Potent Quotables: Every Vote Counts

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Teaser

After more than two centuries of citizenship, much has been said about voting. Can you tell who said what?

quiz_instructions

Since the founding of the U.S., writers and speakers have stressed individual agency and the importance of the vote. Match the quotations on voting rights with the appropriate speakers.

Quiz Answer

1. "This Government is menaced with great danger, and that danger cannot be averted by the triumph of the party of protection, nor by that of free trade, nor by the triumph of single tax or of free silver. That danger lies in the votes possessed by the males in the slums of the cities, and the ignorant foreign vote which was sought to be bought up by each party, to make political success."

Carrie Chapman Catt, 1894: Some white women suffrage leaders were willing to use class, ethnic, and racial arguments to bolster the case for granting white women the vote. In 1894 (a year of extraordinary class conflict that included the national Pullman and coal strikes), Catt addressed an Iowa suffrage gathering and maintained that women’s suffrage was necessary to counter "the ignorant foreign vote" in American cities and protect the life and property of native-born Americans. See text here.

2. "Nothing strengthens the judgment and quickens the conscience like individual responsibility. Nothing adds such dignity to character as the recognition of one’s self-sovereignty; the right to an equal place, everywhere conceded—a place earned by personal merit, not an artificial attainment by inheritance, wealth, family and position."

Elizabeth Cady Stanton, 1892: Speaking to fellow suffragists on the occasion of her retirement as president of the National American Woman Suffrage Association, Stanton repeated this speech before a U.S. House Committee on the Judiciary and a U.S. Senate Committee on Woman Suffrage. The speech was published in the Woman's Journal and 10,000 copies of the text from the Congressional Record were reprinted and distributed throughout the country.

3. "I am not . . . in favor of making voters or jurors of negroes, nor of qualifying them . . . to intermarry with white people."

Abraham Lincoln, 1858: During his debates with Stephen Douglas, Lincoln referenced his concerns with race, reflecting prevalent nineteenth-century attitudes. At one point he even advocated black settlements in Haiti, Central America, or Africa. While his primary purpose was to preserve the Union, he issued the 1863 Emancipation Proclamation to free slaves, forever changing the construct of race in the United States. See the special edition of the Organization of American Historians' Magazine of History, vol. 21:4 (October 2007) for more information on Lincoln, race, and slavery.

4. "It is true that a strong plea for equal suffrage might be addressed to the national sense of honor."

Frederick Douglass, 1867: In January 1867, Douglass appealed to Congress for impartial suffrage. He believed that restrictions of rights for blacks restricted rights for all people, and that the nation needed the great potential strength located in African Americans, to share the burdens of society. Here is the full text of his speech.

5. "The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men."

Lyndon B. Johnson, 1965: When the Voting Rights Bill was signed on August 6, 1965, Johnson addressed the nation from the Capitol Rotunda, calling the historic day a triumphal victory. He then charged the Attorney General to file a lawsuit against the constitutionality of poll taxes, and the Department of Justice to work to register voters who were previously denied the right. "I pledge you that we will not delay, or we will not hesitate, or we will not turn aside until Americans of every race and color and origin in this country have the same right as all others to share in the process of democracy." See full text here.

6. "Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost."

John Quincy Adams: In 1824 the presidential race included five candidates: Speaker of the House Henry Clay, Secretary of Treasury William H. Crawford, Secretary of War John C. Calhoun, Andrew Jackson, and John Quincy Adams. After Crawford suffered a stroke, there was no clear favorite. No candidate had a majority of the electoral votes. According to the 12th Amendment, the election went to the House of Representatives to vote on the top three candidates: Jackson, Adams, and Crawford. As Speaker of the House, Clay voiced his support of Adams, who shared a similar platform. The House elected Adams, who became the only U.S. president who did not win the popular vote or the electoral vote.

7. "Voting is the most precious right of every citizen, and we have a moral obligation to ensure the integrity of our voting process."

Hillary Clinton, 2005: On February 17, 2005, U.S. Senators Hillary Clinton (D-NY) and Barbara Boxer (D-CA) presented comprehensive voting reform legislation to make sure that every American is able to vote and every vote is counted. The Count Every Vote Act was introduced but did not pass.

