winning the vote - smithsonian education

OORTto

T E A C H I N G W I T H T H E P O W E R O F O B J E C T SSmithsonian Institution September/October 1996

Winning the Vote: HowAmericansElect TheirPresident

Subjects

Art

Geography

LanguageArts

SocialStudies

Grades

4–9

Inside

Lesson Plan

Take-HomePage inEnglish/Spanish

Publication ofArt to Zoo is

made possiblethrough the

generous support of the

Pacific MutualFoundation.

CONTENTS

Introduction Page 3

Lesson Plan Step 1 Page 6

Activity Page 1A Page 7

Activity Page 1B Page 8


Activity A Page 10

Activity Page 2B Page 11

Activity Page 2C Page 12


Take-Home Page inEnglish/Spanish Page 14

Resources Page 15

Art to Zoo’s purpose is to help teachers bring intotheir classrooms the educational power of museumsand other community resources.

Art to Zoo draws on the Smithsonian’s hundredsof exhibitions and programs—from art, history, andscience to aviation and folklife—to create classroom-ready materials for grades four through nine.

Each of the four annual issues explores a singletopic through an interdisciplinary, multiculturalapproach.

The Smithsonian invites teachers to duplicate Art to Zoo materials for educational use.

You may request alarge-print or disk version of Art to Zoo by writing to theaddress listed on theback cover or by faxingto (202) 357-2116.

Cover photo William JenningsBryan presidential campaign game,1908.

Above photo Abraham Lincolncampaign biography, 1860. Duringthe nineteenth century, political parties emphasized the characterand accomplishments of their candidates in carefully crafted campaign biographies.

Opposite photo William Jennings Bryan paper hat, 1896.Democratic newspapers distributedthis elaborate paper hat during the1896 presidential campaign.

explore in the Smithsonian’sNational Museum ofAmerican History. The activities that follow includeobjects from that museumand encourage your studentsto consider the powers of the presidency as well as the informal methods that have evolved to select candidates for America’shighest elected office.

Defining the OfficeThe Founders at

Philadelphia in 1787 wereconfronted with a series offundamental questions asthey fashioned their execu-tive creation. Would the president possess almostmonarchical authority, orwould his powers be morelike those of the state governors? Should the presidency encompass a

During the long, sweltering summer of 1787 a delegation of more thanfifty men from twelve formerBritish colonies cloisteredthemselves behind the lockeddoors of Philadelphia’sIndependence Hall. The stated purpose of their meeting was to amend theArticles of Confederation, aloose framework for ouryoung nation’s government.However, when the delega-tion adjourned in Septemberits members had insteadfashioned an entirely newConstitution and with it the uniquely American institution of the presidency.

The office of the presiden-cy and the informal processof electing the president arethe themes of this issue ofArt to Zoo and are among themany topics visitors can

single individual or perhaps a panel of executives? Would the federal legislature(Congress) elect the presi-dent or would the nation’svoters? Should the presidentserve only a single, lengthyterm or be eligible for reelec-tion to several shorter terms?

These were difficult issuesfor the Founders to resolve.Many had resented the powerful royal governorswho had presided over theirstates before the Revolution.Others had equally strongfeelings about the perceivedweaknesses of the Executiveunder the Articles ofConfederation. Despite theirdifferences, however, theFounders agreed on whoshould serve as the first president—he was sitting inthe same room with them.George Washington, the hero

of the Revolution and nowthe presiding officer of thePhiladelphia Convention,was to many a living embod-iment of the presidency. Inno small measure the powersgranted to the Executive area testimony to the confidenceplaced in Washington’s personal qualities of leadership and integrity.

The institution of thepresidency as created by theConstitution represented abold new experiment in gov-ernment. The president wasto be many things—the headof the executive branch, thecommander-in-chief of thearmed forces, and the headof state. His powers werewide-ranging and includedthe authority to command thearmed forces, veto congres-sional legislation, negotiatetreaties with foreign powers,

Winning the Vote: How Americans Elect Their President

appoint officials (includingambassadors and SupremeCourt justices), grant pardons and reprieves,receive foreign ambassadors,and call Congress into special session.

