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530 SkillBuilder Handbook

Finding the Main Idea . . . . . . . . . . . . . . . . . .531

Taking Notes and Outlining . . . . . . . . . . . .532

Reading a Time Line . . . . . . . . . . . . . . . . . . .533

Sequencing and Categorizing

Information . . . . . . . . . . . . . . . . . . . . . . . . . .534

Recognizing Point of View . . . . . . . . . . . . . .535Distinguishing Fact From Opinion . . . . . . .536

Analyzing Library and Research

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .537

Analyzing Primary Source Documents . . .538

Building a Database . . . . . . . . . . . . . . . . . . .539

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . .540

Evaluating a Web Site . . . . . . . . . . . . . . . . . .541Understanding Cause and Effect . . . . . . . .542

Making Comparisons . . . . . . . . . . . . . . . . . .543

Making Predictions . . . . . . . . . . . . . . . . . . . .544

Drawing Inferences and Conclusions . . . . .545

Recognizing Economic Indicators . . . . . . . .546

Interpreting Political Cartoons . . . . . . . . . .547
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SkillBuilderHandbook

Finding the Main Idea

SkillBuilder Handbook 531

Why Learn This Skill?Understanding the main idea allowsyou to grasp the whole picture and getan overall understanding of what youare reading. Historical details, such asnames, dates, and events, are easier toremember when they are connected to amain idea.

Follow these steps when trying tofind the main idea:

Read the material and ask, Why wasthis written? What is its purpose?

Read the first sentence of the first para-graph. The main idea of a paragraph isoften found in the topic sentence. Themain idea of a large section of text isoften found in a topic paragraph.

Identify details that support the mainideas.

Keep the main idea clearly in yourmind as you read.

Read the paragraph at the top of thenext column that describes how the cul-

ture of the world is changing. Answerthe questions, and then complete theactivity that follows. If you have trouble,use the graphic organizer to help you.

Cultural diffusion has increased as aresult of technology. Cultural diffusion isthe process by which a culture spreads its

knowledge and skills from one area toanother. Years ago, tradethe way peopleshared goods and ideasresulted in cultur-

al diffusion. Today communication technol-ogy, such as television and the Internet,links people throughout the world.

1. What is the main idea of this paragraph?

2. What are some details that support thatmain idea?

3.

Do you agree or disagree with the main ideapresented above? Explain.

4. Practice the skill by reading three paragraphsin your textbook and identifying their mainideas.

Bring a newspaper or magazine

to class. With a partner, identify themain ideas in three different articles.Then describe how other sentences orparagraphs in the article support themain idea.

detaildetail

main idea

detail
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Taking Notes and Outlining

Why Learn This Skill?If you asked someone for his or herphone number or e-mail address, howwould you best remember it? Most peo-ple would write it down. Making a noteof it helps you remember. The same istrue for remembering what you read in atextbook.

Taking notes as you read your text-book will help you remember the infor-mation. As you read, identify and sum-marize the main ideas and details andwrite them in your notes. Do not copymaterial directly from the text.

Using note cardsthat you canreorder latercan also help. First writethe main topic or main idea at the top ofthe note card. Then write the details that

support or describe that topic. Numberthe cards to help you keep them in order.

You also may find it helpful to use anoutline when writing notes. Outlining canhelp you organize your notes in a clearand orderly way.

First read the material to identify themain ideas. In this textbook, section head-ings and subheadings provide clues to themain ideas. Supporting details can then

be placed under each heading. Each levelof an outline must contain at least twoitems. The basic pattern for outlines is as

follows:

Main TopicI. First idea or item

II. Second idea or itemA. first detailB. second detail

1. subdetail2. subdetail

III. Third idea or itemA. first detailB. second detail

Look back at Chapter 2, Section 1.Outline the main ideas of the section asshown above.

Use the outline that you created instep 2 to write a paragraph with a mainidea and at least three supporting details.


