Designing a Campaign Button

Prepared By: DeVee Dietz, M.S.Ed

Director, Civic Education Programs Chiesman Center for Democracy, Inc.

Rapid City, SD

Developed for Legislative Education for Greater Inquiry and Study (LEGIS)

Chiesman Center for Democracy, Inc. 1641 Deadwood Ave. Rapid City, SD 57702

www.chiesman.org 2009

LEGIS: Legislative Education for Greater Inquiry and Study

The contents of the K – 12 LEGIS LESSONS were developed under a grant from the U.S. Department of Education (Grant No. 84.304c – LEGIS: Legislative Education for Greater Inquiry and Study). However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (EDGAR: 34 CFR)

LEGIS: Legislative Education for Greater Inquiry and Study Page 1

HS.B.10, HS.D.13, HS.E.9, HS.F.9 Lesson Title: Designing a Campaign Button Prepared by: DeVee Dietz Grade Level: Upper Elementary, MS and HS Time Required: 3- 4 classes 9-12 Lesson 10 of 10 in Unit: Governmental Leadership

Lesson 13 of 13 in Unit: Relationships between Citizens and Legislators Lesson 9 of 9 in Unit: Citizen Rights & Responsibilities Lesson 9 of 9 in Unit: Founding Documents & Primary Sources

Unit Overview This is a multidisciplinary project that integrates the art of persuasion into the subject areas of social studies, writing, visual arts, and history. The students will express their experience and understanding of the use of political buttons in the creation of an original campaign button. This lesson can be utilized during school, local, state or national elections. I. Essential Questions:

Are campaign buttons effective in an election? Why have campaign buttons been a part of political elections since 1896? How would you design a campaign button to help communicate a message?

II. South Dakota Grade Level Content Standards:

9-12.C.2.1 Students are able to describe the means of influencing and/or participating in a republic.

South Dakota Grade Level Standards: Visual Arts

Visual Arts Content Standard #1 — Students will understand and use visual arts as means for creative self-expression and interpersonal communication. 9-12 Grade Students Will: 1. Analyze how visual arts may express concepts, tell stories, evoke moods or

emotions, and symbolize ideas. 2. Communicate personal ideas, experiences, or emotions through a variety of

visual art media, processes and techniques. 3. Use artwork which communicates an understanding of themes or concepts

from other disciplines.

Curriculum Connections: English/Creative writing is involved when students describe their work and use words to describe the mood present in their work.

III. Assessment Strategies:

1. Pre-assessment: (students will answer on a 4 X 6 index card and discuss)

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What do you already know about campaign buttons and the designing of them?

This data will be compared to post-assessment data to judge student learning, determine effectiveness of lesson and to make recommendations for the future.

1. Partially assessed on the basis of the effect on the students' attitude toward, and ability to use, their skills of imagination.

2. Culminating Assessment: Student self-critique questions to respond to in writing: A. Describe the way your button looks compositionally. B. How successfully does your button convey meaning? How would you describe the mood conveyed? C. How did the historical buttons that we looked at in class influence you? D. What were the most difficult and easy aspects of this assignment? Why?

4. Post-assessment: (students will answer on a 4 X 6 index card and discuss) What do you know about campaign buttons and the designing of them?

IV. Learning Objectives: 1. Essential understandings:

a. After discussing/describing the visual/technical qualities of campaign buttons students will understand the use of art to help communicate a message.

b. Students will understand the importance and effectiveness of campaign buttons during an election.

c. Students will understand why campaign buttons have been used in political elections since 1896.

d. Students will use historical political campaign buttons as primary sources. e. They will discuss the use of color, lettering and overall composition. f. They will give their perception of the message that was to be conveyed at

the time. 2. Essential knowledge:

Students will actively use their imagination to effectively create an original design for a campaign button.

V. Necessary Materials:

1. Scratch paper 2. Drawing paper 3. Circle stencils (various sizes) 4. Pencil, eraser, ruler 5. Fine tip markers 6. Colored pencils 7. Samples of lettering/fonts 8. Samples of political campaign buttons 9. Selected web pages to enhance presentation of lesson 10. Button machine with materials

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VI. Detailed Lesson Description

1. Review, critique and discuss the common characteristics of the political buttons that the teacher presents to them in terms of overall composition, color, lettering and the effect the message has on the viewer.

2. Select a candidate and create simple thumbnail sketches based on the combination of the student’s creative, original ideas and on the common characteristics of political buttons.

3. Select the best composition idea to create a final original button design. 4. Critique their work in progress and at conclusion as part of the culminating

assessment. They will write a self-critique essay and discuss the elements and meaning of their final button designs.

VII. Enrichment: Handouts and Additional Activities:

Campaign Buttons – Defined History

Campaign Buttons – List of Uses

Sample – South Dakota Campaign Buttons

Political Catch Phrases

The American Political Items Collectors

Activity: My Candidate is Better Than Your Candidate VII. Bibliography/Resources http://politics1.com/sd.htm

http://www.buttonsonline.com/2008/index.html http://www.politicalshop.com/showitems_new.asp?mainpage=showitems&keysearch3=Election-2008 http://cynthiasparks.tripod.com/interpreting_a_political_cartoon1.htm http://www.politicalgifts.com/cam20but.html http://www.npr.org/templates/story/story.php?storyId=5561391

VIII. Use of Primary Sources Students will be viewing past historical political campaign buttons. They will discuss the use of color, lettering and overall composition. They will give their perception of the message that was to be conveyed at the time. Examples of buttons are provided.

