political cartoon worksheet high school

Analyzing the Purpose and Meaning of Political Cartoons

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The decisions students make about social and political issues are often influenced by what they hear, see, and read in the news. For this reason, it is important for them to learn about the techniques used to convey political messages and attitudes. In this lesson, high school students learn to evaluate political cartoons for their meaning, message, and persuasiveness. Students first develop critical questions about political cartoons. They then access an online activity to learn about the artistic techniques cartoonists frequently use. As a final project, students work in small groups to analyze a political cartoon and determine whether they agree or disagree with the author's message.

Featured Resources

It’s No Laughing Matter: Analyzing Political Cartoons : This interactive activity has students explore the different persuasive techniques political cartoonists use and includes guidelines for analysis.

From Theory to Practice

• Question-finding strategies are techniques provided by the teacher, to the students, in order to further develop questions often hidden in texts. The strategies are known to assist learners with unusual or perplexing subject materials that conflict with prior knowledge.
• Use of this inquiry strategy is designed to enhance curiosity and promote students to search for answers to gain new knowledge or a deeper understanding of controversial material. There are two pathways of questioning available to students. Convergent questioning refers to questions that lead to an ultimate solution. Divergent questioning refers to alternative questions that lead to hypotheses instead of answers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

• Computers with Internet access and printing capability
• Several clips of recent political cartoons from a local newspaper
• Overhead projector or computer with projection capability
• Editorial Cartoon Analysis
• Presentation Evaluation Rubric

Preparation

Student objectives.

Students will

• Develop critical question to explore the artistic techniques used in political cartoons and how these techniques impact a cartoon's message
• Evaluate an author or artist's meaning by identifying his or her point of view
• Identify and explain the artistic techniques used in political cartoons
• Analyze political cartoons by using the artistic techniques and evidence from the cartoon to support their interpretations

Session 2 (may need 2 sessions, depending on computer access)

Sessions 3 and 4.

• Daryl Cagle's Professional Cartoonist Index and The Association of American Editorial Cartoonists: Cartoons for the Classroom both provide additional lesson plans and activities for using political cartoons as a teaching tool. Students can also access these online political cartoons for additional practice in evaluating their meaning, message, and persuasiveness.
• Students can create their own political cartoons, making sure to incorporate a few of the artistic techniques learned in this lesson. Give students an opportunity to share their cartoons with the class, and invite classmates to analyze the cartoonist's message and voice their own opinions about the issue.
• This lesson can be a launching activity for several units: a newspaper unit, a unit on writing persuasive essays, or a unit on evaluating various types of propaganda. The ReadWriteThink lesson "Propaganda Techniques in Literature and Online Political Ads" may be of interest.

Student Assessment / Reflections

Assessment for this lesson is based on the following components:

• The students' involvement in generating critical questions about political cartoons in Lesson 1, and then using what they have learned from an online activity to answer these questions in Lesson 2.
• Class and group discussions in which students practice identifying the techniques used in political cartoons and how these techniques can help them to identify an author's message.
• The students' responses to the self-reflection questions in Lesson 4, whereby they demonstrate an understanding of the purpose of political cartoons and the artistic techniques used to persuade a viewer.
• The final class presentation in which students demonstrate an ability to identify the artistic techniques used in political cartoons, to interpret an author's message, and to support their interpretation with specific details from the cartoon. The Presentation Evaluation Rubric provides a general framework for this assessment.
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I can’t imagine teaching civics and government without political cartoons—they are  essential  to the subject. 

They make the best entry point for introducing concepts and diving deeper into diverse viewpoints on political issues. 

Head over to my blog post,  How to Teach Political Cartoons , where I detail the POPES process I’ve used for years. Then, download your  FREE lesson kit  to get started.

This analysis strategy works well for bell ringers to cover current political news and as part of the main lesson to teach civics concepts. 

Certain topics, I’ve found over the years, are perfect for using cartoons to teach. So here I’ve outlined some activity ideas for using them to help you teach five key government concepts.

Finding Great Political Cartoons

First, though, we need to find some good cartoons! 

I don’t link to any specific cartoons in this blog post simply because the second I do, they’re dated! 

