Civil War Guide1

P r o d u c e d b y C i n c i n n a t i M u s e u m C e n t e r a t U n i o n Te r m i n a l
Contents
Teacher Guide
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Activity 1: Billy Yank and Johnny Reb
6
Activity 2: A War Map
8
Activity 3: Young People in the Civil War
9
Timeline of the Civil War
10
Activity 4: African Americans in the Civil War
12
Activity 5: Writing a Letter Home
14
Activity 6: Political Cartoons
15
Credits
For More Information
www.libertyontheborder.org
www.cincymuseum.org
Cincinnati.Com/nie
2
Content: Barbara Glass, Glass Clarity, Inc.
Newspaper Activities: Kathy Liber, Newspapers In Education Manager, The Cincinnati Enquirer
Cover and Template Design: Gail Burt
Border Illustration Graphic: Sarah Stoutamire
Layout Design: Karl Pavloff, Advertising Art Department, The Cincinnati Enquirer
Illustrations: Katie Timko
Photos courtesy of Cincinnati Museum Center Photograph and Print Collection
Teacher Guide
This educational booklet contains activities
to help prepare students in grades 4-8
for a visit to Liberty on the Border, a history exhibit developed by Cincinnati
Museum Center at Union Terminal.The
exhibit tells the story of the American
Civil War through photographs, prints,
maps, sheet music, three-dimensional
objects, and other period materials. If
your class cannot visit the exhibit, the
activity sheets provided here can be used
in conjunction with your textbook or
another educational experience related
to the Civil War. Included in each brief
lesson plan below, you will find objectives,
suggested class procedures, and national
standards. Please request, from Cincinnati
Museum Center or your local museum
venue, a list of additional resources,
including children’s books and useful
websites.
The Cincinnati Enquirer Newspapers in
Education Department has developed
newspaper activities that enhance the
lessons presented in this guide.The
activities are designed to connect the
objectives of each lesson to current
events and to build critical thinking skills.
Activity 1: Billy Yank and
Johnny Reb
Objectives
Students will:
• Complete a reading about Union and
Confederate soldiers
• Label photographs of a Union soldier
and a Confederate soldier
•Draw items that each often carried in
his knapsack or blanket roll.
Procedure
Discuss the historical background of
the Civil War with students.Verify that
they understand what happened to
cause the war, when it occurred, and
what its general outcomes were. Guide
students to compare and contrast the
soldiers who served in the Union and
Confederate armies. Note that relatively
few southern soldiers were wealthy
slave owners, but most were from
rural agricultural areas. Farming was
widespread in the North, too, but
because the North was more industrialized than the South, many northern
soldiers had worked in factories and
mills. Students may be interested to
know that new immigrants made up
about one-fifth of the Union Army.
African Americans could not become
soldiers until after the Emancipation
Proclamation became law in 1863.
If your class wants to learn more about
what soldiers had to eat, what they wore,
and what their daily lives were like, many
resources are available. Books include
Civil War by John E. Stanchak (DK
Publishing, 2000), War,Terrible War by
Joy Hakim (Oxford University Press,
1998), and Journal of James Edmond Pease:
A Civil War Union Soldier:Virginia, 1863
by Jim Murphy (Scholastic, 1998).You
can find Civil War lesson plans at
www.theteachersguide.com/Civilwarles
sons.html.The website
http://sunsite.utk.edu/civil-war/
offers a broad selection of links to
historical information.
National Standards
History—History content: compare
the motives for fighting and the daily
life experiences of Confederate soldiers with those of white and black
Union soldiers.
Visual Arts—Students use different
media, techniques, and processes to
communicate ideas, experiences, and
stories.
Activity 2: A War Map
Objectives
Students will:
• Examine a map of Civil War America
• Use information from a chart
• Identify the Mississippi River, the
Confederate coasts, and several cities
• Mark routes of two Union armies and
the position of the Union naval blockade.
Procedure
Guide students through the activity.
Ask them why it was important for the
North to cut the Confederate states
off from outside suppliers. Explain that,
because the South had a small industrial
base, it had to import much of the
weaponry, ammunition, medicines and
painkillers, and other war materials it
needed. As a result of the Union
blockade, manufactured items became
scarce in the South during the war.