The contents of the K – 12 LEGIS LESSONS were developed under a grant from the U.S. Department of Education (Grant No. 84.304c – LEGIS: Legislative Education for Greater Inquiry and Study). However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (EDGAR: 34 CFR)

LEGIS: Legislative Education for Greater Inquiry and Study Page 4

Campaign Buttons – Defined

Campaign buttons are used in an election as political advertising for (or against) a candidate or political party, or to proclaim the issues that are part of the political platform. In "celluloid" buttons, first used in 1896, one side of a metal disk is covered with paper (printed with the message) and protected by a layer of clear plastic. Since 1916, buttons have also been produced by lithographing the image directly onto the metal disk. Thousands of buttons are produced and distributed to the public. A celluloid-type button is fastened to a garment using a pin on the back side of the button (in recently-produced buttons, the pin generally fits into a safety-pin-style catch). A lithographed button may fasten with a pin-back or with a metal tab which folds over a lapel or pocket. One of the most famous uses of campaign buttons occurred during the 1940 U.S. presidential election, when Wendell Willkie's campaign produced millions of lithographed slogan buttons in rapid response to news items about President Franklin D. Roosevelt. Campaign buttons bear some similarity to bumper stickers, which are also used for political and other promotional messages. As a novelty item, campaign buttons are part of the hobby of collecting.

Button from a 2005 City Council race in Spokane, Washington, Produced by a volunteer with a button machine.

Recently, increasing advertising expenses and legal limits on expenditures have led many U.S. campaigns to abandon buttons in favor of disposable lapel stickers, which are much less expensive. Another recent trend is the use of graphical campaign buttons, or "web buttons", that internet users can place on their personal websites. Graphical campaign buttons are useful because they can be widely distributed for little cost. However, wider availability of machines for producing celluloid-type buttons (as well as inkjet and laser printers and design Software) now permits even small campaigns to produce or acquire buttons relatively inexpensively, even in small quantities.

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Designing Buttons

List of uses for buttons

CAMPAIGNS

Political

School Board Referendums Labor Unions

SCHOOL GROUPS

Booster Clubs

Cheerleaders

Clubs

Band/Choir

Athletic Teams

FUN & NOVELTY

Holiday Designs

Coloring Designs

Cartoons

Birthday and Other Greetings

NAME TAGS

PTA Functions

Conventions

Meetings

Family/School

Reunions

Preschool ID Photos

Wait staff

Checkout Personnel

ADVERTISING

Showcase a New Logo

Introduce a New

Product

Giveaways at Trade

Shows

Promote a Company Slogan

Service Reminders

Commemorate a Special Events

SPECIAL EVENTS

Fairs

Contests

Amusement Parks

Tourist Attractions

Sports Events

FUNDRAISERS

School & Church

Groups

Boy/Girl Scouts

Little Leagues

Flea Markets

PUBLIC SERVICE

Say No To Drugs

C.A.R.E.

MADD

CRAFTS

Magnets

Christmas

Ornaments

Earrings

Tie Clips

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SOUTH DAKOTA

Campaign Buttons

George McGovern ‘56

Cherry for US Senate ‘32

Harry Lovre ‘50

Archie Gubbrud ’62

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Political Catch Phrases

The following is a list of political catch phrases; distinctive statements uttered by political figures that have gone on to become well-known or infamous.

Catch phrases are distinct from political slogans in that they are often not deliberately created sayings, and may become famous for other, unintentional reasons, and thus go on to gain "a life of their own" in popular culture and imagination

"Read my lips: no new taxes," said by George H. W. Bush during the 1988 U.S. presidential election. He would go on to support a bipartisan bill to raise taxes.

"I'm the decider," said by George W. Bush. "We found the weapons of mass destruction." –President George W. Bush, in an interview

with Polish television, May 29, 2003 "Well, actually, he forgot Poland," said by George W. Bush during the first 2004 election

debate as a response to John Kerry's statement that the coalition of the willing to invade Iraq only consisted of the United States, the United Kingdom, and Australia.

"I experimented with marijuana a time or two, but I never inhaled." said by Bill Clinton. "It's the economy, stupid," used by Bill Clinton in his successful 1992 presidential campaign. "That depends on what your definition of 'is' is," said by Bill Clinton "During my service in the United States Congress, I took the initiative in creating the

Internet." said by Al Gore. "We are all republicans -- we are all federalists", Thomas Jefferson's First Inaugural. "Ich bin ein Berliner," ("I am a Berliner") said by John F. Kennedy in West Berlin. "My fellow Americans," said by many presidents at the beginning of major addresses to the

nation. John F. Kennedy used it near the end of his inaugural, saying "And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country."

