Elections in the 20th Century

Description

Voter participation in presidential elections soared from just over 20 percent in 1824 to over 80 percent in 1840. It stayed near 80 percent until the early 1900s and then plummeted to between 50 and 60 percent for most of the 20th century. Compared to its peer nations, American voter turnout sits at the bottom of the list, with other nations consistently seeing voter participation at or over 80 percent. Professor Paul Martin of the University of Virginia explains why citizen involvement in electoral campaigns has changed so much in the United States over the past, why U.S. voter participation is so low compared to peer nations, and offers parting thoughts on why low citizen participation matters and why the 2008 presidential election might see an increase in voter involvement.

The Constitutional Rights Foundation's Seminar with a Scholar, Part Three: A War for Union Becomes a War Against Slavery

Description

John Lloyd of California State Polytechnic University looks at the transition of the ideological and political conflicts that led to the Civil War and that continued during the war from conflict over the maintenance of the Union to conflict over the existence and continuation of slavery.

The U.S. Presidential Election and U.S. Policy toward East Asia

Description

Harvey Sicherman of the Foreign Policy Research Institute, Walter A. McDougall of the University of Pennsylvania, Lowell Dittmer of the University of California at Berkeley, and Robert G. Sutter of Georgetown University examine U.S. policy toward East Asia during the George W. Bush administration; and consider the impact which the 2008 presidential campaign and the upcoming change in leadership might have on policy.

Video and audio options area available.

Women's Roles in Whig Politics

Description

Michael F. Holt of the University of Virginia examines the use and acceptance of women in politics in the antebellum Whig and Democratic parties, focusing on Whig encouragement of the idea of women as the "moral center" of families.

To view this clip, select "Women's Roles in Whig Politics" under "Political Development Video."

Kick Out the Southern Pacific

Description

This lecture explores Hiram Johnson's 1910 campaign for California governor and the reforms he instituted while in office. Johnson (1866–1945)'s work was praised by Theodore Roosevelt, and he would later serve as a senator.

To listen to this lecture, scroll to "Kick Out the Southern Pacific," and select "Listen to Broadcast."

Spot the President: Presidential Campaign Ads

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22413
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Teaser

For Presidents Day, decide whether these statements on the more-than-50-year-old tradition of television campaign ads are true or false.

quiz_instructions

Every four years, television programs break for ads for those most American of products—the U.S. president and the ideals of democracy. For more than half a century, presidential candidates have used television ads to communicate their platforms and criticize their opponents. Decide whether the following statements are true or false.

Quiz Answer

1. The advertising executive who planned the first candidate television ad campaign had previously created the Coca-Cola "Passport to refreshment" campaign.

False. Advertising executive Rosser Reeves had previously created the "melts in your mouth, not in your hands" campaign for M&Ms. The campaign he planned for Eisenhower—20-second spots designed to run before or after popular television shows like I Love Lucy—featured "normal Joe" citizens asking Eisenhower questions about taxes, foreign policy, and other issues. Eisenhower answered in a brief, blunt, homey fashion, with the format giving the campaign its name: "Eisenhower Answers America." Prior to this campaign, presidential candidates had brushed off the potential of television advertising; following it, ads became an accepted and increasingly central aspect of campaigning.

2. In 1960, John F. Kennedy's television ad campaign included non-English-language advertisements.

True. JFK's 1960 campaign for the presidency, run by two different advertising agencies, included a multitude of television advertisements and a dizzying array of techniques and appeals. Several of the ads spoke out to specific demographics—including a spot in which Jackie Kennedy, speaking in uneven Spanish, assured voters that, in the face of the danger of communism, "Mi esposo siempre vigilará los intereses de todos los sectores de nuestra sociedad que necesitan la protección de un gobierno humanitario" (or, "My husband will always watch over the interests of all sectors of our society who are in need of the protection of a humanitarian government"). Other ads spoke to the African American community, assuring the public that Kennedy's Catholicism would not compromise his presidential duties.

3. As the Vietnam War continued despite his promises to end it, Richard Nixon's 1972 presidential ad campaign depicted him as stern and focused entirely on withdrawing troops from Vietnam.

False. Nixon's 1972 campaign for reelection cast him as a man of "compassion, courage, and conscience," concerned about many issues, including environmentalism and international diplomacy, as well as withdrawing from Vietnam. President Nixon, one ad declared, was willing to press for change, because "without change there can be no progress." The ads crafted the argument that Nixon, far from being cold and unapproachable, was personable and personally interested in a global push for peace and wellbeing nationally and internationally. Nixon won the campaign against South Dakota Senator George McGovern by a landslide.

4. A 1984 ad for Ronald Reagan's reelection used the threat of a bear in the woods to suggest the need for better gun control laws.