When Union General William Tecumseh
Sherman marched through the South, he
destroyed anything that could be of use
to the Confederacy—buildings, private
homes, factories, railroads, bridges, and
even food. His campaign also destroyed
the South’s remaining will to fight.
The South had a smaller population than
the North, and thus fewer soldiers.The
battles between Grant’s army and Lee’s
army at Cold Harbor and Petersburg,
Virginia, took a horrific human toll, but
Grant could afford to lose more men
than Lee could.When Lee finally surrendered, he had suffered great losses,
and his men were starving.The campaigns
by Grant and Sherman ended the war by
exhausting the Confederacy’s last resources.
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Remind students that their abstract
marks and symbols on the map represent
a broad range of wartime experiences
for people on both sides, as well as
tremendous suffering. For more
resources on the various phases of the
war, look at a series of books by James
Arnold and Roberta Wiener, published
in 2001 by Lerner Publishing Group.
Four of the titles are Divided in Two:The
Road to the Civil War, 1861; Life Goes On:
The Civil War at Home, 1861-1865; The
Unhappy Country:The Turn of the Civil
War, 1863; and The Lost Cause:The End
of the Civil War, 1864-1865.
Activity 3: Young People in the
Civil War
Objectives
Students will:
• Read descriptions of duties performed
by young people in the Civil War
• Examine drawings of young people
for clues regarding their roles
•Match drawings and descriptions.
Procedure
Guide students to read the descriptions
of duties performed by young people
in the Civil War and to match them with
the drawings.What clues did students
notice in the drawings?
National Standards
History—History content: understand
how the resources of the Union and
Confederacy affected the course of
the war; historical thinking: draw upon
data in historical maps.
Share books on children in the war
with your class. Some excellent ones
include When Johnny Went Marching
Home:Young Americans Fight the Civil War
by G. Clifton Wisler (HarperCollins, 2001),
Children of the Civil War by Candice F.
Ransom (Lerner Publishing, 1998), and
The Boys’War: Confederate and Union
Soldiers Talk About the Civil War by Jim
Murphy (Houghton Mifflin, 1993).
Geography—The world in spatial
terms: develop and use different kinds
of maps, globes, graphs, charts, databases, and models.
National Standards
History—History content: understand
the social experience of the war on
the battlefield and home front.
Language Arts—Students employ a wide
range of strategies as they write and
use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
Union drummer boy, Gilbert Vanzant, of the 79th Ohio Infantry from the Dennis Keesee Collection
Timeline of the Civil War
4
Objectives
Students will:
• Interpret data presented in a timeline
• Research and report on events listed
in the timeline.
Procedure
Before your class visit to the exhibit,
use the timeline as an overview of
Civil War events and dates. After the
visit, assign students each to research
an event listed in the timeline and to
report their findings to the class.
Point out that the timeline begins before
1861 and extends long past 1865.
Emphasize that the beginnings of the
war lay in the beginnings of our history
as a nation. Northern and southern
colonies were quarreling about slavery
at the constitutional convention in 1787.
The war also had a long aftermath.
About 618,000 men died as a result of
combat, nearly as many as died in all
other American wars combined, from the
American Revolution to the present.
Moreover, many who survived came
home physically crippled or emotionally
scarred. As a result, the war lingered in
people’s feelings and memories for a
very long time, and it affected the
nation’s behavior for at least a century.
The timeline reflects these lengthy
roots and effects of the Civil War.
National Standards
History—History content: the causes
of the Civil War; the course and character of the Civil War and its effects on
the American people; historical thinking: interpret data presented in timelines; conduct historical research.
Language Arts—Students use a variety
of technological and informational
resources (e.g., libraries, databases,
computer networks, video) to gather and
synthesize information and to create
and communicate knowledge.
Activity 4: African Americans in
the Civil War
Objectives
Students will:
• Read background material about
African Americans in the Civil War
• Organize dates chronologically
• Construct a timeline of African
Americans in the Civil War.
Procedure
Discuss the history of black enlistment
in the Union Army. Even though the
Union Army needed additional soldiers
after the first year of the war, it was slow
to accept blacks into its ranks. In part,
President Lincoln feared alienating the
Border States—slave states that had not
seceded.They would deeply resent the
arming of blacks, especially blacks sent
among them with the authority of soldiers.
But by 1863, voluntary enlistments in the
Union Army had dwindled to a trickle.
