The Education Department

Education Department 10825 East Boulevard Cleveland, OH 44106 Phone: (216) 721-5722 ext. 1502 Fax: (216) 721-0645 www.wrhs.org

Dear Teacher, Thank you for booking a program with the Western Reserve Historical Society! We are very pleased that you have chosen Every Four Years: The Making of an American President, a distance learning program provided by the Western Reserve Historical Society. This packet is designed for use with your class before and after the program. An outline of the program, Ohio and Common Core Academic Content Standards match-ups, and some helpful background information are included in the pages that follow. A class set of 20 primary documents is included; please do not distribute these to your students until the museum educator facilitating the program asks you to do so during the program. We believe that the use of these materials before your program helps prepare your students for a more meaningful experience on program day. Some of the information and activities are also appropriate for use after the program as reinforcement and follow-up.

We look forward to your program!

Sincerely,

The Education Department

Location: Video Distance Learning IP: 69.54.57.215 Grades: High School Time: 45 Minute Program Description: Presidential campaign memorabilia, primary sources, political cartoons and maps, are used in an inquiry-based examination of some of the most important presidential campaigns. Questions of issues vs. image and strategy vs. circumstance focus students’ critical thinking on U.S. political history. A classroom set of copies of photos, political cartoons, etc., is sent ahead of time for students to analyze during the connection. Focus on your choice of two from the elections of 1896, 1912, 1920 and 1948.

American History Historical Thinking and Skills 1. Historical events provide opportunities to examine alternative courses of action. 2. The use of primary and secondary sources of information includes an examination of the credibility of each source. 4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations.

American Government Civic Involvement 1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes. 2. Political parties, interest groups and the media provide opportunities for civic involvement through various means. Civic Participation and Skills 3. Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. 4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. Basic Principals of the U.S. Constitution 5. As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

ACTIVITY: Interpreting Campaign Ephemera*

*Ephemera: printed matter meant to be of use for only a short time but preserved by collectors.

At the Western Reserve Historical Society's exhibit "Every Four Years", students will be asked to interpret objects (such as buttons or ribbons), documents and newspapers from various presidential campaigns. The following activity will help to familiarize students with this process.

Distribute copies of the attached page. Tell students they will be examining objects or media pieces that originally came from presidential campaigns of the nineteenth and twentieth centuries. Political parties created objects and print materials to provide simple and direct reasons for voters to consider their candidate's character and personal qualifications. Sometimes, the message to voters was just don't vote for the other guy! And in another sample, bias in the newspapers is clearly demonstrated.

Questions for students may include:

1. Is it clear who the candidate is?

2. What qualities make this candidate trustworthy enough to be President?

3. What image of the candidate is portrayed either with words or pictures?

Object I- A card opposing a third term for President Franklin D. Roosevelt and promoting Republican Wendell Willkie. Source: www.legacyhistorical.com

Object 2- A card promoting Republican candidate Herbert Hoover in 1932. The literary quote is an edited version of Rudyard Kipling's "If". Source: www.legacyhistoricaI.com

Object 3 - Masthead of the Cleveland Daily Herald, Eve. ed. January 22, 1840. Source: Western Reserve Historical Society Library and Archives. www.wrhs.org

Object 4 - McKinley and Hobart campaign button 1896 Source: Western Reserve Historical Society Library and Archives. www.wrhs.org

Activity adapted from a Smithsonian lesson plan, Winning the Vote. www.smithsonianeducation.org

Voting in America

Select one of the following quotes. Write a paragraph to explain and expand on its meaning. Write a second paragraph giving an example of how it may influence you as a future voter.

If the ballot doesn’t work, we'll try something else, but let us try the ballot. Malcolm X (Malcolm Little; also later Al Hajj Malik al-Shabazz) (1925 -1965), American civil rights activist and Muslim religious leader

Elections belong to the people, it is their decision. If they decide to turn their back on the fire and bum their behinds, then they will just have to sit on their blisters. Abraham Lincoln (1809 - 1865), 16th president of the United States

I've never identified myself with one party or another in politics. I always decide my vote by taking as careful look as I can at the actual candidates and issues themselves, no matter what the party label. Jackie Robinson (1919 - 1972), American baseball player

A vote is like a rifle; its usefulness depends upon the character of the user. Theodore Roosevelt (1858 - 1919), 26th president of the United States.