Usually, only a few cartoons are perennial enough to use the following year, and I’m constantly swapping in fresh ones my students can best relate to. You’ll want to do this as well.

Here are my go-to spots for grabbing high-resolution current and historical political cartoons:

Daryl Cagle’s  searchable database of current cartoons

The Week’s  and   US News’s  collections of recent cartoons

Library of Congress’s collection of over  800 cartoons from throughout American history    and their dedicated  Herbert Block collection  that spans much of the late 1900s

Wikimedia Commons’ collection of  Puck  and  Judge  magazine covers from the late 1800s and early 1900s

Teaching How to Analyze Cartoons

As I said above, I use the POPES method I’ve developed over the years. Before using cartoons to teach content, students need to have the skills to understand them. 

Be sure to spend time teaching how to analyze political cartoons before your first lesson that uses them! My  FREE Political Cartoon Analysis Kit  is a complete how-to lesson that does this for you.

Okay, now that’s all taken care of, let’s dive into civics concepts that are perfect for using political cartoons to teach. I’ve never found a shortage of cartoons to help students learn and develop claims on these five topics.

Principles of the Constitution

After introducing the  different principles of the US Constitution ,  I have my students identify them in political cartoons depicting events that relate to each. 

For example, I’ll pick a cartoon of the President and Congress at odds over a recent veto to illustrate checks and balances. Or a cartoon dealing with Election Day for popular sovereignty. 

You can search using the principles themselves, but you don’t want the cartoon actually to  say  the principle. That’s why I also search for recent events that have involved the concept. 

I’ll post these cartoons around the room as stations. Students first analyze them and then identify which principle each best depicts. 

Different Forms of Governments

I do an almost identical lesson sequence when we learn the  different types of government systems .

Here, it’s helpful to use countries I’ve already given as examples of the various types when I first defined them. 

For example, a cartoon of the UK’s King Charles trying to fill the shoes of his mother to illustrate  monarchy . 

I like how the  Cagle database  includes international cartoonists, to which you can limit your search.  

Find cartoons depicting each system of government that your students need to learn and make matching cards for formative practice. 

Voting Issues & Attitudes

During my  Voting & Election Unit , I search terms like “voting” or “Election Day” or, even more specifically, for issues like “voter turnout” or “vote by mail.”

You should have no problem finding a variety of cartoons that illustrate attitudes about the upcoming election and voting rights and access. 

Use cartoons from across the nation to introduce voting issues affecting different states. This helps emphasize how, while voting is a federal right, how we vote is handled at the state level. 

If your state is vote-by-mail only, share cartoons depicting long voter lines, for example. 

You can also have students agree or disagree with the cartoons’ punchline, providing evidence from what they’ve learned to support their position. 

For example, select cartoons that argue things like voter apathy among young people or that voting is unnecessarily complicated.

Three Branches

While covering each of the  Three Branches , it’s a no-brainer to use cartoons to familiarize students with current issues with each branch. 

Pull a few cartoons that depict both hyper-current and more perennial issues, like gridlock in Congress, the President struggling with sagging popularity, or the Supreme Court announcing a controversial decision. 

As important as it is to teach the Constitutional logistics of each branch, it is to teach the issues of how those branches operate in real life, and cartoons are perfect for this!

During this unit, cartoons like these make perfect bell ringer activities.

Amendments & Civil Liberties 

In my  Civil Liberties unit , I use cartoons in a few ways. First, historical cartoons are a great way to illustrate that so many essential rights have not always been granted. 

Cartoons pushing for or celebrating the ratification of various amendments make excellent source material: the 17 th Amendment to popularly elect senators, the 19 th  Amendment to grant women the right to vote, and the 26 th Amendment to lower the voting age to 18. 

These make an easy matching activity for students to pair to the amendment they are dealing with. 

Or, as you are exploring the Supreme Court’s current docket, pull some cartoons that deal with these court cases. They help show the dilemma and controversy of rights involved. 

I hope these ideas have sparked activity ideas for using political cartoons to support learning in your Civics or Government class. Grab my  FREE   Political Cartoons Analysis Kit for a done-for-you starter kit to get going with teaching with cartoons!

Feature image photo credit: Bank Phrom

Make the Citizenship Test the Best Part of Your Civics Class

5 ways to use political cartoons in your civics class.

