Joe Jelen's Ads as Primary Sources: The Ad Council's Historic Campaigns

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Photo,  Smokey Bear Fire Prevention sign along State Highway 70, Jul. 1960, NARA
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The Ad Council has been producing public service announcements attempting to affect change in society and serve the public interest for nearly 70 years. The campaigns take the form of print, radio, and television advertisements. They have run the spectrum of societal issues, from "Rosie the Riveter" and the campaign to place women in war jobs to contemporary ads related to predatory lending. The Ad Council has brought us memorable characters like Smokey Bear, McGruff the Crime Dog, and Vince and Larry (the two crash test dummies who convinced us to wear seat belts). But what do these public advertising campaigns say about America? How can we use these ad campaigns to better understand U.S. history?

Through analyzing the ads we can isolate time periods in history and understand what were believed to be the most pressing societal issues of the time. These campaigns tried to decrease behaviors that were believed to lead to social problems or promote behaviors that would lead to a better society. Thus, in seeking to understand the advertisements, we can help students uncover the contemporaneous sociology of the ad campaign.

Where to Start

You can begin by exploring the Ad Council's Historic Campaigns that highlight some of the more notable campaigns in the last 70 years. Each campaign is complete with background information and some have links to PSA videos associated with the campaign. An even more complete retrospective of past advertising campaigns is maintained by the Advertising Educational Foundation and can be accessed here.

How can we use these ad campaigns to better understand U.S. history?

I have found the site particularly useful in helping students understand more recent history. For instance, few would disagree that, socially, the 1980s were rocked by the AIDS epidemic. The site highlights PSAs to prevent the spread of AIDS, which represent a dramatic shift in societal norms with the public call for condom use. The ads on crime prevention featuring McGruff the Crime Dog also help illuminate the 1980s. These ads coincide with America's "war on drugs" and emphasis on law and order during the 1980s. 1970s culture was epitomized by environmental awareness featuring Ad Council PSAs showing Native Americans distraught to find their territory littered. These ads and more can be found in the Historic Campaigns section.

Using Ads in the Classroom

Teaching with advertisements as primary sources is beneficial in two ways. One, students are exposed to yet another example of primary sources that come with their own unique set of historical questions. Two, by learning how to unpack the intent of advertisements on people of the past, students are more apt to be able to recognize advertising manipulation in the present. The Ad Council dedicates a page of resources for educators that includes useful links and frequently asked questions. These pages also identify current advertising campaigns, which might be useful for students to identify some of the important topics of today compared to the important issues they find in earlier decades.

Before having students analyze advertisements as primary sources, it is important to model for students how advertisements should be read. Students should also be made aware of the strengths and limitations of using advertisements to understand the past. An excellent overview of these strengths and weaknesses can be found on page 11 of this guide to primary sources, from the Smithsonian's History Explorer, along with questions to guide students in analyzing advertisements.

By learning how to unpack the intent of advertisements on people of the past, students are more apt to be able to recognize advertising manipulation in the present.

A natural fit to teaching U.S. history through public service announcements would be to have students create their own PSAs. Students could be given a list of pertinent social issues to a particular time period or could be asked to research important topics on their own. Students could write a script and use a pocket camcorder to record their PSA. Editing could be done using iMovie, Windows MovieMaker, or any number of free online video editing tools. The purpose of the assignment is to help students understand the changing nature of social issues in the United States.

Another idea is to have students research the effectiveness of given historic campaigns. The Ad Council maintains a database of reports and figures related to the success of various PSAs. This is a condensed version highlighting the impact of the Ad Council's more famous campaigns. The purpose here is to help students see how effective advertising not only convinces people to buy products, but also can convince people to change behavior for the common good.

Selling Social Issues

The Ad Council works to address the most significant social issues of the day. With that purpose, the Ad Council offers a unique look into making sense of our social past by revealing important issues of the time. Advertisements offer students an opportunity to interpret an overlooked type of primary source of the past and establish connections to the present.