The constitutional processthat they established forelecting the president reflect-ed the Founders’ concern thatthe right person be selectedfor a job with a four-yearterm of office and unlimitedpossibility for reelection. The ideal candidate wouldbe, like Washington, a leader of national stature who possessed the experience and maturity necessary tocarry out his duties. With somuch power entrusted to thepresidency, the delegateschose not to enact a systemin which popular votes alone

could determine the outcome; they feared thatvoters might select regionalcandidates lacking in national perspective.

To prevent this possibility,the Founders created theElectoral College. In this body, each state wasallocated as many electors as it had senators and representatives in Congress.Members of the ElectoralCollege were chosen throughmethods determined by thestate legislatures. To elect apresident, electors wouldmeet in their respective states to cast their votes. The candidate with the greatest number of voteswould be named president,and the candidate with thesecond greatest number ofvotes would be named vicepresident. (This procedurewas modified in 1804 by theTwelfth Amendment, whichplaced the president and vice president as a “team”running on the same ticket.)

Political PartiesA gradual development

in the American process ofelecting a president was theformation of political parties.Some of the Founders didnot welcome parties; there isno mention of the role orfunction of national parties inthe Constitution. They sharedthe eighteenth-century notionthat parties, or “factions,”were injurious to a represen-tative government. Others

disagreed and went on toform America’s first political parties.

Historians continue todebate the precise evolutionof American political partiesbut generally agree that aviable national party systemhad emerged by the late1830s. National political parties brought togetherdiverse local and regionalcoalitions who wanted tovoice their opinions in anational forum. An importantpart of their strategy was togain control of Congress and the presidency.

The broadly basedDemocratic, Whig, and(later) Republican Partieswere products of the steadilyexpanding franchise, or rightto vote, during the earlynineteenth century. By 1840, property restrictionsfor voting had largely beenrepealed, enabling mostwhite males over the age of twenty-one to vote.Throughout the nineteenthand twentieth centuries theelectorate continued toexpand as people outside the system struggled toobtain the vote. The franchise was extended toAfrican American males inthe 1870s (although laterseverely restricted in somestates), to women and NativeAmericans by the 1920s, and to all eighteen-year-oldsin the 1970s. Each influx of new voters added strengthto the political parties.

In addition to changingthe dynamics of elections,the emergence of nationalpolitical parties created anew role for the president—that of party leader. It was aposition that many presidentsfound uncomfortable butnecessary to assume in theirpursuit and exercise of theExecutive office.

Selecting the CandidatesPolitical parties

introduced to American presidential elections severalinformal practices that haveno constitutional definition.Instead, they complement the Constitution by providingan effective means to selectcandidates of proven abilityand national reputation.

Early on, presidential candidates were chosen by a few influential party members who assembled in state and congressionalcaucuses. It became clear bythe late 1830s, however, thatthis process did not appeardemocratic enough to thethousands of newly enfran-chised voters. Thus was bornthe curiously American ritualof the quadrennial nationalparty convention.

From the beginning, con-ventions were highly stylizedand emotive affairs, partlyreminiscent of religiousrevival meetings and attend-ed by an enthusiastic crosssection of the party’s faithful.A convention’s primary function was not always to select a candidate but to

4 Art to Zoo Winning the Vote: How Americans Elect Their President September/October 1996

Benjamin Harrison presidential campaign ribbon, 1888.The party faithful often wore ribbons like this one toshow their support for a candidate.

reconcile competing factionsand unite the party behindthe nominee. As part of this reconciliation process,convention delegates drafted a statement of partyprinciples—a platform—that represented the views ofthose assembled. Candidateswould pledge to uphold theirparty platforms, but seldomhave elected presidents usedthese principles as a basis forenacting their legislativeagendas.

National conventionsbecame less important in thecandidate selection processby the mid-twentieth century,as reformers within bothmajor parties advocated aseries of state primaries as a means of more activelyinvolving the party rank and file. Once they becamewidely adopted, primariesvirtually guaranteed to establish major party nomi-nees well before the nationalconventions took place.

