Teaching with Primary Sources at Illinois State University

1. Teaching with Primary Sourcesat Illinois State University Funded by the Library of Congress

4. Think about th th ermediate Why ources, go to thi Int ening in the i wo What methods does the cartoonist use to persua ow th O on s B S What E V E Guide students with the sample questions as they respond to the N R O o R persuade their audience E Cart T Analyzing E U C Q T O B S E R V E Have students identify and note details. Political Sample Questions: se e. · What do you notice first? · people Encourage them to go back and forth between the primary source. I Describe what you objects e? other ? · What, if any, words do you see ? · What do you and shown see that ? · What do you se e that might refer to another work of art or different than it would in a photograph are literature? · details can you se E R E F L E C T Encourage students to generate and test hypotheses about the source. at 's hap p cartoon ? · What was happening when this cartoon was made? · symbol? What do you see that might be a · What columns; there is no correct order. you S s sue do you think this cartoon is about ? · What do you What ink o pinion on this issue is A few follow-up e Beginning Think about the point For more tips on using primary the cartoonist's view. · d e audience? Q U E S T I O N Teacher’s Guide more observations and reflections. h What do you wonder about... the audience for this cartoon? who? · what? · when? · where? · why? · how? Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers. Sample Question: What more do you want to know, and how can you find out? LOC.gov/teachers Have students ask questions to lead to t ? F U R T h E R I N V E S T I g AT I O N Com pa r a political cartoon. http://www.loc.gov/teachers e s s cartoon Select . cartoonist. Describe or draw h point of view of the looks do Who F Were you persuaded? Why or why not? cartoonist was trying to make with the think was e two political cartoons that are on the same side of an of issue. Identify the different methods — like or exaggeration — at the t cartoons use t o symbols, allusions, Advanced if it had been created by a cartoonist with a different point the cartoon might be different activity ideas: L .

5. c. Integration of Knowledge and Ideas Analyze how and why individuals, events and ideas develop and interact over the course of a text a. Key Ideas and Details Read closely to determine what the text says explicitly ∙ Cite specific textual evidence ∙ Summarize the key supporting details and ideas a. Key Ideas and Details (cont) Make logical inferences∙ Support conclusions drawn from the text ∙ Determine central ideas or themes of a text and analyze their development b. Craft and Structure Interpret words and phrases as they are used in text ∙ Analyze how specific word choices shape meaning or tone ∙ Analyze the structure of texts ∙ Assess how point of view or purpose shapes the content and style of text Integration of Knowledge and Ideas (cont)Integrate and evaluate content presented in diverse formats ∙ Delineate and evaluate the argument and specific claims ∙ Analyze how two or more texts address similar themes to build knowledge or to compare the approaches the authors take

8. “What do you figure this one would cost?" • Pressure for campaign finance reform is not new. Herb Block has been pointing out for five decades how special interests use campaign donations to gain influence. In 1950 Congress failed to take action on a proposal by a House committee to set up an inquiry into the relationship between lobbying and election campaigns. The issue and the cartoon are fresh today. • "What do you figure this one would cost?" September 12, 1950 Ink, graphite, and opaque white over graphite underdrawing on layered paper Published in the Washington Post (29) LC-USZ62-126904