The most common way people give up their power is by thinking they don’t have any. Alice Walker (1944 - ), Novelist and Poet

The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men. Lyndon B. Johnson (1908 - 1973), 36th president of the United States

Bad officials are elected by good citizens who do not vote. George Jean Nathan (I882- 1958), American drama critic and editor

The fight to vote freely for the candidate of one's choice is the essence of a democratic society, and any restrictions on that right strike at the head of representative government. Earl Warren (1891 - 1974), U.S. Supreme Court Justice

Our lives begin to end the day we remain silent about things that matter. Martin Luther King, Jr. (1921- 1968), American civil rights leader

Source: www.BillofRightslnstitute.org

For the Teacher: Analyzing political cartoons

Analyzing the Document (use with included worksheet)

1. Share a current political cartoon (one of your choice, or the attached sample) with students to introduce the ideas of symbolism, humor, exaggeration and caricature in editorial cartoons. Fill out the Cartoon Analysis Worksheet as a whole class activity during the discussion. Students can then be divided into groups to work on the sample cartoons, and then share their findings with the whole group.

2. Students can then be divided into smaller groups to work on the enclosed historic cartoons, and then share their findings with the whole group.

Use the following questions to aid students in delving deeper into the art of editorial cartoons.

1. Symbols are used in cartoons to visually represent abstract ideas. Many such as Uncle Sam are widely recognized. What symbols are used in this cartoon? Can you think of any other symbols you have seen pictured in editorial cartoons? 2. Cartoonists employ humor to make powerful statements in an effective, less heavy-handed manner. Does this cartoon make its point? If so, how? If not, why? Is it sarcastic? Ironic? Ridiculing? 3. Exaggeration is what sets editorial cartoons apart; they must grab the reader and deliver a message in a few seconds. What is exaggerated in this cartoon, and what purpose does it serve? Caricature exaggerates or distorts a person's prominent feature(s) to allow the viewer to identify him or her quickly. How is caricature used in this cartoon?

Adapted from: U.S. National Archives and Records Administration www.archives.govldigital~classroom/lessons/analysis~worksheets/carto on.html

Sample Political Cartoons

Time, September 4, 2004

CARTOON ANALYSIS WORKSHEET

Name ______Date ______

Level 1

Visuals Words

1. List the objects or people you see in 1. Identify the cartoon caption and/or the cartoon. title.

2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon.

3. Record any important dates or numbers that appear in the cartoon.

Level 2

Visuals Words

1. Which of the objects on your list are 1. Which words or phrases In the symbols? cartoon appear to be the most significant?

2. What do you think each symbol means? 2. List adjectives that describe the emotions portrayed in the cartoon.

Cartoon Analysis Worksheet continued

Level 3 On a separate sheet of paper, answer the following:

1. Describe the action taking place in the cartoon.

2. Explain how the words in the cartoon clarify the symbols.

3. Explain the message of the cartoon.

4. Can you think of any special interest groups today who would agree/disagree with the cartoon’s message? Why? Extension activities, if applicable

Creating Cartoons After analyzing the featured documents, ask students to create their own political cartoons and to accompany each with a written explanation of the cartoon’s main idea and the techniques used to convey that idea.

Advice could include: Avoid cluttering the cartoon with too many elements Use words and visual elements to make a single point. Be sure that the most important visual element stands out. Exaggerate for a reason and don’t overdo it.

Connecting to the Newspaper Organize students into small groups and direct them to brainstorm current issues being debated at the local, state and national levels. Record their results on three lists and display the lists where the entire class can view them. Set a time frame on one to two weeks and assign students the task of looking through newspapers and periodicals for political cartoons relating to these issues. Instruct them to mark the source and date on each cartoon. Collect and post the cartoons on a bulletin board and be prepared to discuss their findings.

