What Determines Election Outcomes?

[ABCDE]

VOLUME 4, ISSUE 2

POOL PHOTO BY JOE CAVARETTA—REUTERS Democratic presidential nominee John F. Kerry, right, and President George W. Bush respond to questions from moderator Bob Schieffer during their third and final debate at Arizona State University in Tempe, Ariz., Oct 13.

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

Wha t determines election outc omes Of f icial Wor d

L esson: What determines the name of the president as a htt p: //www.g eorg ewbush.com / the outcome of an elec- title, it is capitalized: “in case the Bush-Cheney ‘04 tion—political parties, issues, president and Congress agree,” “the Official Web site of the Republican ticket: the candidates’ personalities crowd gathered around President George W. Bush and Richard Cheney or campaign advertising? Bush,” “patient diplomacy started L evel: Middle to high in the Clinton administration.” This htt p: //www.johnkerry .com /index.html Subjects: Government, is consistent with Associated Press Kerry -E dwar ds civics, history, journalism style. Some usage and style manuals Official Web site of the Democratic R ela ted A ctivity: Language will state that the special regard for ticket: John F. Kerry and John Edwards arts, mathematics the office of the President of the United States makes it an excep- htt p: //www.votenader.org / National, state and local elections tion to the rule of handling titles Nader/Comejo 2004 lend themselves to a look at the used for classification; therefore, Official Web site of the Independent requirements, process and impact your students will see “president” ticket: Ralph Nadar and Peter M. Camejo of elections. This is the second of both capitalized and not. You may five online guides that focus on the wish to use this capitalization guide htt p: //www.votecobb .org broad question: Whose vote really to call attention to style manuals Cobb /LaMar che 2004 counts? In this guide, we examine and variations on usage rules. Official Web site of the Green ticket: the influence of political parties, It is Post style to capitalize David Cobb and Pat LaMarche issues and campaign advertising. the sobriquet First Lady. Activities in this online guide Journalism students will note htt p: //www.factcheck.org / encourage students to study the that Associated Press style does Annenber g Political Fact Check issues of this campaign and to not consider “first lady” or “first The mission of the Annenberg program determine each candidate’s stand. family” as formal titles. The AP is to “monitor the factual accuracy of How much is a candidate’s posi- style is to always use lower case what is said by major U.S. political tion determined by his or her party with those informal titles. players in the form of TV ads, debates, affiliation, poll results and public speeches, interviews and news releases.” opinion, and personal conviction? Party On What role do third parties play in “Origin of Species,” an excerpt htt p: //www.tray .com /cgi -win/pml1_ defining one or more important from David Von Drehle’s study sql_PRESID ENTIAL.exe?Do F n=2004 issues? And why do candidates of the major political parties is Political MoneyLine and other groups spend so much provided to begin discussion of Contributors, financial picture of money to produce campaign adver- past and current political parties, 2004 candidates. Also has 2000 tising and to target audiences? their differences and impact. and 1996 election finance data. If there are18 battleground The Democrats and Republicans states that “count”—What aren’t what they used to be—see htt p: //www.washingtonpost.com / about the citizens in the other if students can distinguish wp-d yn/po lit ics/elect ions/2004 / states and D.C. that are a “given them today by platform, posi- Politics 2004 as to how citizens will vote”? tions and politicians’ messages. Current and archived Post articles Does reporting of swing states Who selects the candidates encourage or discourage voting? that represent each party? htt p: //www. n yt imes.com /pag es/po li- t ics/campaign/index.html?t h Check out Capit aliza tion Comp are the Candida tes New York Times Election 2004 coverage Teachers and students may Where do the major candidates wonder about the capitaliza- stand on important issues? For htt p: //www. npr.org /templates/ tion used in this guide and The a week or more have students topics/topic. php?topic I d=12 Washington Post. When “president” compile the presidential candidates’ Politics & Society stands alone it is not capitalized, NPR campaign, national and and when “President” is used with C ONTINUED ON PAGE 3 international coverage

2 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

C ONTINUED FR OM PAGE 2 advertisements and the role the R e ad About It media plays in disseminating them. positions on the issues. Listen to In addition to The Post’s occasional Gormley, Beatrice. F irst Lad ies: Women the candidates, read Post coverage, analyses of campaign advertise- Who Called t he White House Home check official Web sites and chart ments, there are many excellent Describes the type of women (among the facts. Visit Campaign 2004 online sources. See “Political Ads” them athletes, pioneers, sophisticates (htt p: //www.washingtonpost. sidebar for suggested starting and independent thinkers) who’ve com /wp-d yn/po lit ics/) and select points. A study of campaign adver- been married to U.S. presidents “Comparing the Candidates.” The tising might begin with a review candidates are compared on eight of the techniques of persuasion Gould, Lewis, ed. A merican F irst issues (abortion, civil liberties, and/or editorial organization. Lad ies: T heir Liv es and T heir Legacy economy, education, energy/ On Oct. 11, Paul Farhi reported At 712 pages, this is an important resources, health coverage, national [“Toledo Tube Wars”] “between and comprehensive reference with security and foreign affairs). In March and late September, 14,273 essays written by leading historians addition, select “Special Reports” commercials about the presidential and political scientists describing for “Issues in the News.” For race aired on Toledo’s four leading younger students, use KidsPost’s TV stations. ... That number contributions of each First Lady. five-week series on the two major makes this smokestake city at candidates and the issues. the western tip of Lake Erie the Kramer, Sydelle A. Look-I t- Give students “Where They epicenter of the presidential air Up Book o f F irst Lad ies Stand” on which to record the wars.” How would students like Easy-to-use format of lively information they find and to state to live in such an ad-saturated biographical sketches the main contrast they find between area? Do voters cease to listen positions. Information from these when they are bombarded daily? Mayo, Edith. Sm it hsonian charts may be used to produce Give students a copy of “Analysis Book o f t he F irst Lad ies: T heir a Venn diagram of shared posi- of Campaign Advertisements.” Liv es, Times, and I ssues tions and those that are distinct. This activity can be completed Highlights how the public’s expectations A more in-depth study might individually or in groups. As a formed the course of each woman’s life result by dividing students into warm-up exercise, one ad could be pairs or groups with each group studied with one third of the class Truman, Margaret. F irst Lad ies: selecting a different issue to focusing on each segment. A n I nt imate Group Portrait research. Candidates’ positions, o f t he White House Wiv es statements of appropriate federal Get an Outlook Ingenious clusters of First Ladies show agencies and private companies, Elie Wiesel, author and college their public vs. private lives and the material produced by organizations professor, in “Mean Season” incredible demands of the First Lady’s job (for example, “America@work comments on the tenor of the produced by the AFL-CIO), inde- campaign. After reading his Pasten, Amy. F irst Lad ies pendent sources and fact checking commentary that appeared Photo-filled guide to extraordi- groups should be reviewed. on the Post’s September 27, nary women who’ve left their 2004, op-ed page, the following Analy ze Camp aign A dvertisements questions might be asked: mark on the White House Some campaign television adver- • Why does the current campaign tisements are classics (for example, disappoint and depress Wiesel? Thimmesh, Catherine. Madam Johnson’s 1964 “Merely Another • What happens when the President, t he Extraord inary , Weapon” and his “Peace Little Girl” rhetoric becomes hateful and True (and Evo lving) Story or “Daisy”) while others are being the attacks ad hominem? o f Women in Po lit ics churned out on a weekly basis in • Are the political adver- Captivating book illuminating the response to an opponent’s ad or tisements attacks rather than tenacity of First Ladies and other women statement. A study of campaigns or providers of positions on issues? who’ve paved the way for young women the election process is not complete leaders of tomorrow to ask the ques- without examining the impact of C ONTINUED ON PAGE 4 tion: “Well, why not the presidency?”

