Introduction to Political Cartoons

As part of their GCSE History students have to be able to interpret political cartoons. This is a complex skill. Firstly, it requires students to be have knowledge about the historical context of the cartoon. Secondly, students have to be able to identify individual elements of the cartoon, which itself requires them to understand the sophisticated skills cartoonists use in their work. Students then have to be able to explain the significance of these elements of an image in relation to the historical context. Phew!

So, the earlier students start to learn these skills the better and the best way of learning how to do something is to do it yourself. The following cartoons have all been created by students, to illustrate a particular point about their area of study.

Students used some or all of the following techniques in the creation of their cartoons:
1) Symbolism
2) Caricature
3) Personification
4) Caption
5) Sizing
6) Placement
7) Context

There is a powerpoint available to help teach these techniques at:
http://www.tes.co.uk/resources/Resource.aspx?resourceId=9094

Creating cartoons using these techniques, with the aim of making a particular point, helps students to be able to recognise the technique and the message in professional cartoons.

Year 8 Students were also asked to create a commentary on their cartoon of Cromwell. This commentary had to explain the meaning of the different features of their cartoon. The best commentaries also supported explanation of the cartoon's meaning with historical detail. This pattern of thinking fits in perfectly to the GCSE criteria for cartoon interpretation.

GCSE Markscheme

Level 1
Describes surface features of the cartoon
Level 2
Explains what the cartoon means without reference to the source details
Level 3
Explains what the cartoon means with reference to either the details of the source OR contextual knowledge
Level 4
Explains what the cartoon means with reference to BOTH the details of the source AND contextual knowledge

See if you can level the Year 8 Cromwell cartoon commentaries!

Even if you're not a GCSE student, we hope you enjoy these images!

The following article appeared, in edited format, in TES on 25 January 2008:

Political Cartoons in History

As all History teachers know, students who study History at GCSE will have to demonstrate their ability to interpret a political cartoon. This is a staple of all examination boards and the marks available don’t really do justice to the complexity of the skills required. In order to access the higher levels, students have to be able to deconstruct a cartoon into component parts, rather than commenting summarily on the meaning. They have to explain the meaning of these component parts and substantiate their explanation with reference to the specific historical context. No mean feat!

So, after struggling to drily teach technique to a non-enthusiastic GCSE class, I started to wonder if becoming the cartoonist might be more inspiring!

So, students were given a crash course in political cartooning, learning the basic techniques of context, caption, caricature, personification, placement, symbolism and sizing. This can be done at any appropriately controversial moment of study, not just at GCSE. For example, Year 8 students can use political cartoons to illustrate the ‘real’ reason why Henry broke with Rome or the nature of Cromwell’s rule; Year 9 students can use cartoons to illuminate Haig’s role in the Battle of the Somme or the impact of industrialization.

The advantages of such an activity extend far beyond the generation of techniques that will be needed at GCSE. Firstly, and most importantly, it’s fun -not least for you, the teacher! Additionally, it’s motivational for those students who struggle to articulate their ideas in writing, but who comprehend the historical context perfectly well. It provides meaningful differentiation, for students who are, in Gardner’s terms, ‘picture smart’.

Cartooning can also be used to help students to understand the nature of interpretation. When studying, for example, Cromwellian rule, author identities can be given to students, for example, MP/Lord or, more subtly, northerner/southerner, merchant/peasant. Cartoons have to be drawn as that individual would have seen events/individuals. If author identities are kept secret, the finished cartoons can be used as exercises in usefulness and reliability very successfully. Ownership of the product helps students understand the core issues of sources as evidence, rather than just information. It also helps students to explain their ideas effectively and peer teaching takes off.

Once learned, the technique is also a valuable revision aid. Arguably in response to the constant barrage of visual stimulation in the modern age, many more students are demonstrating a preference for visual learning. Creating cartoons is a valid and valuable mnemonic aid for such students.

The final advantage of cartooning, of course, is that complex historical periods can be summarized, without losing the subtleties, as can happen when reducing topics to key words and key cards.