Ancient EgyptThe MiddleKingdom Pharaohs moved their capitalto Thebes

The Middle Kingdom lastedfrom about 2050 B.C. to 1670 B.C.

3
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Reading a Time Line

Why Learn This Skill?Have you ever had to rememberevents and their dates in the order inwhich they happened? A time line is aneasy way to make sense of the flow ofdates and events. It is a simple diagramthat shows how dates and events relateto one another. On most time lines, yearsare evenly spaced. Events on time linesare placed beside the date they occurred.

To read a time line, follow thesesteps:

Find the dates on the opposite ends ofthe time line. They show the period oftime that the time line covers.

Note the equal spacing between dateson the time line.

Study the order of events.

Look to see how the events relate toeach other.

Examine the time line below. Itshows major events in the history ofearly Egypt. Then answer the questionsand complete the activity that follows.

1. When does the time line begin? When doesit end?

2.What major event happened around1550 B.C.?

3. How long did the Hyksos rule Egypt?

4. What happened to Egypt around670 B.C.?

List 10 key events found in Unit 1 andthe dates on which these events tookplace. Write the events in the order inwhich they occurred on a time line.

Egypt3000 B.C. 2500 B.C. 1500 B.C. 500 B.C. A.D. 1 A.D. 500 A.D. 1000 A.D. 15001000 B.C.2000 B.C.

Upper andLower Egypt unite

3100 B.C.

Great Pyramidof Khufu builtc. 2540 B.C.

The Hyksosconquer Egypt

1670 B.C.

The Hyksos areoverthrownc. 1550 B.C.

Egypt is conqueredby Assyrians

670 B.C.

Ancient Egypt
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Sequencing and Categorizing Information


Why Learn This Skill?Sequencingmeans placing facts inthe order in which they happened.Categorizingmeans organizing informa-tion into groups of related facts andideas. Both actions help you deal withlarge quantities of information in anunderstandable way.

Follow these steps to learn sequenc-ing and categorizing skills:

Look for dates or clue words that pro-vide you with a chronological order: in2004, the late 1990s, first, then, finally,after the Great Depression, and so on.

Sequencing can be seen in unit andchapter time lines or on graphs whereinformation covers several years.

If the sequence of events is not impor-tant, you may want to categorize theinformation instead. To categorize infor-mation, look for topics and facts thatare grouped together or have similarcharacteristics. If the information isabout farming, one category might betools of farming.

List these categories, or characteristics,as the headings on a chart.

As you read, look for details. Fill inthese details under the proper cate-gories on the chart.

Read the paragraph below and thenanswer the questions that follow.

Buddhism started in India about 500 B.C.but was mostly driven out by 300 B.C. Thereligion of Islam also influenced Indias his-

tory. In the A.D. 700s, Muslims from south-west Asia brought Islam to India. In the

1500s, they founded the Mogul empire andruled India for the next 200 years.

1. What information can be organized bysequencing?

2. What categories can you use to organize theinformation? What facts could be placedunder each category?

Look at the Geographic Dictionary onpages 90 and 91. Record any terms thatwould fit into the category bodies ofwater. Also, find two newspaper or mag-azine articles about an important localissue. Sequence or categorize the informa-tion on note cards or in a chart.


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Recognizing Point of View

Why Learn This Skill?If you say, Cats make better petsthan dogs, you are expressing a point ofview. You are giving your personal opin-ion. Knowing when someone is givingyou his or her personal point of viewcan help you judge the truth of what isbeing said.

Most people have feelings and ideasthat affect their point of view. A personspoint of view is often influenced byhis or her age, background, or position ina situation.

To recognize point of view, followthese steps:

Identify the speaker or writer andexamine his or her views on an issue.

Think about his or her position in lifeand relationship to the issue.

Look for language that shows an emo-tion or an opinion. Look for words suchas all, never, best, worst, might, or should.