For more information

Looking for more guidelines on using ads in the classroom? Historian Daniel Pope helps you make sense of advertisements, and historian Roger Horowitz analyzes historical documents behind 1950s potato chip advertising campaigns. This syllabus from a university history course also walks you through the steps of analyzing an ad.

Search our Website Reviews using the keyword "advertisement" for reviews of more than 200 websites featuring archived advertisements.

Washington's Crossing

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Most Americans know George Washington's December 1776 crossing of the Delaware from the famous painting by Emmanuel Gottlieb Leutze, which depicts Washington standing bravely in a rowboat on stormy waters. David Hackett Fischer, author of Washington's Crossing, looks beyond the famous painting to the events of that tumultuous month. One of Washington's great strengths was his ability to lead men from different regions and walks of life. He was also known for his humane treatment of British prisoners—treatment that the British did not reciprocate with American prisoners.

Lincoln: A Life of Purpose and Power

Description

Richard Carwardine is Rhodes Professor of American History at Oxford University, author of Lincoln: A Life of Purpose and Power, and winner of the 2004 Lincoln Book Prize. In this lecture, he discusses different aspects of Lincoln's life. Why is Lincoln a mythic figure? How early in his career did he develop his views against slavery? What role did religion play in his life? Professor Carwardine analyzes Lincoln's greatness as well as his humility.

The Emancipation Proclamation

Description

According to the Gilder Lehrman website, "Henry L. Luce Professor of the Civil War Era and Professor of History at Gettysburg College Allen Guelzo examines Abraham Lincoln's motivations for issuing the Emancipation Proclamation in January of 1863. Guelzo contends that the proclamation is among the most misunderstood of the Civil War era, a necessary and even desperate attempt by Lincoln to enact a form of emancipation that would pass legal muster. Guelzo traces the evolution of Lincoln's views on emancipation with particular emphasis on the strategic and moral calculus that factored into the momentous proclamation of 1863."

FDR's First 100 Days

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Newsweek columnist Jonathan Alter and Columbia University Provost Alan Brinkley discuss the first 100 days of Franklin Roosevelt’s presidency, the subject of Alter's recent book, The Defining Moment: FDR’s First Hundred Days and the Triumph of Hope. The book contends that the first 100 days were not only the beginning of the New Deal, but also "the climax to a piece of political theater," which had begun years earlier when Roosevelt overcame polio and public perceptions of him as an elitist lightweight.

The American Dream

Description

Julian Clarence Levi Professor in the Humanities and Director of the American Studies Program at Columbia University Andrew Delbanco examines the evolution of the American Dream—the idea that anyone may rise above his or her station, regardless of birth. Beginning with the Puritans, Professor Delbanco traces the origins of the American Dream from the Calvinist fire-and-brimstone of Jonathan Edwards, to the swelling optimism of Emerson and Melville, to the present day.

Film Review: John Adams

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engraving, Vice-President John Adams, between 1850 and 1900,  John Singleton Cop
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"Facts are stubborn things." So said John Adams in his defense of the soldiers accused in the Boston massacre. Those words also serve as the title of the first episode of HBO's acclaimed film John Adams. Unfortunately, viewers familiar with Adams will find themselves immediately thrown off balance by dramatic renderings of "facts" that never happened. The film opens with Adams, awakened by an alarm, rushing through the streets of Boston. He finds bloody bodies strewn across a snow-covered square and a mob screaming that those responsible must be brought to justice. Offered a chance to enhance his reputation by defending the accused soldiers, Adams wrestles with the warning of his rabble-rousing cousin Samuel Adams that he must now choose sides in the emerging struggle. Adams defies his cousin and accepts the case. Unintimidated by a jeering gallery, he wins the soldiers' acquittal with an eloquent plea for justice: "Law is deaf as an adder to the cries of the populace." Success presents a new dilemma. Tempted by a royal official who dangles a lucrative place in the colonial legal system and enticed by the Sons of Liberty to run for office in Massachusetts, Adams renounces both options. "My family," he proclaims, "must take precedence." It is great theater. The virtuous and victorious citizen/farmer/lawyer returns home to his wife Abigail and their children.

