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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 © · Cleveland, OH · www.wrhs.org 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. © · Cleveland, OH · www.wrhs.org 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 © · Cleveland, OH · www.wrhs.org © · Cleveland, OH · www.wrhs.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 © · Cleveland, OH · www.wrhs.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 © · Cleveland, OH · www.wrhs.org Sample Political Cartoons Time, September 4, 2004 © · Cleveland, OH · www.wrhs.org © · Cleveland, OH · www.wrhs.org 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. © · Cleveland, OH · www.wrhs.org 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.
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