Examine the speech or writing forimbalances. Does it have only one view-point? Does it fail to provide equal cov-erage of other viewpoints?

Identify statements of fact. Factualstatements usually answer the Who?What? When? and Where? questions.

Determine how the persons point ofview is reflected in his or her state-ments or writing.

Read the following statement aboutwildlife in Africa, and answer the ques-tions below.

Mountain gorillas live in the misty

mountain forests of East Africa. Loggingand mining, however, are destroying theforests. Unless the forests are protected, all

of the gorillas will lose their homes and dis-appear forever. As a concerned African nat-uralist, I must emphasize that this will be

one of the worst events in Africas history.

1. What problem is the speaker addressing?

2. What reasons does the speaker give for theloss of the forests?

3. What is the speakers point of view about

the problem facing the gorillas in EastAfrica?

Choose a Letter to the Editor from anewspaper. Summarize the issue beingdiscussed and the writers point of viewabout that issue. State what an opposing

point of view to the issue might be.Describe who might hold this other view-point in terms of their age, occupation,and background.


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Distinguishing Fact From Opinion


Why Learn This Skill?Suppose a friend says, Our schoolsbasketball team is awesome. Thats afact. Actually, it is not a fact; it is anopinion. Knowing how to tell the differ-ence between a fact and an opinion canhelp you analyze the accuracy of politi-cal claims, advertisements, and manyother kinds of statements.

A fact answers a specific questionsuch as: What happened? Who did it?When and where did it happen? Why didit happen? Statements of fact can bechecked for accuracy and proven.

An opinion, on the other hand,expresses beliefs, feelings, and judgments.It may reflect someones thoughts, but itcannot be proven. An opinion often

begins with a phrase such as I believe,I think, probably, it seems to me, or in myopinion.

To distinguish between facts andopinions, ask yourself these questions:

Does this statement give specific infor-mation about an event?

Can I check the accuracy of thisstatement?

Does this statement express someonesfeelings, beliefs, or judgment?

Does it include phrases such as I believe,superlatives, or judgment words?

Read each statement below. Tellwhether each is a fact or an opinion, andexplain how you arrived at your answer.

(1) The Han dynasty ruled China from202 B.C. to A.D. 220.

(2) The Han dynasty was a much betterdynasty than the Qin dynasty.

(3) The Han divided the country into dis-tricts to be better able to manage sucha large area.

(4) The government should not haveencouraged support for arts andinventions.

(5) The Han kept very good records ofeverything they did, which helps his-torians today learn about them.

(6) Han rulers chose government officialson the basis of merit rather than birth.

(7) No other ruling family in the worldcan compare with the Han dynasty ofChina.

(8) Han rulers should have defended thepoor farmers against the harsh actionsof wealthy landowners.

Read one newspaper article thatdescribes a political event. Find threestatements of fact and three opinionsexpressed in the article.


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Analyzing Library and Research Resources

Roman mosaic showing gladiators in battle

Why Learn This Skill?Imagine that your teacher has sentyou to the library to write a report on thehistory of ancient Rome. Knowing howto choose good sources for your researchwill help you save time in the libraryand write a better report.

Not all sources will be useful for yourreport on Rome. Even some sources thatinvolve topics about Rome will not alwaysprovide the information you want. In ana-lyzing sources for your research project,choose items that are nonfiction and thatcontain the most information about yourtopic.

When choosing research resourcesask these questions:

Is the information up-to-date? Does the index have several pages

listed for the topic?

Is the resource written in a way thatis easy to understand?

Are there helpful illustrations andphotos?

Look at the following list of sources.Which would be most helpful in writinga report on the history of ancient Rome?Explain your choices.