Lincoln considered drafting men, but he
knew it would be unpopular. Accepting
black soldiers would help get men onto
the battlefield. Eventually, the government
passed a draft law, but fewer whites were
drafted because so many black men
volunteered.
For more examples of Civil War soldiers’
letters, along with lesson plans and an
image of an original document, see the
letters of Private Newton Robert Scott,
Company A, 36th Infantry, Iowa Volunteers,
at www.civilwarletters.com/home.html.
There are additional Civil War letters at
www.genealogy.org/~ajmorris/cw/cwlet
ter.htm.
There are a number of additional
resources on this topic. One of the most
exciting is the feature film Glory, starring
Morgan Freeman, Denzel Washington,
and Matthew Broderick, about the
black troops of the 54th Massachusetts
Volunteer Regiment.There are also
several good websites, including
www.hist.unt.edu/09w-acwd.htm and
www.itd.nps.gov/cwss/history/aa_history.htm.
National Standards
History—History content: understand
the social experience of the war on
the battlefield and home front.
National Standards
History—History content: compare
the motives for fighting and the daily
life experiences of Confederate soldiers with those of white and black
Union soldiers; historical thinking:
create timelines.
Activity 6: Political Cartoons
Activity 5: Writing a Letter Home
Objectives
Students will:
• Read examples of letters by Civil War
soldiers
• Discuss their effectiveness
• Write letters about difficult personal
experiences
Procedure
Discuss the letters on the activity sheet.
Begin by noticing that each soldier’s letter
is written in reaction to his wartime
experiences. Private Edes has not yet
been in battle, but he has been close
enough to battle to hear the cannons.
Does the class think less of him for
admitting his fear, or do students respect
him for his honesty? What about his
concrete language? Is it more effective to
write “will make me shake” than to write
“will make me afraid”? List the strengths
of each letter on the chalkboard. Suggest
that students adopt some of these
techniques as they write their own letters.
Language Arts—Students employ a wide
range of strategies as they write and
use different writing process elements
appropriately to communicate with
different audiences for a variety of
purposes.
Objectives
Students will:
• Examine two Civil War era political
cartoons
• Discuss the cartoons’ content and
messages
• Examine and discuss additional Civil War
era cartoons, as well as contemporary
cartoons
• Create their own political cartoons.
Procedure
Begin by defining a symbol as a word or
image that stands for something more
than itself.Ask students to give examples
of familiar symbols. Political cartoons
make liberal use of symbolism, to pack
meaning into a small space. In one cartoon on the activity sheet, for example,
Abraham Lincoln swings an axe at a tree
labeled “slavery.” Ask students why the
cartoonist might have chosen a tree to
symbolize slavery.They may answer that
a tree grows and becomes stronger
over time, as slavery did. Students may
notice that a sword hangs from a branch,
symbolizing the violence of the Civil
War, underway at the time. During the
period, Lincoln was well known as the
rail-splitter. His representation here, with
an axe in hand, is part of his popular
image.
A political cartoon also makes a statement.
If the statement of the first cartoon
was, “Lincoln will cut down the tree of
slavery,” the statement of the second
is, “McClelland can offer a compromise
to end the war.” In the middle of the
cartoon is a map symbolizing the U.S.
The country is being ripped apart by
Abraham Lincoln (“No peace without
abolition”) and Jefferson Davis (“No
peace without separation”). McClelland,
who was running for president at the
time, says, “The Union must be preserved at all hazards!” The other two
figures appear disheveled and physically
unbalanced. McClelland treats them as
if they were thoughtless boys in a fight.
He presents himself as the calm person
who saves the day when others have
lost their heads.
Visit the website
www.boondocksnet.com/gallery/cartoons/cw/index_abe.html for more
Lincoln cartoons. Go to
http://cagle.slate.msn.com/politicalcartoons/ to see current political cartoons,
along with related lesson plans. Ask
students to scan newspapers at home
for cartoons about current issues, then
clip them and bring them to class.
Choose several for class discussion.
Finally, assign students to draw their
own political cartoons on current
national or local issues. Allow students
to share and explain their drawings.
National Standards
History—History content: identify and
explain the economic, social, and cultural
differences between the North and the
South; identify the turning points of the
war and evaluate how political, military,
and diplomatic leadership affected the
outcome of the conflict; historical
thinking: consider multiple perspectives.