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Presidential Moments: Campaigns

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Teaser

Think the mudslinging in the 2008 campaign was bad? Campaigns have always been "dirty" to amass support for one politician over another.

quiz_instructions

From the U.S.'s earliest elections through the present day, no presidential candidate has campaigned without criticism. Accusations of conspiracy, crime, and corruption dog the footsteps of anyone aiming for the position of Commander in Chief. Identify the candidate who received the following criticism:

Quiz Answer

1. Accused of adultery, gambling, bigamy, drunkenness, theft, lying, and murder:

Andrew Jackson. During the 1828 election, a pamphlet was circulated: Reminiscences; Or, an Extract from the Catalogue of General Jackson's Youthful Indiscretions, between the Ages of Twenty-three and Sixty, listing his fights, duels, brawls, and shooting and cutting affairs.

2. Accused of using his father’s money to buy votes during the election. He responded publicly in a speech with these words: “I just received the following wire from my generous Daddy: ‘Don’t buy a single vote more than necessary. I’ll be d*** if I’m going to pay for a landslide."

John F. Kennedy. In Wisconsin in 1960, someone once joked to Kennedy, "I hear that your dad only offered two dollars a vote. With all your dough, can't you do better than that?" "You know that statement is false," replied Kennedy. "It's sad that the only thing you have to offer is your vote, and you're willing to sell that."

3. Accused of being a despot, liar, thief, braggart, buffoon, usurper, monster, ignoramus, scoundrel, perjurer, robber, swindler, tyrant, fiend, and butcher:

Abraham Lincoln. Of the election of 1864, Lincoln said: "It is a little singular that I, who am not a vindictive man, should have always been before the people for election in canvasses marked for their bitterness."

4. Accused of cheating creditors, robbing an old widow of her pension, behaving like a coward during war, being an atheist. It was said that if he became president, surely he would confiscate all Bibles in the land and have them burned, tear down all churches, and dissolve the institution of marriage:

Thomas Jefferson. The Federalists struggled to keep their party alive and even set forth a rumor that Democratic-Republican Jefferson had died and that it would be a waste of time to vote for him.

5. Accused of being a fool, hypocrite, criminal, tyrant, bald, blind, crippled, toothless man who aimed to become King of America and align with Britain:

John Adams. Opponents claimed that he wanted one of his sons to marry one of King George III's daughter, forming an Anglo-American dynasty.

Sources
  • Paul F. Boller, Jr. Not So! Popular Myths about America from Columbus to Clinton (New York: Oxford University Press, 1995), and Presidential Anecdotes (New York: Oxford University Press, 1996).
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Presidential Moments: Inaugural Addresses

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Teaser

The Inaugural Address, the first impression of the new president on the nation. Will he secure the economic or international prestige of the nation? Will the nation become an even better version of itself during the course of his term? The Inaugural Address sets the tone for the first 100 days, at least, of the presidency.

quiz_instructions

Each U.S. President begins his term with a speech setting the tone for his next four years in office. Which President spoke these words during an inaugural address?

Quiz Answer

1. About to undertake the arduous duties that I have been appointed to perform by the choice of a free people, I avail myself of this customary and solemn occasion to express the gratitude which their confidence inspires and to acknowledge the accountability which my situation enjoins. While the magnitude of their interests convinces me that no thanks can be adequate to the honor they have conferred, it admonishes me that the best return I can make is the zealous dedication of my humble abilities to their service and their good...

It will be my sincere and constant desire to observe toward the Indian tribes within our limits a just and liberal policy, and to give that humane and considerate attention to their rights and their wants which is consistent with the habits of our Government and the feelings of our people.

Andrew Jackson (4 March 1829)

2. I am certain that my fellow Americans expect that on my induction to the Presidency I will address them with a candor and a decision which the present situation of our Nation impels. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days...

Happiness lies not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort. The joy and moral stimulation of work no longer must be forgotten in the mad chase of evanescent profit. These dark days will be worthy all they cast us if they teach us that our true destiny is not to be ministered unto but to minister to ourselves and to our fellow men...

Our primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously.

Franklin Delano Roosevelt (4 March 1933)

3. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty...

Let [us] seek to invoke the wonders of science instead of terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce.

