{"id":6970,"date":"2021-09-29T21:30:18","date_gmt":"2021-09-29T21:30:18","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/?post_type=chapter&#038;p=6970"},"modified":"2022-07-25T19:18:34","modified_gmt":"2022-07-25T19:18:34","slug":"reading-political-cartoons-2","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/chapter\/reading-political-cartoons-2\/","title":{"raw":"Reading Political Cartoons","rendered":"Reading Political Cartoons"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Identify the different components of a political cartoon<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Part One: Analyzing Visual Components<\/h2>\r\nA political cartoon, a type of editorial cartoon, is a cartoon graphic with caricatures of public figures, expressing the artist's opinion. They typically combine artistic skill, hyperbole, and satire in order to question authority and draw attention to corruption, political violence, or other social ills.\r\n\r\nFirst, we will walk through a political cartoon analysis together.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Worked Example, Southern Ideas of Liberty:<\/h3>\r\nThe political cartoon below was published around 1835 by an anonymous author, possibly in Boston. It is a response to the tarring, feathering, and lynching of anti-slavery activists in several southern states. Around 1835, several slave states passed resolutions calling for the North to suppress abolitionist activities and societies, as they were a threat to the slave-labor economy of the South. The image is titled \u201cSouthern Ideas of Liberty.\"\r\n\r\n[caption id=\"attachment_4481\" align=\"aligncenter\" width=\"814\"]<img class=\"wp-image-4481 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5595\/2021\/06\/15152525\/3b38594v12w.jpeg\" alt=\"An imaginative portrayal of the violent suppression of abolitionist propagandizing and insurrectionism in the South. In the image a judge with ass's ears and a whip, seated on bales of cotton and tobacco with the Constitution underfoot, condemns a white man (an abolitionist) to hanging. The prisoner is roughly dragged by two captors toward a crowd of jubilant men who surround a gallows. In the distance a cauldron of tar boils over an open fire.\" width=\"814\" height=\"689\" \/> <strong>Figure 1<\/strong>. 1835 political cartoon titled \"Southern Ideas of Liberty.\"[\/caption]\r\n\r\n&nbsp;\r\n\r\nIn the image, a judge with ass's ears and a whip, seated on bales of cotton and tobacco with the Constitution underfoot, condemns a White man (an abolitionist) to hanging. The prisoner is roughly dragged by two captors toward a crowd of jubilant men who surround a gallows. In the distance, a cauldron of tar boils over an open fire.\r\n\r\nThe text below the image reads:\r\n\r\nSentence passed upon one for supporting that clause of our Declaration viz. All men are born free &amp; equal. \"Strip him to the skin! give him a coat of Tar &amp; Feathers!! Hang him by the neck, between the Heavens and the Earth!!! as a beacon to warn the Northern Fanatics of their danger!!!!\"[footnote]HarpWeek, American Political Prints, 1766-1876. Retrieved June 15, 2021, from https:\/\/loc.harpweek.com\/LCPoliticalCartoons\/DisplayCartoonLarge.asp?MaxID=42&amp;UniqueID=42&amp;Year=1835&amp;YearMark=1830[\/footnote]\r\n\r\n<\/div>\r\n<h2>What to Look For<\/h2>\r\nThe visual components of a political cartoon are the ones you can see in the image. They speak to artistic choice, symbolism, and realism vs. fantasy. What visual elements do you see in the political cartoon above? As you read through the list below, look at the image and think about how each visual element was carefully chosen by the artist to send a message or evoke an emotion.\r\n<h3>Figures<\/h3>\r\nWho are the people depicted in the cartoon? Are they real historical individuals or are they symbolic of a larger group or movement? Where are the characters in relation to each other?\r\n[reveal-answer q=\"312421\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"312421\"]The people in the foreground are the judge, the abolitionist, and the two men dragging the abolitionist toward the crowd and the gallows. They are not historical figures, but instead are meant to represent Southerners vs. Northern abolitionists as groups. In the background is a crowd of men who seem to be celebrating the fate of the abolitionist, including two men shaking hands as if they are congratulating one another.\u00a0[\/hidden-answer]\r\n<h3>Animals<\/h3>\r\nOften, animals are used in political cartoons in place of people or institutions (like the snake in Ben Franklin\u2019s cartoon on the previous page) - do you see any animals or humans who have been given animal or animal-like features? What are some common traits or characteristics assigned to that animal? What might be the historical context of the animal being used?\r\n[reveal-answer q=\"862391\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"862391\"]There are no animals, but the Southern judge is depicted with donkey ears. The donkey has commonly been a symbol of foolishness or someone being \u201can ass,\u201d as well as stubbornness and obstinance. The use of the donkey\u2019s ears on the Southerner is a commentary on the foolishness of maintaining slavery and trying to ban abolitionist rhetoric, and also possibly on the South\u2019s stubborn refusal to get rid of the slave-labor economy.[\/hidden-answer]\r\n<h3>Buildings or Furniture<\/h3>\r\nDo you see any buildings in the image? What type of building is it? Is it standing or crumbling? Is there any furniture in the image like a throne, a chair, a table, a carpet, etc? Is it luxurious furniture or is it rough? What might be the purpose of including certain types of furniture?\r\n[reveal-answer q=\"804117\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"804117\"]The Southern judge is shown sitting on a sort of throne made up of bales of cotton and tobacco, the most common slave-grown crops. The message is that the Southern states only have wealth because of their exploitation of enslaved labor, and their wealth is the only thing that gives them power, therefore their power comes directly from enslaved labor.\u00a0[\/hidden-answer]\r\n<h3>Objects<\/h3>\r\nLook for any other objects in the image like ladders, trees, household items, boats, trains, etc. What do you think they represent? Is it a direct representation or a symbolic representation? How is it being used and by whom?\r\n[reveal-answer q=\"829215\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"829215\"]There are three notable objects included in the image: the whip, the gallows, and the Constitution. The Southern judge holds the whip, signifying slaveholders and their power. The gallows stands in the background, representing the fate of abolitionists in the South, and also possibly the lynching of escaped enslaved persons.\u00a0 The Constitution is the most interesting object used in this cartoon, as it is laying under the foot of the Southern judge. This is a direct dig at those Southerners who hoped to suppress abolitionist rhetoric, with the message that they are trampling the rights of free speech, freedom of the press, and, per the caption, the clause of the Declaration of Independence which states all men are \u201cborn free and equal.\u201d[\/hidden-answer]\r\n<h3>Symbols<\/h3>\r\nDo you see any logos, insignias, flags, shapes, or other symbols? What group or person are they connected to? Where are they in the image in relationship to the other visual components? Are they being used to label another component?\r\n[reveal-answer q=\"965398\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"965398\"]There are no symbols or logos present in the image, but the Constitution and the bales of cotton and tobacco are labeled so that the reader can tell what they are.\u00a0[\/hidden-answer]\r\n<h3>Style Choices<\/h3>\r\nThis section pertains more to how the artist drew the visual elements, rather than what they drew. Look for elements like exaggeration of features or objects, irony in the way people or objects are depicted in relationship to one another (irony is defined as \u201ca state of affairs or an event that seems deliberately contrary to what one expects\u201d), or the use of analogy comparing a complex situation or issue to a simple one in order to make it easier to understand (i.e., comparing a presidential election to a horse race).\r\n[reveal-answer q=\"862528\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"862528\"]This cartoon uses exaggeration in its depiction of the judge, giving him donkey ears as a comment on the character of all Southerners, placing him on a throne of baled crops, and showing him literally stomping on the Constitution. This is not a depiction of an actual event and is, therefore, an example of exaggeration. Analogy is used by making the throne out of baled crops, which compares the complex issues of slaveholder power to a king sitting on a throne or a judge sitting on his bench.[\/hidden-answer]\r\n\r\nAs you can see, analyzing a political cartoon is not always cut and dry. Sometimes, one element can fall into multiple categories or be from different perspectives. Much of this analysis is \u201ccould be,\u201d since we do not know what the author\u2019s actual intention was when the cartoon was created. We can only speculate based on what we see and what we know. The following Practice Questions will test your ability to analyze the visual components of a different cartoon.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\n<div style=\"width: 400px;\"><iframe title=\"A Society of Patriotic Ladies at Edenton in North Carolina\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1291348677474853178\/embed\" width=\"427\" height=\"612\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/div>\r\nAnswer the questions below based on the cartoon above.\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/80f21e3b-9ba5-48a4-b7ca-d1178c4e6b9c\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/d1db1e7a-876c-466d-8935-03dcb3bf9ffa\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Activity<\/h3>\r\n<h4>Visual Components<\/h4>\r\n<ul>\r\n \t<li aria-level=\"1\"><strong>Step 1:<\/strong> Choose one of the political cartoons linked below to analyze. Image descriptions are included on the Library of Congress website, since some of the cartoons are difficult to see. All three of these cartoons are from the run-up to the 1848 presidential election.\r\n<ul>\r\n \t<li style=\"list-style-type: none;\">\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.loc.gov\/pictures\/item\/2008661499\/\">\u201cGrand Presidential Sweepstakes for 1849.\u201d<\/a><\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.loc.gov\/item\/90708859\/\">\u201cAn Available Candidate.\u201d<\/a><\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.loc.gov\/item\/2008661507\/\">\u201cCock of the Walk.\u201d<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\"><b>Step 2: <\/b>Run through the list of Visual Components again, this time with the cartoon you selected. Write down a short list of all the elements you see and what they might represent. This does not have to be a formal analysis, just writing down notes based on what you observe and your interpretation of the cartoon. The visual components and questions are listed again below for you:\r\n<ol>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Figures<\/strong> - who are the people depicted in the cartoon? Are they real historical individuals or are they symbolic of a larger group or movement? Where are the characters in relationship to each other?