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Social Studies

Source Interpretation Guide

Editorial Cartoons

Photographs

Quotations

Charts and Graphs

Maps

Analyzing Cartoons, Photographs and Still Images

Persuasive Techniques Commonly Used in visual Sources (cartoons, photographs, illustrations, etc.)

The following techniques are commonly found in political cartoons and visuals. Use this guide to identify the persuasive techniques used.

Symbolism

Artists use simple objects, or symbols, to stand for larger concepts or ideas.

After identifying the symbols in a visual, think about what each symbol is meant to stand for.

Exaggeration

Sometimes cartoonists overdo, or exaggerate, characteristics of people or things in order to make a point.

Look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are common targets). What point the cartoonist was trying to make by doing this?

Labeling

Artists may label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask your self why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object clearer? Is there a title?

Analogy and metaphor

Analogies and metaphors both make comparisons intended to highlight a similarity. By comparing a complex issue or situation with a more familiar one, artists can help their readers see it in a different light. Analogies are often made with an historical or current event. Determine the situations being compared and decide if this comparison makes the artist’s point more clear to you.

Irony

Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. If you detect irony in a cartoon, think about what point the irony might be intended to emphasize.

Stereotyping

An oversimplified and usually exaggerated generalization: ‘The politician has been stereotyped as a villain.’ Is there any stereotyping in the situation the source depicts? If you can, think about what point the stereotyping might be intended to emphasize.

Satire is ridiculing the event, individual or issue. See if you can find any satirical aspects in the situation the source depicts. Think about what point the satiric perspective might be intended to emphasize.

Humour When you look at a source, see if you can find any humor in the situation depicted. If you can, think about what point the humourous aspect of the source might be intended to emphasize.

Because cartoons, photographs and still images are created from the viewpoint of the artist, they do not always tell the story about the event, issue or individual, but they reveal important messages. Their purpose is to grab people’s attention and cause them to re-examine their views on a subject. Editorial cartoons typically send a particular message. The message is conveyed through images and wordplay and they use many of the persuasive techniques above to do this. Considering these things will help you better decode and appreciate the message behind the visual sources.

Once you’ve identified the persuasive techniques that the cartoonist used, complete the questions on the next page using one of the sources provided.

Visual Analysis Worksheet

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Visual Analysis Worksheet

|First Glance |

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|What text accompanies the visual? Title? Labels? Speech? |

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|What recognizable people or objects are in the visual? |

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|What tools does the cartoonist use to make his or her point? |

|__ Humor __ Speech balloons |

|__ Caricature __ Labels |

|__ Symbols __ Analogy to another historical or current event |

|__ Stereotypes __ other? _________________________________ |

|Deeper Analysis |

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|Why have certain symbols been used? What are their meanings? |

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|What issue is this visual commenting on? |

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|What do you think is the perspective of the artist? Are there any biases in the work? |

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|Would anyone disagree with this visual? Why? |

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|Did you find this visual persuasive? Why or why not? |

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Analyzing Quotations

What should you consider when trying to understand a quotation?

o Do you recognize the name? What do you already know about this person’s ideologies?

o Is there a historical context for this quotation? I.e. does the time period in which it was said help us understand its relevance?

o Who was/is the audience for this quotation?

o Who would support these ideas? Who would oppose?

Read the quotation carefully. Use the questions below to help you decode (break down) the message in the quotation. Be specific and include as many details as possible in your answers. Whenever possible, it is important to reference aspects directly from the quote when answering these questions.

1. Considering the issues covered thus far how does the quote reflect______________ (Gr. 9: Canadian Issues/Gr.10: Globalization/Gr.11: Nationalism/Gr. 12:Liberalism)?

2. What Themes or Ideologies (set of beliefs or ideas) is reflected in the source?

3. What evidence is there to suggest that this Theme/Ideology is present? Defend using the persuasive techniques and what perspective is being illustrated in the source.

4. Explain and illustrate your overall understanding of the author’s perspective within the source.

Analyzing Graphs and Charts

Graphs and charts are visual representations of data and can make complex comparisons more easily understood. They can help us:

• identify trends

• make comparisons between two or more elements

• determine proportions

• make predictions

• draw conclusions

Similar information can be shown with different kinds of graphs

BAR PIE CHART

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LINE

The questions below can be used to interpret most graphs. Use them to interpret the following graph.

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1. What do the X and Y axes represent?

2. How do the X and Y axes compare to each other? I.e. Do they change over time?

3. Does changing one affect the other?

4. Is a pattern or trend visible? How do you know?

5. If there is a legend, what does it tell you? Why is this important to know?

6. What conclusion(s) can you draw from the data?

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“There is a higher form of patriotism than nationalism, and that higher form is not limited by the boundaries of one's country; but by a duty to mankind to safeguard the trust of civilization.”

Oscar S. Strauss

Created with material from the social studies departments of Bert Church High School and Cochrane High School

“The Youth Criminal Justice Act is a problem, particularly with respect to violent crimes. It's not sending a message to our youth that they're listening to, that they're taking seriously.

Kevin Deveaux, Canadian lawyer







Legend

Year YCJA was introduced

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