Showing posts with label All Classes. Show all posts
Showing posts with label All Classes. Show all posts

Wednesday, October 10, 2012

Lincoln 1860 Election - William Baumann Green Block



Abraham Lincoln’s 1860 Campaign 

"Woodchopper of the West"



Abraham Lincoln was the 16th President of the United States, serving from 1861 until his assassination in 1865. Lincoln was considered the underdog when he ran for President because he was a newcomer to politics and lacked experience. However, his message was plain and simple: preserve the Union at all costs, even if it meant going to war. He defeated the southern Democratic nominee John C. Breckinridge, the Democratic nominee Stephen A. Douglas, and the Constitutional Union nominee John Bell in the 1860 election because of his effective campaign strategies.

Marcus Cicero, a Roman philosopher, wrote a letter over 2000 years ago to his brother who was running for office. In Cicero’s letter, he told his brother in order to win the election; he must secure the support of his friends and win over the general public. In order to do so, he gave his brother many recommendations ranging from adapting to each person he met by changing his expression and speech when necessary to sticking to vague generalities when describing his agenda. Cicero’s campaign techniques are still being practiced in politics today. Abraham Lincoln’s campaign subconsciously followed Cicero’s advice, resulting in his nomination by an electoral landslide. Stephen A. Douglas, John C. Breckinridge, and John Bell, on the other hand, ran terrible, boring campaigns that lacked the passion and freshness the Lincoln campaign possessed. John C. Breckinridge only gave a handful of speeches. John Bell gave vague speeches that did not offer solutions to the growing resentment between the North and the South. Stephen A. Douglas’ speeches focused more on uniting the fractured Democratic Party than trying to win over Northern votes.

           Abraham Lincoln was fifty-one, a newcomer to national politics and had no political foes when he ran for office. This was Lincoln’s first step in the right direction to win the election. Cicero stated in his letter that the more enemies you make, the less chance you have of winning. Lincoln was skillful in debate. As a self made man, he appealed to common people in the West. Cicero also pointed out that appealing to the hoi polloi greatly benefits the candidate because if voters feel they can connect with the candidate and not feel the candidate is only on the side of the extremely wealthy, they would be more likely to support that candidate. Lincoln himself decided not to write or make any points on specific doctrine lest his opponents distort his remarks. Lincoln greatly benefited from this because Stephen A. Douglas was unable to successfully attack Lincoln on any of his policies.

In the 1860 election, Abraham Lincoln’s most valuable campaign technique was candidate image. Lincoln appealed to many different voters, especially the common man. One day, a news reporter went to Lincoln’s home in Illinois and reported what he saw as a “magnificent spectacle.” The reporter wrote, “There stood Honest Old Abe in his shirt sleeves, a pair of leather home-made suspenders holding up a pair of home-made pantaloons, the seat of which was neatly patched. ” This reporter portrayed Lincoln as a true American. Lincoln was also a rail-splitter, and this helped to promote his image as a tough American who could take on the challenge of preserving the Union.

One of the many reasons Stephen A. Douglas lost to Abraham Lincoln was because of the desperation Douglas showed during his campaign. Douglas was the first presidential candidate in American history to make a nationwide tour in person, an act not traditionally done at the time.  Lincoln, who stayed with campaign tradition, stayed at home in Springfield and received delegates who came to pay their respect. Many newspapers began to notice Douglas’ desperation. The Illinois Gazette even said, “There is Douglas strolling around the country begging for votes like a town constable.” At one point during Douglas’ campaign, he said he was going to New York to visit his mother. However, instead of going straight to New York, Douglas campaigned for weeks heading north to New York, making countless speeches along the way, begging for votes. This act was met with harsh criticism, mainly because campaigning around the country was considered disrespectful at the time. Douglas created many enemies during his political career leading up to the 1860 election, having a detrimental effect on his campaign. Douglas also failed to unite his party, which ended up in two Democrats running for office. This also helped Lincoln achieve victory.

Although modern technology has greatly impacted the way campaigns reach out to voters, Cicero’s key successful campaign elements are constantly being used in American presidential campaigns. Most importantly, Cicero mentioned a candidate must focus on the major issues impacting the people at the time. He must convince the people that he knows exactly how to get out of whatever mess the country is in a way that will benefit the nation as a whole. When the country is doing well economically, the leader has to convince the people that he can continue the forward movement of prosperity. If the time in that nation’s history is one of great suffering, the candidate must convince the people that he can pull them out from suffering and into prosperity. Lastly, a successful candidate has to appeal to a broad range of people because many people tend to elect the man who they can trust as someone who will bring of prosperity and safety.