Language Arts—Students adjust their use
of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to
communicate effectively with a variety
of audiences for a variety of purposes.
Visual Arts—Students select and use
the qualities of structures and functions
of art to improve communication of
their ideas.
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Activity 1: Billy Yank and Johnny Reb
In the Civil War, the Union soldier was
sometimes called Billy Yank, while the
Confederate soldier was called Johnny
Reb. The two soldiers spoke the same
language and shared many of the same
values. Their weapons and equipment
were similar. Both were likely to have
muskets with bayonets. Muskets were
guns that had to be loaded from the
front end of the barrel, one bullet at a
time. A soldier could shoot only once
before he had to reload. He could
also defend himself with his bayonet, a
long, thin knife attached to the end of
his gun. Many soldiers also carried pistols or swords.
Some soldiers carried knapsacks on
their backs, while others carried blanket rolls over their shoulders. Inside
each were necessities and precious
mementoes. A soldier might carry a
metal cup and plate, a small diary, and
letters from home. Many Confederate
soldiers carried worn decks of playing
cards. Some men kept religious
leaflets with them. One was called, “A
Mother’s Parting Words to Her Soldier
Boy.”
Food and other necessities grew
scarce in the South during the war.
Union soldiers had plenty of paper for
writing letters. Some Confederate soldiers had to use scraps of wallpaper
from abandoned houses near their
camps. A southern soldier rarely had
coffee, unless he captured it in battle.
A northern soldier might have coffee,
bacon, hard crackers, and a few potatoes. Southern men usually had cornbread and beef.
Most men carried canteens, either a
flat, metal style or a wooden style that
looked something like a small barrel
with a cork.
USE THE NEWS
Some of the differences between the
Union and Confederate soldiers were a
result of the differences in their home
regions. The North and the South each
had customs, foods, and lifestyles that
were unique. Find examples in the
newspaper of traditional foods, celebrations, music, and clothing that make
your community unique.
Shortages caused hardships for
Confederate soldiers during the Civil
War. Today’s scarcities create inconveniences and hardships, too. Find news
articles about shortages facing people
today. How do the shortages affect
people’s lives?
Inside the knapsack below, draw four things a Union soldier usually carried. Inside the
blanket roll, draw four things a Confederate soldier often carried. Choose different things
for the knapsack and the blanket roll.
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Use the words in the box
to label the photographs
of Billy Yank and Johnny
Reb as well as their
canteens.
Billy Yank
sword
musket
bayonet
metal canteen
Confederate uniform
Union uniform
wooden canteen
Johnny Reb
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Activity 2: A War Map
The North planned to cut the South
off from the supplies it needed to fight
the war. Union forces took control of
the Mississippi River.The Union Navy
blockaded southern coasts.
Northern forces marched deep into
the South. A Union army under
General William Tecumseh Sherman
moved from Chattanooga,Tennessee,
to Atlanta, Georgia, and then to
Savannah, Georgia. From there,
Sherman moved onward. After he
reached Columbia, South Carolina, he
marched his men to Goldsboro and
then Raleigh, North Carolina. From the
North, General Ulysses Grant’s army
moved from Cold Harbor to
Petersburg and then to Appomattox
Court House, all in Virginia. Eventually,
the Confederate Army of Northern
Virginia was trapped.The South’s leading general, Robert E. Lee, surrendered
at Appomattox Court House.
USE THE NEWS
Reading a map requires an understanding of its symbols and key. Study
the weather map in the newspaper.
What does the symbol for a cold front
look like? What color signifies a 100%
chance of precipitation? Now that
you understand the map key, write
several sentences that describe today’s
predicted weather for your area.
This map shows the states at the time of the Civil War. Color Confederate States gray, Union States blue,
and Border States green. Why doesn’t the map show West Virginia?
Show the military strategy on the map. Mark the Mississippi River in red. Draw gunboats along the southern coasts. Remember to place boats around Florida and in the Gulf of Mexico. Draw a heavy black line to
mark Sherman’s march and another to mark Grant’s march.
Union States
Kansas
Minnesota
Iowa
Wisconsin
Illinois
Indiana
Michigan
Ohio
Pennsylvania
New York
New Jersey
Connecticut
Rhode Island
Massachusetts
New Hampshire
Vermont
Maine
Confederate States
Texas
Arkansas
Louisiana
Mississippi
Alabama
Georgia
Florida
South Carolina
North Carolina
Virginia
Tennessee
Border States
Missouri
Kentucky
Delaware
Maryland
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Activity 3: Young People in the Civil War
Many young people worked and fought in the war. Read the descriptions of some of their jobs below to the left. Draw lines to match the
descriptions with the pictures to the right.