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Educator Resources

Analyze a Cartoon

Download the illustrated PDF version. (PDF)

Meet the cartoon.

• Quickly scan the cartoon. What do you notice first?
• What is the title or caption?

Observe its parts.

• Are there labels, descriptions, thoughts, or dialogue?
• List the people, objects, and places in the cartoon.
• List the actions or activities.

Try to make sense of it.

• Which words or phrases are the most significant?
• List adjectives that describe the emotions portrayed.
• Which of the visuals are symbols?
• What do they stand for?
• Who drew this cartoon?
• When is it from?
• What was happening at the time in history it was created?
• What is the message? List evidence from the cartoon or your knowledge about the cartoonist that led you to your conclusion.

Use it as historical evidence.

• What did you find out from this cartoon that you might not learn anywhere else?
• What other documents or historical evidence are you going to use to help you understand this event or topic?

Political Cartoons: Then and Now

Students will analyze and share the history of a political cartoon and then create their own cartoon about a current event..

Apps: Wixie ® , Pixie ® , or Share ™

For over 250 years, political cartoons have used humor and exaggeration to reach people on a variety of topics, even if they can't read. Learn how to use this powerful communication tool as you explore a political cartoon from the past, share the history of its conception, and use what you have learned to create your own cartoon based on a current event.

Students have most likely seen a political cartoon, though they may confuse political cartoons with a single-panel illustration designed simply for humor. More than just a funny drawing, a political cartoon is a pointed commentary on a current event or the actions of a person or group in politics.

Show students Ben Franklin's “ Join or Die ” cartoon, but don't explain its meaning or origin.

Ask them if they have seen this image before. What do they think it might mean? Bring up Ben Franklin or the early American Colonies and see if that helps them recognize that the initials in the image represent colonies.

Franklin's “Join or Die” is generally acknowledged as the first political cartoon in America, published first on May 9, 1754 in Franklin's Pennsylvania Gazette. Franklin drew this image to generate support at the Albany Congress for his idea of an intercolonial association to respond to the threat of the Iroquois. “Join or Die,&rdquo and this image of the snake, quickly became symbolic of the cause of colonial unification.

Select a current political cartoon that reflects a recent topic or event your students are familiar with. You may also want to ask students to locate a political cartoon in a local paper or using an online source as a homework assignment. Project or distribute the cartoon so all students can view it. What historical moment does the comic depict? Ask students to share additional information they know or research about the topic or event.

What visual elements are present in the cartoon? Discuss what students can see and read in the cartoon. Explore how the cartoon uses caricature to enhance the meaning.

Provide students with analytical tools and questions they can use to decode and understand other political cartoons. The Library of Congress has a great cartoon analysis guide that discusses how political cartoonists use symbolism, exaggeration, labeling, analogy, and irony to communicate their point of view and message.

Have each student choose a time in history that interests them. Task them with the job of searching the web or exploring sites like Cartoons for the Classroom and About.com's Political Humor to find a specific cartoon they want to examine and analyze. If you are concerned about students' ability to analyze on their own, or if you want to provide additional support to students, have them work in small teams to choose and analyze a cartoon.

Distribute the National Archives Cartoon Analysis Guide to each student to help direct their analysis.

Have students use the information from the completed worksheet to create a 1-3 paragraph analysis of their political cartoon that could be used to help other students make sense of the illustration and the subject it depicts.

Have students launch Share and open the Cartoon Scrapbook template (Project>New>Templates>Social Studies). Students can click and drag the cartoon onto the image placeholder to add to the page. Once the image is added, they can use the resize handles to adjust its appearance. They can type or copy and paste their written analysis into the text box. You can also search for “political cartoon” in Wixie and assign this activity to your students.

The template also provides a page for students to draw their own political cartoon. You may choose to have them create another political cartoon depicting the same time period or select a current event or person as the subject for their satirical illustration. Students can use the clip art and drawing tools to make their caricatures and scene or import an image they illustrate on paper.

Students can use the text box below the image to summarize their work or to create a caption that supports the illustration.