In the end, Lincoln’s simple message of preserving the Union backed up by his extremely effective candidate image resulted in his victory. In his acceptance speech, Lincoln said, "A house divided against itself cannot stand. I believe this government cannot endure, permanently half slave and half free." Lincoln won by more than 450,000 votes over the second place candidate, Stephen A. Douglas.


Bibliography

Boller, Paul F., Jr. Presidential Campaigns. New York City, NY: Oxford University Press, 2004.

Woolley, John, and Gerhard Peters. "Election of 1860." In American Presidency 
Project. Last modified 1999. Accessed October 9, 2012.
 http://www.presidency.ucsb.edu/showelection.php?year=1860

American Government, s.v. "1860 Republican Party campaign banner," Image, Library of Congress, accessed October 10, 2012. http://americangovernment.abc-clio.com/Search/Display/870147?terms=Lincoln

American Government, s.v. "Abraham Lincoln," accessed October 10, 2012. http://americangovernment.abc-clio.com/Search/Display/196573?terms=Lincoln

American Government, s.v. "Abraham Lincoln," Image, Library of Congress, accessed October 10, 2012. http://americangovernment.abcclio.com/Search/Display/198409?terms=Lincoln




Sunday, October 7, 2012

Campaign Research Assignment: FDR 1932. Alex Siber Green

Campaign Research Assignment: FDR 1932  
Alex Siber
10/5/12


Franklin Delano Roosevelt's 1932 Campaign 
Smiles, Speeches, and Strength 




Franklin Delano Roosevelt was the 32nd President of the United States for three rather successful terms, the first of which beginning after his victory against former President Hoover in the 1932 election. Following the start of the Great Depression that many American’s blamed on Hoover, Roosevelt was considered the favorite as he offered a much needed change that the people were desperate for. 

About 2000 years earlier, the Roman philosopher and political theorist Marcus Cicero outlined numerous tips and rules to follow to win a race for public office, many of which still true and applicable today and can be seen in Roosevelt’s campaign. A primary measure that must be taken according to Cicero was securing the support of one’s allies, and winning over the general public. In his campaign, Roosevelt was able to garner the support of his fellow Democrats by avoiding a deadlock, convincing rival and presidential hopeful John Garner to cede his delegates, which enabled Roosevelt to win his party’s nomination. Furthermore, the Democratic party fully supported their candidate, organizing numerous fundraisers, parades, rallies, and conventions. Hoover, in comparison, did not garner as much encouragement or promotion: his party did not even have his pictures hung at the Republican convention. 

As for the general public, Roosevelt made an honorable, exhausting effort to travel to as many places as he could, covering a total of 13,000 miles solely by train. He also gave many speeches to enlighten the public about his “New Deal,” which aimed to assist a struggling America through federal support programs. In these speeches, he called for federal responsibility and social change, often including one-liners or anecdotes laced with optimism that sat well with his crowds, such as those in Chicago. In addition, the term “New Deal” instantly rose in popularity and was used as a campaign slogan, inspiring hope in many Americans. Hoover, however, campaigned much later than Roosevelt, and the speeches he went on to deliver were described as dreary and bland. Hoover was also booed by crowds when calling Roosevelt’s policies “foreign” or “socialist.” Though framed in a critique of Roosevelt, Walter Lippmann’s statement calling the presidential hopeful “a pleasant man” once more added a sense of optimism and appeal that contrasted well with Hoover’s unpopularity. 

Roosevelt’s success as Governor of New York from 1928 to 1932 also served as a political basis for comparison with Hoover’s plagued term in the Oval Office, and provided the former governor with support from one of the most influential states in the country, as he was able to implement several programs that assisted the poor by raising funding for the state by 30 million dollars. 

While the time period certainly affects the way campaigns are run due to changes in technology and politics, several key elements define successful American presidential campaigns. Foremost, a candidate must focus on the major issues confronting the nation at that time, and must convince the people that he or she is capable of handling those issues in a way that benefits the country. In a time of prosperity, a president must convince thes people that the aforementioned prosperity will continue. If it is a time of struggle, such as it was in 1932, the winning candidate must convince the people that he or she can bring prosperity back. Second, a successful candidate must appeal to a broad base of people, as voters tend to choose a person who is relatable, kind, and promising of change. Finally, a successful candidate must be willing to play the game of politics, which includes the media stories, the tiresome days of travel, speeches, and debates, the pressure to deliver for an entire nation, and the need to convince thousands of individuals, one by one, that he or she can make good on their promises. 