3 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

C ONTINUED FR OM PAGE 3 post.com /wp-srv /po lit ics/elec- Political A ds t ions/2004 /chart ing.html ). • Do students agree that debates On Oct. 18, Florida, Ohio and htt p: //livingroomcand idate. and stump speeches provide insults Pennsylvania were the three most movingimag e.us/index. php instead of information and insight? visited states of both President T he Living R oom Candida te • Wiesel concludes that “what’s Bush and Senator Kerry. Study presidential campaign commer- at stake is the kind of world that cials, 1952-2004. Reflecting the use will be shaped by the vote of the S tudy Rights of the Internet as a campaign tool, American people in November.” A Marshall-Brennan Fellow this Web site also has a section, “The Agree with, disagree with or modify prepared the background paper and Desktop Candidate,” to view Internet his position in a short essay. activity in this section. The focus commercials. Another section, “Shadow is on factors that influence election Campaign,” addresses ads by partisan Test Your Knowledge o f F ir st Ladies outcome predictions. Students will: groups not affiliated with the major “America’s First Ladies” may be • Articulate current issues parties. “Candidate Web Sites, 1996- given as a pre-test before assigning of national and local concern 2004” provide another perspective research on the presidents and to voters and themselves; their families, as an incentive to • Recognize and analyze voting — how the candidate wants to be read about America’s First Ladies trends in the various states and perceived and how he wants viewers to or as a quiz after reading the the District of Columbia; see his opponent. If you have any time whitehouse.gov section on the • Predict which states will be after viewing this comprehensive site, presidential wives. If you visit key or battleground states for check the “Online Resources” section. the First Ladies exhibit at the the 2008 election based on the Smithsonian Museum of American results of the 2004 election; htt p: //www.washingtonpost. History, this reproducible may be • Discuss the possible factors com /wp-srv /po lit ics/campaigns/ used to focus on the individuals that resulted in a candidate adwatch2000 .htm who have served as First Lady. receiving a state’s electoral votes; A d Wa tch Most of the answers to the • Assess the value of The Post’s Media reporter Howard Kurtz quiz may be found in the First concentrated campaigning evaluates the accuracy of political adver- Ladies section at www.white- only in a few states; tising. RealVideo presentation and text house.gov/history. “Answers: • Understand the impor- formats of ads allow visitors to view/ American First Ladies” is tance of voting. read, make own evaluation and compare provided for your convenience. Discuss the issues of the 2004 to that of Kurtz —and classmates. campaign. See “Compare the R e ad an E ditorial Cartoon Candidates” for suggested activi- htt p: //www. pbs. Give students a copy of “The ties. Vote on the top five issues that org /30secondcand idate/front.html Country Where Every Vote Counts.” students believe will influence how T he :30-sec ond Candida te The questions at the bottom are citizens will vote on Election Day. This PBS Democracy Project includes suggestions to stimulate discussion. Before Election Day, students “Historical Timeline,” “From Idea to Place the cartoon into the context should predict the candidate for Ad” and “Tricks of the Trade” (hands-on of three presidential debates and which each state’s voters are likely one vice-presidential debate having to cast their ballots. They may opportunity for students). The online been completed, polls continuing use The Washington Post news material (based on 1999 Emmy Award- to show undecided voters and the reports and analyses; radio, televi- winning program) provides excellent candidates focusing their personal sion or Web political commen- study of tv-driven political campaigns. appearances and advertisements tators; Web sites that provide on a small segment of the country. the voting patterns of the 2000 htt p: //www.uiowa.edu/~commstud / You might compare the states and 2002 elections; and inter- resources/po l_ads.html that Toles selected with the ones views with family and informed Political A dvertising the pundits have selected as the sources to determine which states The University of Iowa provides a hottest races and the most visited comprehensive source of political adver- states (htt p: //www.washington- C ONTINUED ON PAGE 5 tising, analysis and commentary.

