rs. Teacher Resource Guide M resident from MarthaP to Laura Illinois Gallery May 13-Oct. 29, America’smerica’s First Ladies: Homemak- er? Policymaker? Troublemaker? 2006 Who are they? Where did they come from? What role have they played in our government’sgovernment’s development? Who did they become, these First Ladies of the Land? Most of America’America’ss First Ladies are crowned with this title by default through the ties that bind in marriage to the President of the United States. Their power is based on a wedding ring, not the electorate. Their infl u- ence is wielded in private and usually behind the scenes. History demonstrates that there have been no two First Ladies alike; each has carved out her own First Lady Laura Bush role based on her personality,personality, her interests, her popularity with the public, and her infl uence on the President. Each First Lady has her own story.story. This resource guide was developed to aid in student in- struction about America’sAmerica’s First Ladies, their public and private lives, their accomplishments as well as their tragedies and scan- dals while in the White House. It can be used in conjunction with a tour of the special temporary exhibit open from May 13 to October 29, 2006 at the Abraham Lincoln Presidential Museum or,or, it can be used on its own in the classroom. Martha Washington Dining like a president

Grade Level: K-3 to students that each President has the opportunity to design his own china to be lthough most homeown- Materials: A used in the White House. Show pictures ers keep their best dishes or china in the and discuss past Presidential china pat- white paper plates kitchen or the dining room, there is a very terns, pointing out and discussing par- colored markers special room in the White House that is ticular patriotic symbols in the designs. crayons specifi cally for china. It’s not the kitchen stickers or other artwork or the dining room. “The Presidential Defi ne “symbol” for students. photos of national symbols Collection Room”, often referred to as the Display photos and discuss symbolism “China Room”, displays the collection of of national emblems accompanying this Objectives: White House china – china that was de- activity. As a result of this lesson, students signed for a sitting President – in cabinets will: lined with red velvet. Each student should imagine he/she • use their individual artistic There are many department stores is the President of the United States or creativity to understand the his- that sell plates, cups and saucers, but the First Lady. One of their new duties torical process of presidential china the First Family does not purchase their is to design the new china for the White selection for the White House White House china from a store. They House. Using a white paper plate and • study national emblems for usually have a special pattern designed markers, each student designs a plate and their symbolic representation and made especially for them. Because adds his signature to the back. • create their own presiden- china manufactured abroad was deemed tial china to be far superior to American pottery, When students have completed all White House china up through the their designs, they should sit in a circle Taft administration (1909 – 1913) was Illinois Learning Standards: and share their design ideas with the purchased from a foreign country, usually group. Create a bulletin board “cabinet” English/Language Arts England, France or China. Mrs. Woodrow State Goal 4: Listen and speak ef- to “exhibit” the newly designed china. Wilson (Edith) was the fi rst to purchase Remember to “line” your cabinet in RED! fectively in a variety of situations. china made in America. Walter Scott A. Listen effectively in for- Lenox was the fi rst American to create For photos of presidential china, go mal and informal situations. porcelain fi t for a president. Although B. Speak effectively using to http://www.whitehouse.gov/history/ there are many people and companies fa- whtour/china-samples.html language appropriate to the situation mous for designing offi cial china used by and audience a President and First Lady, fi ve presidents For photos and explanations of U.S. have commissioned Lenox to create their Social Science symbols, go to: http://bensguide.gpo. particular contribution to the State table gov/3-5/symbols/index.html State Goal 16: Understand events, service. trends, individuals and movements Historically, many of the china pat- shaping the history of Illinois, the terns include a symbol of the United States and other nations. United States government A. Apply the skills of histori- – a bald eagle, the Great cal analysis and interpretation. Seal, stars and stripes or an olive branch; however, some Fine Arts presidents have personal- State Goal 25: Know the language ized their china with fl owers, of the arts. animals, and images of the A. Understand the sensory White House. elements, organizational principles and expressive qualities of the arts. State Goal 26: Through creating Procedure: Discuss with students and performing, understand how the defi nition of table china works of art are produced. and the idea of pattern and B. Apply skills and knowl- design. Display some edge necessary to create and per- examples of china pieces form in one or more of the arts. (paper will work) that exhibit colorful artwork. Explain 2 First Kids We’re moving where? Which white house? President of what?

