Replace This Text with the Title of Your Learning Experience s22

Post-WWII Challenges According to Herblock! An Analysis of Political Cartoons

Meghan Hawkins Normal Community High School Fall 2013 Normal, Illinois Library of Congress, Prints &

Photographs Division, [LC-USZ62-126910]

Students will analyze political cartoons related to post-WWII political, economic and social issues. In doing so, students will practice a variety of literacy skills: summarizing, identifying point of view and determining central themes.

Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar Objectives Students will:  understand a social or political issue of the post- WWII era in the United States.  analyze a group of political cartoons. In doing so, students will identify the author’s point of view, summarize the message of an individual cartoon and determine a central theme for the group of political cartoons.  create a poster that reflects the author’s central message. . Recommended time frame 4 days Grade level 9-10 Curriculum fit US History (several of the cartoon sets would also be applicable to World History) Materials  Supplies for posters: construction paper, markers,

Teaching with Primary Sources Illinois State University crayons, etc.  Paper copies or online access to the following collections of Herblock political cartoons: o “ Tick-Tock Tick-Tock” collection on the threat of nuclear war o “ Fire!” collection on the fear of communism within the United States o “ Fruits of Victory” collection on post WWII social issues in the United States  A copy of the “Student Political Cartoon Analysis” handout for each student  Teacher Guide: Political Cartoons Primary Source Analysis Form from the Library of Congress website  For the assessment, copies of the “Poster Rubric” for each group  For Extension Option 1, paper and markers for students to create their own political cartoons and an additional copy of the “Student Political Cartoon Analysis” handout for each student.  For Extension Option 2, paper copies of political cartoons from the Herblock “Presidents” collection and an additional copy of the “Student Political Cartoon Analysis” handout for each student.

Illinois State Learning Standards/Common Core Back to Navigation Bar

CCSS.ELA and Literacy in History/Social Sciences

Key Ideas and Details  RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Craft and Structure  RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Integration of Knowledge and Ideas  RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. Writing

Teaching with Primary Sources Illinois State University  WHST.9-10.1 Write arguments focused on discipline- specific content.

Procedures Back to Navigation Bar Day One: Note: Students could also access the political cartoon collections online.

 Give each student a copy of the “Student Political Cartoon Analysis Handout.” As a class, walk through how to use the analysis form. o The handout is a version of the Political Cartoon Analysis Form from the Library of Congress website modified to fit these specific cartoons. If your students are unfamiliar with the form, or have not analyzed political cartoons before, select a cartoon from a different Herblock collection and model how to use the form.

 After you have reviewed the analysis form as a class, divide students into small groups of 3-6. Give each group a set of political cartoons from one of the following collections of Herblock political cartoons: o “ Tick-Tock Tick-Tock” collection on the threat of nuclear war o “ Fire!” collection on the fear of communism within the United States o “ Fruits of Victory” collection on post WWII social issues in the United States o Note: depending on the size of your class, you may need to have multiple groups use the same set of cartoons.

 In small groups, students should analyze their collection of cartoons, completing one analysis form for each cartoon. After observing, reflecting and questioning, students will answer a set of questions that relate to this specific set of cartoons. In doing so, students will practice several literacy skills from the Common Core Literacy Standards for History/Social Studies by identifying the author’s

Teaching with Primary Sources Illinois State University point of view, summarizing the message of an political cartoons and determining a central theme for the group of political cartoons. o Depending on the class, students might work individually on one cartoon, and then share their individual analysis with their small group, or work as a group to analyze each cartoon.

Day Two:  Students will continue to analyze the cartoons in their set. The teacher should circulate among the groups, checking for understanding and, as needed, redirecting students.

 At the end of Day 2, students should determine the central theme of their set of cartoons, and record it in “Part III” of their handout.

 Teacher should collect one handout from each group at the end of class and verify that students have identified the correct theme for their collection before moving on to the next step.

Day Three:  Each small group should create a poster that reflects the author’s point of view regarding the central theme of their collection.  Before students begin making their posters, hand out a copy of the “Poster Rubric” to each group.  As a class, review the expectations for the posters listed on the rubric. Encourage students to refer back to the rubric as they create their posters.

Day Four:  Each small group will present their poster to the class. As they do so, students should share the central theme and the author’s point of view on the issue represented by their collection.

 If time, compare Herblock’s collections in a class discussion. If needed, use the following questions to prompt discussion: o Does Herblock present a coherent argument?

Teaching with Primary Sources Illinois State University o Does Herblock’s point of view appear consistent? Explain. o Is there a larger theme that can be extrapolated based on Herblock’s point of view on these three issues? o Which issue do you find most compelling? o Do you agree with Herblock’s opinion on your topic? Explain. o What else could Herblock have included in his cartoon to make it more convincing? o Do you think people today share the same interpretation of these events looking back on them? Has the end of the Cold War reshaped our interpretation of the era?

Evaluation Back to Navigation Bar  The teacher can informally assess each group’s analysis of the cartoons by reviewing the Student Political Cartoon Analysis handout as the teacher circulates the room.  The teacher should use the Poster Rubric to assess each group’s poster. Extension Back to Navigation Bar Option 1  Students should create their own political cartoon on a current event that reflects the same theme as their original collection of cartoons.  Students should then repeat the original analysis activity on a peer’s political cartoon.