(1) A travel guide to Italy today

(2) A guide to early Roman art andarchitecture

(3) A childrens storybook about ancientEurope

(4) A history of ancient Greece

(5) A study of the rise and fall of theRoman Empire

(6) A book on modern republican ideas(7) A biographical dictionary of ancient

rulers of the world

(8) An atlas of the world

Go to your local library or use theInternet to create a bibliography ofsources you might use to write a reporton the history of ancient Rome. List atleast five sources.

Pierre Belzeaux/Photo Researchers


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Analyzing Primary Source Documents


Why Learn This Skill?Historians determine what happenedin the past by combing through bits ofevidence to reconstruct events. Thesetypes of evidenceboth written andillustratedare called primary sources.Examining primary sources can helpyou understand history.

Primary sources are sources that werecreated in the historical era being studied.They can include letters, diaries, photo-graphs and pictures, news articles, legaldocuments, stories, literature, andartwork.

To analyze primary sources, askyourself the following questions:

What is the item?

Who created it?

Where did it come from?

When was it created?

What does it reveal about the topicI am studying?

The primary source that followscomes from Stories of Rome by Livy.Livy was a Roman historian who livedfrom 59 B.C. to A.D. 17. Here he has writ-ten a story with a moral, or lesson to belearned. Read the story, and then answerthe questions that follow.

Once upon a time, the different partsof the human body were not all in agree-ment. . . . And it seemed very unfair to theother parts of the body that they shouldworry and sweat away to look after the

belly. After all, the belly just sat there . . .doing nothing, enjoying all the nice thingsthat came along. So they hatched a plot.

The hands werent going to take food tothe mouth; even if they did, the mouth

wasnt going to accept it. . . . They wentinto a sulk and waited for the belly to cryfor help. But while they waited, one byone all the parts of the body got weakerand weaker. The moral of this story? The

belly too has its job to do. It has to be fed,but it also does feeding of its own.

Excerpt from Stories of Rome,

Livy, c. 20 B.C.

1. What is the main topic?

2. Who did the hands and mouth think waslazy?

3. What did the hands and mouth do about it?

4. What was the moralor lessonof thestory?

Find a primary source from yourpasta photo or newspaper clipping.Explain to the class what it shows aboutthat time in your life.


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Building a Database

U.S. International CommerceCountry Japan United Kingdom Canada

Exports

to U.S.

Engines, rubber

goods, cars,

trucks, buses

$1 28 bi llion $3 5.2 billi on $2 32. 6 billi on

$6 7.3 billion $4 2.8 billi on $1 99. 6 billi on

Dairy products,

beverages,

petroleum

products, art

Wheat, minerals,

paper, mining

machines

Meat, fish,

sugar, tobacco,

coffee

Fruit, tobacco,

electrical

equipment

Fish, sugar,

metals, clothing

Value of

Exports

to U.S.

Imports

from

U.S.

Value of

Imports

from

U.S.

Why Learn This Skill?A database is a collection of informa-tion stored in a computer or on diskettefiles. It runs on software that organizeslarge amounts of information in a waythat makes it easy to search and makeany changes. It often takes the form of achart or table. You might build databasesto store information related to a class atschool or your weekly schedule.

To create a database using word-processing software, follow these steps:

Enter a title identifying the type ofinformation in your document and filenames.

Determine the set of specific points ofinformation you wish to include. As

the database example on this pageshows, you might want to record dataon the imports and exports of specificcountries.

Enter the information categories alongwith country names as headings in acolumned chart. Each column makes upa field, which is the basic unit for infor-mation stored in a database.

Enter data you have collected into the

cells, or individual spaces, on yourchart.

Use your computers sorting feature toorganize the data. For example, youmight alphabetize by country name.

Add, delete, or update information asneeded. Database software automatical-ly adjusts the cells in the chart.

On a separate sheet of paper, answerthe following questions referring to thedatabase on this page.

1. What type of information does the databasecontain?

2. What related fields of information does itshow?

3. The author learns that Canada also exportsclothing, beverages, and art to the UnitedStates. Is it necessary to create a new data-base? Explain.