Questions to consider: Grade Level: 3-6 he family of the President . When will I be moving? T . How will people know I’m living there? of the United States is called the First . What will happen to my other house? Materials: Family. Children of the First Family are Photo and descriptive information about referred to as “First Kids”. From Presi- . How will we get our furniture to the the White House dent and Mrs. John Adams to President White House? and Mrs. George W. Bush, history tells . Where will I play? Can I take my bike? us there have been 151 First Kids in the . How will my friends call me and come Objectives: White House, moving in at various ages to visit me? As a result of this activity students will: and stages in their lives. When President . Can I get snacks there? • imagine life in the White House and Mrs. Theodore Roosevelt moved to . Can I take my pet? and as a First Kid the White House, their children ranged in . What will my room look like? • be able to read a series of ques- age from 3-17; President and Mrs. Grover . What will my school be like? How will tions and write answers in a story form. Cleveland had 6 children, including their I get there? daughter, Esther, who was the fi rst child . What will I do in the summer when there’s no school? Illinois Learning Standards born to a sitting president. Presidents English/Language Arts Lyndon Johnson, Richard Nixon, Jimmy . What kinds of things will I do for fun? . How do kids have birthday parties in State Goal 1: Read with understanding Carter, and Bill Clinton’s daughters spent and fl uency. their teenage years in the White House. the White House? . Why are there guards in the White B. Apply reading strategies to Not only do these families move improve understanding and fl uency. into a new house, but they move into the House? . Who will wash my clothes? C. Comprehend a broad range of White House where they fi nd many new reading materials faces, activities and special events – some . What if I get sick? Is there a doctor? . How long will I live there? State Goal 3: Write to communicate for including kings, queens, and movie stars. a variety of purposes. What would it be like to live in the . Will I still have a home when I leave the White House? A. Use correct grammar, spell- there? Most of us will never know. We ing, punctuation, capitalization, and can only imagine. All students should read their “instruc- structure. tions” to the class. B. Compose well organized and Procedure: coherent writing for specifi c purposes Begin the activity by showing and audiences. Extension 1: Before the end of the students a photo of the White House and C. Communicate ideas in writing school day, have students refl ect on their discussing its size – 132 rooms, including to accomplish a variety of purposes. day. They should think about the things 35 bathrooms, four kitchens, and a bowl- State Goal 4: Listen and speak effec- they’ve done and said, as well as the ing alley! Ask students to compare these tively in a variety of situations. infl uence they may have had on others. numbers to their home. Briefl y discuss B. Speak effectively using lan- Discuss the idea of private life and public what it might be like to live in such a guage appropriate to the situation and fi gures. How different might their lives large house. audience. be if they lived in the White House? Students will imagine they will C. Apply acquired information, soon be moving to the White House to concepts, and ideas to communicate in a live there for the next four years as a First Extension 2: No doubt there are variety of formats. Kid. What will life be like? How will some “house rules” for kids in the White life change? Will there be new rules? House. Who makes the rules and what Social Science Students will write a two-page happens when a rule is broken? Create State Goal 14: Understand political “how to” instruction guide for moving a list of 5-10 rules for kids in the White systems with an emphasis on the United into and living in the White House based, House. As a class, compare lists and States. not on research of other First Kids, but determine one offi cial list of rules. Com- A. Apply the skills of historical on what students perceive, imagine and pose a letter to the current First Lady, analysis and interpretation. dream their lives would be like moving describing this project and enclosing a D. Understand the roles and to the White House. Students should ad- copy of these rules. infl uences of individuals and inter- dress and incorporate their “imagined” re- Want to tour the White House est groups in the political systems of sponses to the following questions in this before making your rules? Go to: http:// Illinois, the United States and other essay entitled: “JOHN DOE (student’s www.whitehouse.gov/history/whtour/ nations. name) GOES TO THE WHITE HOUSE” or http://whitehousehistory.org/02/subs_ house/01.html 3 Design a fi rst lady

