Image courtesy of Library of Congress, Prints and Photographs Division [LC-USZC4-5315].

1. Political cartoons provide visual commentary on current events, mostly on the subject of government mishaps, and often reflect the cartoonist's bias or prejudice about the event. Benjamin Franklin's "Join or Die" illustration, widely accepted as America's first political cartoon, depicts a snake whose severed parts represent the colonies. Franklin drew the cartoon to support his argument at the Albany Congress of 1754 for the colonies to join together to deal with the problematic relationship with the Iroquois. Although the cartoon was widely published, the movement later failed.

Why did Franklin use a snake in his cartoon? (It alludes to the Native American belief that a severed snake would be resurrected if the pieces were placed next to each other.) What other animals often appear in political cartoons? (elephants, donkeys)

Ask students to select a current news event and illustrate a political cartoon depicting their feelings about the event. Students with limited drawing ability can create a collage from magazine or newspaper clippings. Share the cartoons with the entire class, asking students to analyze the images and determine the point of view of each illustrator.

Students examine political satire in:

---

© Microsoft Design Gallery Live

2. Public figures use careful language to gain the support of their audience during speeches, debates and critical meetings. Speech writers must not only maintain up-to-the-second knowledge of current events, but also employ persuasive writing techniques to create a positive reaction from their audience.

Can you identify some memorable or persuasive phrases from well-known speeches? What was the underlying theme of the speech? How was the speech received by the public? Do you agree or disagree with the speaker's idea? Why?

Select an article from the editorial section of the local newspaper or an Internet-based publication. What does the writer want the audience to think, feel or do? Ask students to point out important keywords or phrases that communicate the writer's feelings on the subject. Suggest a school-related issue important to the class (such as a change in cafeteria food or longer recess time), and ask students to write a letter to the principal or school board asking them to consider a change.

Students use persuasive writing and debate techniques in:

---

Image of pine tree threepence courtesy of University of Notre Dame, Department of Special Collections.

3. As the early-American colonists adapted to life in a new land and began to form laws and government policies, they had to pay attention to their financial status as well. Although they bartered goods with Native Americans and received financial backing from England, they needed to develop their own currency and rates of exchange in order to secure their independence.

What are some items the colonists used in place of money to purchase goods from Native Americans? (Wampum, tobacco, food and furs.) Why were these items considered valuable in colonial America? When did the colonies begin creating their own form of currency?

Assign each student one coin that was available in colonial times, such as the shilling, threepence or sixpence. Ask students to use library or Internet resources to research what the coin could purchase during colonial times. Students should complete a one-page report, accompanied by a drawing of their assigned coin.

Students discover trade and early American currency in:

---

4. In 1789, as the framework for the new government was still being developed, General George Washington was unanimously appointed by the electoral college as the first president of the United States. It may surprise you to discover that he received this honor without campaigning, debating or receiving a single public vote. In this, the first presidential election, the electoral college used the plurality method of voting, in which each member was allowed one vote, and the candidate who received the most votes won.

What if voters were allowed to cast their ballot using the strategic method, in which they cast votes for their first, second and third choices? How would the results be tallied? Would there be a clear winner?

Ask students to explore alternate methods of voting, including variations of the plurality method such as runoff elections, the electoral college and two-thirds majority. Which method is currently used for our presidential elections? Given the issues in the 2000 presidential election, make recommendations for ensuring a more definitive process for the next presidential election.

Students explore different election processes in:

---

5. The United States of America was founded on the idea of life, liberty and the pursuit of happiness. Of course, it took many debates and heated discussions to develop an appropriate government that would fulfill this idea for its citizens.

Why was it necessary to hold a Constitutional Convention? Who attended? What solutions or plans were presented? (The Virginia Plan, the New Jersey Plan, Hamilton's Plan and the Connecticut Plan.) What were the pros and cons of each plan? What parts of the different plans were used to create the Constitution?

Separate the class into four groups and assign one plan to each group. Create a chart for each plan, on which the students should note the plan's issues and which founding fathers supported or opposed the plan. Which plan do the students think was most fair?

Students learn about the development of the United States Constitution in: