·~'ocial l:'ducatton 13r7), pp 3 .25 _3 .3 9, 3 6.2 •.rJ20()9 National Council £or the Social Swdics Using YouTube to Teach Presidential Election Propaganda: Twelve Representative Videos Wayne Journell ne of the primary goals of social studies education in the United States is many schools block access to YouTube to prepare students for civically active, politically informed, and socially on school property. Certainly, many 0 engaged democratic citizenship. Too often, however, the curricula fall short of the advertisements described in this of this goal. Textbooks and state curriculum standards tend to portray citizenship article can be found on other websites as a static concept rather than an active process that involves awareness of, and or through a savvy Google search.5 participation within, a democratic political system.1 However, YouTube has the advantage of an easy-to-use search engine and a This is best illustrated by the way many students are to make informed political name brand that middle and high school teachers approach presidential elections decisions as adults, then they must learn students recognize. At the conclusion in their classrooms, a topic Haas and to decipher ways politicians manipulate of this article, I offer suggestions for Laughlin argue should be "the quintessen­ media. minimizing any risks associated with tial example of teaching social studies."2 The good news is that access to presi­ using YouTube in the classroom. Yet teachers often fail to adequately pre­ dential propaganda has never been easier. pare students to understand the nuances The Internet, in particular, is a wonderful Twelve Representative Videos of presidential politics, particularly with repository for examples of both historic respect to political propaganda. Civics and contemporary political television Name Recognition textbooks and teachers tend to cover the advertisements. In this article, I provide "I like Ike" Eisenhower 1952 relationship between media and politics, a starting kit for using You Tube to teach www.youtube.com/ but the majority of these units center presidential propaganda by listing 12 well watch?v=va5Btg4kkUE on hypothetical scenarios and abstract known political advertisements found on concepts rather than actual examples. that website, along with a short descrip­ It did not take politicians long to capital­ In many cases, examples presented are tion of how each represents a certain type ize on the mass appeal and increased exceedingly simplistic, such as "a local of campaign propaganda. While many of affordability of televisions in the United sports hero appears on a commercial these videos are from presidential elec­ States. By the early 1950s, most U.S. endorsing a candidate," with students tions that occurred well before current households owned at least one television, expected to recognize the type of pro­ high school students were born, each and commercials had become widely rec­ paganda being discussed. 3 represents a propaganda strategy that ognized as an effective, low-cost method Yet a perusal of television advertise­ is evident even without knowledge of of advertising products and transmitting ments used by the Obama and McCain a particular election or candidate. The information. The presidential campaigns campaigns during the 2008 Presidential names of the types of propaganda are of this era often operated with the same Election shows that presidential propa­ largely my own creations, influenced by guiding principal as commercial advertis­ ganda is rarely that straightforward and my years as a high school U.S. govern­ ing: that name recognition was essential simplistic in practice. It seems unlikely ment teacher and the various textbooks to ensuring consumers chose one product that students would be able to use such that I used.'1 over another. abstract concepts to fully understand the Using popular commercial websites, This presidential advertisement from propaganda they encounter every time particularly ones like YouTube that the 1952 election uses a catchy tune to they turn on their televisions or surf allow community postings, may pose repeatedly remind viewers that "Everyone the Internet during an election year. If problems for some educators. In fact, likes Ike." Yet the advertisement never NovEMBER I DncEMBER zoo9 1m to advocate certain policy positions THo CLARICE S~IITH gives a reason why Americans should like Dwight Eisenhower or why they without having to explain how they should vote for him over Democratic plan to achieve such lofty goals. 