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Animals<\/strong> - often, animals are used in political cartoons in place of people or institutions (like the snake in Ben Franklin\u2019s cartoon above) - do you see any animals or humans who have been given animal or animal-like features? What are some common traits or characteristics assigned to that animal? What might be the historical context of the animal being used?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Buildings and\/or Furniture<\/strong> - do you see any buildings in the image? What type of buildings is it? Is it standing or crumbling? Is there any furniture in the image like a throne, a chair, a table, a carpet, etc? Is it luxurious furniture or is it rough? What might be the purpose of including certain types of furniture?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Objects<\/strong> - look for any other objects in the image like ladders, trees, household items, boats, trains, etc. What do you think they represent? Is it a direct representation or a symbolic representation? How is it being used and by whom?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Symbols<\/strong> - do you see any logos, insignias, flags, shapes, or other symbols? What group or person are they connected to? Where are they in the image in relationship to the other visual components? Are they being used to label another component?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Style Choices<\/strong> - this is more about how the artist drew the visual elements, rather than what they drew. Look for elements like exaggeration of features or objects, irony in the way people or objects are depicted in relationship to one another (irony is defined as \u201ca state of affairs or an event that seems deliberately contrary to what one expects\u201d), or the use of analogy, comparing a complex situation or issue to a simple one in order to make it easier to understand (i.e., comparing a presidential election to a horse race).<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Part Two: Analyzing Creative Components<\/h2>\r\nThe creative components refer to things about the cartoon that you cannot see in the image: the author, the purpose or agenda, the audience, the ideology, and the context. Looking at our example from above (\u201cSouthern Ideas of Liberty\u201d), we can run through the creative components for our analysis:\r\n<h3>Author<\/h3>\r\nWho was the author\/artist? What did they do for a living? What were their political or social beliefs and associations? (i.e., were they a Whig or a Democrat? Abolitionist? Wealthy or working class?)\r\n[reveal-answer q=\"292858\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"292858\"]The author of \u201cSouthern Ideas of Liberty\u201d is unknown, so we cannot analyze their perspective, although due to the content of the cartoon we can surmise that they were probably an abolitionist or at least sympathetic to the cause.[\/hidden-answer]\r\n<h3>Purpose\/Agenda<\/h3>\r\nWas the piece created to help support or to speak out against a person, institution, or organization? Was it meant to make a logical argument or a more emotional appeal to the audience? What was the author\u2019s agenda in creating the cartoon?\r\n[reveal-answer q=\"388552\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"388552\"]The agenda of the cartoon was to criticize those in the South who hoped to ban abolitionist rhetoric while simultaneously demanding their own rights to own enslaved people not be infringed upon. The cartoon probably hoped to make an emotional appeal, with the visceral imagery of the gallows and a man being led away, as well as the caption referring to Northern abolitionists as \u201cfanatics.\u201d It is meant to rile up the audience and get them to sympathize with those abolitionists who were persecuted by Southern states.[\/hidden-answer]\r\n<h3>Audience<\/h3>\r\nWho is the audience that this piece is targeting? What do you think is the gender, race, socioeconomic status, nationality, and education level of the target audience?\r\n[reveal-answer q=\"249647\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"249647\"]The target audience is probably Northerners, since it was most likely printed in Boston. However, the author could have been trying to target Northerners who were on the fence about the rights of Southern states to keep people in slavery. The author might have hoped to point out the South\u2019s hypocrisy to Northerners who felt sympathy for them, in order to win more people over to the abolitionist movement.[\/hidden-answer]\r\n<h3>Ideology<\/h3>\r\nWhat basic ideals is the cartoon supporting or speaking out against? (i.e., freedom, independence, courage, self-reliance, immorality, dishonesty, greed)\r\n[reveal-answer q=\"472763\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"472763\"]The cartoon addresses liberty, hypocrisy, freedom of speech, and limits of power. It is supporting the ideals of liberty, freedom of speech\/press, and limiting certain types of power (i.e., the power of Southern slave owners over the decisions of free states), and it is condemning the hypocrisy of the South.[\/hidden-answer]\r\n<h3>Context<\/h3>\r\nFigure out where and when the cartoon was first published. What type of historical context was the cartoon printed in? What else was going on at the time that could have had an influence on the content of this particular cartoon or on its author or audience? Think about social, cultural, political, economic and military events, even natural disasters or climate events. All of these would have informed the context of the political cartoon you are analyzing.