Now the trumpet summons us again—not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are—but a call to bear the burden of a long twilight struggle, year in and year out, "rejoicing in hope, patient in tribulation"—a struggle against the common enemies of man: tyranny, poverty, disease, and war itself.

John F. Kennedy (20 February 1961)

4. With high hope for the future, no prediction in regard to it is ventured...

Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible and pray to the same God, and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces, but let us judge not, that we be not judged. The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes.

Abraham Lincoln (4 March 1865)

5. Justice was the promise that all who made the journey would share in the fruits of the land.

In a land of great wealth, families must not live in hopeless poverty. In a land rich in harvest, children just must not go hungry. In a land of healing miracles, neighbors must not suffer and die unattended. In a great land of learning and scholars, young people must be taught to read and write.

For the more than 30 years that I have served this Nation, I have believed that this injustice to our people, this waste of our resources, was our real enemy. For 30 years or more, with the resources I have had, I have vigilantly fought against it. I have learned, and I know, that it will not surrender easily.

But change has given us new weapons. Before this generation of Americans is finished, this enemy will not only retreat-it will be conquered.

Justice requires us to remember that when any citizen denies his fellow, saying, "His color is not mine," or "His beliefs are strange and different," in that moment he betrays America, though his forebears created this Nation.

Lyndon B. Johnson (20 January 1965)

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Inaugural
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Constitution Sudoku

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Teaser

Test your constitutional knowledge and sudoku wit. Many a scholar ponder a historical question, but does not have the opportunity to resolve it in the sudoku format.

quiz_instructions

Answer the questions to fill in the clues in the corresponding squares. Then fill in the numbers like a traditional sudoku puzzle. Remember, each box has all nine numbers, as does every vertical and horizontal line. Print the puzzle, complete the empty boxes, then submit the numbers in their correct order in row 2 (from the top) to enter to win a prize.

Quiz Answer

1. On this day of June 1789, James Madison introduced the proposed Bill of Rights in the House of Representatives: 8

2. Number of articles in the Constitution: 7

3. New Hampshire was the _th state to ratify the Constitution: 9

4. Invoking this amendment means a person refuses to testify against him/herself: 5

5. According to the Constitution, Congress must meet at least this many time a year: 1

6. This amendment guarantees rights to a fair trial: 6

7. In order to become a part of the Constitution, amendments now usually have to be ratified by the state legislatures within _ years: 7

8. Number of branches in the federal government: 3

9. This amendment guarantees rights in a criminal case: 5

10. Number of years in a presidential term: 4

11. The need for this amendment came from the Intolerable/Coercive Acts of 1774 and concerns of future standing armies: 3

12. Amendment that guarantees freedom of speech: 1

13. The Supreme Court has one Chief Justice and this many associate justices: 8

14. Delaware was the first state to ratify the Constitution on this day in December, 1787: 8

15. This amendment guarantees the right of petition: 1

16. One-third of all senators are elected every _ years: 2

17. The first presidential election occurred on this day in February 1789: 4

18. A member of the U.S. Senate must have been a U.S. citizen for _ years: 9

19. Numbers of future presidents who actually signed the Constitution: 2

20. Number of delegates from Delaware who signed the Constitution: 5

21. _ participants of the Constitutional Convention refused to sign the document because they feared an all-powerful government and wanted a bill of rights: 3

22. To be convicted of treason there must be at least this many witnesses: 2

23. Massachusetts was the _th state to ratify the Bill of Rights: 6

24. New Jersey was the _ state to ratify the Bill of Rights: 1

25. This amendment features bails, fines, and punishments: 8

26. This amendment outlines rights retained by the people: 9

27. Number of pages of written text in the original Constitution: 4

28. This amendment guarantees rights in a civil case: 7

29. The Bill of Rights was adopted in 179_ : 1

30. The amendment protecting against the quartering of British soldiers: 3

List the sequence of numbers filling in row 2 (from the top) from the completed sudoku puzzle:
3 9 5 8 4 1 6 7 2

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Textbook Twisters: Cuban Missile Crisis

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Teaser

Children grow up and wonder about our relationship with Cuba. Cuba, some would call a paradise, in close proximity to the United States, had tense moments with our nation. The Cuban Missile Crisis was one of the greatest examples of conflict between the two nations.

quiz_instructions

Different countries interpreted the Cuban Missile Crisis in different ways. Select the country of origin for the following textbook accounts.

