil

What to do:

• Gather political cartoons from newspapers and magazines (hard copies or online versions) . Remove some of the captions and ask him to make up his own caption. What does he think the cartoons are about?  
• Choose favorite cartoons to put in the notebook. Underneath each cartoon, have your child describe the main idea of the cartoon, the issue it addresses, and the cartoonist's point of view. Do you think the cartoon does a good job of communicating the point of view? Do you agree or disagree with the point the cartoonist is trying to make?   
• Encourage him to look for more cartoons to add to his notebook.   
• As an extension, have him create his own political cartoon. This could be about a political, environmental, or other community issue, or it could even be about a situation in your own family, such as bedtime, meals, or rules!

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• Drawing Cartoons

How to Make a Political Cartoon

Last Updated: April 17, 2023 References

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 67 people, some anonymous, worked to edit and improve it over time. This article has been viewed 404,031 times. Learn more...

Expressing your political views through a political comic can be a humorous and effective way to convey your message. Through the use of certain artistic techniques and elements, you can present your political issue in a light that is in line with the content of your political subject matter. Learning what you might want to include and how to assemble it can help you create a great political comic and clearly express your views.

Planning The Comic

• Political cartoons aim to illustrate a certain issue and represent a viewpoint regarding it.
• Political cartoons generally make use of simple artwork to get their point across quickly and cleanly.
• Most political cartoons aim to illustrate perceived problems or defend political positions.

• Consider the issue you want to cover in your cartoon.
• Think of what you want to say about the issue.
• Imagine how you might represent the issue in your cartoon.

• Elephants and donkeys are good examples of commonly used symbols to represent political parties in the United States of America.
• Eagles are used to represent the United States of America itself.

• Exaggerating a person's features can help make them more recognizable.
• You can use exaggeration to make someone appear in a certain light, depending on the message you want to send.
• Generally, caricatures are used to make fun of someone or their message.

• Using labels can be a good technique to make the message of the comic clear.
• Although labels are acceptable in political cartoons, try not to overuse them.
• Label only important aspects of your comic.

• Think in terms of “like”.
• For example, international disputes about borders could be like children arguing on a playground about who owns the slide.

Creating The Comic

• Think about how best to use your space.
• Ask yourself what elements are most important. Give them the most space and attention in your layout.
• You might find that some original ideas don't fit or are cluttering the comics' intended message. Consider removing these extraneous elements.

• Start outlining with a pencil, allowing you to make changes later on.
• Once you are happy with how the sketch looks begin to clean up your lines.
• Clean your lines by either making them bold or by erasing any rough areas and drawing them smoothly.
• It's okay to make some last minute changes and add some finishing touches.
• If you are happy with how your comic looks you can finalize your lines using black ink.

• Speech bubbles are generally smooth and oval shaped, with a triangular extension that points towards the person speaking.
• You may also want to use thought bubbles. Thought bubbles are like speech bubbles but appear as small clouds, holding your characters inner dialogue within them.

• Colors can carry meaning. For example, the Democratic party of the United States uses blue.
• You can use any coloring tools you feel comfortable with including colored pencils, ink, or even crayons.
• You may also consider scanning your black and white image into a computer and digitally coloring it.

• There are many programs that allow you to create a comic using digital art, much like you would with a pen and paper.
• Some services come with art preloaded, allowing you to use this art in your own layout by simply dragging and dropping figures and elements where you want them.

Sharing Your Comic

• Ask your friends and family for their honest opinions about the comic.
• Any discussions that result can be used for ideas when creating future comics.
• Ask your friends and family if they feel the "message" of your comic is clear.
• Discuss what they like about the comic or what changes they might have to suggest.

• Some social media sites cater to artwork or comics.
• Social media allows you to share your comic with a wide audience.
• On-line communities can offer helpful feedback, allowing you to improve your comics.

• Submit your comics to publishers or publishing syndicates.
• There are many independent publishers that also accept comic submissions.
• Check with local or smaller publications to increase your chances of getting published.
• Self-publishing a collection of your comics might be an option for you.

Community Q&A

• Digital software can be a quick and easy way to create your comic. Thanks Helpful 4 Not Helpful 0
• Make a rough layout of the overall comic. Thanks Helpful 3 Not Helpful 0
• Think about the methods you want to use to deliver the message, including symbolism or analogy. Thanks Helpful 3 Not Helpful 1

You Might Also Like

• ↑ http://learning.blogs.nytimes.com/2015/09/17/drawing-for-change-analyzing-and-making-political-cartoons/?_r=0
• ↑ http://www.learnnc.org/lp/editions/nchist-eg/6460
• ↑ http://gomedia.com/zine/tutorials/some-like-it-dirty-comic-book-inking-and-coloring-tutorial/
• ↑ http://www.hoodedutilitarian.com/2014/01/how-do-comics-artists-use-speech-balloons-s/
• ↑ http://www.comicsreporter.com/index.php/all_about_comics/all_about/76/

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The Election of 1860: An Analysis of Editorial Cartoons

The students will analyze editorial cartoons created in the context of the Election of 1860.  Students will use the primary sources to identify the major issues of this election and how those issues shaped the election’s outcome.

Analysis of primary sources of all types is an essential skill for success on the national Advanced Placement U.S. History exam.  Editorial cartoons often appear in both the multiple choice and DBQ essay sections of the exam, and students must be comfortable with this format to be prepared for this test.  