\r\n\r\n[reveal-answer q=\"289939\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"289939\"]In 1835, the tensions between slave and free states were ramping up. Two years earlier, in 1833, the American Anti-Slavery Society had been founded and by 1838 it had around 250,000 members. In late 1835, Texas declared independence as a slavery-friendly republic. The following year saw the first \u201cAbolition Riot\u201d in Massachusetts, where a crowd forced the release of two runaway slave women. Supported by the moral reform movements of the Second Great Awakening, the abolitionist movement was gaining traction in the North, and abolitionist politicians were being elected more frequently. This growing support for abolition spooked Southern slaveholders, who retaliated by targeting any abolition activists in their states and attempting to convince Northern states to ban abolitionist speech and pamphlets too.[\/hidden-answer]\r\n\r\nOut of these five elements, the Purpose or Agenda and the Context are the most important for understanding political cartoons. The purpose or agenda of the cartoon is the most important because it shows what issues were important to people at the time of its creation. If you go to the <a href=\"https:\/\/www.loc.gov\/collections\/american-cartoon-prints\/?dates=1800\/1899\">Library of Congress website<\/a> and select a decade on the left-hand menu, you can scroll through the cartoons and see which topics have the most material. This can be a good measure of which issues, people, or events were being frequently discussed during that time period.\r\n\r\nContext is important because political cartoons are essentially a form of propaganda, which is a medium that is difficult to understand outside of its own time period. For example, many people in the modern era are required to read Virgil\u2019s Iliad in school as an example of Classical literature, but few realize that it was actually written as a propaganda piece to boost the image of the Emperor. Nearly anyone who read the Iliad at the time it was written would be able to recognize it as propaganda because of the literary features, language, and subject matter. Context is sort of like an inside joke, where you \u201chad to be there\u201d to get it. Since we cannot be back in history, our context has to be taken from what we know about the time period from other sources.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\n<div style=\"width: 400px;\"><iframe title=\"A Society of Patriotic Ladies at Edenton in North Carolina\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1291348677474853178\/embed\" width=\"427\" height=\"612\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/div>\r\nAnswer the questions below based on the cartoon above.\r\n\r\nAnswer the questions below based on the cartoon above.\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/fc89ac39-87f7-4ca8-8290-72711a6f43c2\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/3c22c84d-328f-4e45-a15d-1f7a22188e3d\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Activity<\/h3>\r\n<h4>Creative Components<\/h4>\r\nYou will now analyze the creative components of your own political cartoon which you chose in the activity above. Instead of doing an analysis of all five, you will focus only on the two most important ones mentioned in the paragraph above: <strong>Purpose\/Agenda<\/strong> and <strong>Context<\/strong>.\r\n\r\nUsing the visual components of your cartoon as supporting evidence, write two brief paragraphs (3-5 sentences) describing the <em>Purpose<\/em> and <em>Context<\/em> of your cartoon.\u00a0This is an open-ended exercise, but you can use the spaces below to jot down your ideas.\r\n\r\n[practice-area rows=\"4\"][\/practice-area]\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Identify the different components of a political cartoon<\/li>\n<\/ul>\n<\/div>\n<h2>Part One: Analyzing Visual Components<\/h2>\n<p>A political cartoon, a type of editorial cartoon, is a cartoon graphic with caricatures of public figures, expressing the artist&#8217;s opinion. They typically combine artistic skill, hyperbole, and satire in order to question authority and draw attention to corruption, political violence, or other social ills.<\/p>\n<p>First, we will walk through a political cartoon analysis together.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Worked Example, Southern Ideas of Liberty:<\/h3>\n<p>The political cartoon below was published around 1835 by an anonymous author, possibly in Boston. It is a response to the tarring, feathering, and lynching of anti-slavery activists in several southern states. Around 1835, several slave states passed resolutions calling for the North to suppress abolitionist activities and societies, as they were a threat to the slave-labor economy of the South. The image is titled \u201cSouthern Ideas of Liberty.&#8221;<\/p>\n<div id=\"attachment_4481\" style=\"width: 824px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4481\" class=\"wp-image-4481\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5595\/2021\/06\/15152525\/3b38594v12w.jpeg\" alt=\"An imaginative portrayal of the violent suppression of abolitionist propagandizing and insurrectionism in the South. In the image a judge with ass's ears and a whip, seated on bales of cotton and tobacco with the Constitution underfoot, condemns a white man (an abolitionist) to hanging. The prisoner is roughly dragged by two captors toward a crowd of jubilant men who surround a gallows. In the distance a cauldron of tar boils over an open fire.\" width=\"814\" height=\"689\" \/><\/p>\n<p id=\"caption-attachment-4481\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. 1835 political cartoon titled &#8220;Southern Ideas of Liberty.&#8221;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>In the image, a judge with ass&#8217;s ears and a whip, seated on bales of cotton and tobacco with the Constitution underfoot, condemns a White man (an abolitionist) to hanging. The prisoner is roughly dragged by two captors toward a crowd of jubilant men who surround a gallows. In the distance, a cauldron of tar boils over an open fire.