Thomas Nast (1840-1902) was a political caricaturist.  He created the Republican elephant and popularized the Democratic donkey.    Images Courtesy of Carl Vinson Institute of Government, University of Georgia

Have students create a cartoon symbol for the 1804 Democratic-Republican party and the Federalist party.

Benjamin Franklin supposedly printed the first political cartoon in American.  Here is a 1789 cartoon.  Use the Cartoon Analysis Worksheet to analyze this cartoon. (Hint: what was taking place in 1789 in American that would have caused this uproar?)
	Click cartoon to see larger version.

Have students review these cartoon images from the 2004 campaign.  Students should use the Cartoon Analysis Worksheet.  

Click images to view larger version.

Have students try their hand at creating a cartoon of  

• Kerry and Bush at a campaign rally
• Jefferson and Pinckney at the President's House (White House)

Propaganda Techniques are used to influence public opinion.  They are used in today's campaigns but also were used during the early years of the nation.

Listen to our 1804 candidates and decide if they are using any of these techniques.  Click on the candidates name to hear their comments. In a chart like the following, write the propaganda technique or techniques they are using.

Did any of the candidates not use any of these techniques?   If so can you explain why he/they did not.

German scientist Baron Alexander von Humboldt visited President Jefferson at the Presidents House.  He noticed a newspaper article that attacked the president viciously.  On inquiring why the President didn’t suppress the libelous paper, fine, or even imprison the editor, Jefferson replied, 

"Put that paper in your pocket, baron, and if you hear the reality of our liberty, the freedom of the press, questioned, show them this paper and tell them where you found it."  

What was Jefferson referring to?  

Examine the following 2004 campaign images for any propaganda techniques.  Click here for page with full versions and text.

Have students collect 2004 campaign literature (pictures, brochures, flyers, bumper stickers, etc.) and analyze it for the propaganda techniques.  Use the Campaign Literature Analysis form to assist in this activity.  Using the collected literature have students create poster board exhibits that reflect each of the propaganda techniques. 

Ask the students:  Did any of the literature analyzed deal with issues.  Can you verify the candidates' statements with facts from the newspaper?  

What political parties exist today?  List them and make notes on what each party's platform is. (create a chart like the one below)

There was much debate at the Constitution Convention of 1787 over the method of electing the President.   Have students research the various methods that were debated.  Re-enact this debate with the students arriving at a consensus on the method of electing the President.  Compare their consensus with the compromise that was reach in 1787.

In recent years there have been proposals to change the method of election.  Have students determine what those proposals were.  Ask students if they have suggestions on the election process.  What would it take to change the current voting system?

There have been several Constitutional provisions for elections.  In a chart like the one below explain the provision change and when it was ratified.

In 1804 there were 176 electoral votes, Jefferson received 162 of those votes and became President. How many votes did Pinckney receive?   On a map write in the number of electoral votes for each state.  Have students do research to see which states voted for Jefferson and which for Pinckney.  List that information in a chart.  Have students then color code the states on the map for Jefferson's wins and Pinckney's wins.

Today there are 528 electoral votes.  On the map write in the number of electoral votes for each state. 

270 votes are needed to be elected President.  What happens if neither Bush nor Kerry get the required 270 votes?  Who will decide whom the President and Vice President will be?

Have students define "good citizenship."    What are the responsibilities of American citizens?

Voting is perhaps the most important responsibility.  Ask students to agree or disagree with that statement?  Have them explain their answer.

Does voting make a difference?  Gather the students' opinions.

Share with the students the following information:

Can one vote really make a difference?  
The April 7, 1987 Ann Landers column listed the following:

Live with the News:

• Assign students the role of Jefferson and Clinton at a Press Conference or Political Rally for the Democratic-Republican campaign

• Assign students the role of Pinckney and King at a Press Conference or Political Rally for the Federalist campaign

• Assign students to be the audience at the Press Conferences or Political Rallies

• Assign several students the role of field news reporters to report on the action at the Press Conferences or Political Rallies

Today the contenders for the Presidency have their own web pages .  Have students visit these sites:  www.georgewbush.com and www.johnkerry.com

Have students design a web site for Thomas Jefferson and one for Charles Cotesworth Pinckney.  Have students e-mail their creations or URLs to democracy@poplarforest.org for display on Thomas Jefferson's Poplar Forest website. 

A culminating activity could be a Mock election for the 1804 election or the 2004 election.