Adapted from an article by Mary Frances Green, a teacher at Marie Murphy School, Avoca District 37, Wilmette, IL http://www.archives.gov/digital_classroom?lessons/election_cartoons_1912/teachingactivities.html

Government Vocabulary

Bicameral: A legislature with two houses (example: the United States has the House of Representatives and the Senate).

Constituent: citizens residing in a particular candidate's area or district.

Democracy: A system of government in which decisions are made by the people, either directly or through their elected representatives.

Direct democracy: A democratic system of government in which the people vote directly on all issues.

Disenfranchisement: To remove the privileges of citizenship, especially the right to vote.

District: Geographic areas of a country or state, divided for political purposes.

Electoral college: The formal process for electing the President and Vice President. Electors from each state are expected to vote for the winner of a state’s popular vote.

Executive: The branch of government that is responsible for making sure that laws are being enforced (example: the President in the United States).

Federalism: A form of political organization in which governmental power is divided between a central government and territorial subdivisions (example: In the United States we have a national government and 50 state governments).

Enfranchise: To grant citizenship, especially the right to vote.

Gerrymandering: The deliberate drawing of district boundaries in order to give an advantage to a particular candidate.

Legislature: The branch of government that is responsible for making the laws (example: Congress in the United States).

Majority: Any number over half.

One-Person, One-Vote Principle: A law stating that everyone’s vote must be counted equally.

Plurality: The most votes. If more than two candidates run for a position, it’s possible that there will be no majority. Whoever has the most votes is the winner of a plurality.

Political party: A group of people interested in politics that support a certain candidate or a certain side of an issue (example: Republicans and Democrats).

Poll tax: A tax charged for voting. Poll taxes were made illegal by the Twenty-Fourth Amendment in 1964.

Popular Vote: The vote of the people.

Presidential democracy: A system of government that has a separation of powers between independent and equal branches of government (example: the United States).

Primary Election: An election organized by a political party to nominate candidates for public office or select delegates to a convention.

Representative democracy (republic): A democratic system of government in which elected officials make decisions for the people that they represent.

Responsibilities: The conditions or tasks for which a person is accountable or answerable.

Rights: Freedoms that a person is entitled to.

Voting Vocabulary Word Search

W X S Q W P S C J T D B S R R T D J S Z B Z U V C Y E K W P Z H P O R H V O E Z P P E Y A M I K A S H T X T F W B U P N J U E C O E I V B N X Z T I F F U I B L H O C T L S V G P O T M V G W Y K W J T L R H L W Q Z Z H J X T U D I M A J O R I T Y M A R Z E R A H L E V Z C L I L C M Z L N E I M K U V D A G L S R F D N M A I I T U U F N Y C B V S A V C O E Y A D U Y G R X B H E U W G U L D S W B R Y W I L S V M Z L V Q I V O O Q E V Y Q W W P J R P R B L J C P X O P S S N A V L W N R U W V F G R G I M O W V C T I N L Y H M C W B V T O O L U T A A G B C W W E B O Q N L Q P V Q Y C A R C O M E D U H B L Y B S P B O T L E G S Y Q W Y O L Y S P N G T G A S A S H I R P B S O B M W B T B K J Y O Q G S Y R U E N T K W R R J W R Q G U C J S Z F P Q E R X O R I C H H M R G I U F Y J B I V Y Y T S Q R Y N T H E Y P K N R Y Q M C E B Q R H P H Y M U R R B C L T O U T V U S J F A E H U T N V U Z D R Y M R E P O L I T I C A L P A R T Y S E M R J M Q M D L L F X K S H K U Z K F D E Y O I F P L B H Y A X L E V M F D L V T S G E M R L R D C R W F J U N G H W A F J T G D E D F N L Z V K Y L W H O B S D V W M L P U K F B K P S W M H C H O A B D Z H E E Q O T I R A T T O F T Y M D K D R N P T R I V F R W B Y F E M W V C Q A F A X H J S P D H B R C F B