Quiz Answer

1. The defeat of the mercenary Brigade at Bay of Pigs made the U.S. think that the only way of crushing the Cuban Revolution was through a direct military intervention. The U.S. immediately embarked on its preparation. . .

As part of their hostile plans, the U.S. considered a self-inflicted aggression in connection with the Guantanamo Naval Base that would allow them to blame Cuba and provide a pretext for invading the island. With this aim, constant provocations took place from the U.S. side of the base: Marines shooting toward Cuban territory, some times for several hours; the murder of a fisherman.

The number of violations of Cuba's airspace and territorial waters increased. In one single day—July 9th, 1962—U.S. planes flew over Cuban territory 12 times. On another occasion they launched rockets against eastern Cuba territory. U.S. pirate boats attacked unites of the Cuban Revolutionary Navy: three Cubans died during one of those attacks; 17 others were lost in another one.

Meanwhile, Washington stepped up its pressures on Latin American governments so they unconditionally support US plans against Cuba. It accompanie[d] its pressures with bribes: an assistance program for Latin America, the so-called Alliance for Progress, portrayed as a solution for the region’s problems. In late 1961, Venezuela and Columbia broke diplomatic relations with Cuba; in January 1962, the 8th Consultative Meeting of OAS Foreign Ministers, in Punta del Este, Uruguay, suspended Cuba’s membership in the organization for its “incompatibility with the inter-American system.”

Cuba

2. In 1960 the United States took severe economic sanctions against Cuba, refusing to supply oil to the island and cutting back on the purchases of sugar, Cuba's largest and most important export. Forced to make a choice, the Cuban government nationalized the oil industry, sugar processing plants, and other American-owned businesses in Cuba in the summer of 1961. In response, the United States set up an economic blockade of Cuba, stopping trade and prohibiting American tourism to the island. In September 1960 Congress passed a law denying American foreign aid to any nation that assisted Cuba economically or militarily. The ban of tourism alone deprived Cuba of 60 million dollars in annual income and left tens of thousands workers in the service industry unemployed. Finally, in January 1961, U.S. broke off all relations with Cuba. In this dire citation the Soviet Union and other Communist nations stepped in to purchase Cuban sugar and provide the country with oil and other essential goods. By the end of 1960 the Cuban government nationalized most industry, trade, banking, and transportation, taking another step towards becoming a Communist state. Meanwhile the United States pressured and forced other Latin-American nations to break off relations with Cuba.

Russia

3. In 1959, troops led by Fidel Castro toppled a corrupt military regime in Cuba and ushered in a socialist revolution. The Kennedy administration in the United States supported a military expedition to undermine Castro in 1961, but it was decisively repulsed at the Bay of Pigs. In the aftermath of the attempted invasion, Soviet missiles were sent to Cuba. Still rankling from the defeat of the Bay of Pigs and determined to keep the western hemisphere free from communism, Kennedy determined, in October 1962, that the Soviet Union remove its missiles from Cuba. He also called upon his allies to put their NORAD forces on alert in the event the Soviets refused to back down.

Canada

4. On 29 August 1962, high-altitude flights over Cuba by American spy planes showed what might be surface-to-air nuclear missiles being installed in the western provinces by Soviet technicians. Premier Khrushchev assured President Kennedy that his intelligence reports were wrong. But on 14 October, photographs were delivered to the White House which proved that Khrushchev had lied. They clearly showed launching pads and missiles in western Cuba. Why Khrushchev had gone ahead with plans which were bound to endanger the safety of the whole world is not clear. Perhaps the blunders of the Bay of Pigs and the unpopularity of the United States in Latin America had led him to think there was no risk. If so, he was wrong.

Kennedy spent some time discussing his course of action with advisers. He then acted decisively. He informed the OAS (Organization of American States) of the danger from the missiles to both the United States and the Latin republics. He demanded and got OAS support for a plan to stop and search all Soviet ships heading for Cuba. He then contacted Khrushchev and demanded the removal of the missiles. Without waiting for a reply, he ordered 145,000 American troops to stand by in Florida and Nicaragua. Faced with the possibility of clashes which could lead to all-out war, Khrushchev backed down. On 29 October he ordered ships heading for Cuba to turn back and work to start on dismantling missiles on the island.