• Identify the major issues of the Election of 1860.
• Analyze an editorial cartoon, paying particular attention to identifying its point of view.
• Assess the four party platforms and the outcome of the Election of 1860.
• Kansas State Social Studies Standards – 8th Grade U.S. History, Benchmark 2, Indicator 3 – “retraces events that led to sectionalism and secession prior to the Civil War”
• Kansas State Social Studies Standards – High School U.S. History, Benchmark 5, Indicator 3 – “uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning”
• Kansas State Social Studies Standards – High School Civics-Government, Benchmark 4, Indicator 1 – “examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders”
• Mark Carnes & John Garraty, The American Nation: A History of the United States, 11th edition (2003), chapter 14
• “The Union Must and Shall be Preserved”
• “Grand National Union Banner for 1860”
• “Black Republican Argument”
• “An Heir to the Throne”
• “The Boat that Rides in Safety”
• “Our Political Snake-Charmer”
• “[Dividing the] National [Map]”
• “Progressive Democracy – Prospect of a Smash Up”
• “Columbia and Her Suitors”
• The party platforms used in the Election of 1860 can be accessed at the website of “The American Presidency Project” ( http://www.presidency.ucsb.edu/ ).  Click on “Documents” at the top of the homepage, and then select “Platforms” from the link on the left side of the webpage.  

LCD Projector, screen, computer with PowerPoint software

• Prior to the day’s lesson, the students will be responsible for completing their homework for The American Nation, chapter 14 and for reading the party platforms of the Republican, Northern Democratic, Southern Democratic (Breckenridge Faction) and Constitutional Union parties.
• Start the lesson by identifying the major issues of the 1850s.  This will help set the stage for the analysis of the editorial cartoons from the Election of 1860.
• Discuss the key features of an editorial cartoon with the students.  Be sure each student understands the following terms: stereotype, satire, caricature, and exaggeration.
• Divide the students into pairs (or groups of 3 if you have a large class).  Give each pair one editorial cartoon from the list mentioned above.  Give each pair 5-10 minutes to analyze the cartoon, using the APPARTS strategy.  Students should concentrate on identifying the major issues, compare the cartoon to the party platforms, and analyze the cartoonist’s point of view.
• After each pair has had adequate time to analyze its cartoon, bring the entire class back together.  The teacher will then project an image of each cartoon onto the screen with the LCD projector.  The pair responsible for analyzing each cartoon will walk their classmates through their analysis and tie the cartoon back to the party platforms, sectionalism and the issues of the 1850s.
• Once each pair has presented, ask the students to assess the mood of the nation as reflected in these editorial cartoons.  What new information did they learn?  What information was missing?  What was the level of optimism and/or angst in the nation in 1860?
• Conclude the lesson by projecting an Electoral College map of the Election of 1860 onto the screen.  An excellent version of the map can be found on the website of The American Presidency Project ( http://www.presidency.ucsb.edu/ ).  Click on “Elections” at the top of the homepage and then select the Election of 1860.  Use this information while discussing the Secession Crisis and the Crittenden Compromise.
• The test over the Civil War era will include an editorial cartoon not previously seen in class.  The students will be asked to analyze the cartoon using the APPARTS strategy and identify how the cartoon addressed the major issues and/or events of the Civil War era, including an analysis of the cartoonist’s point of view.

Today's political cartoons - March 30, 2024

Saturday's cartoons - the Easter Egg Roll, expensive bibles, and more

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Political Science cartoons and comics

Politics meets humor! Explore our collection of funny political science cartoons - perfect for presentations, social media, or just a good laugh. From elections to international relations, we've got you covered. No filibustering, guaranteed!

Add a touch of humor from our selection of over 750,000 cartoons

Perfect for presentations, newsletters, social media, websites, and more.

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Political Science Cartoon #1

"Every year when I begin this unit on the Constitution, I feel I have to make it very clear that the Bill of Rights does not necessarily apply in this classroom."

Political Science Cartoon #2

"I'm a social scientist, Michael. That means I can't explain electricity or anything like that, but if you ever want to know about people I'm your man."

Political science cartoon #3.

"My team of advisers is so fantastic it's unbelievable."

Political science cartoon #4.

"However, now, gentlemen, we see the frown has become a smile."

Political science cartoon #5.

"And that, ladies and gentlemen, is the switch that turns the government on and off."

Political science cartoon #6.

Political Science

Political science cartoon #7.

Political Science 101: This semester's topics - twisting of facts, manipulation, power-grabbing.

Political science cartoon #8.

"And now I'll open up the floor to softballs."

Political science cartoon #9.

'I'm majoring in political science and minoring in ballet - I want to be a spin doctor.'

Political science cartoon #10.

"Look, we've got to improve our voter-tracking algorithms if we want to make more accurate wild-ass guesses."

Political science cartoon #11.

'You can't take the Ethics course-you're a Political Science major.'

Political science cartoon #12.

Executive, Legislative, Judicial,

Political science cartoon #13.

"I give my presidency a passing grade."

Political science cartoon #14.

Uniformed but Passionate

Political science cartoon #15.

Five Stages of Loss

Political science cartoon #16.

"Now THAT is a steep ramp..."

Political science cartoon #17.

Racists Please Stand By

Political science cartoon #18.

"Which one is this again?"

Political science cartoon #19.

"Hey, Mr. Tax bill. How do you become a law anyway?"

Political science cartoon #20.

Inside the Beltway School

Political science cartoon #21.

2020 Election Predictions

Political science cartoon #22.

"Do you have any bedtime stories that aren't about the former Yugoslavia?"

Political science cartoon #23.

Time/Temp/Quality of Life

Political science cartoon #24.

"The left side of Rupert's brain controls the right side of his politics."

Political science cartoon #25.

Trump's known world 2018

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Light Wave Reports

The Day's Best Political Cartoons for April 1, 2024

Posted: April 1, 2024 | Last updated: April 1, 2024

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