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Knowledge
about the events in that period |
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Seeing
& understanding different things in the cartoon |
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Thinking
about the cartoonist, and his motives |
To interpret a cartoon, you have to integrate the three skills – using them to inform the others. So, for instance, what you know about the period in which the cartoon was drawn will help you understand what’s in the cartoon – but, very often, what’s in the cartoon adds to your understanding of what was going on at the time.
So your brain has to to-and-fro and go round the different skills, and all the time your understanding of the cartoon is growing.
This page will give you a routine to help you interpret a cartoon:
remember
Once you understand the cartoon, you can go on to answer the question set by the examiner
AS YOU WOULD ANY OTHER SOURCEWORK QUESTION
Links:
This site has some particularly good advice.
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This site has a list of 'things to look for'.
Do things in this order:
First: Think about the events in that periodLook at the date. Think what was happening at that time. Who was involved? | |
Second: See the different things in the cartoonAt first, just make a list of things you see. List the things that are in the cartoon, what they are doing, and how they are presented. When I do this with pupils, they always choose one or two things – and MISS lots, even big things! Often, in a cartoon, everything (even little things) has a meaning. So study the details and jot them down (but don’t start to try yet to say what they mean). | |
Third: Think about the cartoonist, and his motivesLook at WHO drew the cartoon, and where he came from. What would he have thought about the topic he was drawing about? What would he have been wanting to say? | |
Fourth: Go back to the cartoonLook at your list of things you saw. Can you see what/who they stand for – what they are ‘saying’ – what they mean? When you have thought about all the elements, think: ‘What is the overall message of the cartoon?’ | |
Last: Go back to the eventsNow you have thought about the cartoon and its meaning, think: ‘What does all this help you to understand about the time, and how people thought and felt?’ |
NOW – I think that’s VERY hard.
To make things clearer, let’s go through the sequence once again, but this time working with an actual cartoon.
This cartoon appeared in an AQA exam in 2001.

A cartoon with the title ‘Clemenceau the Vampire’
From the German newspaper Kladderadatsch (July 1919)
The figure lying on the bed represents Germany. Clemenceau was Prime Minister of France in 1919. He is shown as a vampire sucking the blood out of Germany.
Click the blue headings to reveal the answers:
Think about what you know of events about the date July 1919. Make a list of 'key facts’. Then click the blue text to reveal what I wrote down.
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Germany had just been defeated in WWI. | |
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The Treaty of Versailles had been signed on 28 June 1919. | |
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It had been written by the ‘Big Three’ and imposed on Germany. | |
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Clemenceau wanted to ruin Germany | |
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The Treaty blamed Germany for the war | |
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The Treaty made her pay ‘reparations’ for ALL the damage. | |
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Germany lost lots of land. | |
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Germany had to give up most of her armed forces. | |
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The Germans hated the Treaty. |
Now make a list of all the things you see in the cartoon. Not all these things may have a meaning, but list them anyway. Then click the blue text to reveal what I wrote down.
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Young girl – beautiful but poorly. | |
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Vampire – evil-looking. | |
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The Vampire is sucking the girl’s blood. | |
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Weapons – laid to one side. | |
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Two more bats outside the window. | |
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A bed. | |
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The curtains are blowing – the window is open. |
What would be your answer to the following questions? Think about your answers, then click the blue text to reveal what I wrote down.
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WHO drew the cartoon, and where did he come from?
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What would he have thought about the topic he was drawing about?
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What would he have been wanting to say?
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Look at our list of things we saw. For each, try to suggest what/who they stood for – and what they were ‘saying’ (what they meant)? If you think an element doesn’t have a particular meaning, then say: ‘No meaning’. Then click the blue text to reveal what I wrote down.
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Young girl – beautiful but poorly.
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Vampire – evil-looking.
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The Vampire is sucking the girl’s blood.
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Weapons – laid to one side.
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Two more bats outside the window.
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A bed.
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The curtains are blowing – the window is open.
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‘What is the overall message of the cartoon?’
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Click here to see a PowerPoint presentation which takes you through the steps of interpreting this cartoon.
‘What does all this help you to understand about the time, and how people thought and felt?’
It shows historians (click the blue text to see what I thought):
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that the Germans thought the Treaty of Versailles would ruin Germany, | |
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that they thought it was wicked what it had done to Germany, | |
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how much they hated the French, | |
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how much they hated reparations, | |
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that they were scared that the reduction of their armed forces left them defenceless, | |
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that they blamed Britain and America too |
for INTEREST
the question the examiners set on this cartoon was:
= Is
this Source reliable as evidence about the effects of the Treaty of
Versailles on Germany in the years 1919–21?