4 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

C ONTINUED FR OM PAGE 4 advertisements. To what extent Count on It do these ads influence voters? will vote for the Republican or On November 3, the day after Ever wonder how eligible citizens Democratic candidate. Have Election Day, or soon after, have voted for George Washington or them indicate their sources. students color in the map with Give students “Who Determines the color of the political party for Abraham Lincoln—or Thomas Dewey, Election Outcomes?” Identify whom the majority of voters voted. the battleground states. Teachers of younger students may for that matter? Go to the Smithsonian’s • What makes them key states? use an enlarged map and have National Museum of American • What criteria are used students who correctly chose to determine how a state’s the winning political party color History. “Vote: The Machinery of citizens will vote? in the state. A reward might be Democracy” presents the history of • Where do Maryland, Virginia given for the student(s) with and D.C. fit in voting patterns? the most predictions correct. voting methods in the United States. • Does the media do any Compare the “Presidential Even though a wooden box in which service to voters by promoting/ Battlegrounds” with the actual covering these swing states election results. Washington Post marbles were placed was never used in more than other states? articles, graphs and maps that a U.S. election, you can see the origin Give students “Whose Vote detail the results of the election Really Counts?” Use the data by state should be used. Were of “ballot.” The term is Italian in origin. from the 2000 presidential vote to the majority of states predict- determine the margin of victory able? How many of the states Ballotta means “little ball.” From (in percentage) in the closest voted in an unexpected manner? paper ballots to Stuffer’s ballot boxes states. Show the margin on the What factors influenced voters in chart under “Margin of victory.” the week before the election? and hanging chads, to gear-and-lever Have students record their predic- Do students think the candi- and electronic voting machines, the tions in the appropriate column. As dates made a productive decision students complete their charts, they when they concentrated campaign “patchwork of manual, mechanical, and should provide an explanation of advertising in certain states, electronic balloting” can be explored. why voters in each state will choose pulled it from others and broad- the selected candidate. Students cast very little in others? Why do might engage in the discussion from campaigns focus more on televi- If you can’t get to the museum to see the third-person perspective (polit- sion than on print advertising? ical commentator, news anchor, Students should pay particular the exhibit in person, go online at htt p: // party official, pollster). Discourage attention to states in which the americanhistory .si.edu/vote/index. students from engaging in argu- vote was close—these will likely ments or dismissing others’ views. be the battleground or key states html. Short commentary, illustrations Emphasize the importance of being for the 2008 election. Ask each an informed and active citizen. student to predict the names of and photographs give you the basics. Discuss with students the impor- battleground states for the 2008 Go to the “Resources” section for tance of voting, even in a “non- election. If students have port- battleground” state. Ask if they folios that advance with them, recommended books, articles and Web think the nationwide voter regis- put the predictions in there for links that can add depth to a study of tration campaign might affect the reference four years from now. election. For example, if the more Discuss the importance of being the mechanics of running an election. than 43,000 newly registered voters involved in the political process The four posters (1948, 1956, 1964, in Virginia are primarily Democrats, as a voter in the future and as might they change the result from an informed citizen at any age. and 1992) in the “Credits” section could the red to the blue column? stimulate an art project. Have students Discuss the amount of money that has been spent on campaign C ONTINUED ON PAGE 6 create posters to get out the vote.

5 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

C ONTINUED FR OM PAGE 5 Amendment guaranteed right. Every Four Ye ar s Visit lesson plans (http://www. Does the D.C. Vo te Count? freedomforum.org/templates/docu- htt p: //www. newseum.org /ev eryfour - Discuss the enfranchisement ment.asp?documentID=13588) years/ of D.C. residents. Give students and select lesson 7, “Will You Every Four Ye ar s “D.C. Vote” for background. Why Sign this Petition?” The files should non-D.C. residents care include “D.C. Vote: Pro & Con” Newseum online exhibit takes a look about the voting rights of D.C. and “Which Petition Would at campaign coverage from the front residents? Additional resources You Sign?” as well as historic porch to the caboose and America’s to study this topic are found in study of the Magna Carta. living rooms and virtual front porches. “Extension” and at “A History of Democracy Denied” (http://www. 2. Online at www.washpost. Look at 100 years of campaigning dcvote.org/rights/history.cfm). com/nie, you will find Control through technological developments: of Congress, a guide to the 1896 to 1924, The Rise of America’s 2002 campaign and election Newspapers; 1828-1948, Network Radio Extension results. The guide includes the Era; 1952-1976, Network Television 1. Study the First Amendment law-making process, the power right to petition the government and influence that come with Era; 1980-2000, 24-Hour News Era. for grievances. This Freedom control of Congress and different Forum First Amendment Center approaches to a study of the htt p: //www.trumanlibrary . lesson uses the D.C. right to Congress as a legislative body. org /museum /4years/ vote issue to explain this First Every Four Ye ar s: Electing a P resident Provides online teasers for the Truman Library special exhibit. Lesson plans include “1948 Whistle A ds P ush the Factual Envelope Stop Tour,” “Analyzing a Political By Howard Kurtz setting up straw men that they Comic Book Prepared fro the 1948 Washington Post Staff Writer enthusiastically knock down. Campaign,” and “Political Cartoons.” They are, some analysts say, Also check out Kids Page material. As the presidential campaign campaigning against caricatures. ... careens toward the finish line, Exaggerations are as old as John F. Kerry is denouncing television advertising itself. The htt p: //www.wrhs.org /template. deep Social Security cutbacks particularly bitter tone of the asp?id=50 7 that President Bush has not candidates’ ads in 2004—amplified Every Four Ye ar s: Ohio’s R ole in proposed. And Bush is slamming by even tougher language by some Making o f the American P resident “government-run” health care that independent “527” groups—has Kerry has refused to embrace. been building for months. If going through Ohio on a family trip, Kerry says the president could From March through August, Sept. 25, 2004-Feb. 27, 2005, stop at bring back a military draft, Bush tried to bury Kerry under Western Reserve Historical Society for despite Bush’s vociferous denials. a blizzard of attack ads, some this exhibit featuring the eight presidents Bush suggests Kerry regards of them based on misleading terrorism as a “nuisance” when charges, while the Massachusetts who were from Ohio, the “Mother of the senator merely said his goal senator aired mainly positive ads. Presidents”: William Henry Harrison, is to reduce it to that level. Even after turning negative in Ulysses S. Grant, Rutherford B. Hayes, In their stump speeches and September, Kerry has pushed the James Garfield, Benjamin Harrison, attack ads, the candidates have factual envelope less often than William Howard Taft, Warren Harding moved beyond assailing—critics the president—until recently. ... would say distorting—their (who ran against fellow Ohioan James opponents’ positions and are Wednesda y, October 20, 2004, A1 Cox in 1920) and William McKinley.

6 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program Analysis of Camp aign A dvertising

Select a po lit ical television commercial o f at least 30 seconds. View it one to four t imes to complete t he anal ysis t hat fo llows. Watch and listen carefull y .

S TEP ONE: WORDS, SIGHT S AND S OUNDS Divide your paper into three lengthwise columns. Title one WORDS for those of the narrator and other vocalizations; title a second column SIGHTS for the visual images presented; title a third column SOUNDS for any sounds other than the human voice. Note those that take place in the first five to seven seconds, those that take place in the middle section, those that take place in the final five to seven seconds.