American political partiesalso transformed the nationalpresidential campaign into a colorful spectacle. Aneclectic mixture of Americanpopular culture and politics,

the national campaign pitted the major parties in a titanicbattle to market their respective candidates to thewider electorate.

Around 1840, nationalcampaigns began to surroundthe presidential electionprocess in an atmosphere of unrestrained hoopla. The party faithful marched in torchlight parades; sangofficial campaign songs;devoured adoring campaignbiographies; subscribed toparty newspapers; and displayed buttons, banners,ashtrays, mugs, and everymanner of memorabiliaemblazoned with the nameand image of their candidate.

These seemingly frivolousefforts were directed towarda very serious end: convinc-ing as many voters as possible to cast their ballotfor the party’s nominee.Because of peculiarities inthe Electoral College system,a difference of only a fewthousand popular votes wasoften enough to garner a candidate the total count of a state’s electoral votes—and possibly the presidency.

The ChangingCampaignDuring most of the nineteenth century,presidential candidates werenot expected toplay a public rolein the nationalcampaign. The lack of efficient

transportation made it diffi-cult for candidates to interactwith voters outside theirimmediate regions. Not until1928 did national speakingtours by both major partycandidates become a stapleof the presidential race. Theonly significant exception to this general inertia was the whirlwind eighteen-thousand–mile speaking tour in 1896 of theDemocratic candidateWilliam Jennings Bryan.

The technologicalprogress of the twentiethcentury brought profoundchanges in the style of the national presidential campaign. By the 1930s,radio carried the voices ofthe candidates directly intomillions of American homes.Within a generation, television had completed the picture by providing thevoters with visual images of the candidates. Thus presidential politics hadmerged with the media revolution. It was now desirable that candidateshave both a polished speak-ing voice and a photogenicquality if they were to be

successfully marketed to the electorate.

Televised debates betweenthe major party candidatesbecame a part of the nationalpresidential campaign in1960. Historians and politicalscientists continue to study the electoral impact of televised debates, and millions of voters watchthem each election year.

More recently, televisionintroduced the “electronictown meeting” to the presidential contest. In this increasingly popularbroadcast forum, candidatesanswer questions from voters across the nation.Presidential politics haveeven moved into the realm of cyberspace. Major andminor parties have eagerlyset up World Wide Web sites to disseminate their candidate’s views on a wide range of domestic andforeign policy issues.

These changes remind usthat the process of electingthe president will no doubtcontinue to evolve, as it hasover the past two centuries.In a manner befitting a freeand open society, Americanswill determine how to select those most qualified to compete for our nation’shighest office: the presidency.

Art to Zoo Winning the Vote: How Americans Elect Their President September/October 1996 5

Franklin Delano Roosevelt delivering a radio address,1936. Our thirty-second president was the first ChiefExecutive to make extensive use of radio to communicatewith American voters.

LEARNING ABOUT THEPRESIDENCY

Objectives■ Identify the powers of thepresidency as defined by theU.S. Constitution.■ Interpret an electoral mapof a presidential contest.■ Examine the function ofthe Electoral College.

Materials■ Copies of Activity Pages1A and 1B, pages 7 and 8.■ Copies of maps of theUnited States.■ Chalkboard, chalk.■ Pens or pencils.

SubjectsGeography, language arts,math, social studies

Procedure1. Tell your students that

you are going to describe animportant national event forthem to guess. Give thesedetails: This event takesplace once every four yearsin November; manyAmericans take an interest init; the press begins to coverthis event at least one yearbefore it happens; if youwatch television, listen to theradio, or read the newspapersyou see many advertisementsand hear stories about it;thousands of people meetevery four years during thesummer to prepare for it; and

although it is not a sportingevent, some people havedescribed it as being like along-distance race. Your stu-dents will probably concludethat you have described theelection of the president ofthe United States.

2. Ask students whyAmericans show so muchinterest in the election of thepresident. They will probablyconclude that Americanswant to pick the right personfor the most powerful electedoffice in America. Ask themto describe the president’sjob—what does the presidentdo? Have a volunteer list theclass’ responses on the chalk-board.

