This post is by Ralph Pantozzi, a 2024-2025 Albert Einstein Distinguished Educator Fellow at the Library of Congress.
In the March/April 2025 issue of Social Education, the journal of the National Council for the Social Studies, our “Sources and Strategies” article highlighted a political cartoon that appeared in the September 22, 1909, issue of Puck Magazine. The image, “Lights and Shadows”, contains a wealth of opportunities for students to explore connections between the environment, politics, economics, and public health.
That year, the nation’s magazines and newspapers were full of information about tariff debates, political deals, and a groundbreaking investigative report detailing life in Pittsburgh, Pennsylvania. Puck, known for its graphic satire and political humor, published articles and cartoons touching upon all these topics.
“Lights and Shadows” can provide rich fuel for student conversation, investigation, and analysis within multiple arcs of inquiry. As noted in the NCSS’s C3 framework, “economics is grounded in knowledge about how people choose to use resources.” The image may spark students’ curiosity about the history of the time as well as questions about issues in the present.
The article suggests asking students to examine the cartoon while recording observations about its content. Students may point out the smokestacks, a dirty sky, a cloud castle, a coin, the U.S. Congress, and the people, factories, and homes. These visuals and the words, “Citadel of Protection” and “Special Privilege” are all pieces of data potentially relevant to subsequent student investigation.
Next, invite students to reflect on their observations and share hypotheses about what appears to be happening in the image. Students might believe that the people of Pittsburgh are being exploited as they produce energy that powers the light. Students may wonder what the artist was exaggerating or distorting, and what factual information the image contains.
Facilitate discussions that motivate research into topics including human capital, natural resources, investment, taxes, government expenditures, and technological hazards. As students learn more about the issues, encourage statements of the form “I used to think (original claim); now I think (new claim) because….” Model the idea that claims should be informed by evidence and open to revision in light of new information.
In the first decade of the 20th century, the impact of pollution on human health and the environment was just beginning to be understood. The article offers additional context concerning the events leading up to the publication of “Lights and Shadows” as well as search strategies to use at www.loc.gov and Chronicling America. These searches can provide students with evidence about the thinking of businesspeople, citizens and government agencies concerning pollution, health, and economics, then and now.
If you tried these other suggestions with your students after reading the article, or variations on them, tell us about your experience!