<\/p>\n<p>The text below the image reads:<\/p>\n<p>Sentence passed upon one for supporting that clause of our Declaration viz. All men are born free &amp; equal. &#8220;Strip him to the skin! give him a coat of Tar &amp; Feathers!! Hang him by the neck, between the Heavens and the Earth!!! as a beacon to warn the Northern Fanatics of their danger!!!!&#8221;<a class=\"footnote\" title=\"HarpWeek, American Political Prints, 1766-1876. Retrieved June 15, 2021, from https:\/\/loc.harpweek.com\/LCPoliticalCartoons\/DisplayCartoonLarge.asp?MaxID=42&amp;UniqueID=42&amp;Year=1835&amp;YearMark=1830\" id=\"return-footnote-6970-1\" href=\"#footnote-6970-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p>\n<\/div>\n<h2>What to Look For<\/h2>\n<p>The visual components of a political cartoon are the ones you can see in the image. They speak to artistic choice, symbolism, and realism vs. fantasy. What visual elements do you see in the political cartoon above? As you read through the list below, look at the image and think about how each visual element was carefully chosen by the artist to send a message or evoke an emotion.<\/p>\n<h3>Figures<\/h3>\n<p>Who are the people depicted in the cartoon? Are they real historical individuals or are they symbolic of a larger group or movement? Where are the characters in relation to each other?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q312421\">Show Answer<\/span><\/p>\n<div id=\"q312421\" class=\"hidden-answer\" style=\"display: none\">The people in the foreground are the judge, the abolitionist, and the two men dragging the abolitionist toward the crowd and the gallows. They are not historical figures, but instead are meant to represent Southerners vs. Northern abolitionists as groups. In the background is a crowd of men who seem to be celebrating the fate of the abolitionist, including two men shaking hands as if they are congratulating one another.\u00a0<\/div>\n<\/div>\n<h3>Animals<\/h3>\n<p>Often, animals are used in political cartoons in place of people or institutions (like the snake in Ben Franklin\u2019s cartoon on the previous page) &#8211; do you see any animals or humans who have been given animal or animal-like features? What are some common traits or characteristics assigned to that animal? What might be the historical context of the animal being used?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q862391\">Show Answer<\/span><\/p>\n<div id=\"q862391\" class=\"hidden-answer\" style=\"display: none\">There are no animals, but the Southern judge is depicted with donkey ears. The donkey has commonly been a symbol of foolishness or someone being \u201can ass,\u201d as well as stubbornness and obstinance. The use of the donkey\u2019s ears on the Southerner is a commentary on the foolishness of maintaining slavery and trying to ban abolitionist rhetoric, and also possibly on the South\u2019s stubborn refusal to get rid of the slave-labor economy.<\/div>\n<\/div>\n<h3>Buildings or Furniture<\/h3>\n<p>Do you see any buildings in the image? What type of building is it? Is it standing or crumbling? Is there any furniture in the image like a throne, a chair, a table, a carpet, etc? Is it luxurious furniture or is it rough? What might be the purpose of including certain types of furniture?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q804117\">Show Answer<\/span><\/p>\n<div id=\"q804117\" class=\"hidden-answer\" style=\"display: none\">The Southern judge is shown sitting on a sort of throne made up of bales of cotton and tobacco, the most common slave-grown crops. The message is that the Southern states only have wealth because of their exploitation of enslaved labor, and their wealth is the only thing that gives them power, therefore their power comes directly from enslaved labor.\u00a0<\/div>\n<\/div>\n<h3>Objects<\/h3>\n<p>Look for any other objects in the image like ladders, trees, household items, boats, trains, etc. What do you think they represent? Is it a direct representation or a symbolic representation? How is it being used and by whom?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q829215\">Show Answer<\/span><\/p>\n<div id=\"q829215\" class=\"hidden-answer\" style=\"display: none\">There are three notable objects included in the image: the whip, the gallows, and the Constitution. The Southern judge holds the whip, signifying slaveholders and their power. The gallows stands in the background, representing the fate of abolitionists in the South, and also possibly the lynching of escaped enslaved persons.\u00a0 The Constitution is the most interesting object used in this cartoon, as it is laying under the foot of the Southern judge. This is a direct dig at those Southerners who hoped to suppress abolitionist rhetoric, with the message that they are trampling the rights of free speech, freedom of the press, and, per the caption, the clause of the Declaration of Independence which states all men are \u201cborn free and equal.\u201d<\/div>\n<\/div>\n<h3>Symbols<\/h3>\n<p>Do you see any logos, insignias, flags, shapes, or other symbols? What group or person are they connected to? Where are they in the image in relationship to the other visual components? Are they being used to label another component?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q965398\">Show Answer<\/span><\/p>\n<div id=\"q965398\" class=\"hidden-answer\" style=\"display: none\">There are no symbols or logos present in the image, but the Constitution and the bales of cotton and tobacco are labeled so that the reader can tell what they are.