3. Give each student acopy of Activity Page 1A andtell the class that they will bereading part of the presi-dent’s job description fromthe U.S. Constitution. Directthem to the section entitled“Who can be president?” andchoose a few volunteers toread the paragraph aloud.(Some students might find theeighteenth-century languageof the Constitution difficult tounderstand and may needextra coaching.) Have yourstudents answer the questionsthat follow the paragraph.Encourage them to considerwhy the president must be atleast thirty-five years old andhave lived in the UnitedStates for fourteen years.Answers may vary, but stu-dents will probably concludethat the president must be old

enough and have lived in theUnited States long enough tohave had a wide range ofexperience with nationalissues. (Life expectancy wassignificantly shorter duringthe eighteenth and nineteenthcenturies than it is today,making thirty-five a relativelymature age then.)

4. Direct students to thesection entitled “Some dutiesof the president.” Choosevolunteers to read the para-graphs aloud and then havestudents write their responsesto the questions that followeach paragraph. Encouragethem to compare theiranswers to the class’ list ofpresidential duties (on thechalkboard).

5. Ask students todescribe how they think thepresident is elected. Studentswill probably conclude thatthe president is elected by amajority of popular votes inthe general election. Giveeach student a copy ofActivity Page 1B, “TheElectoral College” and a U.S.map (with states’ names).Tell them that they will belearning about the presiden-tial election of 1888 and thatthe result might surprisethem. (To establish a context,you may wish to tell yourstudents that this electionoccurred between the CivilWar and World War I.)

6. Tell students to markthe electoral map on ActivityPage 1B with the names orU.S. Postal Service abbrevia-tions of each state in 1888(territories are alreadymarked). Be sure to stressthat the electoral map shad-ings indicate which candidatewon which states. Direct

your students to writeanswers to the questions onthe activity page. Next, tellthem that the small numberson the map represent theelectoral votes of the states.(Use the Introduction as aguide to discuss the conceptof the Electoral College). Besure to stress that a state’snumber of electors is equalto its number of senators andrepresentatives.

7. Ask your students toadd up the numbers in thestates with dark shading(electoral votes for BenjaminHarrison) and the numbers inthe states with light shading(electoral votes for GroverCleveland). (You may havestudents add the numbers onthe chalkboard.) Which can-didate had the greater num-ber of electoral votes?Students should concludethat Harrison did. Tell themthat as a result, Harrison wonthe election even though hehad fewer popular votes thanCleveland.

8. Conclude the lesson byinitiating a discussion on therelative merits of theElectoral College system. Isit a fair way of electing thepresident? Does it still work?Should the system bechanged? (Students mightnot see the benefits of havingthe Electoral College. Youmay wish to mention that thesystem encourages the stabil-ity of well-organized, locallybased parties at the expenseof less-established, third-party movements.) Be sure toemphasize that the 1888election was an exceptionalcase and that candidates whogarner the greatest number ofpopular votes also usuallywin the Electoral Collegevote.


LESSON PLANStep 1

WHO CAN BE PRESIDENT?

(From Article II, Section 1 of the U. S. Constitution)

No Person except a natural born Citizen, or a Citizen of

the United States, at the time of the Adoption of this

Constitution, shall be eligible to the Office of President;

neither shall any Person be eligible to that Office who shall

not have attained to the Age of thirty-five Years, and been

fourteen Years a Resident within the United States.

How old must one be to run for president?

How many years must one be a resident of the United

States to run for president?

SOME DUTIES OF THE PRESIDENT

(Excerpted from Article II, Section 2)

The President shall be Commander in Chief of the Army and

Navy of the United States, and of the Militia of the several

States, when called into the actual Service of the United

States . . . and he shall have Power to Grant Reprieves and

Pardons for Offences against the United States.

What duties of the president are described in this paragraph?

