- Students will use a graphic organizer to analyze primary sources of Campaign media during the 1916, 1932, & 1952 election at 3 Work-Stations in groups. (See below)
- They will then individually write a Reflection RAFT
Students love to share their thoughts and points of view to their friends and rest of the world via Social Media. They will take a step back in time to see how prominent political figures (sometimes with much difficulty) got their thoughts and messages across to the American people. Students will then offer their expertise on what could have been done differently.
- Research the social, economic, & political conditions of the USA prior to the Presidential elections of 1918, 1932, 1960 to understand the historical context.
- Analyze campaign media from each of the above elections and determine its effectiveness on the individual & the American society.
- Create a memoir of a losing candidate to reflect on how new media could have helped them or not.
- KCK Standard #4: Societies experience continuity and change over time
- WW1: Focus on the role of the United States as it is eventually drawn into the conflict and sends its own off to save the world for democracy.
- Great Depression/New Deal: Examine how the Great Depression was ushered in by the stock market collapse in the fall of 1929.
- WW2 and the Aftermath: examine how the United States emerged from World War II as a world power and how the stage for future conflict with the Soviet Union was set in the waning days of the war.
- Lapsansky-Werner, Emma J. United States History: Modern America. Upper Saddle River, NJ: Pearson Prentice Hall, 2007. Print. Chapters 6, 9, 13 (Class Textbook)
- http://archives.gov/publications/prologue/2004/summer//hoover-2.html
- Students will rotate between 3 Document Stations: 1) 1916 Election, 2) 1932 Election, & 3) 1952 election
- After the completion of their questions on the graphic organizer, students will discuss what could the losing candidate have done differently with his Media, or were the Social, Political, or Economic factors too much?
- They will also discuss whose campaign media was more memorable and why.
- Teacher will introduce the relevance of the assignment and give instructions and do any necessary modeling.
Teacher will travel from station to station and monitor progress and check for understanding.
Graphic organizer
Name _____________________________________________________
Hour __________
Elections and the use of Media
Available media (describe):
1916:
1932:
1952:
|
Election |
What was happening in America socially, economically, & politically? |
How do the candidates Media address the issues of the time? |
Overall Message: Change or Stay the Same? Examples |
Which candidate used the available media of the time better? How? |
|
1916 |
|
Wilson
|
Wilson |
|
|
Hughes
|
Hughes |
|||
|
1932 |
|
Hoover
|
Hoover |
|
|
Roosevelt
|
Roosevelt |
|||
|
|
|
|
|
|
|
1952 |
|
Eisenhower
|
Eisenhower |
|
|
Stephenson
|
Stephenson |
Reflection RAFT
|
Role |
Audience |
Format |
Topic |
|
Hughes looks back at the 1916 Election |
Future Generations |
Memoir |
Hughes reflects on how his fate would be any different had radio and TV been available |
|
Hoover looks back at the 1932 Election |
Future Generations |
Memoir |
Hoover reflects on how he would have used the Radio differently and how things would be similar or different had TV been available. |
Reflection R.A.F.T.
|
Role |
Audience |
Format |
Topic |
|
Hughes looks back at the 1916 Election |
Future Generations |
Memoir |
Hughes reflects on what he could have done differently and how his fate would be different had radio and TV been available |
|
Hoover looks back at the 1932 Election |
Future Generations |
Memoir |
Hoover reflects on how he would have used the Radio differently and how things would be similar or different had TV been available. |
Rubric
|
|
4 |
3 |
2 |
1 |
|
Accuracy |
Information is always accurate and properly reflects ideas and themes of the subject |
Information is accurate but could use more support |
Information provided has some inaccuracies or missing |
Information is incomplete or inaccurate |
|
Perspective |
Writing has consistent point of view and information tied to role and the audience. |
You explain how your character would feel about the event but missing a clear point of view |
Show little insight to your characters feelings to the event. |
You do not accurately develop your characters thoughts or reactions to the event. |
|
Grammar/ Mechanics |
Few grammatical errors and consistently writes in the correct tense |
Several grammatical errors and/ or inconsistent tense |
More than 5 grammatical errors and mostly written in incorrect tense |
More than 8 grammatical errors and completely written in incorrect tense. |