\u00a0<\/div>\n<\/div>\n<h3>Style Choices<\/h3>\n<p>This section pertains more to how the artist drew the visual elements, rather than what they drew. Look for elements like exaggeration of features or objects, irony in the way people or objects are depicted in relationship to one another (irony is defined as \u201ca state of affairs or an event that seems deliberately contrary to what one expects\u201d), or the use of analogy comparing a complex situation or issue to a simple one in order to make it easier to understand (i.e., comparing a presidential election to a horse race).<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q862528\">Show Answer<\/span><\/p>\n<div id=\"q862528\" class=\"hidden-answer\" style=\"display: none\">This cartoon uses exaggeration in its depiction of the judge, giving him donkey ears as a comment on the character of all Southerners, placing him on a throne of baled crops, and showing him literally stomping on the Constitution. This is not a depiction of an actual event and is, therefore, an example of exaggeration. Analogy is used by making the throne out of baled crops, which compares the complex issues of slaveholder power to a king sitting on a throne or a judge sitting on his bench.<\/div>\n<\/div>\n<p>As you can see, analyzing a political cartoon is not always cut and dry. Sometimes, one element can fall into multiple categories or be from different perspectives. Much of this analysis is \u201ccould be,\u201d since we do not know what the author\u2019s actual intention was when the cartoon was created. We can only speculate based on what we see and what we know. The following Practice Questions will test your ability to analyze the visual components of a different cartoon.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<div style=\"width: 400px;\"><iframe loading=\"lazy\" title=\"A Society of Patriotic Ladies at Edenton in North Carolina\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1291348677474853178\/embed\" width=\"427\" height=\"612\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/div>\n<p>Answer the questions below based on the cartoon above.<\/p>\n<p>\t<iframe id=\"assessment_practice_80f21e3b-9ba5-48a4-b7ca-d1178c4e6b9c\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/80f21e3b-9ba5-48a4-b7ca-d1178c4e6b9c?iframe_resize_id=assessment_practice_id_80f21e3b-9ba5-48a4-b7ca-d1178c4e6b9c\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_d1db1e7a-876c-466d-8935-03dcb3bf9ffa\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/d1db1e7a-876c-466d-8935-03dcb3bf9ffa?iframe_resize_id=assessment_practice_id_d1db1e7a-876c-466d-8935-03dcb3bf9ffa\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Activity<\/h3>\n<h4>Visual Components<\/h4>\n<ul>\n<li aria-level=\"1\"><strong>Step 1:<\/strong> Choose one of the political cartoons linked below to analyze. Image descriptions are included on the Library of Congress website, since some of the cartoons are difficult to see. All three of these cartoons are from the run-up to the 1848 presidential election.\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.loc.gov\/pictures\/item\/2008661499\/\">\u201cGrand Presidential Sweepstakes for 1849.\u201d<\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.loc.gov\/item\/90708859\/\">\u201cAn Available Candidate.\u201d<\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.loc.gov\/item\/2008661507\/\">\u201cCock of the Walk.\u201d<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\"><b>Step 2: <\/b>Run through the list of Visual Components again, this time with the cartoon you selected. Write down a short list of all the elements you see and what they might represent. This does not have to be a formal analysis, just writing down notes based on what you observe and your interpretation of the cartoon. The visual components and questions are listed again below for you:\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Figures<\/strong> &#8211; who are the people depicted in the cartoon? Are they real historical individuals or are they symbolic of a larger group or movement? Where are the characters in relationship to each other?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Animals<\/strong> &#8211; often, animals are used in political cartoons in place of people or institutions (like the snake in Ben Franklin\u2019s cartoon above) &#8211; do you see any animals or humans who have been given animal or animal-like features? What are some common traits or characteristics assigned to that animal? What might be the historical context of the animal being used?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Buildings and\/or Furniture<\/strong> &#8211; do you see any buildings in the image? What type of buildings is it? Is it standing or crumbling? Is there any furniture in the image like a throne, a chair, a table, a carpet, etc? Is it luxurious furniture or is it rough? What might be the purpose of including certain types of furniture?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Objects<\/strong> &#8211; look for any other objects in the image like ladders, trees, household items, boats, trains, etc. What do you think they represent? Is it a direct representation or a symbolic representation? How is it being used and by whom?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Symbols<\/strong> &#8211; do you see any logos, insignias, flags, shapes, or other symbols? What group or person are they connected to? Where are they in the image in relationship to the other visual components? Are they being used to label another component?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><strong>Style Choices<\/strong> &#8211; this is more about how the artist drew the visual elements, rather than what they drew. Look for elements like exaggeration of features or objects, irony in the way people or objects are depicted in relationship to one another (irony is defined as \u201ca state of affairs or an event that seems deliberately contrary to what one expects\u201d), or the use of analogy, comparing a complex situation or issue to a simple one in order to make it easier to understand (i.e., comparing a presidential election to a horse race).