"Four score and seven years ago...,‖ Opening of Abraham Lincoln's Gettysburg Address. "Show me the spot," Abraham Lincoln challenging the incident the precipitated the Mexican

American War. "I'm not a crook," said by Richard Nixon during the Watergate scandal. "Let me make one thing perfectly clear," said by Richard Nixon "Only Nixon could go to China," saying that became popular in the wake of Richard Nixon's

visit to the People's Republic of China. "You won't have Nixon to kick around anymore," said by Richard Nixon in 1962 when he

announced his retirement from politics. He would make a successful run for the presidency in 1968.

"I'm Ross, and you're the Boss" Said by Ross Perot during the '92 presidential election. "I'm from the government, and I'm here to help." said by Ronald Reagan. "Mr. Gorbachev, tear down this wall!‖ said by Ronald Reagan. "Mistakes have been made." said by Ronald Reagan and many others. "There you go again," said by Ronald Reagan to Jimmy Carter during their 1980 presidential

debate. "The only thing we have to fear is fear itself." Franklin D. Roosevelt. "If drafted, I will not run; if nominated, I will not accept; if elected, I will not serve" by General

William Tecumseh Sherman in reference to the 1884 Presidential Election; declarations of the type became known as Sherman statements.

"The Internet is a series of tubes," said by Senator Ted Stevens.

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THE AMERICAN POLITICAL ITEMS COLLECTORS Collect What You Like! Most collectors would tell you the most important aspect of collecting is to collect what you like. It is your collection, so add those things that are the most satisfying and pleasurable to you. Availability of Memorabilia You Collect There are wonderful examples of all types of political campaign memorabilia available today, produced throughout most of our nation's history which offer collectors the opportunity to build fabulous collections. Here are a few ways to find material for your collection:

Join the APIC!

Attend APIC regional and national shows.

Trade and correspond with other collectors.

Attend flea markets, antique shows, and estate sales.

Advertise in local newspapers and magazines.

Advertise in trade publications.

Talk with current and retired politicians.

Participate in a current political campaign.

Subscribe to mail auctions and on-line auctions.

Search on-line sources such as eBay.

Attend other collector shows such as gun shows, coin & stamp shows.

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Value of Memorabilia You Collect Values of political items fluctuate based on a number of factors. Some things to consider:

Many collectors are very condition-conscious; therefore they are oftentimes willing to pay a premium price for items in superb condition.

Some items are produced in a region where the quantity produces is quite small. With more collectors than there are items to go around, this can create an increase in value for those limited-quantity items.

Throughout history, there have been some campaigns for specific candidates where political campaign memorabilia is virtually non-existent. Items for these candidates command premium prices.

Specific types of political campaign memorabilia are highly prized by certain collectors. Examples may include political campaign textiles, flags, pin back buttons, 3-dimensional items, china, mechanical items, and very colorful campaign buttons.

Note that, when campaign material is offered at auction, you may see 'bidding wars' occur where two collectors 'lock heads' during the auction and push the selling price of an item into the stratosphere, far beyond what the general population of collectors would pay for an item.

Items created during current political campaigns can often create a flurry of excitement at that moment, causing abnormally high prices. Generally, if a collector has the patience, these items become available at some point in the future for more reasonable prices once the dust settles.

There are collectors who believe that political campaign memorabilia can be a good investment. While it may be true that money can be made in the hobby, most collectors would indicate that this is not their number one reason for collecting.

Areas of Specialization While many collectors are interested in all political campaign memorabilia for all political campaigns, there are those who have decided to become more specialized. The list of specialty areas is endless, but here some examples:

Memorabilia from each presidential campaign

Pin back buttons only

Focus on a single candidate

Focus on a single election year

Single Political Party (Democratic, Republican, Socialist, etc)

Single-day event buttons

Political items with advertising tie-in

3-D items

Locals Races

Women Suffrage movement

Prohibition movement

Social causes

Civil Rights

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THE AMERICAN POLITICAL ITEMS COLLECTORS

http://apic.us/Resources/WhatShouldYouCollect/tabid/255/Default.aspx

ACTIVITY: MY CANDIDATE IS BETTER THAN YOUR CANDIDATE!

What would you say about a political candidate to make him or her seem important, honest, intelligent, practical, brave, on your side? Divide the class into groups and assign each an ideal candidate represented by a photograph from a book or magazine. Each group should then name the candidate, and his or her party, and then imagine a campaign theme with ideas, slogans and a representative picture or logo. What does the politician promise and how will he or she will accomplish the goals? Once they have developed their approach, each student group should create two campaign posters: One picturing the candidate and campaign slogan, the other presenting his or her ideas. These should be photocopied and posted around school. Have students ask others at school for their response and then discuss in class the overall success or failure of the campaigns. Student may wish to view again the images of Augustus included in the Gallery, noting how his image was developed and refined. Online Resources How Art Made the World: ―Persian Political Art‖ (image gallery) How Art Made the World: ―Image Power‖ (image gallery) How Art Made the World: ―Augustus Shapes his Lie‖ (image gallery) http://www.pbs.org/howartmadetheworld/gallery/