1. What’s So Funny? Using Political Cartoons in the Classroom NCCSS 2015 AnneMarie Walter Angela Johnson Rachel Tallent

2. What are Primary Sources? An original item or record that has survived from the past and was part of a direct personal experience of a time or event.

3. Political Cartoons as Primary Sources An original item or record that has survived from the past and was part of a direct personal experience of a time or event. Long ago past

4. Political Cartoons as Primary Sources An original item or record that has survived from the past and was part of a direct personal experience of a time or event. Recent past

5. Persuasive Techniques: Symbolism the practice of representing things by symbols, or of investing things with a symbolic meaning or character. – Symbol - - something used for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign.

6. Persuasive Techniques: Bias - - a particular tendency or inclination, especially one that prevents unprejudiced consideration of a question; prejudice.

7. Persuasive Techniques: Irony - - the use of words to convey a meaning that is the opposite of its literal meaning; or undercuts its literal meaning.

8. Persuasive Techniques: Caricature - - a picture, description, or imitation of a person or thing in which certain striking characteristics are exaggerated in order to create a comic or grotesque effect. Stereotype - - A vastly oversimplified view of a group

9. Persuasive Techniques: Exaggeration - - magnified beyond the limits of truth; overstated; represent disproportionately.

10. Persuasive Techniques: Labeling - - a short word or phrase descriptive of a person, group, intellectual movement, etc.

11. Political cartoons are all around us

12. Cartoon analysis http://www.loc.gov/teachers/classroommaterials/presentationsan dactivities/activities/political-cartoon/index.html

13. Hands-on Activity Use the stickers to point to the persuasive techniques in your cartoon.

14. What’s So Funny? Why do students need to have a body of knowledge about a cartoon’s topic in order to be able to interpret a cartoon?

15. What’s So Funny? What are some of the ways you can support students in obtaining that knowledge?

16. What’s So Funny? Why do you think that we are looking at cartoons from recent history in this activity rather than cartoons from, say, the 18 th Century?

17. What’s So Funny? What are some factors that you will use when choosing cartoons for use in your classroom?

18. Motives for Imperialism

21. Why Use Primary Sources? Engage Students – Help student relate in a personal way to events of the past – Promote deeper understanding of history as a series of human events – Encourage students to seek additional evidence through research – First person accounts of events make them more real.

22. Why Use Primary Sources? Develop Critical Thinking Skills – Requires students to be both critical & analytical – Primary sources are often incomplete and have little context. Student must use prior knowledge and work with multiple primary sources to find patterns – Questions of creator bias, purpose and point of view may challenge students’ assumptions.

23. Why Use Primary Sources? Construct Knowledge – Encourage student to wrestle with contradictions & compare multiple sources, confronting the complexity of the past. – Form reasoned conclusions based on evidence, connect primary sources to the context, synthesizing information from multiple sources – Integrate new knowledge with prior knowledge to deepen understanding.

24. Library of Congress

25. What’s So Funny? AnneMarie Walter awalter@mhu.eduawalter@mhu.edu – Summer Institute – Online classes – Workshops at your school Rachel Tallent rtallent@lincoln.k12.nc.usrtallent@lincoln.k12.nc.us Angela Johnson ajohnson2@lincoln.k12.nc.usajohnson2@lincoln.k12.nc.us All materials are posted to www.mhu.edu/tpswww.mhu.edu/tps