S TEP TWO: ANALYSIS OF THE FIRS T TIME SEGMENT What mood has been created in the first five to seven seconds? Do we hear the voice of the candidate? A generic voice—male or female, that of a child or older adult? Does the candidate appear immediately? If not, what mood is created before he or she appears? If the candidate does not appear, what is seen? What do you believe to be the visual intent? Is there music? If not, what is heard and what is its emotional impact? Identify the music if you can. Does the background music appeal to an older or younger generation?

S TEP THREE: ANALYSIS OF THE MIDDLE TIME SEGMENT What was the pace of words, sights and sounds in this section? Slow and introspective? Fast with a barrage of visual and aural stimuli? Conversational? Describe the colors in the ad. What image are they designed to convey? Is the appeal to common sense or to your five senses? Is the appeal to reason or to emotion? Has the candidate appeared or do others speak about and for the candidate? If it is others, who are they? Note their clothes, their accent, their race and where they are filmed. If the candidate does appear, is the first image positive or negative in its impact on you? Why? What image is the clothing worn by the candidate designed to convey? Is the candidate presented as sincere, vigorous, knowledgeable, glamorous, trustworthy or what other quality of character? Does the candidate project as one who is experienced, innovative, a mediator or a leader? Is the message of the advertisement apparent? Does it focus on one issue?

S TEP FOUR: ANALYSIS OF THE LAS T TIME SEGMENT Has the political commercial employed any of the advertising strategies used to sell other products—sex appeal, testimonials, humor, name-calling, identification with a famous or well-known person? The objective of the commercial is to persuade voters. How is this objective punctuated or highlighted in the last five to seven seconds? Has this been done through emotion, facts or slogans? Has the commercial presented what is right or what must change? Do you note any change in the demographic profile to whom this ad is designed to appeal? Did music change? Were many ages represented by the end? Races? Sector of society?

S TEP FIVE: FINAL ANALYSIS Write a 150- to 250-word analysis of the entire 30-second political commercial. This may include as many of the steps one through four considerations as you find pertinent to the particular advertisement.

7 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program Origin of the Species Up from the Ooze, Into the M ud—a Brief History of Americ an Politic al Evolution

By David Von Drehle to each other,” Adams wrote, even before Unlike Alexander Hamilton, Thomas Washington Post Staff Writer the Revolutionary War had been won. Jefferson lived long enough to see that Roughly a century later, Theodore the partisanship of their youth meant A n excerpt from Von Drehle’s Jul y Roosevelt was sounding the theme, little compared with the values that 25 T he Washington Post Magazine heaping scorn on Republicans and endure: concord, trust and mutual article in which he relates t he history Democrats alike. “The old parties are respect. In his retirement years, Jefferson of A merica’s major political parties. husks,” he declared, “with no real soul renewed his friendship with Federalist within either, divided on artificial lines, John Adams. The old rifts were repaired Once upon a time in America, there boss-ridden and privilege-controlled, as the two men traded warm and was a political party that believed in a each a jumble of incongruous elements, wise letters, reflecting on all that had strong central government, high taxes and neither daring to speak out wisely happened since they had worked together and bold public works projects. This party and fearlessly on what should be said on the Declaration of Independence. was popular on the college campuses of on the vital issues of the day.” In one of those unbelievable strokes by New England and was the overwhelming These days, Americans hate the choice of African American voters. parties because they are too polarized. history’s screenwriter, Adams died in It was the Republican Party. Texas billionaire Ross Perot based Massachusetts precisely 50 years after The Republicans got started as a his impressive independent 1992 he had signed that crucial document. counterweight to the other party: presidential bid on a promise to end It was July 4, 1826. They say his last the party of low taxes and limited party squabbling. We also hate them words were, “Thomas Jefferson lives.” government, the party suspicious of because they are not polarized enough. The spirit was correct, though the Eastern elites, the party that thought In 2000, consumer advocate Ralph Nader words were wrong, for Jefferson had Washington should butt out of the justified his race for president by saying died that same morning in Virginia. affairs of private property owners. that Democrat and Republican were “We acted in perfect harmony thro’ a The Democrats. just two names for the same old thing. long and perilous contest for our liberty The fact that our two parties have But I’m here to say: Let’s not go and independence,” Jefferson wrote swapped platforms, rhetoric and core overboard. True, our feuding parties to Adams in 1813. “A constitution has ideals so completely might be spun, by may be to blame for the gridlock, ill been acquired which, tho’ neither of some people, as a shortcoming. Some will, finger-pointing and score-settling us think perfect, yet both consider as people might paint the stark soullessness that besmirches our current civic life. competent to render our fellow-citizens of our parties—which appear happy to Also for the failure to project a clear the happiest and the securest on whom argue the opposite tomorrow of what foreign policy, the inability to control the sun has ever shone. If we do not think they argued yesterday, if that’s what it spending in an economic downturn and exactly alike as to its imperfections, it takes to keep the argument going—as the frittering away of precious years matters little to our country which, after somehow a bad thing. After all, party- as the ticking time bomb of health devoting to it long lives of disinterested bashing is a surefire crowd pleaser. care and retirement costs threatens labor, we have delivered over to our In good times and bad, through crisis the prosperity of future generations. and calm, Americans have hated the Also for the heedless destruction successors in life, who will be able to parties. George Washington himself of reputations, the facile reduction of take care of it, and of themselves.” called them “truly [the] worst enemy” genuine crises to mere debating points, If we do not think exactly alike … of popular government; his sensible the equally facile inflation of mere it matters little. Such brilliance! It veep, John Adams, lamented them, too. debating points into alleged crises and reminds me of one more thing to be “There is nothing I dread so much as a the subversion of national priorities to said in favor of our much-maligned division of the Republic into two great base factionalism and personal greed. parties. Now and then, they produce parties, each arranged under its leader Who among us is without such leaders. Not as often as we would and converting measures into opposition a flaw or two? ... like, surely. But, so far, often enough.

8 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program Where They S t and

As voters decide for whom they will cast their ballots on November 2, they will be comparing the records of the candidates and their stands on issues. What issues do you consider to be the most important? • State the stand taken by each candidate. • What is the most significant difference in the positions taken?