CONSTITUENT PLURALITY DEMOCRACY POLITICAL PARTY DISTRICT POPULAR VOTE ELECTION PRIMARY ELECTORAL COLLEGE RESPONSIBILITIES GERRYMANDER RIGHTS MAJORITY

A Brief Timeline of Ohio History for Every Four Years: The Making of the American President Bold indicates the Ohio Eight

1796 Moses Cleaveland surveys the Western Reserve 1803 Ohio becomes a state 1820 Cincinnati's population is 9647; Cleveland's is 606 1827 First section of the Ohio and Erie Canal is completed 1841 William Henry Harrison becomes the 9th President of the US 1847 Thomas A. Edison is born in Milan, Ohio 1851 Ohio's constitution is revised, but African-Americans and women still can't vote 1855 First African- American man elected to office in the U.S. - J.M. Langston, elected clerk of Brownhelm Township, Lorain County 1860 Abraham Lincoln elected to the presidency-slavery biggest platform issue 1865 American Civil War- 350,000 Ohioans served in the Union forces 1868 Ulysses S. Grant elected 18th President of the United States 1869 William F. Semple of Mt. Vernon Ohio takes out the first patent for chewing gum 1870 J. D. Rockefeller establishes Standard Oil Company in Cleveland 1877 Rutherford B. Hayes becomes President on March 4th. 1879 Charles F. Brush invents arc lighting on Cleveland streets 1880 Cincinnati's population is 255,000, Cleveland's is 160,000 1881 James Abram Garfield becomes the 20th President of the United States 1889 Benjamin Harrison, son of William Henry Harrison, becomes the 23rd President 1897 William McKinley from Niles, Ohio, is becomes the 25th President of the US 1898 George Hulett of Conneaut invents the ore unloader 1900 Harry M. Stevens, also from Niles, is credited with serving the first "hot dog" 1903 The Wright Brothers take their first controlled, powered, sustained human flight. 1904 The red carnation, William McKinley's favorite lapel flower, is adopted as the Ohio state flower 1909 William Howard Taft is elected as the 27th President of the US 1920 The Nineteenth Amendment, guaranteeing suffrage for women, takes effect. Cincinnati's population is 401,000; Cleveland's is 797,000 1921 Warren G. Harding is inaugurated on March 4, as the 29th President 1923 Garrett Morgan patents his Traffic Signal 1932 The Great Depression- in Cleveland, 50% of the population is unemployed 1933 The Ohio State bird is adopted- the cardinal 1934 FDR'S New Deal brings jobs to Ohio and the country 1941 The Japanese attack Pearl Harbor- the US enters WWII 1952 Cleveland's Frances Payne Bolton and son Oliver Payne Bolton become the first mother and son simultaneously elected to US Congress 1953 The buckeye tree is adopted as the state tree 1962 Ohio born John Glenn becomes the first Astronaut to orbit the earth. 1968 Louis Stokes of Cleveland becomes the first African-American Ohio Congressman 1969 Astronaut Neil Armstrong steps on the surface of the moon. 1970 Gertrude W. Donahey, a Democrat from Tuscarawas County, became the first woman elected to State office. She was elected State Treasurer 2003 By the Ohio Bicentennial, Ohio is the 7th largest state in population.