<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<h2>Part Two: Analyzing Creative Components<\/h2>\n<p>The creative components refer to things about the cartoon that you cannot see in the image: the author, the purpose or agenda, the audience, the ideology, and the context. Looking at our example from above (\u201cSouthern Ideas of Liberty\u201d), we can run through the creative components for our analysis:<\/p>\n<h3>Author<\/h3>\n<p>Who was the author\/artist? What did they do for a living? What were their political or social beliefs and associations? (i.e., were they a Whig or a Democrat? Abolitionist? Wealthy or working class?)<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q292858\">Show Answer<\/span><\/p>\n<div id=\"q292858\" class=\"hidden-answer\" style=\"display: none\">The author of \u201cSouthern Ideas of Liberty\u201d is unknown, so we cannot analyze their perspective, although due to the content of the cartoon we can surmise that they were probably an abolitionist or at least sympathetic to the cause.<\/div>\n<\/div>\n<h3>Purpose\/Agenda<\/h3>\n<p>Was the piece created to help support or to speak out against a person, institution, or organization? Was it meant to make a logical argument or a more emotional appeal to the audience? What was the author\u2019s agenda in creating the cartoon?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q388552\">Show Answer<\/span><\/p>\n<div id=\"q388552\" class=\"hidden-answer\" style=\"display: none\">The agenda of the cartoon was to criticize those in the South who hoped to ban abolitionist rhetoric while simultaneously demanding their own rights to own enslaved people not be infringed upon. The cartoon probably hoped to make an emotional appeal, with the visceral imagery of the gallows and a man being led away, as well as the caption referring to Northern abolitionists as \u201cfanatics.\u201d It is meant to rile up the audience and get them to sympathize with those abolitionists who were persecuted by Southern states.<\/div>\n<\/div>\n<h3>Audience<\/h3>\n<p>Who is the audience that this piece is targeting? What do you think is the gender, race, socioeconomic status, nationality, and education level of the target audience?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q249647\">Show Answer<\/span><\/p>\n<div id=\"q249647\" class=\"hidden-answer\" style=\"display: none\">The target audience is probably Northerners, since it was most likely printed in Boston. However, the author could have been trying to target Northerners who were on the fence about the rights of Southern states to keep people in slavery. The author might have hoped to point out the South\u2019s hypocrisy to Northerners who felt sympathy for them, in order to win more people over to the abolitionist movement.<\/div>\n<\/div>\n<h3>Ideology<\/h3>\n<p>What basic ideals is the cartoon supporting or speaking out against? (i.e., freedom, independence, courage, self-reliance, immorality, dishonesty, greed)<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q472763\">Show Answer<\/span><\/p>\n<div id=\"q472763\" class=\"hidden-answer\" style=\"display: none\">The cartoon addresses liberty, hypocrisy, freedom of speech, and limits of power. It is supporting the ideals of liberty, freedom of speech\/press, and limiting certain types of power (i.e., the power of Southern slave owners over the decisions of free states), and it is condemning the hypocrisy of the South.<\/div>\n<\/div>\n<h3>Context<\/h3>\n<p>Figure out where and when the cartoon was first published. What type of historical context was the cartoon printed in? What else was going on at the time that could have had an influence on the content of this particular cartoon or on its author or audience? Think about social, cultural, political, economic and military events, even natural disasters or climate events. All of these would have informed the context of the political cartoon you are analyzing.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q289939\">Show Answer<\/span><\/p>\n<div id=\"q289939\" class=\"hidden-answer\" style=\"display: none\">In 1835, the tensions between slave and free states were ramping up. Two years earlier, in 1833, the American Anti-Slavery Society had been founded and by 1838 it had around 250,000 members. In late 1835, Texas declared independence as a slavery-friendly republic. The following year saw the first \u201cAbolition Riot\u201d in Massachusetts, where a crowd forced the release of two runaway slave women. Supported by the moral reform movements of the Second Great Awakening, the abolitionist movement was gaining traction in the North, and abolitionist politicians were being elected more frequently. This growing support for abolition spooked Southern slaveholders, who retaliated by targeting any abolition activists in their states and attempting to convince Northern states to ban abolitionist speech and pamphlets too.<\/div>\n<\/div>\n<p>Out of these five elements, the Purpose or Agenda and the Context are the most important for understanding political cartoons. The purpose or agenda of the cartoon is the most important because it shows what issues were important to people at the time of its creation. If you go to the <a href=\"https:\/\/www.loc.gov\/collections\/american-cartoon-prints\/?dates=1800\/1899\">Library of Congress website<\/a> and select a decade on the left-hand menu, you can scroll through the cartoons and see which topics have the most material. This can be a good measure of which issues, people, or events were being frequently discussed during that time period.