Graphic+Organizer+(Political+Cartoons)


 * __Using Graphic Organizers to Understand Political Cartoons__**

Too often students of history think about the subject as dull, dry, and irrelevant to their lives. I believe that using political cartoons as primary and secondary sources will allow students to engage with content in a meaningful way in a medium that can make history more accessible. Hammet and Mather (2011) “argue that cartoons can play an effective role in enhancing the classroom experience and foster the development of critical thinking skills” (Abstract). In order to make the use of these critical thinking skills in an efficient manner, using a standardized graphic organizer can be a big help. This strategy provides students with the ability to gain insight into the nuances and context of the situation that is being represented. Additionally, since the ideas are represented through pictures, political cartoons demand that students use abstract thinking to connect previous knowledge.

I have adapted a graphic organizer from the National Archives for cartoons for my classroom. What I like best about this is that the graphic organizer scaffolds the learner’s analysis. There are several different levels of this graphic organizer to help students work their way through their analysis. The organizer begins with looking at the basic elements of the cartoon i.e. the objects shown, the caption (if there is one), words, phrases or people. Another important factor involves dates or numbers.

Level two involves identifying objects as symbols and then identifying what each symbol represents. This level begins to initiate higher order thinking. Additionally, it offers students the opportunity to read into the author’s intent of trying to convey emotions. It also provides space for students to discuss what they believe to be the most significant words, objects, or phrases.

Level three is where students can begin deeper analysis. It provides space for students to describe what is being depicted along with the the larger meaning of what is being represented. Another important aspect of level three is that it requires the student to think about biases of the author and whose point of view this particular cartoon supports. For additional resources check out the [|National Archives] website and a partner site www.docsteach.org

Hammett, D., & Mather, C. (2011). Beyond Decoding: Political Cartoons in the Classroom. //Journal Of Geography In Higher Education//, //35//(1), 103-119.

El Refaie, E., & Horschelmann, K. (2010). Young people's readings of a political cartoon and the concept of multimodal literacy. //Discourse: Studies In The Cultural Politics Of Education//, //31//(2), 195-207.