Sadly, few of those details follow the record. Adams did not stumble upon the dead after the massacre or hear the crowd demand vengeance. He did not agonize about accepting the case, because he agreed immediately with the judicious Samuel Adams and other prominent dissidents that a spirited defense of the soldiers could only help those protesting British policy. Adams defended the soldiers by peppering high-minded reminders of the law's majesty with less elevated characterizations of the mob—including the part played by Indian/African American Crispus Attucks. Two of the soldiers were actually convicted of manslaughter in two separate trials. Finally, long before the massacre a British Satan had tried and failed to bribe Adams, who had already established himself—and been chosen for public office—as one of the most tenacious, effective, and visible of the colonists challenging Parliament's authority. Facts are indeed stubborn things.

Adams did not stumble upon the dead after the massacre or hear the crowd demand vengeance. He did not agonize about accepting the case....

Why does it matter? John Adams was a smashing success. It attracted a wide audience and won 13 Emmy awards, surpassing the revered Eleanor and Franklin (1976) and Roots (1977) to become the most honored historical drama ever shown on television. The producer Tom Hanks assembled an extraordinarily talented crew. The people responsible for the architecture, costumes, makeup, accents, lighting, music, and special effects deserve all the accolades they have received. Specialists will appreciate their meticulous attention to detail. Colonial Williamsburg is carefully transformed into various 18th-century settings. Estates in today's Hungary become European mansions in the 1780s and 1790s. Exact replicas constructed in rural Virginia recreate the Adams family's modest homes, which still exist in Quincy, MA. An amazing sound stage becomes, through the magic of supplemental computer-generated images, the town centers and waterfronts of Boston, Philadelphia, and Washington, DC.

In place of the typically glittering aristocratic worlds portrayed in dreamy films such as Barry Lyndon (1975), in which ostensibly authentic settings convey a grandeur unattainable in the early modern world, John Adams convincingly mixes mud and manure, bad wigs and worse teeth, and harrowing glimpses of 18th-century life and death. Viewers are unlikely to forget vivid depictions of the smallpox inoculations performed on Abigail and her children, the amputation of a sailor's leg on board the ship carrying John to France, and the surgery Benjamin Rush performed on John and Abigail's adult daughter Nabby in the vain hope that she might survive breast cancer. Yet such scenes skirt melodrama. The English director Tom Hooper presents with admirable restraint incidents that might have been overblown, such as the horrific tarring and feathering of a customs official by a Boston mob, the surprisingly carnal reunion of John and Abigail when, after a separation of three years, she at last joins him on his diplomatic mission in France, and the visit John pays his alcoholic son Charles in a New York City hovel. Exquisitely framed, lovingly detailed interior scenes conjure up images from paintings by Caravaggio, Chardin, Rembrandt, or Vermeer. The soundtrack juxtaposes popular, religious, and classical music from the period with a rousing score that lingers in memory. Considered solely as a piece of filmmaking, John Adams is a ringing success.

John Adams convincingly mixes mud and manure, bad wigs and worse teeth, and harrowing glimpses of 18th-century life and death.