You could also use political cartoons to explore a single historical period in greater depth. Instead of having individual students create their own scrapbooks, locate and assign a selection of political cartoons and have students work individually or in small teams to complete an analysis. Have students compile their work on the “example” page of the Share template and then click the Share button on the toolbar to combine everyone's work into a single class book!

Give each student or team an opportunity to present their analysis to the entire class or to small groups of students. You can also export student work as as ePubs you can share as a resource for other students. Click the Project button, Export as an ePub, and upload the files to your iBooks or Google Drive for distribution. If you don't use eReaders, you can instead export students' work as PDF files for easy sharing.

You can assess student's prior knowledge and analytical skills as you begin discussing Franklin's “Join or Die” cartoon. You can continue to evaluate their ability as you ask questions during their analysis of a current event and examine their individual exploration using the Cartoon Analysis worksheet from the National Archives.

Be sure to ask clarifying questions to ensure that students understand how author's/illustrator's use symbolism, exaggeration, analogy, and/or irony. You may find it necessary to revisit these terms, their definitions, and their applications.

During students' presentations of the completed analyses, ask the class to serve as evaluators of success. After a few students have shared, talk as a class about what makes a great cartoon and what constitutes an effective analysis.

Stephen Hess and Sandy Northrup. American Political Cartoons: The Evolution of a National Identity, 1754-2010 ISBN: 1412811198

THE CARTOON: By Herb Block

Political Cartoon Collection: About.com

The National Archives Cartoon Analysis Guide

Library of Congress: Political Cartoons in U.S. History

Library of Congress: It's No Laughing Matter

Cartoons for the Classroom: The Association of American Editorial Cartoonists

Common Core State Standards for English Language Arts Grades 6-8

Key Ideas and Details

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure

6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

ISTE NETS for Students 2016:

6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

d. publish or present content that customizes the message and medium for their intended audiences.

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Using Political Cartoons in the Classroom

by Roy Winkelman | Using Digital Content

I had some wonderful high school teachers who made history come alive. In addition to learning the facts, dates, and figures, we got a feel for the times we were studying by activities such as reading Civil War poetry or singing our way through a couple of World Wars. We were also exposed to innumerable political cartoons along the way to increase our understanding of the culture and issues of the day. The drawing of original cartoons was sometimes used as a comprehension check as well. I particularly remember one I drew about colonial Philadelphia as a homework assignment. That was, ahem, well over 50 years ago. While I can’t guarantee that using political cartoons in history classes will make all your homework assignments memorable a half century from now, I can promise that political cartoons have the potential to engage students with the significant issues of any period.

It doesn’t take much imagination to realize how any of the following examples could be effectively used in the classroom.

“But wherever would we find such an exciting collection of political cartoons?” you might ask. Well, you’re in luck. The ClipArt ETC website offers over 300 political cartoons for classroom use. Although you may have to do a little searching to find specific topics, many of the cartoons have been tagged with specific time periods or topics:

• All political cartoons
• Cartoons by Thomas Nast
• Election of 1868
• Grant Administration
• Election of 1872
• Election of 1876
• Election of 1880
• Election of 1884
• Cleveland Administration
• Election of 1892
• Native American Suffrage
• Woman Sufffrage
• World War I

Since FCIT’s political cartoon collection is mainly from the late 1800s, you may also want to search the National Archives or the Library of Congress for additional cartoons from earlier or later periods. The following LOC collections are of particular interest:

• American Cartoon Prints
• Cartoon Drawings
• Herblock Collection

The National Archives and the Library of Congress have also created helpful guides for analyzing cartoons as a classroom activity:

Teacher's Guide: Analyzing Political Cartoons

This one-page PDF from the Library of Congress includes many questions for students to consider when responding to a political cartoon.

Analyze a Cartoon (Younger Students)

This one-page PDF from the National Archives takes younger students through the four steps of analyzing a political cartoon.

Cartoon Analysis Guide

This two-page PDF from the Library of Congress identifies the persuasive techniques used in political cartoons.

Analyze a Cartoon (Older Students)

This one-page PDF from the National Archives takes older students through the four steps of analyzing a political cartoon.

I hope you’ll find the above resources a help in utilizing political cartoons as windows into various time periods. And just maybe, fifty years from now, one of your students will be writing about how memorable your classes were way back in the 2023-2024 school year.

Roy Winkelman is a 40+ year veteran teacher of students from every level kindergarten through graduate school. As the former Director of FCIT, he began the Center's focus on providing students with rich content collections from which to build their understanding. When not glued to his keyboard, Dr. Winkelman can usually be found puttering around his tomato garden in Pittsburgh. Questions about this post or suggestions for a future topic? Email me at [email protected] . To ensure that your email is not blocked, please do not change the subject line. Thank you!

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A Visual Guide to the Cold War

This unique digital resource was designed for middle- and high school educators and students who wish to explore the Cold War through visual primary sources. The materials are intended to enrich classroom and extracurricular learning and illustrate both the American and Soviet perspectives on the Cold War. Ranging from the end of WWII to the fall of the Soviet Union, the materials encompass a wide range of photographs, cartoons, posters and movie clips. Use the menu bar to browse by decade, theme, or material type.

A Quick Look

political cartoons by American editorial cartoonists.

(Krokodil/Crocodile) to rival the US-produced images in the Library of Congress.

Moscow Olympics, attended by 80 countries. 66 others did not participate due to a US-initiated boycott and economic reasons.

Origins of the Cold War

Cold War in the 1980s

Shortly after the end of World War II, the USSR and the USA entered into a 43-year-long (1946-1989) global competition called the Cold War. Both governments shared the idea that the world was divided into two, distinct spheres. Soviet leader Joseph Stalin saw the world divided into two camps: the capitalist/imperialist states and the communist/progressive states. In his 1947 Truman Doctrine, US President Harry Truman outlined a reverse dichotomy: that of the freedom-loving states (led by the United States) and those bent on subjugating other nations (led by the Soviet Union).

By the mid-1950s, however, both Moscow and Washington accepted the idea of peaceful coexistence on their own terms, while ironically developing massive nuclear arsenals as guarantors of that peace. The Cold War increasingly took place in proxy wars, the Space Race, the Olympics, and propaganda. Both states thus found any and all means short of direct confrontation to fight this global battle. The various divisions and means of waging the Cold War are abundantly represented in this visual guide.

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Nikita khrushchev was the first secretary of the communist party of the soviet union and premier of the soviet union, known for leading the soviet union during some parts of the cold war., search for worksheets.

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Table of Contents

Nikita Khrushchev was the first secretary of the Communist Party of the Soviet Union and premier of the Soviet Union , known for leading the Soviet Union during some parts of the Cold War .

See the fact file below for more information on the Nikita Khrushchev or alternatively, you can download our 23-page Nikita Khrushchev worksheet pack to utilise within the classroom or home environment.

Key Facts & Information

Early life and education.

• Nikita Khrushchev born as Nikita Sergeyevich Khrushchev on April 17, 1894 or April 5, 1894 in Old Style.
• He was born in Kalinovka, Russia .
• Khrushchev’s parents were poor Russian peasants, Sergei Khrushchev and Xeniya Khrushcheva.
• Khrushchev worked as a herdsboy at a young age.
• Khrushchev was schooled for four years at the village parochial school and under Shevchenko’s tutelage at state school in Kalinovka.
• In 1908, Khrushchev followed his father who moved to the Donbas City of Yuzovka, now known as Donetsk in Ukraine.
• Khrushchev’s parents found him a place as a metal fitter’s apprentice.
• After completing his apprenticeship, he was hired by the factory.
• Khrushchev lost his job at the factory when he collected money for the families of the victims of the Lena Goldfields massacre.
• Khrushchev was also hired to mend underground equipment by a mine in Rutchenkovo, where his father was working as the union organizer.
• Khrushchev helped in distributing copies and organizing public readings of the Pravda, a Russian broadsheet newspaper which was the official newspaper of the Communist Party of the Soviet Union.

WORLD WAR I

• When the First World War broke out in 1914, Khrushchev got exempted from conscription because he was identified as a skilled metal worker.
• That same year, he married Yefrosinia Pisareva.
• Pisareva was the daughter of a lift operator at the mine in Rutchenkovo where Khrushchev was working.
• A year after, in 1915, the couple had a daughter whom they named Yulia.
• In 1917, the couple had a son whom they named Leonid.
• In 1918, during the struggle between Reds, Whites, and Ukrainian nationalists on the possession of Ukraine, Khrushchev became a member of the Russian Communist Party.