Build a database to help you keeptrack of your school assignments. Work

with four fields: Subject, AssignmentDescription, Due Date, and CompletedAssignments. Be sure to keep your data-

base up-to-date.


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Summarizing


Why Learn This Skill?Imagine you have been assigned along chapter to read. How can youremember the important information?Summarizing informationreducinglarge amounts of information to a fewkey phrasescan help you rememberthe main ideas and important facts.

To summarize information, followthese guidelines when you read:

Separate the main ideas from the sup-porting details. Use the main ideas in asummary.

Use your own words to describe themain ideas. Do not copy the selectionword for word.

If the summary is almost as long as thereading selection, you are including toomuch information. The summaryshould be very short.

To practice the skill, read the para-graph below. Then answer the questionsthat follow.

Improvements in farming tools also

helped farmers produce more crops. By550 B.C., the Chinese were using iron plows.These sturdy plows broke up land that had

been too hard to farm with wooden plows.As a result, the Chinese could plow moreand produce more crops. Because more foodcould support more people, the population

increased. During the late Zhou dynasty,Chinas population had expanded to about50 million people.

1. What are the main ideas of this paragraph?

2. What are the supporting details?

3. Write a brief summary of two or three sen-tences that will help you remember what theparagraph is about.

Read a newspaper or short magazinearticle. Summarize the article in one ortwo sentences.


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Evaluating a Web Site

Why Learn This Skill?The Internet has grown to become anecessary household and business toolas more people use it. With so manyWeb sites available, how do you knowwhich one will be the most helpful toyou? You must look at the details, so youdo not waste valuable time in Websearches.

The Internet is a valuable researchtool. It is easy to use, and it often pro-vides fast, up-to-date information. Themost common use of the Internet by stu-dents is in doing research. However, someWeb site information is not really accurateor reliable.

When using the Internet to doresearch, you must evaluate the informa-tion very carefully. When evaluating theWeb site, ask yourself the followingquestions:

Do the facts on the site seem accurate?

Who is the author or sponsor of the site,and what is that persons or organiza-tions reason for maintaining it?

Does the site information explore asubject in-depth?

Does the site contain links to otheruseful resources?

Is the information easy to read andaccess?

To practice the skill, find three Websites on the Buddha and his teachings.Follow these steps and write yourexplanation.

1. Evaluate how useful these sites would be ifyou were writing a report on the topic.

2. Choose which one is the most helpful.

3. Explain why you chose that site.

If your school had a Web site, whatkind of information would be on it? Writea paragraph describing this site.

The Buddha


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Understanding Cause and Effect


Why Learn This Skill?You know if you watch televisioninstead of completing your homework,you probably will not get a good grade.The causenot doing homeworkleadsto the effectnot getting a good grade.

A cause is any person, event, or condi-

tion that makes something happen. Whathappens as a result is known as an effect.

These guidelines will help youidentify cause and effect.

Identify two or more events.

Ask questions about why events occur.

Look for clue words that alert you tocause and effect, such as because, led to,brought about, produced, and therefore.

Identify the outcome of events.

As you read the following passage,record cause-and-effect connections in achart or graphic organizer.

Around 200 B.C., Mesopotamianswere among the first in the world to blend

copper and tin to make bronze.

Bronze brought many changes to life in

Mesopotamia. For one thing, bronze wasmuch harder than the copper products thatwere used until that time. Because it was

harder, bronze made better tools and sharp-er weapons. This improvement in technolo-gy was a help to farmers, craftworkers, and

soldiers alike.

Molten [melted] bronze was also easier

to pour than the metals used earlier.Craftworkers were able to make finer

arrows, ax-heads, statues, bowls, and otherobjects.

Look again at the chapter youare currently reading. Choose amajor event that is described andlist its causes.