There is no training manual for First Ladies. You get the job because the man you married becomes President. --Hillary Clinton

week, 365 days a year. She receives no In order to be President of the salary or other monetary compensations United States there are various require- for her work. She has to be willing to ments that must be met. A candidate accept that everything she says, every- must: thing she wears, every action she takes will be closely monitored, reported, and Hillary Clinton 1. be a natural born citizen of the commented on by the media. Every thing United States she does in her role as First Lady will be 2. be a least 35 years of age criticized and praised. Her life before her 3. have lived in the U.S. for at least time in the White House will be closely 14 years scrutinized and it will be necessary for her to build a relationship with the Ameri- In contrast, there are no offi cial can public that is based primarily on how requirements of a First Lady. There are the media portrays her. no constitutional guidelines, there is no More than 40 women have attained template, there is no agreed upon criteria the position of First Lady and each has for those wanting to rate an existing or defi ned the job to her own personality, potential First Lady. talents, interests and family responsibili- Former First Ladies have come ties. Following their term in the White from entirely different backgrounds House, Ladies have gone on to become – some were highly educated, while oth- authors, artists, and advocates. ers had no formal education; some had been reared in wealth, others came from Procedure: very modest means. Many expressed In small groups, students should interests in the arts and boasted literary develop a “job description” for First Lady accomplishments. Numerous First Ladies of the Land based on students’ expected proved to be very astute politically; others role of First Lady, as well as accounts on focused their White House days on their life in the White House by former First families and domestic issues. Ladies. Include such vocabulary as job Although the role of First Lady is duties, tasks, function, role, and benefi ts. full of opportunities to see and be seen, most First Ladies married to the President Suggested Criteria Template: fi nd their power is based on a wedding The following four categories may band and not the electorate; the First help students organize their job descrip- Lady’s power is limited by her relation- tion criteria: ship to the President, often functioning as • Duties and Responsibilities his eyes and ears. She has infl uence, but • Knowledge, Skills, and Abilities no legal authority. • Credentials and Experience Even though she is neither elected • Special Requirements nor appointed to her position, the job requires that the First Lady be on call Include traditional roles as well as twenty-four hours a day, seven days a any creative non-traditional roles deemed important to students. 4 Each group Grade Level: 6-12 should then conduct an interview with Materials: one student from the books group selected to CDs act as the potential Internet sites for research on First Ladies First Lady, the other group members act as interviewers. Objectives: The interviewers As a result of this activity, students will: should use the four • understand that there are no legal require- categories listed ments to become or to carry out the duties of First above to develop Lady of America interview questions; • understand that each First Lady represents a the candidate’s re- different background and must fi ll the role of First plies should include Lady according to her own interests and capabilities the recommended • personally design offi cial duties for First qualifi cations com- Lady based on their research, personal opinions and posed by the group. class discussion. Each group should Mary Todd Lincoln develop a written re- Illinois Learning Standards: sume for their named English/Language Arts “candidate”. Copies of these resumes should be passed out to State Goal 1: Read with understanding and fl uency. all class members for review and discussion. A. Apply word analysis and vocabulary skills to comprehend selections. Extension: One student from each group is selected to form B. Apply reading strategies to improve under- a panel of First Lady candidates. Acting as media representa- standing and fl uency tives, the rest of the class questions the panelists as to their C. Comprehend a broad range of reading mate- specifi c qualifi cations for First Lady. The teacher should act as rials. the moderator. The “media” should refer to each candidate’s State Goal 4: Listen and speak effectively in a vari- resume (referred to in activity above) for personal information. ety of situations. Each candidate should use the job description criteria developed A. Listen effectively in formal and informal by his/her group in response to interview questions. situations Following this panel discussion, a vote should be taken B. Speak effectively using language appropri- by the class as to the most qualifi ed First Lady candidate. ate to the situation and audience. State Goal 5: Use the language arts to acquire, assess and communicate information. A. Locate, organize, and use information from the various sources to answer questions, solve prob- lems and communicate ideas. Needed: B. Analyze and evaluate information acquired from various sources. C. Apply acquired information, concepts and First Lady of America ideas to communicaten a variety of formats.

Must be able to: Social Science State Goal 14: Understand political systems with an emphasis on the United States • Charm foreign dignitaries C. Understand election processes and responsi- • Oversee maintenance of large home bilities of citizens. • Entertain on a moment’s notice D. Understand the roles and infl uences of indi- • Please all the people, all the time! viduals and interest groups in the political systems of Illinois, the United States and other nations. Send resume to citizens of the State Goal 16: Understand events, trends, individuals United States of America and movements shaping the history of Illinois, the United States and other nations. Sorry, no job description available A. Apply the skills of historical analysis and interpretation.