Superb characterizations abound. Laura Linney infuses Abigail Adams with sublime—albeit iron-willed—patience. The nuances expressed by Linney's raised eyebrows, even more than the gradations in her faint but persistent smiles, will be seared in viewers' memories. Scolding, satisfying, and succoring her husband and their children, Linney's Abigail conveys passion, longing, and occasional anger with a range and subtlety worthy of the formidable Mrs. Adams. Tom Wilkinson plays Benjamin Franklin as a mischievous, wise wit who too often speaks in aphorisms and only occasionally descends into caricature. Through glances and quick quips rather than windy speeches, Stephen Delane's Thomas Jefferson effectively signals his aspirations and ambitions for America and France, politically outmaneuvers Adams and David Morse's regal but stiff George Washington, and effortlessly charms everyone. As John Dickinson and Edward Rutledge, Željko Ivanek and Clancy O'Connor avoid coming across in the dramatic debates over independence simply as appeasers or fops. Rufus Sewell captures Alexander Hamilton's sly shrewdness and yearning for personal as well as national greatness.

Like many who have written about the film, I wish the writer Kirk Ellis (who also wrote Into the West [2005]) and the actor Paul Giamatti had given us a less bipolar John Adams. Giamatti careens from raging bull to wounded puppy, rarely showing the qualities of heart and head that enabled Adams to write some of America's most powerful and enduring letters and works of political philosophy. Giamatti's John is all haughty bluster or pathetic self-pity, his character unalloyed by Abigail's endearing mercy and doubt, Franklin's hard-edged insight, or Jefferson's lofty if fuzzy vision.

Yet the extremes of Giamatti's characterization do make some sense. His contemporaries knew that Adams was obsessive, priggish, and intolerant. The film reminds us that the querulous are sometimes provoked and the vain can have reason to be proud. A couple of scenes from the film must suffice to illustrate how effectively it conveys Adams's bottomless self-righteousness. When the principal authors of the Declaration of Independence were together negotiating in France in 1779, Jefferson observed that Adams "hates Franklin, he hates Jay, he hates the French, he hates the English. To whom will he adhere?" Jefferson noted that "his vanity is a lineament in his character which had entirely escaped me. His want of taste I had observed." Yet Adams was blessed with a "sound head" and "integrity," Jefferson concluded, and his "dislike of all parties, and all men, by balancing his prejudices, may give the same fair play to his reason as would a general benevolence of temper." Franklin assessed his undiplomatic colleague more succinctly: Adams, he wrote, was "sometimes, and in some things, absolutely out of his senses."

Franklin assessed his undiplomatic colleague more succinctly: Adams, he wrote, was "sometimes, and in some things, absolutely out of his senses."

Without quoting those ungainly letters, John Adams nevertheless deftly captures their authors' complicated interactions. Viewers see how Adams's clumsy directness in sophisticated European society exasperates the cagey Franklin and amuses the smooth Jefferson. We encounter Franklin, Jefferson, and Adams together again in Europe in 1784, and we hear them debating the future of the republic in a series of sharp observations encapsulating their rival orientations. When Adams proclaims that the proposed federal constitution will bring to the struggling nation only the order that the state constitutions—including the one Adams himself gave Massachusetts—had effectively provided, Jefferson snaps that the plan would "close off revolution to reaction." When Jefferson complains that Adams distrusts the judgment of the people, Adams snorts that Jefferson has "excess faith" in their wisdom. Finally, when Abigail and John bid Jefferson goodbye, Adams says evenly that he will miss the Virginian's company, to which Jefferson replies quickly, "and I will miss yours, Mrs. Adams." All three laugh, but the point is made: "exceptional" and "charming" as Abigail found the cosmopolitan Jefferson, she and her stolid husband preferred each other's company and knew they were better suited to their simple Quincy farm than to the courts of Versailles and London—or to the rigors of political life in the new nation's capital, whether Philadelphia or Washington.

Viewers hear John tell his adolescent son John Quincy, reluctant to depart on a mission to Russia, that "there are times when we must act against our inclinations." Together with Abigail's insistence, that sense of duty impels John to accept the vice presidency, "the most insignificant office ever devised by the mind of man." Even the signal successes of his long career—making the case for independence in Boston and Philadelphia, negotiating a loan from Holland during the War for Independence, and avoiding a disastrous war with France during his presidency at the cost to his prestige and his political prospects—earn Adams little acclaim. The poignant scenes in which the defeated president prepares to vacate the still-unfinished White House, then leaves via public omnibus as "just plain John Adams, ordinary citizen, same as yourselves" (except that he vibrates with resentment), are pitch-perfect.