The Royal Banner of Ur

Michael Holford


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Making Comparisons

Homeland

Cultural Characteristic

Political Organization

Method of Rule

Main Occupations

Canaan

Phoenicians

city-states

kings/merchant councils

artisans, traders, shippers

Canaan

Israelites

12 tribes; later, kingdom

kings/council of elders

herders, farmers, traders

Phoenician and Israelite Civilizations

Religion

Main Contribution

belief in many gods and goddesses

spread of an alphabet

belief in one, all-powerful god

principles of social justice

Why Learn This Skill?Suppose you want to buy a portableCD player, and you must choose amongthree models. To make this decision, youwould probably compare various fea-tures of the three models, such as price,sound quality, size, and so on. By mak-ing comparisons, you will figure outwhich model is best for you. In the studyof world history, you often compare peo-ple or events from one time period with

those from a different time period.

When making comparisons, youexamine and identify two or more groups,situations, events, or documents. Thenyou identify any similarities (ways theyare alike) and differences (ways they aredifferent). For example, the chart on thispage compares the characteristics of twoancient civilizations.

When making comparisons, applythe following steps:

Decide what items will be compared.Clue words such as also, as well as, like,same as, and similar to can help youidentify things that are being compared.

Determine which characteristics youwill use to compare them.

Identify similarities and differences inthese characteristics.

To practice the skill, analyze theinformation on the chart at the bottom ofthis page. Then answer these questions.

1. What items are being compared?

2. What characteristics are being used tocompare them?

3. In what ways were the Phoenicians andIsraelites similar? In what ways were theydifferent?

4. Suppose you wanted to compare the twopeoples in more detail. What are some ofthe characteristics you might use?

Think about two sports that areplayed at your school. Make a chartcomparing such things as: where thegames are played, who plays them, whatequipment is used, and other details.


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Making Predictions


Why Learn This Skill?In history you read about peoplemaking difficult decisions based on whatthey think mighthappen. By makingpredictions yourself, you can get a betterunderstanding of the choices people make.

As you read a paragraph or section in

your book, think about what might comenext. What you think will happen is yourprediction. A prediction does not have acorrect or incorrect answer. Making pre-dictions helps you to carefully considerwhat you are reading.

To make a prediction, ask yourself:

What happened in this paragraph orsection?

What prior knowledge do I have aboutthe events in the text?

What similar situations do I know of?

What do I think might happen next?

Test your prediction: read further to seeif you were correct.

To practice the skill, read the follow-ing paragraph about the Aztec Empire.Then answer the questions.

The Aztec of ancient Mexico built the

strongest empire of any Native Americangroup. They mined gold, silver, and othergoods for trade. In building their empire,

they conquered many other Native Americangroups. The Aztec fought their enemiesusing wooden weapons with stone blades.

In the 1500s, a Spanish army seekinggold heard about the Aztec and their riches.Led by Hernn Corts, the Spaniards were

helped by enemies of the Aztec. Armed withsteel swords, muskets, and cannons, theSpaniards moved towards the Aztec capital.

1. Choose the outcome below that is most likelyto occur between the Aztec and Spaniards.

a.The Spaniards will avoid the Aztecaltogether.

b.The two groups will become friends.

c. The Spaniards will conquer the Aztec.

d.The Aztec will conquer the Spaniards.

2. Explain why you chose the answer you did.

Watch a television show or a movie.Halfway through the show, write yourprediction of how it will end on a piece ofpaper. At the end of the show, check yourprediction.

Aztec

shield

Museum of Ethnology, Vienna


16/18



Drawing Inferences and Conclusions

Why Learn This Skill?Suppose your teacher brought anartifact to class and a classmateexclaimed, That came from Greece,didnt it? You might infer that yourclassmate had an interest in Greece.

To infer means to evaluate information

and arrive at a conclusion. Social studieswriters do not always spell out every-thing in the text. When you make infer-ences you read between the lines. Youmust then use the available facts and yourown knowledge of social studies to drawa conclusion.