AS A MEMBER OF THE RED ARMY

• In January 1919, Khrushchev joined the Red Army or the Russian Krasnaya Armiya, where he served as a junior political commissar.
• Khrushchev rose from being a commissar to a construction platoon to being a commissar to a construction battalion.
• In 1921, when the Civil War ended, Khrushchev was demobilized and assigned as commissar to a labor brigade in the Donbas.
• The war caused widespread famine which also caused the death of his wife, Yefrosinia.
• In 1922, Khrushchev secured admission to a new Soviet workers’ school in Yuzovka. While there, he received secondary education along with additional party instruction.
• Khrushchev later became a student political leader and was appointed as secretary of the Communist Party Committee at the school.
• Khrushchev’s studies were aided by Nina Petrovna.
• Petrovna was a well-educated party organizer.
• In 1924, Khrushchev married Petrovna, his second wife.

POLITICAL CAREER

• In 1925, Khrushchev worked as a party secretary of the Petrovsko-Mariinsk district of Yuzovka.
• Khrushchev was later on invited to accompany Lazar Kaganovich, the Ukrainian Party’s Central Committee secretary general, as a non-voting delegate to the 14th Party Congress in Moscow .
• He then Khrushchev became an active party organizer.
• In 1929, Khrushchev received permission to study metallurgy at the Stalin Industrial Academy. He was later appointed as secretary of the academy’s Party Committee.
• In 1931, Khrushchev went back to Moscow to work full-time as a party organizer.
• In 1933, Khrushchev became the second secretary of the Moscow Regional Committee.
• In 1935, Khrushchev received the Order of Lenin after supervising the completion of the Moscow subway.
• That same year, he became the first secretary of the Moscow city and regional party organization.
• In 1936, Khrushchev became a member of the Constitutional Committee.
• In 1937, Khrushchev became an alternate member of the Central Committee’s ruling in Politburo, and also became a member of the Foreign Affairs Commission of the Supreme Soviet.
• In 1944, after Ukraine received their freedom, Khrushchev assumed control of Ukraine as first secretary of the Ukrainian party organization.
• In 1949, Khrushchev was called back to Moscow to take over the position as head of the Moscow City Party and to take on the appointment as secretary of the Central Committee of the CPSU.

SOVIET UNION

• In September 1953, Khrushchev replaced Georgy Malenkov, who was Joseph Stalin’s heir, as first secretary.
• Khrushchev later went to Geneva, Afghanistan, and India where he showed a brash, extroverted diplomat personality which would later on be his trademark.
• Unfortunately, he faced the repercussions of his de-Stalinization movement and had to fly to Warsaw with other Soviet leaders.
• In March 1958, Khrushchev assumed premiership of the Soviet Union.
• With the new power acquired, Khrushchev set a new policy of “Reform Communism.”
• Khrushchev also promoted his doctrine of “peaceful coexistence with the noncommunist world”.
• During the confrontation in October 1962, Khrushchev agreed to remove the missiles on the promise that the United States would make no further move to overthrow Cuba’s communist government.

LATER YEARS

• The main crisis of Khrushchev’s administration was agriculture.
• The failure in the agricultural sector, the disagreement with China with regards to the relationship of Khrushchev with the United States, and the Cuban missiles crisis ignited the downfall of Khrushchev.
• On October 14, 1964, Khrushchev retired from his position and lived quietly in Moscow.
• On September 11, 1971, Khrushchev died of a heart attack. He was denied a state funeral and was buried in the Novodevichy Cemetery in Moscow.

Nikita Khrushchev Worksheets

This is a fantastic bundle which includes everything you need to know about the Nikita Khrushchev across 23 in-depth pages. These are ready-to-use Nikita Khrushchev worksheets that are perfect for teaching students about Nikita Khrushchev who was the first secretary of the Communist Party of the Soviet Union and premier of the Soviet Union, known for leading the Soviet Union during some parts of the Cold War.

Complete List Of Included Worksheets

• Nikita Khrushchev Facts
• Khrushchev Who?
• Khrushchev’s Ideas
• Soviet Union
• Interpret the Quotation

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