5 How do they compare?

Grade Level: 9-12 When cmparing former First Ladies as women, mothers and per- Materials: sonalities, numerous differences are quickly recognized. Mary Lincoln hailed from a prominent family in Kentucky; Laura Bush grew up in middle-class books and/or CDs Midland, Texas. Eleanor Roosevelt cared little for clothes and her friends grew Internet sites accustomed to seeing her in $10 dresses; in contrast, Jacqueline Kennedy’s de- Comparison Chart (page 7) signer wardrobe contributed highly to her infl uence on popular fashion. Anna Harrison had ten children and Lucy Hayes had eight. However, both Dolley Objectives: Madison and Elizabeth Monroe lived their lives with no children. While Mar- As a result of this activity, students will: tha Washington’s great concern was the comfort and happiness of her husband • use research and discussion skills and children and she did not entirely enjoy her role as the fi rst First Lady, Julia • identify similarities among First Ladies Grant recalled her White House years as “a bright and beautiful dream.” • compare and contrast information to fi nd Despite their differences, being First Lady of the Land presents many common ground shared commonalities to all those stepping into the role – areas where each • listen, discuss and debate to come to a con- Lady is scrutinized and judged by the public – American and foreign, resulting sensus in an image and impression lasting long after each Lady exits the White House.

Illinois Learning Standards: Procedure: English/Language Arts Teacher and students should read and discuss together the following six State Goal 1: Read with understanding and fl uency. B. Apply reading strategies to improve under- categories that will be used to compare and contrast First Ladies. standing and fl uency. a. Activity in social causes d. Tragedies C. Comprehend a broad range of reading b. Restoration of the White House e. Personal criticism materials. c. Scandals f. Popularity State Goal 3: Write to communicate for a variety of purposes. Students should research America’s First Ladies, reading for associa- A. Use correct grammar, spelling, punctuation, tions to any of the six categories. On the Comparison Chart, students will note capitalization and structure. specifi c information gathered on the First Ladies that falls into any of the listed B. Compose well-organized and coherent writ- categories. ing for specifi c purposes and audiences. State Goal 4: Listen and speak effectively in a vari- Students will use their comparison chart as talking points in a group ety of situations. discussion of First Ladies and categories a-f. Seated in a circle, the follow- A. Listen effectively in formal and informal ing questions should be discussed by the group based on their research. Al l situations. students should participate in the discussion. B. Speak effectively using language appropri- ate to the situation and audience. 1. Were the majority of First Lady scandals based on personal/family fac- State Goal 5: Use the language arts to acquire, assess tors or outside infl uences or events? and communicate information. 2. How was each First Lady’s personal criticism addressed by the Presi- A. Locate, organize, and use information from dent? Give specifi c examples. How did this criticism affect the behavior? various sources to answer questions, solve problems and communicate ideas. 3. At what point in their lives, - before, during, or after the White House B. Analyze and evaluate information acquired - did each First Lady develop a social cause and what were some contributing from various sources. factors? C. Apply acquired information, concepts and 4. What common methods or approaches were used by First Ladies to ideas to communicate in a variety of formats. secure funding for restoration of the White House? What made some more successful than others? Social Science 5. Many First Ladies experienced personal tragedy while in the White State Goal 14: Understand political systems with an House. How did this adversity affect their role as First Lady? Give specifi c emphasis on the United States. examples. D. Understand the roles and infl uences of indi- viduals and interest groups in the political systems of 6. How do Americans judge their First Lady? In what ways might her Illinois, the United States and other nations. popularity rating affect the President personally as well as his own ratings? Goal 16: Understand events, trends, individuals and After questions are discussed, have students choose one First Lady whom movements shaping the history of Illinois, the United the class agrees best personifi es each of the six categories; i.e., Mary Todd States and other nations. Lincoln best represents the category of tragedies. A. Apply the skills of historical analysis and interpretation. For biographies of First Ladies, click on: hppt://www.alplm.org or D. Understand Illinois, United States and http://www.whitehouse.gov/history/fi rstladies/ml16.html world social history.