Drummer Boy
Boys who could play a drum could
enlist in the army. They played in
bands at parades. The drum also
announced meals, drills, assembly, and
bedtime. In battle, musicians relayed
commands through musical signals soldiers understood.
Seamstress
Girls at home joined sewing circles to
make items for soldiers.They sewed
clothing, hospital gowns, blankets, and
tents.They knitted socks and rolled
bandages. Sewing groups also held
fundraisers, to pay for medicine and
other items soldiers needed.
Powder Monkey
A boy could join the Navy to work
aboard a gunboat. Called a “powder
monkey,” he climbed into tight spaces
where the ship’s gunpowder was kept.
He carried the gunpowder in a sack to
the ship’s deck where it was used to
fire cannons.
Soldier
Neither army accepted recruits
younger than eighteen, but some boys
lied about their ages. Drummer boys
occasionally picked up guns and used
them in the heat of battle. Many of the
boys who fought as soldiers were
wounded or killed.
On a separate sheet of paper, write a paragraph describing a role you believe you would have been suited
for, if you had lived in Civil War times.
USE THE NEWS
Newspapers often report about young people in the community. Cut out all the stories and photographs in the newspaper
that report news involving young people. Use your clippings to create a collage.
9
Timeline of the Civil War
1787
1820
1847
Northwest Ordinance prohibits
slavery in Northwest Territory.
Congress passes Missouri
Compromise.
Frederick Douglass founds abolitionist newspaper North Star.
April 12, 1861
April 6-7, 1862
Sept. 17, 1862
Sept. 22, 1862
South Carolina fires on Fort
Sumter to begin Civil War.
Battle of Shiloh horrifies
nation.
Battle of Antietam marks a
turning point.
President Lincoln issues
Emancipation Proclamation.
April 14, 1865
April 26, 1865
1865
1866
President Lincoln is assassinated.
John Wilkes Booth is killed
trying to escape from police.
Thirteenth Amendment to the
Constitution is ratified.
Prohibited slavery in the
United States.
Ku Klux Klan is formed.
1896
1915
1939
1948
Supreme Court decides case of
Plessy v. Ferguson.
D.W. Griffith creates his film
Birth of a Nation.
Marian Anderson performs at
Lincoln Memorial.
President Truman ends segregation in the U.S. armed
forces.
10
1850
Congress passes Compromise
of 1850.
1852
1857
1860
Harriet Beecher Stowe
publishes Uncle Tom’s Cabin.
Supreme Court decides Dred
Scott case.
Abraham Lincoln wins
presidency.
January, 1863
July 1-3, 1863
July 13, 1863
April 9, 1865
Blacks are permitted to enlist
in Union Army.
Battle of Gettysburg is fought.
Massive draft riot breaks out in
New York City.
Confederacy surrenders
April 6, 1866
May 5, 1866
1868
1870
Grand Army of the Republic is
founded.
First observance of Memorial
Day occurs in Waterloo, New
York.
Fourteenth Amendment to the
Constitution is ratified.
Guaranteed equal rights to all
citizens of the United States.
Fifteenth Amendment to the
Constitution is ratified.
Prohibited denial of the right
to vote because of race or
previous servitude.
1954
1964
Supreme Court decides case
of Brown v. Board of Education.
Congress passes Civil Rights
Act.
1965
Congress passes Voting Rights
Act.
June, 1861
U.S. Sanitary Commission is
founded.
1977
ABC airs the mini-series Roots.
11
Library of Congress, NYWT & S Collection
Activity 4: African Americans in the Civil War
enemy movements. They knew local
land and roads. They cared for horses,
carried messages, and helped set up
camp.
Still, blacks could not enlist as soldiers.
But in 1862, Union forces took New
Orleans. Men were needed to help
control and defend the city. Local
blacks were allowed to form three
companies of soldiers. Not long afterward, in January, 1863, the Secretary of
War finally approved black enlistment in
the Union Army.
