H.S. Lesson Activity no. 5
Using Photographs and Political Cartoons to Interpret Historical Events
Application
High School Students
Lesson Time
One to two class periods
Objectives
- To demonstrate an understanding of how a photographer or political cartoonist’s point of view is integrated into their work
- To demonstrate an understanding of how photographs and political cartoons impact public opinion regarding specific historical events
- To demonstrate an understanding of how photographs and political cartoons can be used as a means to interpret specific historical events
New York State Social Studies Standards
Standard 1: History of the United States and New York State- Students analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors' perspectives
- Students consider different historians' analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations
Materials
Handouts
- Herbert Block, Herblock’s Special for Today, Simon and Schuster, 1958
- http://www.ardemgaz.com/prev/central/
- http://www.adl.org/education/brown_2004/lesson2.asp
- http://www.loc.gov/exhibits/brown/
- http://www.landmarkcases.org/brown/home.html
- Lee, Russell, 1903/Library of Congress
- New York World-Telegram & Sun Collection/Library of Congress and Corbis-Bettmann
- Will Counts, photographer/Arkansas Democrat
- Norman Rockwell/The Norman Rockwell Family Trust, 1964
- Chicago Defender, June 12, 1954
- Bill Mauldin/St. Louis Post-Dispatch, September 1, 1960
References
Books
- Juan Williams, Eyes on the Prize: America’s Civil Rights Years, 1954-1965, Viking Penguin, Inc., 1987
- Herbert Block, Herblock’s Special for Today, Simon and Schuster, 1958
Activities
Introduction: This can be a group, class, or an individual activity. The photographs and political cartoons may be presented as part of one lesson or two separate lessons. (Please note that two versions of the stimulus have been provided — one with captions [A] and one without [B]).
- Distribute or display photographs and/or political cartoons.
- Have students evaluate and discuss the photographs and/or political
cartoons as they relate to the following:
- What is happening in the photograph or political cartoon?
- What message is the photographer or cartoonist attempting to convey?
- Is the photographer or cartoonist's point of view evident in the photograph or political cartoon?
- Use the photograph or political cartoon to discuss and evaluate the impact of Brown v. Board of Education on American society.
- Evaluate how photographs and/or political cartoons impact public opinion regarding specific historical events.