Caribbean

5. In October 1962, the Soviet Union and the United States went eyeball-to-eyeball and were on the brink of nuclear war. Surveillance photographs taken by a U-2 spy plane over Cuba revealed that the Soviet Union was installing intermediate-range ballistic missiles. Once operational, in about 10 days, the missiles would need only five minutes to reach Washington, D.C. President Kennedy decided to impose a naval blockade. Soviet freighters were steaming toward Cuba. The president realized that if the ships were boarded and their cargoes seized, the Soviet Union might regard this as an act of war. Soviet Premier Khrushchev sent a signal that he might be willing to negotiate. In exchange for the Soviets agreeing to remove the missiles, the United States publicly pledged not to invade Cuba and secretly agreed to remove its aging missiles from Turkey.

After the Cuban Missile Crisis, Cold War tensions eased. In July 1963, the United States, the Soviet Union, and Britain approved a treaty to halt the testing of nuclear weapons in the atmosphere, in outer space, and under water. The following month, the United States and Soviet Union established a hotline providing a direct communication link between the White House and the Kremlin.

United States

Sources
  • Dana Lindaman and Kyle Ward, History Lessons: How Textbooks from Around the World Portray U.S. History (New York: The New Press, 2004).
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The Big Picture: The Constitution

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Teaser

Test your knowledge of the Constitution and its signers. The document remains one of the most significant pieces of writing, as it continues to govern the nation.

quiz_instructions

Drafted in secret by delegates to the Constitutional Convention during the summer of 1787, this four-page document, signed on September 17, 1787, established the government of the United States. The Constitution is now 221 years old. The document itself has been carefully preserved and revered over the years. Find five things wrong with the signers of the Constitution as pictured below.

Quiz Answer




1. Removed Georgia's signatures
2. Switched the states' names: New Jersey and New York
3. Removed "Jr." from James Madison's name
4. Benjamin Franklin added under Virginia (signed twice)
5. Pennsylvania spelled correctly, with 2 n's

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Presidential Moments: Hail to the Chief Nicknames

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Teaser

Presidential nicknames, fond or far-fetched. Everyone has one, but as president, they garner the respect and allegiance of the nation. Therefore, their nicknames are particularly intriguing and important to us.

quiz_instructions

When you're in the public eye (and the press) as much as the U.S. Commander in Chief, it's difficult to avoid gathering a few unofficial titles. Match the President to his nickname.

Quiz Answer

1. "Flying Dutchman":

Martin Van Buren. Martin Van Buren was a Dutch-American who grew up in Kinderhook, New York, speaking Dutch at home. The first President who was actually born a citizen of the country, he worked as a party organizer and a political strategist. He was not a popular leader, like his predecessor, charismatic Andrew Jackson. Other nicknames include "Red Fox of Kinderhook," "Little Magician," and "American Talleyrand."

2. The "Plodder":

James K. Polk. As Speaker of the House, prior to becoming President, Polk was known for his conscientiousness. He was not a popular man, without a personal following, known for being cold, suspicious, humorless, lacking charm and personal magnitude. He failed twice in reelection for governor of Texas.

3. "General Mum":

William Henry Harrison. Democrats criticized Whig Harrison for evading the issues during the campaign. The Whig party lacked an actual party platform in the election of 1840. Harrison made few speeches, apparently so nothing could be used against him. His most memorable speech, where he was not "mum," was his two-hour inauguration address. Unfortunately, he caught cold and died of pnemonia. He was also nicknamed "Old Tippecanoe," "Granny Harrison" (he was the oldest elected president of his time at age 68), Log Cabin Candidate (although he came from a privileged background), and "Cinncinatus of the West."

4. The "Usurper":

Rutherford B. Hayes. Due to the controversy of the election of 1876 resulting in a vote in the House of Representatives between Samuel J. Tilden and Hayes, who won by one vote, Hayes was also called "His Fraudulency and "Rutherfraud B. Hayes."

5. "Mr. Malaprop":

William Howard Taft. Careless about remembering names and tactless references, Taft often made politically self-damaging remarks. He was also known as "Taft the Blunderer." He often fell asleep during cabinet meetings dinners, and conferences.