Within months, thousands of black soldiers were marching into battles. Some
of the most well known were at Fort
Wagner, South Carolina (July 18, 1863),
Olustee, Florida (February, 1864), and
Poison Springs, Arkansas (April 18,
1864).
a third of the whites inside were killed.
Two-thirds of the blacks were killed.
Union survivors said many of the blacks
were put to death after they had surrendered.
Altogether, nearly 180,000 African
American men served in 140 regiments.
Black soldiers received twelve
Congressional Medals of Honor for
bravery. In 1897, Boston raised a Civil
War monument. It honored the 54th
Massachusetts Regiment, a black unit
famous for its heroism during the war.
Black women also provided important
services. They worked in both armies,
especially as laundresses. Harriet
Tubman, who guided many slaves to
freedom on the Underground Railroad,
served as a scout for the Union Army.
USE THE NEWS
Read the selection below. Then
create a timeline of African
Americans in the Civil War. Use
the blank timeline on the opposite page. Illustrate your timeline
with drawings of some the events
described below.
Black men fought on both sides of the
Civil War. Many blacks wanted to enlist
in the Union Army to fight against slavery. Within a few days after the attack
on Fort Sumter in 1861, blacks were
volunteering for combat. Nearly all
were turned away. Instead, the Union
Army hired them to dig trenches, cook
food, and bury the dead.
As northern armies marched into the
South, runaway slaves followed them. At
first, the army returned them to their
owners. Officers feared they would
slow down the troops and eat food
intended for soldiers. Soon, though, the
runaways showed they could offer valuable help. They gave information about
12
The South was outraged that the North
would arm blacks. The Confederate
Army said it would kill any blacks it captured. In reality, not all black prisoners
were killed, but more of them were
killed than whites. On April 12, 1864,
southern troops took the Union-held
Fort Pillow on the Mississippi River.
About half the fort’s defenders were
black. As Confederates won the battle,
African American men and women contributed in many ways to the Union
Army during the Civil War. In what
ways do African Americans continue to
contribute today? Find news articles
that report the accomplishments of
African Americans in your community.
Timeline of African Americans in the Civil War
13
Activity 5: Writing a Letter Home
The ordinary men who fought the battles of the Civil War wrote thousands
of letters. Many of these letters have
survived. The soldiers’ words, written
for the eyes of loved ones, capture the
experience of the war and express
deep feeling.
USE THE NEWS
Letters are written for a variety of purposes. The letters written by Civil War
soldiers were a means of expressing
fears and affection to loved ones back
home.
People write letters to the newspaper,
too. Letters written to the editor of the
paper are published daily. Read the letters to the editor. In general, what is the
reason that a newspaper reader writes
a letter to the editor?
Select a current topic about which you
have a strong opinion. Write a letter to
the editor expressing your views.
Model your letter after the examples
you have seen in the newspaper.
Read these three letters. Then remember a time of fear and worry in your life. Write a letter about the
experience to someone you trust. You may write from the point of view of the present or of the past
experience. Express your feelings, concerns, and plans.
Private Edward Edes to His
Father
I have a mortal dread of the
battle field, for I have never yet
been nearer to one than to hear
the cannon roar & have never
seen a person die. I am afraid
that the groans of the wounded
& dying will make me shake,
nevertheless I hope & trust that
strength will be given me to
stand up & do my duty.
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Alabama Captain Bolling Hall to
His Father
If anyone had told me before the
war that men could have borne
for month after month . . . what
we have, I would have thought it
all talk. And I recollect when we
first came into the service we
grumbled at fare that we would
now think the greatest luxuries.
John F. Brobst of 25th Wisconsin
Regiment:
Home is sweet and friends are
dear, but what would they all be
to let the country go to ruin and
be a slave. I am contented with
my lot . . . for I know that I am
doing my duty . . . If I live to
get back, I shall be proud of the
freedom I shall have, and know
that I helped to gain that
freedom. If I should not get
back, it will do them good who
do get back.
Activity 6: Political Cartoons
Look at these political cartoons.
Write a paragraph explaining
the main idea of each cartoon.
Then create your own political
cartoon on a separate sheet of
paper.
USE THE NEWS
Over the course of several days, collect editorial cartoons from the newspaper. Mount each one on a sheet of
paper. Under each cartoon, identify
any symbols used by the artist. In one
or two sentences, summarize the message of each editorial cartoon.
Why are political cartoons always
placed on the newspaper’s editorial
page?
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