ISSUE GEORGE W. BUSH JOHN F. KERRY THIRD-PARTY CANDIDATE

9 October 20, 2004 VOLUME 4, ISSUE 1

An Integrated Curriculum For The Washington Post Newspaper In Education Program Outlook: Mean Season; Why the Rage, and Not Real Debate

Elie Wiesel Once upon a time, politics was a Why do they address us as though we are noble pursuit. Working for the polis, children or dimwits? To get us to reject This clamorous and alarming election the city, the republic or the community this or that candidate and his political campaign, which should inspire and signified a desire to give back what one positions, it would suffice to show us their mobilize—on both sides—all that America had received. One had to be worthy of flaws and weaknesses. Why, in personalizing has to offer in the way of political courage, this honor. And many leaders were. the conflict, do they try to shame one open mindedness and vision for a bright Nowadays the word “politics” evokes at another? For that matter, why do they future . . . well, I must sadly admit that best a contemptuous smile. We usually say all but deny the past of one candidate it disappoints and depresses me. it with a smirk. We instinctively suspect and negate the honor of the other? Has it always been this way? Have we politicians of every sin, of any kind of This presidential campaign is full of always had adversaries hurling insults at scheme, of all sorts of manipulation. We verbal violence. In fact, it’s bursting each other rather than allowing debate and consider them somewhat deceitful, a bit with it. Instead of elevating the debate, analysis to influence undecided voters? hypocritical, more than a little egotistical this campaign is debasing it. Instead Should we be afraid to trust the public to and certainly consumed with ambition. We of examining the serious problems of a comprehend the issues in depth? One could watch them as though we expect to surprise society in crisis, it’s treating them in a almost say that the goal is not to inspire but them at any moment in flagrante delicto. superficial way. Rather than comparing one to incite, not to inform but to dumb down. But politics is like money or love: philosophical doctrine with its counterpart, I’m not talking about the candidates Everything depends on what you make of the campaigns are succumbing to themselves. I have deep esteem for one and it. For some, it’s a matter of arrogance and propaganda—propaganda that is striking for great respect for the other. They represent power. For others it’s more of a passion its excessive anger and its lack of elegance, two political ideologies, two philosophies for justice, sacrifice and generosity. generosity and even simple courtesy. for this society, and each of us is free to Why this need, among people on both Nonetheless, the two candidates are choose the one with whom we identify. sides, to let the discussion be dominated right to call this election one of the most, But why the disagreeable, offensive by nastiness and ugliness? And why don’t perhaps even the most, important in recent tone that emanates from this event? they listen to the voices calling for an end to American history. What’s at stake is more I’ve been living in this magnificent this slide into the gutter? Do we care about than the victory of one party, and even democracy since 1956. As a foreign what our children think as they watch this more than the resolution of the situation correspondent for some time, I had the on television? What are they to make of in Iraq. What’s at stake is the kind of opportunity to watch the two parties the exchanges, insults and attacks among world that will be shaped by the vote of campaign in a number of presidential politicians? Why, once they finish school, the American people in November. races: John Kennedy vs. Richard Nixon, should they choose public service, which not So many questions await their response, Lyndon Johnson vs. Barry Goldwater, so long ago was a praiseworthy endeavor? so many wounds must be healed, so much Jimmy Carter vs. Gerald Ford. I have Of course political campaigns in the anguish weighs upon humanity. The watched the elections of Ronald Reagan, past had their share of verbal onslaughts, whole world agrees that international George H.W. Bush and Bill Clinton. unfortunate remarks, and regrettable, simple terrorism represents a mortal menace In every case, the supporters and and even crude comments. Politicians for many countries and cultures. How spokesmen of both the incumbent and talk a lot, often too much; they say things do we proceed to uncover it, isolate it the opposition expressed themselves that they later regret. But these were and conquer it? How do we understand with ardor, conviction and dedication. the exceptions, not the rule. Abiding by its roots? Is poverty the cause? Is it But never with such violence unwritten laws, the candidates and their nationalist or religious fanaticism? as we see today. colleagues sought to appeal to all that was America is waiting for an authentic and Too many Democrats feel hatred—yes, decent, civilized and cultured in their rivals, superior national debate on all these points. hatred—for President Bush, and too many and not to that which made them ugly. How long must we wait? Republicans fail to hide their contempt for We don’t ask that they be prophetic Sen. John Kerry. These two sentiments orators, linguistic goldsmiths or inspired The writer is a humanities professor should be excluded during electoral contests. moralists; we simply ask that they not take at Boston University. This article was voters to be ignorant or barely civilized. translated from French by Zofia Smardz.

September 27, 2004 American First Ladies

Every First Lady since Martha Washington has defined the role. Whether reclusive or gregarious, homespun or sophisticated, each woman brings experience, expectation and energy to an increasingly demanding position. See what you know about these exceptional First Ladies.

_____ 1. First woman to receive _____ 5. Who is the first First _____9. How many First Ladies a degree in geology from Lady to host the annual White became widows during their Stanford University was House Thanksgiving dinner? husband’s term of office? a. Hilary Rodham Clinton a. Mary Todd Lincoln a. Four b. Lucretia Rudolph Garfield b. Sarah Polk b. Five c. Lou Henry Hoover c. Lucy Ware Webb Hayes c. Seven d. Patricia Ryan Nixon d. Elizabeth Virginia Wallace Truman d. Nine

_____ 2. Which First Lady _____ 6. Who is the only First Lady _____ 10. Having traveled with sent the first personal message to be born outside the United States? her husband and children to the using the Morse telegraph? a. Jacqueline Lee Bouvier Kennedy Philippines, China and Japan before a. Abigail Adams b. Eliza McCardle Johnson he became president, this First Lady b. Eliza McCardle Johnson c. Louisa Catherine Johnson Adams requested Japanese cherry trees be c. Jane Pierce d. Laura Welch Bush planted around the Tidal Basin. d. Dolley Madison a. Helen Herron Taft _____ 7. Which First Lady began b. Ida McKinley _____ 3. Which future First the custom of playing “Hail to the c. Mamie Geneva Doud Eisenhower Lady had a part in saving the Chief” whenever the president d. Anna T. S. Harrison life of Lafayette’s wife? appears at a state function? a. Elizabeth Kortright Monroe a. Frances Folsom Cleveland b. Martha Washington b. Harriet Lane c. Rachel Jackson c. Hannah Van Buren d. Letitia Christian Tyler d. Julia Gardiner Tyler

_____ 4. Which First Lady is least _____ 8. Which of the following likely to be given an award for best is not a widow who married parties? a future president? a. Sarah Polk a. Abigail Fillmore b. Lou Hoover b. Martha Jefferson c. Julia Dent Grant c. Dolley Madison d. Edith Kermit Carow Roosevelt d. Martha Washington