SOME DUTIES OF THE PRESIDENT continued

He shall have Power, by and with the Advice and Consent

of the Senate, to make Treaties, provided two-thirds of the


ACTIVITY PAGE 1AThe President on Paper

Senators present concur; and he shall nominate, and by

and with the Advice and Consent of the Senate, shall

appoint Ambassadors, other public Ministers and Consuls,

Judges of the Supreme Court, and all other Officers of

the United States, whose Appointments are not herein

otherwise provided for.

What can the president do, if he or she receives the

Senate’s approval?

(Excerpted from Article II, Section 3)

He shall from time to time give to the Congress

Information of the State of the Union, and recommend to

their Consideration such Measures as he shall judge

necessary and expedient; he may, on extraordinary

Occasions, convene both Houses, or either of them . . . he

shall receive Ambassadors and other public Ministers; he

shall take Care that the Laws be faithfully executed, and

shall Commission all the Officers of the United States.

What can Congress expect the president to do?

What other duties of the president does this paragraph

describe?

Who were the candidates?

Which candidate had the most popular votes?

Who do you think won the election?

Count up the number of electoral votes: ___ Cleveland ___ Harrison

KEY■ Benjamin Harrison (R)

■ Grover Cleveland (D)

Popular VotesCleveland 5,537,857

Harrison 5,447,129


ACTIVITY PAGE 1BThe Electoral College

New Mexico Territory

Arizona Territory

Oklahoma Territory

Wyoming Territory

Utah Territory

Idaho Territory

Washington Territory Montana

TerritoryDakota Territory

39

3

8

3

5

7

13

11

22 15

13

3023

36

6

44

14

13

4

7

16

10

12

8

9 12

9

11

1213

6

6

9

4

38

5. Conclude the activityby asking your students whatthese campaign objects mightindicate about the qualitiesAmerican voters seek in their president. Students willprobably conclude that votersseem to want proven leaderswho can keep the nation atpeace and economicallystrong.

PROMOTING THECANDIDATE

Objectives■ Identify the role of political parties in presidential elections.■ Interpret objects frompresidential campaigns.

Materials■ Copies of Activity Pages 2A–C, pages 10–12.■ Pens, pencils.

SubjectsSocial studies, language arts

Procedure1. Ask your students to

review what they learned byreading the portions of theConstitution included inActivity Page 1A. Is thereany mention of the presiden-tial campaign process? Doesthe Constitution say anythingabout political parties? Usingthe Introduction as a guide,tell your students that thewriters of the Constitutiondid not anticipate the scopeof national political partiesand would not have imaginedthe large expense and perma-nent organization necessaryto run a modern presidentialcampaign. Be sure to empha-size that ever since politicalparties were formed, they

have profoundly shaped theway Americans elect theirpresident. (You may wish to remind them of party-driven institutions such asconventions and primaries.)

2. Give each student acopy of Activity Pages2A–C. Tell your students that they will be examiningobjects at the SmithsonianInstitution that originallycame from presidential campaigns of the nineteenthand twentieth centuries.Stress that political partiescreated these objects to provide simple and directreasons for voters to considertheir candidates’ characterand personal qualifications.

3. Direct your students to Object 1 but do not tellthem what it is—an 1840campaign ribbon for Whigcandidate William HenryHarrison. Ask them to lookcarefully at the object, examining both the text andpictures. Is it clear who thecandidate is? What qualitiesmake this candidate trustwor-thy enough to be president?(Some students might find thenineteenth-century languagedifficult to understand andmay need extra coaching.)Answers may vary, but students will likely concludethat voters were encouragedto elect Harrison because he was, like GeorgeWashington, a military hero and farmer and so presumably well prepared for the presidency.

4. Repeat the inquiryprocess outlined in lessonstep 3 for the remainingobjects on Activity Pages2A–C. (Be sure to consultthe key to campaign objectsand possible answers provided in the Introductionand this lesson plan.) Have students write their answersin the spaces provided on the Activity Pages.


LESSON PLANStep 2

Object 11840 campaign ribbon for Whig candidate William Henry Harrison.Message to voters: Consider Harrisonbecause he was, likeGeorge Washington, amilitary hero and farmerand so is well preparedfor the presidency.