6 First Lady Comparison Chart Name

First Lady Social White House Scandals Tragedies Personal Popularity Causes Restoration Criticism First Ladies and the Media: Public Image and Private Infl uence

The relationship between national and world affairs as an asset to the First Lady’s portrayal in the media the administration. But after his election and her infl uence on political action is and the failure of the health initiative she symbiotic. Her image and public persona had been appointed to head, Mrs. Clinton can directly impact her role in the White retreated to more traditional duties. The House, in both negative and positive press, helpfully, began to emphasize this ways. facet of her role, thus alleviating some of The First Lady’s role has no formal the criticism of the public who viewed defi nition. The role has developed over her negatively as a “co-president” they the years evolving from each First Lady’s did not elect. success, or changing because of a previ- Sometimes, however, the media ous First Lady’s mistakes. Because there is not so gracious. During the 1824 is no formal job description, the attitudes presidential campaign, the rumors of of the public toward First Ladies is elu- bigotry and adultery associated with Jackie Kennedy sive, ever-changing and often contradic- Rachel Jackson’s fi rst marriage became tory. We alternately applaud social graces front page headlines, resulting in nasty and disapprove of involvement in political and negative attacks on her character and policy affairs. And when the next and questions about her ability to serve First Lady comes along, we reserve the as First Lady. When she died of a heart right to reverse these very same attitudes. attack before Jackson’s inauguration, the Moreover, we make our opinions known. President blamed the press and their vi- The First Ladies receive thousands of cious attacks for her death. Mary Lincoln letters, advice, consolation, and criticisms was also lampooned in the press. Upon from the public. Most of these opinions the success of her fi rst large reception in are shaped by the media’s portrayal of the February 1862 to showcase her restora- woman in the White House. tion of the White House and to redeem From Martha Washington to Laura herself in the eyes of the Washington elite Bush, the press has been interested in the who thought her a country bumpkin, one president’s wife. The media’s view of newspaper commented only on her dress the First Lady has ranged from “heroine as an attempt to “display her milking ap- in chief” to “villainess in waiting”. They paratus” before the crowds. immediately recognized the infl uence It is in order to avoid such a these women had on fashion and poli- controversy that many First Ladies have tics. Indeed, First Ladies were used in viewed traditional roles as more desirable advertising all kinds of products, from and offering more privacy. Yet the media soap and perfume in the 19th century to portrayal of the First Lady is not always paint colors and automobiles in the 20th an accurate refl ection of her infl uence on century. As a result, First Ladies are often the White House administration. First more popular than their husbands. Ladies have always had more infl uence in Media coverage of the First Lady in affairs of state, political campaigns, and the 19th century was what one historian presidential appointments than revealed called “pedestal reporting”, or placing in public media. Ironically, the media’s an emphasis on her social and ceremo- infl uence on more traditional roles, often nial role rather than her infl uence on the results in a more popular First Lady, who president. This coverage still exists today. in turn can garner greater political power The press and the White House often and infl uence over the president and the work together controlling the public’s per- administration. ception of a First Lady. When President Clinton ran for offi ce, for example, he often spoke of getting “two for one”, re- ferring to his wife’s knowledge of politics, 8 Procedure