11. Pair the First Lady with a project she promoted. _____ 1. Barbara Pierce Bush, 1925- a. Improve housing in D.C.’s “slums” _____ 2. Rosalynn Smith Carter, 1927- b. Nature, wildflowers, environment _____ 3. Elizabeth Bloomer Ford, 1918- c. Family literacy, volunteerism _____ 4. Lady Bird Johnson, 1912- d. White House as museum of American history, arts _____ 5. Jacqueline Bouvier Kennedy, 1929-1994 e. Breast cancer awareness, treatment for drug and alcohol dependency _____ 6. Ellen Axson Wilson, 1860-1914 f. Performing arts; aid mental health

12. Recent First Ladies received a more formal education and had a career. Pair the First Lady with her career. _____ 1. Laura Welch Bush, 1946- a. Lawyer _____ 2. Hilary Rodham Clinton, 1947- b. Actress _____ 3. Grace Anna Goodhue Coolidge, 1879-1957 c. Newspaper photographer _____ 4. Jacqueline Bouvier Kennedy, 1929-1994 d. Teacher and librarian _____ 5. Patricia Ryan Nixon, 1912-1993 e. High school teacher _____ 6. Nancy Davis Reagan, 1921- f. Educator of hearing impaired

October 20, 2004 Answers: American First Ladies

1. C. Lou Henry (1874-1944) later called “Lemonade Lucy” They married seven years later when graduated from Leland Stanford for her stand on temperance. he had established his law practice. University before marrying d. No, but the first National b. No. Martha Wayles Skelton Herbert Hoover in 1899. She then Thanksgiving Turkey was presented was a 22-year-old widow, heiress traveled the world with her mining in 1947 to President Harry Truman. and mother when Thomas Jefferson engineer husband and two sons. courted and married her. [http://www.whitehouse.gov/ 6. C. Louisa Catherine Johnson c. No. John Todd, Jr., died of history/firstladies/lh31.html] Adams. Louisa was born in England. yellow fever, leaving his wife Her mother was English and her and young son. Four years later, 2. D. Dolley Madison (1768- father an American. She did not come Dolley married Representative 1849) sent her message in 1844. to the United States until four years James Madison from Virginia even after marrying John Quincy Adams. though he was 17 years older. 3. A. Elizabeth Kortright Monroe [http://www.whitehouse.gov/WH/ d. No. When wealthy Daniel Park (1768-1830). President Washington glimpse/firstladies/html/la6.html] Custis died, his wife Martha had two appointed James Monroe United States young children to raise; she married Minister to France in 1794. France 7. D. Julia Gardiner Tyler, the George Washington two years later. was in the midst of revolution. With second wife of John Tyler, 10th only her servants in her carriage, Mrs. president of the United States, 9. C. Four presidents were Monroe visited Madame Lafayette April 6, 1841-March 3, 1845. assassinated (Lincoln, Garfield, in prison. Madame Lafayette, a. No. The earliest extant recording McKinley, Kennedy) and three expecting death on the guillotine, of “Hail to the Chief” [http:www.lib. died while in office (William was set free when the American msu.edu/vincent/president/cleveland. Henry Harrison, Taylor, FDR). interest in her was known. Popular htm] was performed at a 1892 in France, Elizabeth Monroe became campaign speech by Grover Cleveland. 10. A. In 1900, Helen “Nellie” Taft, known as la belle Americaine. b. No. The niece and ward of the William Taft and their three children only bachelor president brought lived in the Philippines when he 4. A. Sarah Polk, a devout liveliness and discretion to the White took charge of the American civil Presbyterian, banned dancing, card House. While serving as Bucannan’s government there. She enjoyed travel playing and alcoholic beverage hostess when he was minister to to Japan, China and other international from the White House. the Court of St. James she had destinations. Read Recollections b. No. Lou Hoover loved to learned about pomp, but the times of Full Years, her autobiography. entertain. She and Herbert called for warmth and diplomacy. c. No. Although Mamie loved pink often gave dinner parties. c. No. “Hail to the Chief” and had many postings as an Army c. No. Julia Dent Grant, after years [http://gi.grolier.com/presidents/ wife, the cherry trees were well of hardship due to her husband’s gallery/hail.html] was first played established when “Ike” Eisenhower failures in business, farming at the inauguration of Martin was inaugurated in 1953. and military service postings, Van Buren, March 4, 1837. entertained often and lavishly. 11. 1. c, 2. f, 3. e, 4. b, 5. d, 6. a. d. No. When her husband was 8. A. Abigail Powers Fillmore (1798- president, she aided him in making 1853) was 21 when she met 19-year-old 12. 1. d, 2. a, 3. f, 4. c. 5. e, 6. b. the White House the “social center” Millard Fillmore in frontier New York. of the land. Edith and Theodore Roosevelt presided over formal occasions and small dinner parties.

5. B. Sarah Polk (James Polk served 1845-1849) a. No, but Abraham Lincoln and subsequent presidents intermittently received Thanksgiving turkeys. c. No. Affectionately known at “Mother Lucy,” Lucy Hayes did minister to the wounded and comfort the dying men under her XYXYXYXY XYYXYXYXYXY husband’s command in the 23rd First Lady Laura Bush responds to applause at the United Jewish Communities 2004 Ohio Volunteer Infantry. She was International Lion of Judah Conference Oct. 18, 2004, in Washington, D.C. VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program The Country Where Every Vo te Counts

There are 50 states and the District of Columbia with registered voters and electoral votes to be cast. Most political commentators mention 18 battleground states. In “The Country Where Every Vote Counts,” which appeared in the October 18, 2004, Washington Post, Toles has reduced the number to ten.

1. Why do you think Toles has highlighted ten states? 2. Does the size of the state have any relationship to the number of electoral votes it has? To money spent on campaign advertisements? To visits by the candidates? Something else? 3. What is the significance of each state that is selected? 4. Editorial cartoonists use few words. What concept is communicated through the title? 5. Does the sub-title counter that idea, re-enforce it, or add an additional layer of irony? 6. In the lower right corner is the cartoonist (or his alter ego). Who are “the rest of us”? 7. In a paragraph, state the message that Toles conveys in this cartoon. 8. In the following paragraph tell why you agree, disagree or partially agree with Toles.