Object 21956 comic book (aimed at women voters) for Republican candidate Dwight D. Eisenhower.Message to voters: Consider Eisenhowerbecause he brought abouteconomic prosperity bybalancing the budget, cut-ting taxes, and reducinginflation; ended the war in

Korea; conducts himselfwith honesty and integrity;and took action on civilrights during his first term.

Object 31912 campaign poster for Democratic candidateWoodrow Wilson.Message to voters:Consider Wilson because he displays the leadershipqualities of GeorgeWashington.

Object 41972 campaign poster for Democratic candidateGeorge McGovern.Message to voters: Consider McGovern because he would address the concerns of ordinary people if he were elected.

K E Y T O C A M PA I G N O B J E C T S

Object 1

What is the candidate’s name?

What party did the candidate belong to?

Why should voters choose this candidate?


Activity Page 2A

Object 2

What is the candidate’s nickname? (Your teacher can tell you his full name.)

Why should voters (especially women) choose this candidate?


Activity Page 2B

Object 4




Activity Page 2C

Object 3



HELP A CANDIDATE

Objectives■ Identify methods used to promote presidential candidates.■ Create campaign promotional materials for areal or fictional candidate.

Materials■ Copies of Take-HomePage, page 14.■ Crayons, markers, paper,pencils, pens.

SubjectsArt, language arts, socialstudies

Procedure1. Using the Introduction

as a guide, tell your studentsthat presidential campaignshave changed dramaticallyover the past century.Emphasize that candidates inthe nineteenth century werenot expected to play a publicrole in the campaign andwere often unable to travelextensively because of thepoor state of transportation.Stress that much of the seemingly frivolous electionmemorabilia students examined in Lesson PlanStep 2 was directed toward avery serious end: to convinceas many voters as possible to cast their ballot for thecandidate.

2. Ask your class whatmethods candidates usetoday to convince Americansto vote for them. Answersmay vary, but students willprobably mention televisionand radio advertisements,press conferences, televisedpresidential debates, elec-tronic “town meetings,” and World Wide Web sites.Emphasize the role in presidential campaigns ofchanging communicationstechnologies.

3. Continue the class discussion by asking yourstudents to consider the skillscandidates must have to usethese new communicationstechnologies effectively. (You may wish to focus yourquestions on television andradio first.) Students willprobably conclude that it ishelpful for candidates tohave a polished speakingvoice, a photogenic quality,and the ability to respondquickly to detailed questions.

4. Give each student acopy of the Take-HomePage. Tell your class thatthey have just been hired asmanagers of a presidentialcampaign (either real or fictional—their choice).Their job is to promote theircandidate so that Americanswill vote for him or her.Stress that students can usewhatever medium theywish—television, radio, apublic rally or parade,posters, or buttons—to publicize their candidate.

5. Direct your students tothe Take-Home Page. Tellthem they can use the backof the sheet (and other paperas necessary) to design aposter or button, write ashort radio advertisement, or draw a story board for atelevision commercial.

6. After your studentshave completed the Take-Home Page, ask them toshare their work with theclass. Students who have created posters or buttonscan interpret their design tothe class, while those whohave written television orradio advertisements canread, perform, or otherwiseconvey the message of theircommercials. To concludethe activity, you may wish tohave the class vote for themost convincing campaignmaterials.


LESSON PLANStep 3

My candidate is

People should vote for him/her because

Directions: Use the back of this page topromote your candidate by designing abutton or poster or by writing/drawinga television or radio commercial.

Mi candidato(a) es

Debemos votar por el/ella porque

Instrucciones: A la vuelta de la página,diseña un botón o un cartel, redacta uncomercial para la radio o televisión queda a conocer a tu candidato!


TAKE-HOME PAGEYou’re the Campaign Manager

TRABAJO PARA HACEREN LA CASATu Eres el Director(a) deCampaña

Publication of Art to Zoo ismade possible through thegenerous support of thePacific Mutual Foundation.

To the teacher■ Duplicate this page for students.■ Use with LessonPlan Step 3.

Esta publicación ha sidoposible gracias al generosoaporte de la PacificMutual Foundation.