Use the following steps to help drawinferences and make conclusions:

Read carefully for stated facts and

ideas. Summarize the information and list the

important facts.

Apply related information that you mayalready know to make inferences.

Use your knowledge and insight todevelop some conclusions about thesefacts.

Read the passage below and answerthe questions.

Many Greek temples were decoratedwith sculpture. Greek sculpture, like Greekarchitecture, was used to express Greek

ideas. The favorite subject of Greek artistswas the human body. Greek sculptors did

not copy their subjects exactly, flaws andall. Instead, they tried to show their idealversion of perfection and beauty.

1. What topic is the writer describing?

2. What facts are given?

3. What can you infer about Greek cities fromthe information?

4. What conclusions can you draw about how

the Greeks felt about sculptures?

Read one of the biographies in thistext. What can you infer about the life ofthe person described? Draw a conclusionabout whether or not you would like tomeet this person.

Ancient Greeksculptures ofSocrates (far left),Plato (middle), andAristotle (right)

(c)Museo Capitolino, Rome/E.T. Archives, London/SuperStock, (others)Scala/Art Resource, NY


17/18


Recognizing Economic Indicators

Why Learn This Skill?Every day, business and governmentleaders are faced with the challenge oftrying to predict what will happen to theeconomy in the coming months and years.To help these leaders in making decisions,economists, or scientists who study theeconomy, have developed ways to meas-ure an economys performance. Theseways are called economic indicators.

Economic indicators are statistics, ornumbers, that tell how well the economyis doing and how well the economy isgoing to do in the future. They includethe number of jobless, the rate at whichprices rise over a period of time, and theamount of goods and services that areproduced and sold. Each month, the U.S.

Department of Commerce gathers datafor 78 economic indicators covering allaspects of the state of the United Stateseconomy. The chart below lists some com-mon terms for economic indicators thatyou may read about.

Start an Economics Handbook. Usinga dictionary, look up each economic term

listed on this chart. Write a definition foreach term in your Economics Handbook.

Think about one of the countries youhave read about in this text that hasgrown to be wealthy. Using the terms thatyou just defined, write a paragraphdescribing that countrys wealth.


Saving

Term

Income

Gross DomesticProduct (GDP)

Interest Rates

Definition

Credit

Export

Import

Expenditure

Consumption

Inflation

Debt

Economic Indicators

Prices on the stock market often rise or fallbased on changes in economic indicators.

Tim Flach/Getty Images


18/18


Interpreting Political Cartoons

Why Learn This Skill?Political cartoonists use art to expresspolitical opinions. Their work appearsin newspapers, magazines, books, andon the Internet. Political cartoons aredrawings that express an opinion. Theyusually focus on public figures, politicalevents, or economic or social conditions.A political cartoon can give you a sum-mary of an event or circumstance andthe artists opinion in a quick and enter-

taining manner.

To interpret a political cartoon, fol-low these steps:

Read the title, caption, or conversationballoons. Most cartoons will carry atleast one of these elements. They helpyou identify the subject of the cartoon.

Identify the characters or people shown.They may be caricatures, or unrealisticdrawings that exaggerate the charactersphysical features.

Identify any symbols shown.Symbols are things thatstand for something else. Anexample is the American flagthat is a symbol of our coun-

try. Commonly recognizedsymbols may not be labeled.Unusual symbolism will belabeled.

Examine the actions in thecartoonwhat is happeningand why?

Identify the cartoonists purpose. Whatstatement or idea is he or she trying toget across? Decide if the cartoonistwants to persuade, criticize, or justmake people think.

On a separate sheet of paper, answerthese questions about the political car-toon below.

1. What is the subject of the cartoon?

2. What words give clues as to the meaning ofthe cartoon?

3. What item seems out of place?

4. What message do you think the cartoonist istrying to send?

Bring a news magazine to class. With apartner, analyze the message in eachpolitical cartoon that you find.