6. "Chief of the One Liners":

Ronald Reagan. Reagan was also nicknamed "Great Communicator," "Chief Jokster," and "Chief Punster." He collected funny stories and solicited jokes for opportune situations. Secretary of State George Schultz often added a joke to cables sent to Reagan while overseas just to make sure the President read the cable. Reagan told many jokes about the Soviet Union and often told anti-Soviet stories, helping to develop a good relationship with Mikhail Gorbachev.

Sources
  • Paul F. Boller, Jr. Presidential Anecdotes (Philadelphia: Running Press, 2007).
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By the Numbers: Election Maps

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Teaser

What can historical election maps tell us? Take a look at the electoral vote for several 19th-century presidential elections.

quiz_instructions

During modern presidential campaigns and elections, red-and-blue maps dominate reporting on politics, tracking the success of candidates and their parties state by state. Check out these older maps, drawn from 19th-century presidential elections. The colors indicate Electoral College results for each state then in existence. Figure out what year each election occurred.

Quiz Answer

1. 1848
Blue: Democrat
Orange: Whig
Whig Zachary Taylor beat Democratic candidate Lewis Cass. Third party Free Soil candidate Martin Van Buren did not get one electoral vote.

2. 1856
Blue: Democrat
Red: Republican
Yellow: Know Nothing
Democrat James Buchanan won with 174 electoral votes over Republican John C. Fremont's 114 and Whig-American Millard Filmore's 8.

3. 1852
Blue: Democrat
Orange: Whig
Democrat Franklin Pierce beat out Whig candidate Winfield Scott. The popular vote was much closer than the electoral vote: 50.8% to 43.9%.

4. 1860
Red: Republican
Blue: Democrat (Southern)
Yellow: Constitutional Union
Green: Democrat
Sectional divide split the nation prior to the Civil War when Republican Abraham Lincoln won the election. John Breckinridge led the Southern Democrats, John Bell ran for the Constitutional Union party, and the northern Democratic candidate was Stephen Douglas.

5. 1844
Blue: Democrat
Orange: Whig
Democrat James K. Polk won over Whig candidate Henry Clay.

6. 1840
Blue: Democrat
Orange: Whig
Whig candidate William Henry Harrison beat Democratic candidate Martin Van Buren with 234 electoral votes to 60.

7. 1864
Red: Republican
Blue: Democrat
This mid-Civil War election map reflects the separation between North and South. Republican Lincoln beat Democrat George McClellan.

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Ford's Theatre Teacher Museum Preview Night

Description

From the Ford's Theatre website:

"Ford's Theatre will offer local area teachers the chance to preview the new and improved museum. Follow Lincoln from the first days of his presidency to the last days of the Civil War. The dynamic and interactive new museum features videos, three-dimensional figures and a remarkable collection of artifacts. There will be door prizes, refreshments and classroom resources offered."

Contact name
Jake Flack
Contact email
Sponsoring Organization
Ford's Theatre, Frederick Douglass National Historic Site, Tudor Place Historic House, President Lincoln's Cottage, U.S. Capitol Historical Society
Phone number
2026382941
Target Audience
Local DC-area teachers
Start Date
Cost
Free
Contact Title
Education Programs Coordinator
Duration
Two hours

Presidential Academy for American History and Civics

Description

From the Ashbrook Center website:

"This Presidential Academy will lead teachers in a careful study of three turning points in American history: The American Revolution, the Civil War, and the Civil Rights Movement. Our study will be framed by the three famous documents that memorialize these American epochs: the Declaration of Independence, the Gettysburg Address, and the "I Have a Dream" speech. Participants will spend five days in Philadelphia, six days in Gettysburg, and six days in Washington, DC.

The professors conducting the Academy are among the finest scholars of American history and government from across the country. They include a Pulitzer Prize winning author and many recipients of teaching awards at their respective colleges and universities."

Registration Deadline
Sponsoring Organization
Ashbrook Center
Target Audience
Middle and high school
Start Date
Cost
Free; $1500 stipend
Course Credit
"Teachers may choose to receive four hours of Master's degree credit from Ashland University. This credit can be used toward the Master of American History and Government offered by Ashland University or may be transfered to another institution. The four credits are offered at a discounted cost of $880 ($220/semester credit hour)."
Duration
Nineteen days
End Date