False. Though most of Ronald Reagan's ads stressed the economic wellbeing of the U.S., using montages of small-town Americans engaged in rituals such as weddings and buying new homes, one stuck out. The unusual ad showed a bear lurking in the woods; the accompanying narration suggested that the bear might or might not exist and might or might not be dangerous, but "since no one can really be sure who's right, isn't it smart to be as strong as the bear? If there is a bear?" Though the ad never explicitly states what the bear stands for, the advertisement's creators intended it to symbolize the Soviet Union. The ad's watchers, however, took it as commenting on any number of issues, including gun control and the need for change in environmental laws. Despite its ambiguity, the ad gained attention and later served as inspiration for an ad in George W. Bush's 2004 reelection campaign.

For more information

presidents-ctlm_1.jpg To watch all of the ads mentioned in this quiz, check out the Museum of the Moving Image's website The Living Room Candidate. Featuring more than 250 ads from all presidential campaigns since 1952, the site also presents commentary on each ad campaign, as well as detailed critical commentary on 15 ads selected as exemplary by the collection's curators and eight lesson plans for high school teachers.

For suggestions on using advertisements in the classroom, refer to Making Sense of Advertisements, a guide to primary source analysis by historian, professor, and author Daniel Pope.

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Win the White House

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What is it?

Win the White House is an online game that allows students to simulate a presidential campaign of their own. This includes debating, completing primaries, choosing a vice president, fundraising, making appearances, and more.

Getting Started

Visitors can register to play Win the White House or play without registering (both options are free). However, if the player is not registered, they cannot continue a campaign later. Win the White House works on both Macs and PCs.

To start, the player chooses a candidate, slogan, political party, and issues that they focus on, such as environment, health care, and voting laws. For older students, topics such as gun control and gay marriage are included. (Throughout the game, they will have to periodically answer questions regarding their platform or the platform that their opposition supports.) They then begin their political campaign. For support, as well as examples of use and teaching plans for the game, check out Win the White House: A Game Guide for Teachers.

Examples

During the political campaign, students will painlessly review the details of running a campaign, including how the electoral college works and how those votes are weighed, as well as how important political marketing is.

Playing the game can point out to students how many factors contribute to the progress and success of a presidential campaign. As students play, make sure they notice and use the four blue buttons at the top of the play screen map to view the states through different filters as their campaigns progress. With these buttons, they can remind themselves how many electoral votes each state has, see how the popular vote is going, keep track of states' momentum (are states leaning red or blue?), and check how much money each state still has available to fund campaigns.

Although Win the White House is a learning tool, it is also a game, adding motivation to learn and presenting students with many choices. Note that the game provides an assessment of how well the students achieved their objectives at the end, which can help teachers measure student comprehension. Win the White House can help teachers see how well students understand both the political process and the media’s potential to influence the outcome of an election.

For more information

Looking for more high-quality games for use in the history or civics classroom? iCivics, creator of Win the White House, features more than 20 online games on topics ranging from municipal planning to immigration to the Bill of Rights. Check out our Tech for Teachers on Do I Have a Right? for our take on one of iCivics' more addictive games.

Not certain how best to use games for teaching? High school teacher Jeremiah McCall shares his tips for getting the most out of games in his six-part blog series.

Virginia Memory

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Annotation

A project of the Library of Virginia, this website makes many of the library's resources available to the public in digital form. Most resources in its digital collections relate to Virginia history, making this a treasure house for educators teaching Virginia state history.

"Digital Collections" contains the bulk of the site's content. More than 70 collections document aspects of Virginian life and politics from the colonial era to the present day, and include photographs, maps, broadsides, newspaper articles, letters, artwork, posters, official documents and records, archived political websites, and many other types of primary sources.

Topics include, but are far from limited to, modern Virgina politics and elections; the 2007 Virginia Tech shooting; World War II photographs; Works Project Administration oral histories; the 1939 World's Fair; World War I veterans and posters; the sinking of the Titanic; stereographs; the Richmond Planet, a 19th-century African American paper; Civil War maps; official documents related to Civil War veterans; religious petitions from 1774 to 1802; letters to the Virginia governor from 1776 to 1784; Dunmore's War; and official documents from the Revolutionary War. Collections can be browsed by topic and title, and are internally searchable using keywords and other filtering tools.

Other features on the site include the "Reading Room," "Exhibitions," and "Online Classroom." "Reading Room" lets visitors explore a primary source for each day in Virginia history or browse a timeline of Virginia history. There are eight essays on unusual sources in the library's collection as well as on new finds in the library's blog, "Out of the Box."

"Exhibitions" preserves 25 exhibits on Virginia history topics that accompany physical exhibitions at the library. "Online Classroom" orients teachers to the site with a short "Guide for Educators," suggesting possible uses for the website's resources, and offers four source analysis sheets and 30 Virginia-history-related lesson plans, all downloadable as .pdfs. The section also highlights two online exhibits designed to be particularly useful to teachers: "Shaping the Constitution," chronicling Virginians' contributions to the founding of the country, and "Union or Secession?", which uses primary sources to explore the months leading up to Virginia's secession in the Civil War.

An invaluable resource for educators covering Virginia state history, this website should also be of use to teachers covering the colonial period, the American Revolution, and the Civil War generally, among other topics.