CARTOONS IN CLASS...

YOU'VE
GOT TO BE KIDDING: USING
EDITORIAL CARTOONS
Lynne B. Moyers
Clinton Middle School
Tulsa, Oklahoma

ABSTRACT: This exercise was designed for junior

An editorial or political
cartoon visually explains
the artist's ideas
concerning an issue in law,
government, or related
issues. A good cartoon
makes its statement in just
a few words. The message
should be clear and the
reader should get the point
by just glancing at the
image. This lesson will
teach students how to
understand editorial
cartoons and thus become more aware of
current events.
high or middle school civics, law-related
education classes, language arts classes,
and history. It can be easily adapted to the
lower grades. This lesson can be used in the
upper grades in the subjects listed above
and could also be used in journalism and
newspaper classes.
TIME REQUIRED:
One to two class periods. The actual
creation of the editorial cartoon should take
place in one 45-55 minute class period. The
students should be allowed to create their
cartoon in class, then complete the project at
home (or additional class time can be used.)

MATERIALS NEEDED:
OBJECTIVES:
1. Blank paper - (provided by the teacher if
As a result of this lesson, students will: possible for the sake of uniformity),
2. Colored pens and/or pencils (if coloring
1. evaluate editorial cartoons. is desired),
2. create their own editorial cartoons. 3. Black felt tip pen or "drafting pen",
3. analyze editorial cartoons to learn about 4. Appendix I: Cartoon Symbols
current events and issues. 5. Appendix II: You Complete The Cartoon
4. use personification in creativity. 6. Teacher provided editorial cartoons
(optional).

AUDIENCE:
PROCEDURE:

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 1
 1. Before having students create their
own editorial cartoons, provide some
background information. Have students bring
editorial cartoons from the newspaper or
news magazines to class. Select some of the
best samples and let the students interpret
them (either by gluing the cartoons on to
construction paper or by using an opaque or
overhead projector).
2. Familiarize students with some of the
symbols that are used in editorial cartoons by
handing out "Appendix I: Cartoon Symbols"
and asking students to try to describe for
what these symbols stand. (a. donkey =
Democrat Party; b. dove = peace; c. elephant
= Republican; d. blindfolded statue = Lady of
Justice; e. man with tall hat = Uncle Sam
representing the United States; f. surprised
man = John Q. Public, a citizen; g. dragon =
China; h. warrior = war; i. man with world
head = world citizen) Then ask students to
create some additional symbols.
3. Hand out "Appendix II: You Complete
the Cartoons" and have students complete
by finishing the one or two blank boxes at the
end of each "partial" cartoon. Then have
students discuss these with the whole class.
4. If possible, bring in some editorial
cartoons (covering up the existing captions)
and ask students to provide captions.
5. Either individually or in groups, have
students create their own editorial cartoon on
at least one of the following:
a. The Bill of Rights
b. A current political situation or
election
c. An historical event
d. School rules
e. Local government, state
government, or national government
f. international politics
6. After the students finish their editorial
cartoons, have class members interpret and
discuss each other's cartoons. Then have
each student discuss and explain his/her
cartoon.
7. Emphasize the concept of
personification, that is the taking of an
ordinary object and giving it personal
©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 2
characteristics, eg. the image of a man with
a world for a head.
EVALUATION:
Cartoons will be evaluated on:
1. Subject matter and how it relates to
the finished product
2. Creativity and originality
3. Overall use of new and existing
symbols
4. Students use of personification
CLOSURE:
Ask the following questions:
1. What did you learn from completing
this exercise?
2. Was it difficult for you to find a topic?
Why or why not?
3. Do you understand the different
symbols used in editorial cartoons? Explain.
4. Do you understand personification?
Did you use personification in your cartoon?
Why or why not?
5. How can cartooning help make the
study of civics or law related education more
interesting?
TIPS FOR THE TEACHER:
1. Make sure students know that being
an artist is not required for this project. For
example, students can: a) Draw his/her own
cartoon figures; b) Trace cartoon figures from
comic books, newspapers, etc.; c) Cut out
pictures from magazines and "paste up" the
cartoon, or d) Draw simple cartoon figures or
stick figures.
2. This lesson provides a lot of materials
for the teacher's bulletin boards or the areas
outside the classroom. If the teacher has
access to a laminating machine, it is
suggested that the cartoons be laminated
and perhaps put on the walls in the hall for
other students to see.
 3. Sometimes the teacher needs to help
students with ideas and creativity.
4. Encourage students to look at editorial
cartoons on various levels of government:
school, local, state, national, and
international.

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 3
 APPENDIX ONE: CARTOON SYMBOLS
(page 1)

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 4
 APPENDIX ONE: CARTOON SYMBOLS
(page 2)

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 5
 APPENDIX TWO: YOU COMPLETE THE
CARTOON (page 1)

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 6
 APPENDIX TWO: YOU COMPLETE THE
CARTOON (page 2)

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 7
 APPENDIX TWO: YOU COMPLETE THE
CARTOON (page 3)

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 8
 APPENDIX TWO: YOU COMPLETE THE
CARTOON (page 4)

©1993, Oklahoma Bar Association. All rights reserved, except any part may be reproduced for no-charge educational
purposes, provided credit is given to publisher and author for its availability.
PAGE 9