13 October 20, 2004 2000 PRESIDENTIAL2000 PRESIDENTIAL VOTE VOTE Margin of Marginvictory of victory Closest statesClosest states Democrat DemocrRepublicanat Republican Democrat DemocrRepublicanat Republican Florida Florida 2,912,2532,912,2532,912,7902,912,7900.0% 0.0% New MeNexicow Mexico286,783286,783286,418286,4180.0 0.0 WisconsinWisconsin1,242,9871,242,9871,237,2791,237,2790.2 0.2 Whose Vote Iowa Iowa 638,517638,517634,373634,3730.3 0.3 Oregon Oregon 720,342720,342713,577713,5770.5 0.5 Really Counts New HampshirNew Hampshire 266,348e 266,348273,559273,5591.3 1.3 MinnesotaMinnesota1,168,2661,168,2661,109,6591,109,6592.4 2.4 MissouriMissouri 1,111,1381,111,1381,189,9241,189,9243.3 3.3 Nevada Nevada 279,978279,978301,575301,5753.5 3.5 Ohio Ohio 2,183,6282,183,6282,350,3632,350,3633.6 3.6 TennesseeTennessee 981,720981,7201,061,9491,061,9493.9 3.9 PennsylvPaniaennsylvania2,485,9672,485,9672,281,1272,281,1274.1 4.1 Maine Maine 319,951319,951286,616286,6165.1 5.1 MichiganMichigan 2,170,4182,170,4181,953,1391,953,1395.1 5.1 ArkansasArkansas 422,768422,768472,940472,9405.4 5.4 WashingtWonashington1,247,6521,247,6521,108,8641,108,8645.6 5.6 Arizona Arizona 685,341685,341781,652781,6526.3 6.3 West VirWginiaest Virginia295,497295,497336,475336,4756.3 6.3

2004 PRESIDENTIAL VOTE

State Prediction Outcome State Prediction Outcome AL MT AK NE AZ NV AR NH CA NJ CO NM CT NY DE NC DC ND FL OH GA OK HI OR ID PA IL RI IN SC IA SD KS TN KY TX LA UT ME VT MD VA MA WA MI WV MN WI MS WY MO Total Correct Total Correct Legend: D = Democrat (Blue) R = Republican (Red)

October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

Maine N.H.

Fla.

Ohio

Mich.

enn.

Wisc

Ark.

Iowa

Minn.

N.M.

Ariz.

ash.

Ore.

Electoral Votes Electoral

15 October 20, 2004 Who Determines Election Outcomes?

Are President George W. Bush and almost impossible. In these eighteen Democrat, extensive media coverage Senator John F. Kerry campaigning “swing” states, either candidate could is devoted to the candidates’ efforts to for your vote? Not if you live in one of be the victor. The swing states are sway the voters in their favor in the key the 32 states considered an invisible important to both Bush and Kerry states and to political commentators’ state or the District of Columbia. because they will ultimately determine debates about how voters will cast What makes a state “invisible”? who will be the president of the United their ballots on Election Day. Kerry States for the next four years, unless by and Bush are spending millions of The Red, Swing and Blue some miracle voters in the predictable dollars on advertisements that promote Based on the results of the 2000 states have a change of heart. Key their respective campaigns for the presidential election, states have been states are also called “battleground” presidency and attack the opponent’s categorized as either a Republican states because winning the vote in positions. Countless hours are spent (red) or Democrat (blue) state them will not be easy. Bush and Kerry traveling to and from the key states depending on which candidate won the will have to fight for the votes. to rally with voters, calling voters, states’ electoral votes. Of the fifty states passing out campaign literature and the District of Columbia, thirty-two The Battleground States and even knocking on doors. states and D.C. were clearly dominated The eighteen key states were by the Republican candidate, George evenly divided between Bush and The Electoral Votes Bush, or the Gore. The Republican nine resulted In the race for the presidency, Bush YOU AND Democratic in 95 electoral votes: Arkansas (6), and Kerry are focusing on obtaining YOUR RIGHTS candidate, Albert Arizona (8), Florida (25), Missouri 270 of the 538 total electoral votes. In Gore. The winning (11), New Hampshire (4), Nevada a majority of states, the winner of the political party in each of these states (4), Ohio (21), Tennessee (11) and popular vote determines the winner won well over 6% of the total popular West Virginia (5). The Democratic of the electoral votes. No federal vote. For example, D.C. and Maryland nine resulted in 96 electoral votes: law requires an elector to cast an voted 90% and 58%, respectively, for Iowa (7), Maine (4), Michigan (18), electoral vote in line with the popular Gore (Democrat), while Virginia voted Minnesota (10), New Mexico (5), vote; however, most states impose 54% for Bush (Republican) of the total Oregon (7), Pennsylvania (23), penalties for electors whose vote is votes cast for these candidates. The Washington (11) and Wisconsin (11). inconsistent with the will of the people. 2004 winner of these states is predicted Since the last election some changes The focus on the battleground states to be the same as in the 2000 election. have taken place in electoral vote emphasizes the importance of voting Efforts to campaign for votes in these distribution. The 2000 decennial and how close the presidential race states are minimal, money spent on census resulted in a recalculation of is this year. The lack of attention advertising is reduced or eliminated, the electoral votes for the following paid to other states only reflects the and the states receive little to no battleground states: Arizona (10), candidates’ confidence in voters’ attention by political commentators, Florida (27), Michigan (17), Nevada support of a candidate. All votes count. making them essentially “invisible.” (5), Ohio (20), Pennsylvania (21), The eighteen remaining states had and Wisconsin (10). If each political voter margins of less than 6% in the party wins these same states in the 2000 presidential election. In some 2004 election, the total electoral votes states, the difference was a matter of would be 99 and 92, respectively. a few hundred votes. For instance, in The battleground states are the Florida, Bush only had 537 more votes focus of the 2004 campaign for the than Gore of the 5,825,043 total votes White House until November 2, cast for them. Narrow margins between 2004, Election Day. Because thirty- the winner and loser make a prediction two states and the District are of the 2004 vote winner in these states already predetermined Republican or

ABOUT THE AUTHOR Ulani Prater is a third-year law student at Howard University School of Law. She teaches Constitutional Law at Ballou S.T.A.Y. in Washington, D.C. VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program D.C. Vo ting Rights