Presidential Slogans Through the Years

Year Candidate Slogan

1840 William Henry Harrison Tippecanoe and Tyler Too 1844 James K. Polk 54-40 or fight 1844 James K. Polk Reannexation of Texas and reoccupation of Oregon 1844 Henry Clay Who is James K. Polk? 1848 Zachary Taylor For President of the People 1856 John C. Fremont Free Soil, Free Labor, Free Speech, Free Men, and Fremont 1864 Abraham Lincoln Don't swap horses in the middle of the stream Blaine, Blaine, James G. Blaine, The Continental Liar from the State of 1884 Grover Cleveland Maine 1884 James Blaine Ma, Ma, Where’s my Pa, Gone to the White House, Ha, Ha, Ha 1888 Benjamin Harrison Rejuvenated Republicanism 1896 William McKinley Patriotism, Protection, and Prosperity 1916 Woodrow Wilson He kept us out of war 1920 Warren G. Harding Return to normalcy 1924 Calvin Coolidge Keep cool with Coolidge 1928 Herbert Hoover A chicken in every pot and a car in every garage 1952 Dwight Eisenhower I Like Ike 1964 Lyndon B. Johnson The stakes are too high for you to stay at home 1964 Barry Goldwater In your heart you know he’s right 1968 Richard Nixon Nixon's the One 1976 Gerald Ford He’s making us proud again 1976 Jimmy Carter Not Just Peanuts 1980 Ronald Reagan Are you better off than you were four years ago? 1984 Ronald Reagan It’s morning again in America 1984 Walter Mondale America Needs a Change 1988 George Bush Kinder, Gentler Nation 1992 Bill Clinton Putting People First 1992 Ross Perot Ross for Boss 1996 Bill Clinton Building a bridge to the 21st century 1996 Bob Dole The Better Man for a Better America 2000 Al Gore Prosperity and progress 2000 George W. Bush Compassionate conservatism 2000 George W. Bush Leave no child behind 2000 Ralph Nader Government of, by, and for the people...not the monied interests 2004 John Kerry Let America be America Again 2004 George W. Bush Yes, America Can! 2008 John McCain Country First 2008 Barack Obama Change We Can Believe In

1896 Election

William McKinley (the Republican Governor of Ohio) against William Jennings Bryan (Democrat Congressman from Nebraska).

The campaign’s big issue was money – specifically what standard should the United States be using. Specifically, should a dollar be backed by gold or silver.

This caused a major clash across the nation, specifically: o Farmers vs. Industrialists o The rural West and South vs. the urban North and East o “Underprivileged many” vs. “the privileged few”

William McKinley (Republican) William Jennings Bryan (Democrat)

Wanted to uphold the gold standard Supported using gold as well as Backed by the business community, silver standards. 16 oz. of silver especially Cleveland industrialist would equal 1 oz. of gold Mark Hanna Money backed by silver would help farmers and westerners Backed by struggling farmers and the Populist Party “Gold is the way to prosperity” “McKinley and a Full Dinner Pail” “Gold only helps the classes, Free Silver helps the masses and the classes” Bryan traveled the country giving as many as 10 or 20 speeches per day. He traveled and spoke often, but only raised about $300,000.

McKinley ran a “front porch campaign”, meaning that he never left his home! However, industrialist Mark Hanna raised $7,000,000 for the campaign, which paid for thousands of speakers and tons of pamphlets, buttons and posters.

Election results: McKinley (Republican) 7,111,607 popular votes (52%) 271 electoral votes Bryan (Democrat) 6,509,052 popular votes (48%) 176 electoral votes

1912 Election

All of the candidates in 1912 agreed that a “new day” had begun in America and it was the duty of the government to concern itself with the general well-being of the country. How could the U.S. ever be a great world power if a large portion of its citizens were suffering?

But there were many different ideas on what the role of the government should be, and there were many different candidates for President in 1912

William Taft (Republican) Theodore Roosevelt (Bull Moose)

Was out of favor with most of the country, Had already been President until 1908. Taft but as the sitting President, won the was his VP. Believed that Taft was out of Republican nomination. step with his principles.

Wanted to ban corporations from Supported progressive causes: contributing to campaigns. Aid to farmers, better conditions for workers, women’s suffrage, popular Supported a protective tariff (high taxes on election of Senators, federal income tax, foreign goods). social security, etc…

Conservatism Progressivism Woodrow Wilson (Democrat) Eugene Debs (Socialist)

Former President of Princeton University Powerful public speaker, his 4th time and Governor of New Jersey. running for President.

Supported reduced tariffs. Anti-capitalism (against private ownership of business) A single term Presidency. Supported direct election of the President, States should determine who can vote (no social security, a graduated income tax support of women’s suffrage). (higher taxes for higher incomes) and a minimum wage.