0 ften candidate Adlai Stevenson. However, these policy statements are reduced to one could argue that the strategy vague terms that many social studies worked; throughout the campaign, textbooks refer to as "glittering gen­ eralities," or ideas that appeal to basic SMITHSONIAN AMERICAN ART MUSEUM the Republicans made good use of Eisenhower's name recognition and human emotions, such as "change'' or heroism in World War II, which led to "peace," that few can argue against. a decisive victory on Election Day. This 2004 ad for George W. Bush provides a masterful example. The The Accomplished Biography centerpiece of the advertisement is the "Bettering Society" Obama notion that the United States needs to 2008 "move forward," which is enhanced by (www.youtube.com/ words such as "hope" and "resolve" watch?v=NKGqyMtn07E) that are featured prominently on the screen. The commercial concludes by There are two reasons television listing generic goals of "creating jobs" advertisements are so effective for and "improving education," which arc presidential candidates: the first is universal among politicians. that they allow campaigns to craft The program ... is an invaluable resource a particular message on their own Reminder of Good Times for instructors. It does a great service to the terms; and the second is that they can "Morning in America" arts by incorporating art into all curricula, compress large amounts of informa­ Reagan 1984 not to mention tying in technology. tion into short segments that grab the (www.youtube.com/watch?v=EU­ attention of a targeted audience. The IBF8nwSY) -2009 participant mudslinging that occurs in modern presidential campaigns often tarnishes While ads criticizing the status quo candidates' character and personal and calling for change are common ull-time teachers for grades 4-12 history. Therefore, campaigns have to during presidential campaigns, com­ Flearn to incorporate artworks tell their candidate's story in the way mercials also enable popular incum­ to enliven their teaching of core he or she wants it represented. bents to remind Americans about how subjects through gallery talks, This ad from the 2008 election much he or she has accomplished over exemplifies both attributes mentioned the previous four years. This famous lectures, discussion groups, and above. In less than one minute, the advertisement from Ronald Reagan's hands-on activities. In addition, commercial uses selected moments 1984 campaign uses a soothing voice as part of an interdisciplinary from Barack Obama's past to showcase to remind citizens about the low inter­ team, teachers share models for his devotion to service and willing­ est rates and increased homeown­ integrating American art across ness to engage in legislative bipar­ ership that had occurred since the the curriculum using Web 2.0 tisanship. Reminders of his numer­ end of the previous administration applications, such as podcasts, wikis, ous accomplishments, including his and concludes with the statement Harvard education and experience that the United States was "prouder, and blogs. Visit http://americanart. in both the Illinois legislature and stronger, and better" under Reagan's si.edu/education/dev/cs/, or e-mail U.S. Senate, appear throughout the leadership. Coupled with images of AmericanArtCiariceSmithlnitiative@ advertisement. smiling people, scenic depictions of si.edu for more information. American life, and individuals hoist­ Glittering Generalities ing American flags, this ad provides "Moving Forward" Bush 2004 students with a prime example of why (www.youtube.com/ incumbents have a decided advantage Tlu Clarice Smith American Art Education watch ?v=vn FN Uzut_vO) in all levels of politics, particularly lllitiatil'e is supported by a generous giftfi"om the during times of prosperity. Robert H. Smith Fami6' Foundation. Another advantage to television adver­ tisements is that they allow candidates SocrAL EouCATION Keep It Simple arms race. The commercial concedes, "Laughing" Humphrey 1968 "No one can be sure" whether the bear (www.youtube.com/ is tame or vicious, but argues "Isn't it watch?v=FBDtdkKCcmA) smart to be as strong as the bear, if there is a bear?" By placing the Cold Sometimes simple messages are more War into a context familiar to most effective than ads that are full of Americans, that of confronting a wild flashy graphics and colorful rhetoric. animal in the woods, the ad allowed a 50l.c.3. Educational Founrht don Case in point: This attack on Richard people to reevaluate their conception Nixon's vice presidential candidate, of the Soviet Union and the need to AMERICA'S HERI'TAGE Spiro Agnew, by the Democratic remain militarily superior, if only as An Adventure in Liberty campaign for Hubert Humphrey in a precaution. 1968. Throughout the advertisement A Unique National Leader in FRE~ cackling laughter is heard while the Tlze Sound Byte K-12 Supplemental Lesson. Plans camera slowly pans to a television with "Nixon's Experience?" in all 50 States. the words "Agnew for Vice President?" Kennedy 1960 1. Includes elementary, elelnen­ displayed on the screen. In less than 30 (www.youtu be.co m/watch ?v= tary Spanish, Middle and High seconds, and without uttering a single chniZrfxF-M) School Volumes word, the Humphrey campaign drew attention to Agnew's qualifications and Every politician, at one time or another, 2. Supplements and enriches all raised the suggestion that he may not has said something he or she regretted. curricula have been qualified to take over the During a presidential campaign, when 3. Emphasis on primary presidency if needed.