Option 2  Students can independently analyze political cartoons from the Herblock “Presidents” collection. This collection features cartoons on a variety of presidents and requires a general knowledge of 21st century American history to make the necessary inferences.  Students should use the same “Student Political Cartoon Analysis” handout that they used in the original activity to help them analyze each additional cartoon.

Teaching with Primary Sources Illinois State University Teaching with Primary Sources Illinois State University Historical Background Back to Navigation Bar

Herbert Block was a leading newspaper cartoonist for the greater part of the 21st century. Known by his pen name “Herblock,” his cartoons were featured in major American newspapers from the Great Depression to the War on Terror. While many political cartoons feature complicated innuendos and obscure references, the satire and political messages of Herblock’s cartoons are accessible to high school students. More information on Herblock’s life and career can be found on “Herblock’s History: About Herblock” page on the Library of Congress website.

The content of this lesson focuses on international and domestic events in the years immediately following World War II. In foreign affairs, fear of a nuclear war dominated the United States’ relationship with the Soviet Union and the rest of the world. The Soviet’s successful development of atomic weapons in 1949 would trigger on an arms race. The threat of global nuclear annihilation pervaded popular culture in both the United States and Soviet Union. Herblock’s critique of the shadow posed by the threat of nuclear war, and its impact on political decision making are the central themes of the “Tick-Tock Tick-Tock” collection.

The effects of the Cold War were also felt on the home front. American civil liberties were threatened as hysteria over the spread of communism spread to American politics. Herblock’s “Fire!” collection presents a sharp appraisal of the actions of the House Committee on Un-American Activities and Wisconsin Senator Joseph McCarthy, who came to represent the bullying and witch-hunts surrounding supposedly subversive activities. Herblock unabashedly criticized the heavy-handed tactics McCarthy and HUAC used in their quest to destroy communism in the United States. It would be Herblock who coined the phrase “McCarthyism” to describe these tactics which restricted civil liberties. McCarthyism was the embodiment of the Red Scare in the United States, which symbolically ended with McCarthy’s downfall in 1954, when he was officially and then condemned by the US Senate.

Amidst the fear generated by the Cold War, social issues of the post-World War II era are often overlooked. Herblock brought social issues to the forefront in his “Fruits of Victory” collection. Returning soldiers benefited from the G.I. Bill and the growth of suburbs, yet this increasing standard of living was not experienced by all American. Cartoons in this collection address the enduring racial discrimination faced by African Americans who were denied equal voting rights and endured both de facto and de jure segregation. Additionally, the Baby Boom placed a growing burden on America’s health and education infrastructure, which in turn increased the disparity between haves and have nots.

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar

A sample of political cartoons from the Herblock collections. For the lesson, select the cartoons that you think best matches the level and experience of your class.

Image Description Citation URL Fruits of Library of http://hdl.loc.gov/loc.pnp/cph. Victory Congress, Prints & 3c27332 Photographs Division, [LC- USZ62-127332]

How about one Library of http://hdl.loc.gov/loc.pnp/cph. more try? Congress, Prints & 3c27089 Photographs Division, [LC- USZ62-127089]

You read Library of http://hdl.loc.gov/loc.pnp/cph. books, eh? Congress, Prints & 3c27202 Photographs Division, [LC- USZ62-127202]

I have here in Library of http://hdl.loc.gov/loc.pnp/cph. my hand… Congress, Prints & 3c26910 Photographs Division, [LC- USZ62-126910]

Teaching with Primary Sources Illinois State University Poster Rubric Back to Navigation Bar

1 2 3 4 Details on the Details on the Details on the poster relate to the poster include poster capture the topic but are too Details on the important aspects most important general or Theme of the poster have little or of the theme but the aspects of the incomplete. The Collection nothing to do with audience may need theme and increase audience needs the main theme more information the audience’s more information to understand the understanding of to understand. theme fully. the collection.

The poster The author’s point accurately The author’s The poster does not of view is identifies the position is Author’s include the author’s incorrectly author’s point of accurately Point of View point of view. summarized on the view, but does not presented and fully poster. fully explain the explained author’s position.

All graphics are All graphics are related to the topic related to the topic Use of Graphics do not All graphics relate and most make it and enhance the Graphics relate to the topic to the topic. easier to audience’s understand. understanding.

Most of the All information on Most of the important the poster is in Much of the important information on the focus and the Layout and information on the information on the poster is clear and content is easily Design poster is unclear or poster is clear and the content is easily viewed. The design too small. the content is easily viewed. The design enhances the viewed. partially enhances content. the content.

Teaching with Primary Sources Illinois State University Student Political Cartoon Analysis Handout Back to Navigation Bar Part I. Observe Reflect Question

Part II. Political Cartoon Content Analysis Directions: Answer the following questions about your cartoon after observing, reflecting and questioning. 1a. What historic 1b. Give examples from the cartoon to support your claim. event/person/idea is Herblock portraying in the cartoon?

2a. What is the main message of 2b. Give examples from the cartoon to support your claim. the cartoon?

3. Based on the message, what do you think Herblock believes about the topic?

. Part III. Summarize the Collection Directions: After analyzing the cartoon in your collection, identify the central theme of the set. 4. The central theme of our set of cartoon is…

. Teaching with Primary Sources Illinois State University