Al maestro (a)■ Copie esta página paralos alumnos. ■ Usela con el tercer paso del plan de la lección.

BOOKS AND TEACHINGGUIDES

Boller, Paul F. PresidentialCampaigns. New York:Oxford University Press, 1996.

Cunliffe, Marcus. ThePresidency. Boston: HoughtonMifflin Company, 1987.

Dover, E. D. PresidentialElections in the TelevisionAge: 1960–1992. Westport,Connecticut: Praeger, 1994.

Fischer, Roger A. Tippecanoeand Trinkets Too: TheMaterial Culture of AmericanPresidential Campaigns,1828–1984. Urbana:University of Illinois Press,1987.

McCormick, Richard P.The Presidential Game: The Origins of AmericanPresidential Politics. NewYork: Oxford University Press, 1982.

Mee, Charles L. The Genius ofthe People. New York: Harper& Row, 1987.

Melder, Keith E. Hail to theCandidate: PresidentialCampaigns from Banners toBroadcasts. Washington, D.C.:Smithsonian Institution Press,1992.

Post, Robert C., ed. EveryFour Years. Washington, D.C.:Smithsonian ExpositionBooks, 1980.

Schlesinger, Arthur M. Jr., ed.Running For President: TheCandidates and Their Images.New York: Simon & Schuster,1994.

ELECTRONIC RESOURCES

Go to the official White House World Wide Web site,http://www.whitehouse.gov,for information on the currentpresident.

Campaign ’96 Online(http://campaign.96.com)offers a comprehensive guideto candidates’ Web sites.

Current presidential campaignnews appears on the PoliticsNow site, http://www.politicsnow.com.

The complete texts of all presidential inaugural address-es appear on http://www.columbia.edu/acis/bartleby/inaugural/index.html.

The United States InformationAgency maintains an extensive list of articles and aglossary of election terms athttp://www.usia.gov/elections/process.htm.

Note: Because of the rapidlyevolving nature of theInternet, some of the uniformresource locators (URLs)above may have changed since publication.

PHOTOGRAPHS

All objects shown in thisissue are from the collectionsof the National Museum ofAmerican History.

Images copyrightSmithsonian Institution.

ACKNOWLEDGMENTS

William L. BirdNational Museum ofAmerican History

David BurgevinOffice of Printing andPhotographic Services

Susan KelmanOffice of Elementary andSecondary Education

Sandra MatthewsNational Museum ofAmerican History

Nancy McCoyNational Museum ofAmerican History

Harry RubensteinNational Museum ofAmerican History

ART TO ZOO

Art to Zoo is a publication of the Office of Elementaryand Secondary Education,Smithsonian Institution,Washington, DC 20560.

WriterAlan Smigielski

EditorDouglas Casey

TranslatorSarita Rodriguez

DesignerKarlic Design AssociatesBaltimore, Maryland

Publications DirectorMichelle Knovic Smith

ART TO ZOO ONLINE

This publication is availableelectronically through theInternet via anonymous ftp to educate.si.edu. Follow the path pub/publications_for_teachers/art-to-zoo.Recent issues and supple-mentary materials are offeredin hypertext format via theWorld Wide Web athttp://educate.si.edu/art-to-zoo/azindex.htm. Currentand back issues (starting withspring 1993) are also avail-able through America Online(keyword SMITHSONIAN).


RESOURCES

SUBSCRIBE TO Art to Zoo

For a free subscription to Art to Zoo, make a copy of this form and send it to Smithsonian Office of

Elementary and Secondary Education / Art to Zoo, Arts and Industries Building 1163, MRC 402,

Washington, DC 20560. Please print clearly.

Name

Address

ZIP

DirectionsPrint clearly and include your ZIP code. Check ONE of the following boxes:

n This is my school (or other organization) address. n This is my home address.

SMITHSONIANOffice of Elementary and Secondary

Arts and Industries Building 1163MRC 402Washington, DC 20560

Official BusinessPenalty for Private Use, $300

Bulk RatePostage and Fees PaidSmithsonian InstitutionG-94

winning the vote - smithsonian education

Documents