In the Know The history of voting rights in the H.R.1285), the District of Columbia- District of Columbia is unique. Citizens Maryland Reunion Act (H.R. 381), Ba t tleground st a te: See s wing st a te. who resided in the seat of national the District of Columbia Fairness Census: A c ount o f people government, formed from parts of in Representation Act (H.R. 4640), Maryland and Virginia, initially voted and the District of Columbia Voting Dec ennial: Every ten ye ar s as citizens of either state. After the Rights Restoration Act of 2004. relocation of the nation’s capital from Currently, the District’s Delega te: One who represent s or Philadelphia to Washington, D.C., in nonvoting delegate to the House of act s for ano ther per son or group 1800, Congress immediately passed the Representatives is Congresswoman Election or electoral proc ess: Method Organic Acts of 1801, stripping D.C. Eleanor Holmes Norton. Lack of a residents of the right to vote and giving vote on the House floor limits her to by which a per son is elected to public o f f ic e Congress full control over the District. garnering support for the interests Elector: A member o f the Electoral College This move ensured the autonomy of the of D.C. residents from her colleagues chosen to elect the president and vic e federal government by preventing the in the House and Senate. In addi - control or influence of any one state. tion, lack of representation in the president. Each elector cast s one vo te. In 1961, the adoption of the 23rd Senate prevents the District from Electoral College: The body o f elec- Amendment to the United States participating in impeachment trials, tor s chosen from e ach st a te to formally Constitution returned the right to the ratification of treaties, and the vote for president and vice president confirmation of presidential appoint- elect the president and vic e president by to D.C. residents. Even this right is ments for ambassadorships, Cabinet casting vo tes b ased on the popular vo te still restricted. Residents are allowed offices and federal judgeships. Although An elector’s selection for to choose elec- Congresswoman Norton can introduce Electoral vo te: YOU AND tors to vote for the bills, be heard at hearings and can president or vic e president. Each st a te get s one YOUR RIGHT S office of president vote in committee, the fate of D.C. electoral vo te for e ach o f it s represent a tives in and vice president residents is ultimately in the hands the House, and one electoral vo te for e ach o f as if D.C. were a state, but D.C. may of representatives from other states. it s two sena tor s. The number o f represent a- never have more electors than the state For example, congressional control with the lowest population. D.C. has over the District recently allowed tives in the House is b ased on the c ensus. never had more than three electoral Representative Mark Souder from Invisible st a te: A st a te whose future votes despite its population growth. Indiana to introduce the D.C. Personal vo ting p a ttern can be predicted by looking D.C. residents are allowed only to Protection Act that proposed lifting the send a non-voting delegate to Congress, handgun ban in the District, removing a t the immedia te p ast election; a st a te tha t further preventing full representation in certain criminal penalties for handgun is no t the focus on intense camp aigning government. American Samoa, Guam, possession and even preventing D.C.’s Political c omment a tor: An individual who Puerto Rico and the U.S. Virgin Islands elected officials from enacting laws also have a nonvoting delegate in the or regulations contrary to the Act. o f fer s an opinion or c omment s on politics House of Representatives, but only D.C. Despite these limitations, Norton Political p arty: Group o f individuals residents pay federal taxes. Full repre- remains dedicated and optimistic. who agree on c ert ain issues sentation was approved by Congress “There is almost nothing I can’t in the Voting Rights Amendment do in the House, particularly given my Popular vo te: Vo te o f the of 1978, but the Amendment failed voting rights in committee where all of popula tion as a whole to win enough support from the the action is. The District’s fundamental several states by the 1985 deadline. disempowerment lies in the Senate,” Swing st a te: S t a te in which no political Legislation is routinely introduced stated Congresswoman Eleanor Holmes p arty has a majority o f the vo tes promoting voting representation for the Norton at a hearing on the four D.C. District like the No Taxation Without voting rights bills on June 23, 2004. Vo te: An expression o f an individ- Representation Act of 2003 (S.617, ual’s will, opinion or choic e

17 October 20, 2004 VOLUME 4, IS SUE 2

An In tegra ted C urric ulum For The Washington Po s t Newsp aper In Educ a tion Program

A cademic Content S t andar ds

T his lesson addresses academ ic content standards o f Maryland, Virginia and t he District o f Co lumbia.

Maryland V ir ginia Washington, D.C.

Social Stud ies, Grade 5, Civics and Econom ics. Read ing /Eng lish Languag e Po lit ical Science. The student will demonstrate A rts, Grade 4, Languag e for Students will explain the impor- knowledge of the political process Social Communicat ion. tance of civic participation as a at the local, state, and national The student evaluates the role citizen of the United States: levels of government by of the media in focusing attention • Analyze the usefulness of • describing the functions and in forming an opinion. various sources of information of political parties; used to make political decisions; • comparing the similarities and Social Stud ies, Grade 8, • Describe the ways people can differences of political parties; Po lit ical I deas, Turning participate in the political process • analyzing campaigns for Points, and I nst itut ions. including voting, petitioning elected elective office, with emphasis The student analyzes the impact officials, and volunteering. on the role of the media. of the media on the behavior of individuals and groups. Social Stud ies, Grade 8, Virginia and U.S. Gov ernment. Po lit ical Science. The student will demonstrate Read ing /Eng lish Languag e Students will describe the develop- knowledge of local, state, A rts, Grade 9, Languag e for ment of political parties and their and national elections by Social Communicat ion. effects on elections and political life. • describing the organization, The student understands the role, and constituencies role of the media in disseminating of political parties; information; evaluates the overall • describing the nomination effectiveness of the media in and election process; shaping public opinion. • examining campaign funding and spending; Social Stud ies, Grade 11, • analyzing the influence of media Cultural History: Trad it ion, coverage, campaign advertising, Creat ivit y , and Div ersit y . and public opinion polls; The student debates U.S. • identifying how amendments society—multicultural or extend the right to vote; cultural—by analyzing the effects of mass advertising, mass media, consumption, and entertainment.

A merican Gov ernment. The student explains the origins, functions and platforms of the major political parties in the United States.

A c omplete list o f S t a te Content S t andar ds A c omplete list o f S t andar ds o f L e arning o f A c omplete list o f S t andar ds for Te aching o f Maryland can be found a t http://www. Vir ginia can be found on the Web a t http:// and L e arning o f the District o f Columbia mdk12. or g/mspp /st andar ds/. www.pen.k12.va.us/. P ublic Schools can be found a t http:// www.k12.dc.us.

18 October 20, 2004