Liberalism Socialism Election results: Woodrow Wilson: 41.9% of popular votes, 435 electoral votes Theodore Roosevelt: 27.2% of popular votes, 88 electoral votes William Taft: 23.2% of popular votes, 8 electoral votes Eugene Debs: 6% of popular votes, 0 electoral votes

1920 Election This was the first election after the passage of the 19th Amendment; therefore it was the first election in which women across the country were able to vote.

President Woodrow Wilson wanted to run for a third term; but because of his declining health, the Democratic Party refused to nominate him.

Warren G. Harding (Republican) against James Cox (Democrat) and Eugene Debs (Socialist).

James Cox (Democrat) Warren G. Harding Eugene Debs

Ohio governor Ohio Senator Ran for President from jail.

Endorsed Woodrow Supported a “return to He was serving a 10-year Wilson’s League of Nations, normalcy” after World War prison sentence for a speech an international group I, but would not endorse the in Canton, Ohio against the designed to peacefully settle League of Nations. draft. differences between countries. Ran a front porch campaign from his home in Marion, Ohio.

Election results: Warren G. Harding (Republican): 16,152,200 popular votes (62%) 404 electoral votes James Cox (Democrat) 9,147,353 popular votes (35%) 127 electoral votes Eugene Debs 919,799 popular votes (3%) No electoral votes

Voters overwhelmingly preferred Harding’s plan to “return to normalcy” and put the war behind them.

In addition to being the first election in which women across the country could vote, this was the first time that election results were announced on the radio.

1948 Election

After World War II had ended, President Truman had a long list of problems, including: Inflation Huge government debt from the war Strikes The Soviet Union expanding and the beginnings of the Cold War The Democratic Party had splintered o Strom Thurmond’s “Dixiecrats” in the South o Henry Wallace forms the Progressive Party

Truman was very unpopular, and most observers expected Republican candidate Thomas Dewey (the Governor of New York) to win.

The 1948 election is considered among the first modern elections. Candidates could easily travel from coast to coast campaigning, the Republic Convention was televised, and it was the first time that opinion polls were in heavy use.

The two candidates ran very different campaigns, despite having very similar platforms: Dewey relied on public opinion polls that gave him a huge lead, and ran a very safe, dull campaign. Truman campaigned aggressively, travelling the country by train and attacking Dewey and the Republicans by name at every stop.

Election results: Harry Truman (Democrat): 24,179,347 popular votes (49.6%) 303 electoral votes Thomas Dewey (Republican): 21,991,292 popular votes (45.1%) 189 electoral votes

Opinion polls and news sources showed Dewey far ahead of Truman on Election Day, and most reporters thought Dewey’s victory was inevitable. Magazines and newspapers even printed headlines proclaiming Dewey the winner before the votes were in.

But thanks to an aggressive campaign, Truman managed to overcome the splintered Democratic Party and win the general election. His victory is considered by many historians to be the greatest political upset in American history.

Selected Resources Every Four Years Secondary Grades

Boller Jr., Paul F. (1996). Presidential campaigns. New York, NY: Oxford University Press

Fienberg, B.S. (1995). Electing the president. New York, NY: Twenty-First Century Books.

Kane, J.N. (1998). Presidential fact book. New York, NY: Random House.

Poisby, N.W. & Wildavsky, A. (1996). Presidential elections: strategies and structure of American politics (9th edition). Chatham, NJ: Chatham House.

Post, R.C. (Ed.). (1980). Every four years. New York, NY: Smithsonian Expositions Books.

Week, P. (ed.). (2003). Buckeye presidents: Ohioans in the White House. Kent, OH: Kent State University Press.

American Presidents (created by C-SPAN) http://www.americanpresidents.org/classroom/

An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera (Library of Congress collection) http://memory.loc.gov/ammem/rbpehtml/

C-SPAN Classroom (Campaigns and Elections) http://www.c-spanclassroom.org/Topics/CE/Campaigns-and-Elections.aspx

Scholastic News Online: Election 2008 http://teacher.scholastic.com/scholasticnews/indepth/election2008.htm

Getting the Message Out! National Campaign Materials 1840-1860 http://dig.lib.niu.edu/message/index.html