The film's generous use of [John and Abigail Adams's] correspondence, which testifies to one of the great love affairs of American history, ranks among its greatest strengths.

Capturing in seven episodes the complex sensibility of John Adams and the still greater complexity of late 18th-century American politics is impossible. Ellis's screenplay and Hooper's direction give us the best rendition yet on film. To give Giamatti his due, perhaps the success of John Adams derives from the relentless awkwardness of his portrayal. Unlike Washington, Franklin, Jefferson, or Hamilton, the cerebral, brooding Adams remained uneasy in the public eye. He craved fame and feared history would deny him his share of glory, yet he never cultivated the qualities that would have won him affection and esteem. John Adams remains as difficult to like as his "dearest friend" Abigail is impossible to resist.

The film communicates Abigail's loathing for "the sin of slavery" and exposes the tragic compromises of the founders that insured its poisonous persistence. Oddly, it omits her equally precocious attention to women's rights, her pointed counsel that those framing republican government should "remember the ladies," and her husband's uncharacteristically evasive and entirely unconvincing rejoinder. John's gruff truculence in the face of Abigail's wisdom makes Giamatti's and Linney's portrayal of their profound bond even more extraordinary. The film's generous use of their correspondence, which testifies to one of the great love affairs of American history, ranks among its greatest strengths.

With so many virtues, then, why should historians worry about the film's factual errors? Ellis has made clear that his research extended beyond the best-selling book by David McCullough on which the film claims to be based. Of course, consulting recent scholarship on the social history of the Revolution might have sharpened the edge of Jefferson's jibes about Adams's views of "the people," just as closer attention to Adams's Thoughts on Government (1776) might have showed the decisive role Adams played in the spring of 1776 to counterbalance Tom Paine's endorsement of unicameralism in Common Sense (1776). Historiographical debates, however much we historians relish them, are hard to capture, and texts do not make good television. Of course there are limits to what any film can do. But Ellis read enough to know that Adams did not have to break a tie over the Jay Treaty, an "invention" he justified on the grounds that Adams cast more decisive votes in the Senate than any other vice president has ever done; that Rush brokered Adams's reconciliation with Jefferson before, not after, Abigail's death; that Adams did not ride out to see the Battle of Concord, and so on.

Historians can understand why writers and directors want to place their principal figures in the thick of things.

Historians can understand why writers and directors want to place their principal figures in the thick of things. But avoiding or at least acknowledging such examples of poetic license might help guard against the cynical (and, in this case, largely unwarranted) assumption that films never get history right, or the increasingly common and even more unsettling assumption among Americans that facts do not really matter anyway. Just as computer-generated images can enrich battle scenes and make cityscapes more "authentic," supplemental material on DVDs can deepen historical understanding. The extra material on the John Adams DVDs, by contrast, includes only a few subtitles with relatively insignificant details that add little to the experience of watching the film a second time. Such subtitles could have clarified the on-screen action, added further information about persons and events, and acknowledged when the filmmakers were inventing incidents or altering evidence for dramatic purposes.

Responsible teachers will want their students to know when John Adams departs from the historical record....

Responsible teachers will want their students to know when John Adams departs from the historical record, just as they will want to explore debates over the crowd's role in the American Revolution, explain the importance of Adams's decisive essays from the 1760s and his later writings on the U.S. Constitution, and examine the nature of female sociability and family dynamics. Rich as the film is, the DVD could have made it even better—at least for historians and their students. The same technology that lets filmmakers present convincing images of a half-built Washington, DC, enables them to enrich teachers' and students' appreciation of what historical dramas can and cannot do. Making the most of that technology could sharpen students' awareness of the unbridgeable gap between the vivid, unambiguous images on the screen and the documentary record with its inevitable omissions, its enchanting ambiguities, and its stubborn facts.