In Roosevelt’s 1932 campaign, celebrity endorsement was a major technique used, as prominent Democratic officials openly supported as well as influential Republicans such as Robert LaFollete Jr. of Wisconsin and George Norris of Nebraska. Especially considering the total lack of support behind Hoover, these endorsements were extremely significant in convincing voters across the spectrum to vote for the “New Deal” and “Happy Days are Here Again” campaign of Roosevelt. In addition, Roosevelt’s campaign sought to create a “pleasant man, family man” image that, when coupled with his incessant and bright smile and optimism, made Roosevelt extraordinarily appealing and inspiring for many Americans. 

Ultimately, Roosevelt’s seemingly honest tactics, centralized around a passionate desire to speak to as many people as he could and in as many places as possible, made him triumphant: He won the popular vote by more than 7 million votes, and took 42 states. 









































Friday, June 22, 2012

Hold me accountable!

Hi Classes,

I've spent the last three days in a Teaching with Technology course that is about using blogs and Flickr in the classroom.  It has been interesting and extremely relevant, so I definitely want to use it in our classes.

If we go a while without using these tools...remind me! Sometimes it can be challenging to keep up with managing this technology, but the benefits are immense.  Please hold me accountable for regularly using this technology in our classes!

Thursday, June 21, 2012

Instructions for Social Studies Blogging

How will we use our class blog?

We will use this blog to share our ideas, ask for feedback, and build a classroom without walls!

How do I blog?

At the beginning of the year, you each gave me your email address.  I have made you all writers for this blog! That means that you can add posts and comment on your classmates' work.

Becoming a Writer for "409 for Thought":

  • At the beginning of the year, you gave me your email address.  You will receive an invitation to become a writer for our class blog "409 for Though"
  •  Follow the link in the email.  If you do not have a gmail address, you will have to create one.  Then, log in with your gmail address.
  • Pick a username.  Please format your username as follows:
    • LastnameColorblock
    • Ex: ShaperoRed 
  • Then click "continue to blogger" and "view blog"
  • After this step, you can go straight to the blog page and sign in with your gmail address.

    Adding a New Post: 

    •  On the top right hand corner of the page, select "new post"
    • Give your post a title
    • Write your post!
      • Sign your post! Include your name and color block at the end of posts that you write. 
    • Edit your post!
    • ****LABEL YOUR POST****
      • On the right hand side, you will see "Post Settings." Under that heading, click "Labels" and select the label for your class (all 10th grade classes have the same label). 
      • IF YOU DO NOT LABEL YOUR POST YOUR CLASSMATES AND I WILL NOT SEE IT.
      • By labeling your post, you make it easy for us to find everything from your class.  On the right of the blog homepage, you can click on a label to see all the posts from your classmates.  Otherwise you will have to sift through work from all of my classes.
    • When you are ready for everyone to see your blog, press "Publish." You can still go back and edit your posting, but will have to click "publish" every time to make it public. 

     Remember to have fun and explore your classmates ideas!

Wednesday, June 20, 2012

Fun formative assessment...really? Yes!

What is formative assessment?

We use formative assessment to get constructive critiques on our work in the process of creating it.  For example, you might take your essay to the Social Studies Lab for comments from a teacher before you make your final edits and submit the paper.  Or, you may trade drafts of a project with other students to get their suggestions before moving forward towards the final product.  As a teacher, I might use formative assessment by asking you for feedback during a lesson so that I can structure our next class to better suit the needs and interests of the students.  

Formative assessment also helps us to focus on a growth mindset and makes us more comfortable with taking academic risks because there is less attachment to a letter grade.  As a result, we will become more active, adventurous learners with more analytical and sophisticated final products.  

  • When and how have you and your teachers used formative assessment in your Social Studies classes before?

Check out some of these links that further discuss the benefits of formative assessment in the classroom! 

Clip art licensed from the Clip Art Gallery

Blogging and Formative Assessment

This year, it is my goal to use blogs and commenting as a formative assessment tool for our class.  Throughout the year, we will respond to thought-provoking questions, complete creative assignments, and use art and other multimedia to enhance the historical or political content we discuss.  Throughout these activities, we will use this blog and the commenting features to view and constructively critique the work of our classmates with the ultimate goal of challenging our thinking and improving our final products.  

 A fun and open learning environment online...  

These blogs will be an extension of our classroom and will be a place where we encourage academic risks and foster learning.  When we engage in formative assessment and comment on the work our classmates do, it is important to be deliberate in how and what we right.  The purpose of these activities is to improve, so of course we will expect comments that identify errors. question ideas, and challenge our thinking.  However, these comments will be most effective when they are presented with language that encourages growth rather than insults or diminishes the work of our peers.
  •  Give an example of using  constructive language when criticizing/complimenting your peers' work!

Now you try it... 

After reading the blog and exploring the article links above, write a comment or response to a comment on this post about how you think we should use formative assessment in our class this year.