1. Defi ne and discuss the word Grade Level: 9-12 symbiotic. Materials: 2. Invite students to discuss their Enclosed chart (page 10) impression of current First Lady Laura Books Bush and, if their current governor is a CDs man, his wife. Newspapers Newsmagazines 3. Working in groups, have stu- Internet for reference. dents choose (or assign them) three First Ladies, one from each era (1800 to 1870, 1871 to 1945, and 1946 to the present). Objectives: Discuss the following questions: As a result of this activity, students will: a. How was the First Lady able to • Use research and discussion skills to enhance their understanding of infl uence her husband? America’s First Ladies. b. How did the media portray the • Identify both the traditional and non-traditional roles First Ladies First Lady? have played. c. Did the media help or hurt her • Provide three written examples of how the culture of an era affects attempts at infl uencing political action? the role of women in history. • Explore and question how the media’s view of the President and 4. In their classroom journal, have First Lady is received by the public. students answer the following writing • Compare and contrast ratings from national polling organizations. prompts: a. Does history reveal that First Illinois Learning Standards: Ladies who appear in the media to take English/Language Arts on a more traditional role, in reality have State Goal 1: Read with understanding and fl uency. greater popularity and/or power? Support A . Apply word analysis and vocabulary skills to comprehend selec- your answer with concrete examples. tions. b. Does history reveal that we as B. Apply reading strategies to improve understanding and fl uency. a culture prefer our First Ladies to hold C. Comprehend a broad range of reading materials. a more traditional role? Support your State Goal 3: Write to communicate for a variety of purposes. answer with examples. A. Use correct grammar, spelling, punctuation, capitalization and c. How are more active First structure. Ladies treated in the media and by the B. Compose well-organized and coherent writing for specifi c pur- public? poses and audiences. C. Communicate ideas in writing to accomplish a variety of purposes. 5. Have students examine national State Goal 4: Listen and speak effectively in a variety of situations. polls online, in newspapers and in news A. Listen effectively in formal and informal situations. magazines to fi nd how fi rst ladies’ ratings B. Speak effectively using language appropriate to the situation and can often exceed those of their husbands. audience. State Goal 5: Use the language arts to acquire, assess and communicate infor- 6. Following the examples of mation. national polls, invite students to poll their A. Locate, organize, and use information from various sources to school mates regarding the current First answer questions, solve problems and communicate ideas. Lady. B. Analyze and evaluate information acquired from various sources. C. Apply acquired information, concepts and ideas to communicate 7. View the chart on page 10 and in a variety of formats. make a similar chart for First Ladies us- ing the same criteria. Social Science State Goal 14: Understand political systems, with an emphasis on the United States. D. Understand the roles and infl uences of individuals and interest groups in the political systems of Illinois, the United States and other nations. State Goal 16: Understand social systems, with an emphasis on the United States. A. Compare characteristics of culture as refl ected in language, litera- ture, the arts, traditions and institutions,

9 -- Was most intelligent Was the best role model for women in America Best represented the United States with rest of world Will be viewed as the best First Lady in history example:) ( Infl uential First Ladies For

• Much is known about Abigail The Harris Poll

Adams’ infl uence on John Adams, and http://www.harrisinterative.com/harris_poll had she lived in the 20th century, she would certainly compare with Eleanor ’61-63 Kennedy Jackie Roosevelt and Hillary Clinton. • A young fi rst lady, only 24, Julia Tyler likened her role to royalty by

receiving guests seated on a raised plat- ® Johnson ’63-‘69 #41,

form. However, she had a say in political Lady Bird matters and presidential appointments. BEST FIRST LADIES ON FOUR CRITERIA

In fact, she was the fi rst First Lady in a June 9, 2004 political cartoon, which highlighted her support of the annexation of Texas. Nixon ’69- Pat • Edith Wilson wielded consid- ‘74 erable power after President Wilson’s Betty Ford

stroke. She also used her infl uence ’74- ‘77 during World War I, asking the public for shared sacrifi ces, such as meatless meals ’77 – ‘81 Rosalyn to save money. Carter • Helen Taft and Rosalynn Carter sat in on Cabinet meetings. • Florence Harding utilized back- Reagan stage political maneuvers to assist her Nancy – ‘89 husband in his White House bid in 1920. ’81 • Bess Truman, known for her re- luctance to continue Eleanor Roosevelt’s ’89 – ‘93 Barbara

public role as First Lady, still carried a Bush great deal of power behind the scenes and Harry Truman welcomed her input. • Betty Ford, known for her Rodham ’93 – ‘01 Clinton openness in helping women face can- Hillary cer, urged her husband to appoint more women to high positions in the executive branch. Laura Bush • Barbara Bush, making the most 2001 of her “grandmotherly” image, was a shrewd political operator who often was Sure instrumental in political campaign opera- Not All At tions. • Nancy Reagan’s image of an adoring wife belied her strong infl uence on her husband. She often prompted his comments in unscheduled press oppor- tunities, voiced opinions on political and governmental appointments, infl uenced foreign policy, and urged Reagan to meet with Russian premier Mikhail Gorbachev. • Laura Bush’s low-key ap- proach to her role of First Lady stands in sharp contrast to her predecessor Hillary Clinton. However, as history has shown, events often intrude resulting in a reversal of how a First Lady views her job. Since Sept. 11 and the war in Iraq, Laura Bush’s Department of Education role has evolved. These events prompted her to step forward in a more public way. 212 North Sixth Street She has met with much success, often Springfi eld, IL 62701 having higher approval ratings than her www.alplm.org husband. 10