Bibliography

This review was first published in the Journal of American History, 95(3) (2008): 937–940. Reprinted with permission from the Organization of American Historians (OAH).

Africans in America

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Image for Africans in America
Annotation

Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

Agents of Social Change: 20th-Century Women's Activism

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Photo, Gloria Steinem and Dorothy Pitman Hughes, Dan Wynn, c. 1970
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Selected materials from the personal papers of Mary Metlay Kaufman, Dorothy Kenyon, Constance Baker Motley, Jessie Lloyd O'Connor, Frances Fox Piven, and Gloria Steinem. Also includes papers of the National Congress of Neighborhood Women (NCNW) and the Women's Action Alliance (WAA). The six women and two organizations are introduced with biographical essays (300-700 words). For each woman, the site provides from three to six texts, of 100 to 1,000 words, including correspondence, photographs, articles written by or about them, and bulletins and newsletters for movements with which they worked. Material includes fan mail received by Steinem, a letter from William Z. Foster to Kaufman, and a five-page speech Motley made to the Children's Organization for Civil Rights.

Papers for the NCNW include two photos, one poster, a brochure, and six pages of projects and activities. The WAA exhibit presents one photo, a press release, a mission statement, and a brochure. There are six high school lesson plans using the primary documents. The site will be useful for research in 20th-century feminism and women's activism.

Stop and Source!

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photography, Jonathan with a ball, c. 1957 digitized 23 May 2010, Flickr CC
Question

I am teaching first grade. As part of the lesson I am going to put photographs of families from the 1900s into an album and ask the students how these families are the same or different than their own families. Any suggestions on how to spice this up?

Answer

Before you place photos in an album and make comparisons, use your pictures to introduce an activity called Stop and Source. Sourcing refers to taking inventory of the creator, date, place, and type of a piece of evidence in order to “read” it more accurately. Sourcing is an essential skill for critical analysis and information literacy. As soon as children have books read aloud to them or look at pictures, they can be introduced to the concept that all texts, written or visual, have a creator and a time when they were made.

  1. Choose pictures for which you have some source information such as the date taken, the photographers’ names or where they were taken, etc. You may wish to use pictures from the late 1800s to make a bigger contrast with today.
  2. Project a long ago picture with an overhead or interactive board and ask your students to describe what they see.
  3. Next, project a picture from today and again ask your students to describe what they see.
  4. Ask your students what is different about the pictures.
  5. Ask your students why these things are different.
  6. Next, share the available source information for the pictures with your class, such as:
    • WHO took the picture?
    • WHEN was the picture taken?
    • WHERE was the picture taken?
  7. After you share the source information for each picture, ask your students if the dates are the same or different, if the places and photographers are the same or different, etc. Could differences in time and place that we find in the source information begin to explain some of the differences in the pictures?
  8. To help your students remember to always look for sourcing information when they read a book or look at a picture, teach them to Stop and Source with a kinetic activity. Ask them to stand up, raise a hand to their shoulder, palm out, then push it forward as they say “Stop and Source!” Do this a few times, then return to your activity.
  9. Project another photo and ask your class what to do first. Hopefully they will say “Stop and Source!”
  10. Repeat the comparison of a pair of pictures from long ago and today.

This activity will help your students begin to develop a sourcing habit, and understand that source information helps us “read” pictures accurately.

Bibliography

Wineburg, S. and D. Martin. "Seeing Thinking on the Web." The History Teacher 41(3) (2008).

For more information

The Bringing History Home project's Source, Observe, Contextualize, Corroborate Visual Image Analysis Guide can help guide your students' sourcing.

Or check out this Ask a Master Teacher by Teachinghistory.org on using scrapbooking in the history classroom.