<\/p>\n<p>Context is important because political cartoons are essentially a form of propaganda, which is a medium that is difficult to understand outside of its own time period. For example, many people in the modern era are required to read Virgil\u2019s Iliad in school as an example of Classical literature, but few realize that it was actually written as a propaganda piece to boost the image of the Emperor. Nearly anyone who read the Iliad at the time it was written would be able to recognize it as propaganda because of the literary features, language, and subject matter. Context is sort of like an inside joke, where you \u201chad to be there\u201d to get it. Since we cannot be back in history, our context has to be taken from what we know about the time period from other sources.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<div style=\"width: 400px;\"><iframe loading=\"lazy\" title=\"A Society of Patriotic Ladies at Edenton in North Carolina\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1291348677474853178\/embed\" width=\"427\" height=\"612\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/div>\n<p>Answer the questions below based on the cartoon above.<\/p>\n<p>Answer the questions below based on the cartoon above.<\/p>\n<p>\t<iframe id=\"assessment_practice_fc89ac39-87f7-4ca8-8290-72711a6f43c2\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/fc89ac39-87f7-4ca8-8290-72711a6f43c2?iframe_resize_id=assessment_practice_id_fc89ac39-87f7-4ca8-8290-72711a6f43c2\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_3c22c84d-328f-4e45-a15d-1f7a22188e3d\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/3c22c84d-328f-4e45-a15d-1f7a22188e3d?iframe_resize_id=assessment_practice_id_3c22c84d-328f-4e45-a15d-1f7a22188e3d\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Activity<\/h3>\n<h4>Creative Components<\/h4>\n<p>You will now analyze the creative components of your own political cartoon which you chose in the activity above. Instead of doing an analysis of all five, you will focus only on the two most important ones mentioned in the paragraph above: <strong>Purpose\/Agenda<\/strong> and <strong>Context<\/strong>.<\/p>\n<p>Using the visual components of your cartoon as supporting evidence, write two brief paragraphs (3-5 sentences) describing the <em>Purpose<\/em> and <em>Context<\/em> of your cartoon.\u00a0This is an open-ended exercise, but you can use the spaces below to jot down your ideas.<\/p>\n<p><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-6970\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Reading Political Cartoons. <strong>Authored by<\/strong>: Lillian Wills for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Political Cartoon. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Political_cartoon\">https:\/\/en.wikipedia.org\/wiki\/Political_cartoon<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>A Society of Patriotic Ladies at Edenton in North Carolina Interactive. <strong>Authored by<\/strong>: Dr. Christy Jo Snider. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/sites.berry.edu\/csnider\/resources\/patriotic-ladies\/\">https:\/\/sites.berry.edu\/csnider\/resources\/patriotic-ladies\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Southern Ideas of Liberty Political Cartoon. <strong>Provided by<\/strong>: Library of Congress. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/loc.harpweek.com\/LCPoliticalCartoons\/DisplayCartoonLarge.asp?MaxID=42&#038;UniqueID=42&#038;Year=1835&#038;YearMark=1830\">https:\/\/loc.harpweek.com\/LCPoliticalCartoons\/DisplayCartoonLarge.asp?MaxID=42&#038;UniqueID=42&#038;Year=1835&#038;YearMark=1830<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-6970-1\">HarpWeek, American Political Prints, 1766-1876. Retrieved June 15, 2021, from https:\/\/loc.harpweek.com\/LCPoliticalCartoons\/DisplayCartoonLarge.asp?MaxID=42&amp;UniqueID=42&amp;Year=1835&amp;YearMark=1830 <a href=\"#return-footnote-6970-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":29,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Reading Political Cartoons\",\"author\":\"Lillian Wills for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Political Cartoon\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Political_cartoon\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Southern Ideas of Liberty Political Cartoon\",\"author\":\"\",\"organization\":\"Library of Congress\",\"url\":\"https:\/\/loc.harpweek.com\/LCPoliticalCartoons\/DisplayCartoonLarge.asp?MaxID=42&UniqueID=42&Year=1835&YearMark=1830\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"A Society of Patriotic Ladies at Edenton in North Carolina Interactive\",\"author\":\"Dr. Christy Jo Snider\",\"organization\":\"\",\"url\":\"https:\/\/sites.berry.edu\/csnider\/resources\/patriotic-ladies\/\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"e54f7b20-a6f9-44e0-843a-34c72edc1937, a6fd46c9-3874-4507-92ca-b7e598a223e3","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-6970","chapter","type-chapter","status-publish","hentry"],"part":325,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/6970","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":33,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/6970\/revisions"}],"predecessor-version":[{"id":8461,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/6970\/revisions\/8461"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/parts\/325"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/6970\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/media?parent=6970"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapter-type?post=6970"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/contributor?post=6970"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/license?post=6970"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}